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  • 151.
    Appelgren, Tintin
    Stockholm University, Faculty of Humanities, Department of Asian and Middle Eastern studies, Korean Studies.
    "Unbroken Darkness”: Christian Missionary Conceptions of Blindness in Early 20th Century Korea2023Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis aims to explore Christian missionary conceptions of blindness in early 20thcentury Korea. This period of history is characterized by drastic changes to Koreansociety due to an increase in external influences on the peninsula, changes which alsoaffected the social position and perception of blind people. Christian missionariesplayed a central role in the changes to the lives of these blind people, which is why thisthesis aims to highlight missionary conceptions of blindness in Korea. To accomplishthis, some tools from critical discourse analysis are used to examine how blindness isconceptualized within several texts from Protestant missionary publications, using adisability studies framework to analyse the texts. The analysis showcases the religiousimagery and religious conceptions of blindness present in the texts, how these interactwith medical conceptions, and distinctions in the portrayal of blind people between thedifferent texts.

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    Unbroken Darkness
  • 152.
    Appleton, Jack
    Stockholm University, Faculty of Humanities, Department of English.
    Hang on to the Words: Knowledge Tokens, Hierarchies, and Concurrent Narratives in Margaret Atwood’s MaddAddam Trilogy2020Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Margaret Atwood’s MaddAddam Trilogy has received substantial critical attention inthe fields of ecocriticism, the ethics of bioengineering, and feminist theory. However, the vast majority of this criticism has focussed on Oryx and Crake and The Year of the Flood, the first two books in the trilogy. By displacing human narrators in MaddAddam, the third and final book, Atwood re-contextualises the entire trilogy asno longer being a meticulously researched speculative fiction, and instead a type of fable, along the lines of Jean-François Lyotard’s “A Postmodern Fable.” Through this shift, Atwood asserts the need to replace the perception of a progression of metanarratives in contemporary cultural thought with concurrent, transitory micronarratives.

    This thesis is divided into three main sections, each examining the different communities which Atwood depicts. The first section uses the work of Zygmunt Bauman and Jean-François Lyotard on the state of knowledge in the postmodern habitat to explore how Atwood presents a fracture between scientific and narrative knowledge, which the Compounds in her novels propagate to impose a hierarchy over their citizenship. The second section moves to a more character focussed perspective, using Eve Kosofsky Sedgwick’s development of ‘homosocial’ triangles, it examines how the character Crake internalises the enforced societal hierarchy between scientific and narrative knowledge, and uses these non-sexual terms to perform a sexual triangle containing himself and other characters. The final section explores the shift of perspective in the third novel, and how the displacement of humanity as the centre of the narrative exposes the unsustainable position of appealing to metanarratives of progression. Through this analysis, Atwood can be seen to be exposing the fallacy that new knowledge usurps old knowledge, and that all contexts of understanding exist simultaneously, appearing, disappearing, and reappearing where they have interpretive utility.

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  • 153.
    Araneda, Esteban
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    El uso de secuencias formulaicas en hablantes de español L2 de nivel muy avanzado2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    El presente estudio tiene como tema principal el uso de secuencias formulaicas(SFs) en hablantes avanzados de español L2. La idea principalde este trabajo, aparte de dar una descripción general del concepto deSF, es ver el uso de dos tipos de SFs (SFs léxicas y SFs discursivas) enun grupo de hablantes no nativos de español (sueco L1) en comparacióncon un grupo de hablantes nativos de español, teniendo a estos últimoscomo norma. Utilizamos materiales de producción oral obtenidas de trestareas con distintos niveles de apoyo interaccional. Nuestras preguntasde investigación pretenden averiguar la frecuencia de uso de SFs y cuálde las tres tareas representarían mayor dificultad para los no nativos.Los resultados de nuestro estudio no indican una diferencia estadísticamentesignificativa que pudiese diferenciar a los no nativos de los nativosen relación a la frecuencia de uso de SFs. Sin embargo los no nativosse mostraron relativamente más dependientes que los nativos delapoyo interaccional y de la familiaridad con la tarea.

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  • 154.
    Araneda Ferrer, Esteban
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Acceso al léxico en hablantes avanzados de español como segunda lengua2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    El objetivo de este estudio es analizar las estrategias discursivas utilizadas por hablantes avanzados de español en comparación con hablantes nativos. El solo hecho de tener que narrar una historia de manera improvisada en una segunda lengua, manteniendo en todo momento una relación coherente, nos puede llevar a la necesidad de utilizar ciertas estrategias discursivas para encontrar la palabra adecuada en cada situación.

    Para llevar a cabo este estudio se analizaron transcripciones de relatos hechos por un grupo de estudio conformado por hablantes no nativos de español y un grupo de control compuesto por hablantes nativos. Los relatos se inspiran en un libro de imágenes sin texto, en donde cada uno de los informantes narró la historia improvisadamente. De esta manera se comparó el uso de las estrategias utilizadas por ambos grupos llegando a obtener resultados con ciertas similitudes y diferencias entre ambos grupos.

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  • 155. Arklund, Gunnel
    et al.
    Bergner, Eva
    Östberg, Urban
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Fokus på Sverige1998Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    "Fokus på Sverige" är en nybörjarbok i svenska som främmande språk för studenter vid högskolor/universitet i Sverige eller i utlandet. Boken har en relativt snabb progression och texterna har i regel fokus på svensk och nordiska realia. Texterna är försedda med frågor och svensk-engelska ordlistor.

  • 156.
    Arnöman, Nils
    Stockholm University, Faculty of Humanities, Department of German.
    "Ach Kinder": zur Rolle des Kindes und der Familie im Werk Hans Falladas1998Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study primarily investigates the role of children in regard to the plot as well as to the characterization of adults in six novels by Hans Fallada. Discussed is furthermore Fallada's position as an author within the literary epoch of the "Neue Sachlichkeit", especially regarding his narrative technique that includes a dominating use of dialogue and a covert narrator. Due to the fact that Fallada's first successful novels, written in the early thirties, reflect the contemporary German society not excluding its social problems, the critics for a long time regarded the author as a critical observer of society, thereby disregarding other aspects of his work, such as the characters and their individual conflicts. These aspects were not seriously taken into consideration by the critics until the sixties.

    The appointed texts are dealt with chronologically, thus facing the role of children from various angles and thereby concerning themes such as the marital relationship, the animosity between generations and conflicts aroused by the pubescent child. An unborn child as well as the longing for or the loss of children are all matters that noticeably influence the plot and the characterization of adults in these texts.

    By investigating the role of children in these novels I will show, that in Fallada's texts there is a power leading towards the sheltering family and also that this power is combined with heavy demands upon ethics.

  • 157.
    ARUTUNIAN, VICTORIA
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Sincretismo religioso.: Una forma de vida entre la población indígena.2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Bolivia es un país donde el cristianismo está ya hondamente entregado a un vivente mundo local impregnado del calendario cristiano con los días de los santos y su celebración, santuarios, iglesias, folclor de los sacerdotes extranjeros y ciudades administrativas. La influencia cristiana está en todas partes, pero la fe cristiana no podía exterminar la fe indígena. Se puede decir que la evangelización fracasó.

    El propósito de este estudio se refiere a la pregunta por qué surgió el sincretismo en la población indígena, en Bolivia. Para entender las razones de este tema, se intenta mirar las tradiciones indígenas pertenecientes a los “ritos de paso que incluyen compadrazgo”, como también la cosmovisión indígena y la influencia del cristianismo, aclarando conceptos como “sincretismo”, “cosmovisión” y “compadrazgo”. El estudio trata el desarrollo histórico del tema del sincretismo, o sea, la fusión o mezcla religiosa entre diferentes culturas, incluyendo las diferentes interpretaciones del mismo, por los cristianos y por la población indígena.

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  • 158.
    Arvidsson, Klara
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    « C'est ça, en fait. » Développer l'idiomaticité dans une L2 pendant un séjour linguistique: Trois études sur le rôle des différences individuelles2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis deals with the development of idiomaticity in French as a second language (L2). Idiomaticity in this context refers to knowledge and use of multiword expressions (MWEs), such as for example c'est ça and en fait. Developing idiomaticity is an important yet challenging aspect of L2 learning, and requires substantial exposure to the target language (TL). This makes the study abroad learning context ideal. However, research shows that learners vary considerably with respect to their linguistic development during their stay abroad. The aim of this thesis is to investigate what factors promote the development of idiomaticity in L2 French during a semester abroad. The thesis comprises three studies which are informed by usage-based approaches to language learning and individual difference research, and which include a total of 43 participants. Study I quantitatively investigates the role of quantity of TL contact for the learning of MWEs used in informal conversations. The results show that quantity of TL contact during the stay abroad did not predict the development of MWE knowledge. Study II qualitatively explores what kind of TL contact and what psychological orientation (a constellation of psychological factors) might promote MWE learning by focusing on contrasting cases of learners from Study I. The findings suggest that a relatively varied contact with the TL in combination with a favorable psychological orientation promoted MWE learning, including a self-reported tendency to notice language forms, a strong L2 motivation, a sense of self-efficacy and self-regulatory capabilities. Study III explores the role of social networks for the development of idiomaticity in spoken L2 French. It is found that the learner's repertoire of MWEs was promoted by a social network including several relationships sustained in the TL. Overall, the findings suggest that a relatively varied TL contact in combination with a favorable psychological orientation and/or a social network including TL speakers promote the development of L2 idiomaticity during the semester abroad. In other words, mere exposure to the TL does not seem to be enough to develop idiomaticity. This thesis contributes to SA research on L2 learning and can hopefully be of use to future SA participants who want to develop their knowledge and use of MWEs which are key to successful communication in an L2.

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    « C'est ça, en fait. »
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    Omslagsframsida
  • 159.
    Arvidsson, Klara
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Forsberg Lundell, Fanny
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Réseaux sociaux et développement linguistique: Une étude de cas en français L22019In: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 10, no 2, p. 255-288Article in journal (Refereed)
    Abstract [fr]

    Cette étude longitudinale contribue aux recherches sur l’ acquisition d’ une langue seconde (L2) dans le contexte de séjour linguistique à l'étranger (Study Abroad), où l’ on s’ intéresse de plus en plus à comprendre comment les facteurs non-linguistiques interagissent avec le développement linguistique. Elle étudie le rôle de la nature du réseau social (au sens sociologique) de l’ apprenant dans le développement de la production orale en français L2 chez deux étudiants suédois qui passent un semestre en France et dont les niveaux d’ intégration dans la communauté de la langue cible (LC) s’ opposent. L’ analyse suggère qu’ un réseau social plus riche en relations en LC confère un avantage supplémentaire en ce qui concerne le développement du répertoire des expressions polylexicales (EPL) de l’ apprenant, mais non pas le développement de l’ exactitude grammaticale, de la diversité lexicale et de l’ usage des marqueurs discursifs. Ainsi, l’ étude vient partiellement à l’ appui de la supposition que le réseau social de l’ apprenant explique la variation individuelle dans le développement linguistique.

  • 160.
    Arvidsson, Sandra
    Stockholm University, Faculty of Humanities, Department of English.
    Communicative language teaching in grammar exercises: A study of CLT principle in grammar practice in Swedish upper secondary school ESL textbooks2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Communicative language teaching (CLT) made a breakthrough in the 1970s and has since made an impact in Sweden. Aspects of the teaching approach can be found in the National Agency of Educations commentary material as well as official syllabi for language teaching. CLT is not a unified way of teaching, rather it is an amalgamation of many ways of teaching, and there is a debate on how much emphasis grammar should be given in this way of teaching. There are however some common features of the approach. This study is examining grammar exercises in one Swedish upper secondary school textbook series based on some of these common features of CLT, contextualisation, personalisation, interaction, and scaffolding. The grammar exercises were analysed based on features of the principles, some of which were borrowed from Millard (2000), and some were established based on an initial scan of the material and the coding of the exercises were done twice to increase variability. The results indicate that CLT principles can be found in just over half of the grammar exercises in the books. Furthermore, there is an overall continuity within the books in regard to grammar and CLT principles. There are however a few differences. The principle of interaction is realised less in the books for English 6 and 7 compared to the book for English 5. The principle of contextualisation is realised to a higher extent in the books for English 6 and 7 than the book for English 5. The conclusion of these results is that while principles of CLT are present in textbooks, there is room for improvement and a teacher who wants to teach grammar communicatively might have to supplement the textbook’s grammar exercises with other material. 

      

  • 161.
    Ascencio Pabón, Diana Marcela
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Preservación y desarrollo de la L1 como lengua minoritaria: Hispanohablantes residentes en Suecia2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    El propósito del presente trabajo es comprobar si la comunidad hispana residente en Suecia está conservando y a la misma vez desarrollando su L1. En este estudio se enfoca en la forma cómo es valorizado el idioma por hispanohablantes que han nacido o emigrado a Suecia hace algunos años atrás y de qué manera se refleja su interés por seguir desarrollándolo. Al encontrarse en un país donde el español no es la lengua nacional, sino que es minoritaria, vamos a observar si existe o no el interés en capacitarse en su LM y los motivos para ello. Partimos de la hipótesis que las personas que tienen un mayor nivel de estudios son los que más dedican tiempo a seguir procesando la adquisición y cognición de la lengua materna, es decir, que los estudios que la persona tenga hará que esté más preocupado por capacitarse en esta área. Se han realizado encuestas y preguntas relevantes a un grupo hispano que se ha radicado en Suecia hace algunos años, dentro del cual se encuentran distintas clases de personas, desde amas de casa hasta profesionales. Como conclusión recalcamos la importancia de la enseñanza de la L1 en las escuelas (se obtuvo un alto promedio por parte de los encuestados cuando en la encuesta se les pidió pronunciarse acerca de su importancia) y donde también el papel de la motivación es fundamental. Al comparar los resultados nos dimos cuenta que tener un elevado nivel de estudios influye parcialmente en el interés por preservar y desarrollar la L1.

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  • 162.
    Asghari, Parastoo
    Stockholm University, Faculty of Humanities, Department of English.
    Ambiguity in Peace Agreements: Cognitive and Computational Models for Processing Syntactic Ambiguity in Israeli-Palestinian Peace Agreements in English2018Independent thesis Advanced level (degree of Master (Two Years)), 80 credits / 120 HE creditsStudent thesis
    Abstract [en]

    Systems that attempt to process texts and acquire information from texts in English need to be particularly alert to noun phrases since they carry so much information. Systems, whether comprehensional or computational, may face particular difficulties when dealing with complex noun phrases. One of the decomposition patterns for noun phrases is left or right branching, which determines the semantic relations between the constituents of the combination.This degree project seeks to describe a processing model that the comprehension system employs to process difficulties. Since the minicorpus studied in this research consists of four of the peace agreements that were produced in English for Israeli and Palestinian sides of their conflicts to sign and implement, the comprehension models that were used by a non-native speaker of English are described, and then a computational model to enhance performing this task is suggested which includes using the frequencies of the combinations of the constituents in two major contemporary corpora, the Corpus of Contemporary American English and the British National Corpus, to help decide how to nest the noun phrases as either left or right branching structures, to resolve the ambiguity problem. Hyphening is also suggested as a potential strategy to avoid unwanted structural ambiguity in adjective + noun + noun combinations.

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    Ambiguity in Peace Agreements
  • 163.
    Asinger, Midia
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Elevers språk: En undersökning via performansanalys2010Student thesis
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  • 164.
    Asinger, Taban
    Stockholm University, Faculty of Humanities, Department of English.
    Translanguaging in the English Classroom: Multilingual Education in Swedish Upper Secondary Schools2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For second language learners, good learning conditions are connected to a classroom environment where valuable knowledge is to be acquired. As a teacher, one’s aim is to provide an environment that benefits every student in the classroom. There are a wide range of pedagogical practices for teachers to apply in the multilingual classroom, such as a translanguaging approach. Translanguaging in an educational setting refers to a pedagogical practice where multilingual students are encouraged to use their languages as a resource in the learning process of a new language to facilitate their learning. Previous studies have explored translanguaging both worldwide and in Sweden, inside and outside language classrooms. This ethnographic qualitative research paper presents an investigation of translanguaging and is conducted in a Swedish multicultural upper secondary school. The aim is to investigate the English teachers’ attitudes towards translanguaging and their incorporation of multilingualism in the classroom. The data is collected through semi-structured interviews and in-class observations. The recruited participants are five English teachers teaching at upper secondary school as well as students studying English at upper secondary school, in Stockholm. An in-depth analysis of the interviews and in-class observations resulted in the findings that English teachers in Swedish upper secondary schools keep a positive attitude towards translanguaging. Despite their positive attitudes, some of the teachers do not use translanguaging practices to a great extent as they argue that communication in the target language is also necessary for language development and fluency. Translanguaging is used in the classrooms for a wide range of purposes, such as clarifying instructions, explaining and comparing grammar rules and lexical items and when providing definitions of various words. The translanguaging practices in the classroom functions as a means to emphasize and express feelings. The Swedish language is declared as the lingua franca in the classroom and is used by the teachers and the majority of the students, however in one of the classrooms Spanish occurred as well. 

  • 165.
    Askman, Douglas
    Stockholm University, Faculty of Humanities, Department of English.
    Analysing Journalists Written English on Twitter: A comparative study of language used in news coverage on Twitter and conventional news sites2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The English language is in constant transition, it always has been and always will be. Historically the change has been caused by colonisation and migration. Today, however, the change is initiated by a much more powerful instrument: the Internet. The Internet revolution comes with superior changes to the English language and how people communicate. Computer Mediated Communication is arguably one of the main spaces for communication between people today, supported by the increasing amount and usage of social media platforms. Twitter is one of the largest social media platforms in the world today with a diverse set of users. The amount of journalists on Twitter have increased in the last few years, and today they make up 25 % of all verified accounts on the platform. Journalists use Twitter as a tool for marketing, research, and spreading of news. The aim of this study is to investigate whether there are linguistic differences between journalists’ writing on Twitter to their respective conventional news site. This is done through a Discourse Analysis, where types of informal language features are specifically accounted for. Conclusively the findings show signs of language differentiation between the two studied medias, with informality on twitter being a substantial part of the findings.  

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  • 166.
    Asmundsson, Lars Göran
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    ”La memoria es un cementerio, hijo”: Un análisis literario de Rabos de lagartija de Juan Marsé2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    En esta tesina mostramos algunos de los recursos narrativos que utiliza el autor Juan Marsé para trasmitir una noción de cómo era la vida en España de los años 40. Nos deja conocer la lectura de los protagonistas, cuáles son las películas los atraen, los nombres de las estrellas de fútbol del día, etc. Marsé describe detalles de la vida barcelonesa mencionando, por ejemplo, las calles, los bares, los cines, las paradas de tranvía. Utiliza además unas medidas paratextuales para trasmitir al lector un sentimiento adecuado del lugar y del tiempo, Barcelona en 1945.

    Nos permitimos reflexionar a partir de la hipótesis de que esta novela histórica del pasado reciente pudiera ayudar a cicatrizar las heridas inflingidas por el franquismo en la sociedad española.

    Un rasgo destacado de la novela  es la ausencia del padre. El resultado de la Guerra Civil privó a muchos jóvenes de modelos de rol masculinos diferentes de los falangistas. Los hombres que restaron fueron los policías, representantes de la opresión. Era un tiempo sin esperanza.

    Además, la novela ofrece varios puntos de vista sobre el carácter de la memoria. La pregunta que se plantea es ¿podemos confiar en nuestra memoria? La respuesta que, según nuestra interpretación, sugiere el autor es que debemos considerar con dudas lo que imaginamos recordar. Y que la frontera entre mentira y realidad es, por lo menos, borrosa.

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  • 167.
    Aspfors, Lena
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Samtal i mångfaldens skola-: klassrumsinteraktion som ram för språkinlärning2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I föreliggande studie redogörs för samtalet som språkutvecklande aktivitet och ett försök att bedöma dess konsekvenser för val av innehåll och arbetsmetoder i undervisningen. Ytterligare görs en undersökning av vilka språkutvecklande metoder som används på en grundskola med flerspråkiga klasser genom klassrumsobservationer för att studera interaktionen lärare-elev samt genom djupintervjuer med lärare, specialpedagoger och biträdande rektor.

    Denna studie använder både kvalitativa och kvantitativa metoder för att belysa undervisning, interaktion och lärande i flerspråkiga klasser. Resultatet av min studie visar att lärarna till stor del fortfarande dominerar talutrymmet i klassrumsinteraktion trots att den delade uppfattningen bland lärarinformanterna var att betona interaktionens betydelse för inlärningen av kommunikativa funktionella färdigheter. Resultatet belyser alltså en viss diskrepans mellan lärarnas egen uppfattning och den praktiska tillämpningen.

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  • 168.
    Asplund, Leif
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Rembong-Wangka: Its position among the Manggaraic languages, some formative elements and adnominal possession2020Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Rembong-Wangka is an Austronesian language, which together with other little described languages, belongs to the Manggaraic subgroup of Austronesian. One aim is to present information about them, as well as other languages in the area, drawn from not readily accessible sources, including archival material, and information collected by the author in Flores. An estimation of the number of speakers of Rembong-Wangka, the dialects and a map of settlements where the language is spoken, are given. The second aim is to describe adnominal possessive constructions, and the third to discuss etymologies of morphological elements in these constructions. The material to answer these questions was collected during two short field trips. Written glossed texts in a Rembong-Wangka corpus constructed by the author were used and analysed in the FLEx program.

    In pronominal possession, the possessor can be expressed by pronominal enclitics or oblique pronouns. The latter of these two strategies is more emphatic. Non-pronominal possession can be expressed by juxtaposition or with a Possession Construction Marker (PCM). Juxtaposition is used mostly for non-prototypical possession or possession-like relationships and PCMs mainly for prototypical possession. The etymology of the oblique pronouns is discussed, as well as the possible etymological connections of Central Flores PCMs with different words in Rembong-Wangka.

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  • 169.
    Asplund, Leif
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Some formal characteristics of parallel speech in Kambera2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In all languages of the eastern Indonesian island of Sumba, parallel speech is used in ritual contexts. In this study, some characteristics of parallel speech in Kambera are investigated. In the analysis of the structural types of couplets, the units of parallel speech, all the couplets found in Kapita (1987), and some additional materials, even from other Sumbanese languages, are used. In the rest of the investigation, only a sample of 100 couplets, here loosely defined as parallel speech units, in Kapita (1987) of the most common type is used, and the investigation is limited to formal (non-semantic) features which connect the two lines. The features investigated are number of syllables, words, and stresses and syntactic structure. In the discussion part, the question if the existence of non-parallel lines incorporating parallel pairs should be recognized and other questions are discussed. The conclusion summarizes the results about the different varieties of couplets and the formal connection between the two lines in them.

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    Some formal characteristics of parallel speech in Kambera
  • 170.
    Atanasoff Gonzalez, Natalia
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies, Department for Portuguese.
    Podem falantes de PLE melhorar a sua pronúncia?: Um estudo piloto sobre o impacto do programa "Tá Falado" na pronúncia do grafema <s> e do dígrafo <ss> por hispanofalantes.2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [pt]

    A produção e distinção da pronúncia correta dos sons /s/ e /z/ nos casos do grafema <s> e do dígrafo <ss> da variante brasileira da língua portuguesa, é uma tarefa difícil para falantes de espanhol. Isto é devido ao fato que no espanhol o grafema <s> corresponde ao som /s/ e o dígrafo <ss> é inexistente, no entanto que no português esse grafema pode se corresponder com os sons /s/ e  /z / segundo o contexto.

     

    Considerando que diferentes lingüistas tratam da falta de consciência que o hispanofalante tem sobre o tema, e baseado nisso, da quase impossibilidade que ele tem de melhorar facilmente a sua pronúncia, o propósito do presente trabalho é:

    -  verificar a produção dos sons  do grafema <s>  e  do dígrafo <ss> pelos informantes falantes de espanhol escolhidos para esta pesquisa;

    - verificar o impacto direto da utilização do material didático “Tá Falado” (programa da Universidade de Austin, Texas,  orientado a melhorar a pronúncia de hispanofalantes que aprendem o português brasileiro) nos  informantes já indicados.

     

    A conclusão principal é que, os informantes escolhidos confirmam as afirmações dos estudiosos da língua, já que não se comprovaram variações significativas entre as pronúncias prévia e posterior ao uso do programa.

     

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  • 171.
    Auer, Elisabeth
    Stockholm University, Faculty of Humanities, Department of German.
    "Selbstmord begehen zu wollen ist wie ein Gedicht zu schreiben": eine psychoanalytische Studie zu Goethes Briefroman "Die Leiden des jungen Werther"1999Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study is an interpretation of Goethe´s epistolary novel "Die Leiden des jungen Werther" ("The Sorrows of Young Werther") from the perspective of psychoanalysis, in particular object relations theory (ORT). On the one hand, it attempts to investigate which fantasies, conflicts and emotions in the text are treated and manipulated by the author. On the other hand, it tries to establish how these fantasies, conflicts and emotions, particularly the latent sense of the text, can be recognized, manifested and interpreted by the reader. In this effort, a number of methods are used, including both traditional text analysis and psychoanalytic methods adapted to the study of literature - above all counter-transference analysis. These methods are combined principally with psychoanalytical object relations theory, especially Donald Woods Winnicotts concept of the transitional object, in order to examine and explain subjectivity as an instrument of perception in psychoanalytical textual interpretation. With the same goal in mind, certain aspects of the author's life are explored. An overview of psychoanalysis as applied to literature, as well as an introduction to various psychoanalytical theories (such as narcissism, borderline and suicide theories), are presented for the benefit of readers without a basic knowledge of psychoanalysis.

    The main part of the study focuses on the interpretation of the novel "Die Leiden des jungen Werther", in particular on the interpretation of the character of Werther. By means of counter-transference it is established that the search for a self-identity and the longing for a mother are created in the literary imagination of the author and together form the central fantasy of the text. The intense preoccupation with object relations and transitional phenomena in the text proves that its underlying structure is predicated on the dialectic of rigid boundaries and limitless emotions. Against the backdrop of a growing proximity-distance conflict in the text, the author's unconscious vision of coalescence can be shown to exist in the humiliation and separation experienced by the character of Werther. Finally, the point is made that at the end of "Die Leiden des jungen Werther" this vision of coalescence in the literary imagination of the author is fulfilled in the fictitious hereafter of the text.

  • 172.
    Augustsson, Karin
    Stockholm University, Faculty of Humanities, Department of English.
    Teaching Sex Education in the Language Classroom via Margaret Atwood's The Handmaid's Tale2021Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sex education has been taught as an obligatory subject within the Swedish school system since 1955. However, teaching sex as an isolated subject in Sweden is becoming increasingly neglected as teachers find it difficult and uncomfortable to approach the subject in the classroom. Recently, the compulsory school ordinance modernized the curriculum and called for measures to integrate sex education into all subjects taught in all school forms, a change due to take effect by July 1 of 2022. The revised curriculum not only broadens the subject content, but it also enhances the importance of teaching sex, consent and equality as a complementary part of the value-based work in Swedish schools.Sex, consent, and equality are major themes that can be visited in Margaret Atwood's novel The Handmaid's Tale. Therefore, this essay argues that sex education can, in alignment with the revised curriculum, be approached via Margaret Atwood's The Handmaid's Tale within the English 6 course taught in the upper secondary school. Through the female oppression of the protagonist in the novel, The Handmaid's Tale provides a rich and versatile input as course material to aid the integration of sex education into the English subject. In addition, the novel is analyzed through the lens of Deborah L. Madsen and Silvia Federici's addings to Marxist-feminist theory to explore its teaching potential as course material. Further, the essay suggests a teaching module that shows how the novel integrates sex education into a language learning context in practice. The teaching module is informed by the analysis of the novel, pedagogical approaches and concepts of critical pedagogy and Communicative Language Learning and is anchored in the revised curriculum as well as the syllabus for the English 6 course. As practical implementations of the modernized curriculum have hitherto not been executed, this essay aims to aid future integration of sex education into the language learning classroom.

  • 173.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Många trådar in i ämnet: genrepedagogiskt arbete i Knutbyskolan2009Collection (editor) (Other academic)
  • 174.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Noun phrase development in Swedish as a second language: a study of adult learners acquiring definiteness and the semantics and morphology of adjectives1994Doctoral thesis, monograph (Other academic)
  • 175.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Språk och kunskapsutveckling går hand i hand2009In: Många trådar in i ämnet: genrepedagogiskt arbete i Knutbyskolan / [ed] Monica Axelsson, Stockholm: Utbildningsförvaltningen, Språkforskningsinstitutet , 2009, p. 6-18Chapter in book (Other academic)
  • 176.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Sweden – a relatively young country of immigration2008In: Integration through Education, Berlin: Bertelsmann Stiftung , 2008Conference paper (Other academic)
  • 177.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Vardagsspråk och skolspråk i utveckling2009In: Bygga broar och öppna dörrar: att läsa, skriva och samtala om texter i förskola och skola / [ed] Karin Jönsson, Stockholm: Liber , 2009, 1. uppl.Chapter in book (Other academic)
  • 178.
    Azbel Schmidt, Morena
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    How do you do it anyway?: A Longitudinal Study of three Translator Students Translating from Russian into Swedish2009 (ed. 1)Book (Other academic)
  • 179.
    Azizi, Dena
    Stockholm University, Faculty of Humanities, Department of English.
    Secondary school teachers' views on printed vs. digital ESL textbooks2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As digitalization has increased during the last decades, using digital tools as pedagogical aids have become more common in Swedish schools. Teachers have various possible materials to choose between, making materials evaluation a vital part of their work. A teaching material frequently used in English as a second language (ESL) teaching is the textbook, which nowadays is available as digital versions in addition to the traditional printed book form, allowing teachers to choose. This study examines Swedish lower secondary school ESL teachers' views on the advantages and disadvantages of printed and digital ESL textbooks and which one they prefer to use. By applying a qualitative method, four ESL teachers were interviewed. A thematic color coding analysis led to identifying the themes adaption/differentiation, the main language skills, systems of language, materials layout/organization, and a general category for practical aspects mentioned by the teachers. The findings suggest that these themes are aspects that teachers consider significant when discussing the advantages and disadvantages of printed and digital textbooks and that most of the participants prefer to use printed textbooks.

  • 180. Baart, Joan L. G.
    et al.
    Liljegren, HenrikStockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.Payne, Thomas E.
    Languages of Northern Pakistan: Essays in Memory of Carla Radloff2022Collection (editor) (Refereed)
    Abstract [en]

    This book is a unique collection of papers on the languages and cultures in the northern areas of Pakistan and the surrounding regions. In a single volume, the editors have compiled the work of a variety of national and international scholars, long concerned with the linguistic aspects of the many languages discussed here. The basis for most of the articles is material collected in areas difficult to access, presented here in print for the first time. The material sometimes concerns languages likely to soon disappear. The different chapters reflect many of the complex regions and languages of northern Pakistan and its surrounding areas, thus being of interest to linguistic scholars across the world. This volume is dedicated to the memory of Carla Radloff, who was a well-known contributor to studies of the languages of northern Pakistan until her untimely death in 2012.

  • 181.
    Backemar, Gustaf
    Stockholm University, Faculty of Humanities, Department of Slavic Languages and Literatures.
    Marknadsföringsspråket i Pelevins Generation ”П”2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 182.
    Backhaus-Moya, Felipe
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    "Es como comprar un Lamborghini sin una licencia de conducir": Un estudio cualitativo sobre cómo los profesores se relacionan con la tecnologíade la información y la utilizan en la enseñanza-aprendizaje del español como lengua extranjera2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Resumen

    En este estudio cualitativo se entrevista a cinco profesores de secundaria básica de español como lengua extranjera (ELE) con el objetivo de investigar cómo emplean las TIC ( Las tecnologías de la información y la comunicación) en su enseñanza y cómo las usan el aula. Los resultados muestran que las TIC son utilizadas por todos los profesores, pero aquellos que están más interesados y han recibido una amplia capacitación en las TIC utilizan estas herramientas modernas con mayor convicción que sus colegas.

    Además, los resultados apuntan a que todos los participantes ven grandes ventajas con las TIC, ya que sobre todo motivan a los alumnos, aunque por otro lado hayan grandes desventajas con ellas y especialmente si los alumnos pierden el enfoque en la enseñanza-aprendizaje al realizar otras tareas ajenas a la asignatura en sus computadoras.

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  • 183. Baer, Brian James
    et al.
    Witt, Susanna
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Introduction: The Double Context of Translation2018In: Translation in Russian contexts: culture, politics, identity / [ed] Brian James Baer; Susanna Witt, London: Routledge, 2018, p. 1-16Chapter in book (Other academic)
    Abstract [en]

    This introduction problematizes the notion of context in relation to translation and provides a short overview of Russian translation history, situating the chapters of the book in a chronological and theoretical framework.

  • 184. Baer, Brian James
    et al.
    Witt, SusannaStockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Translation in Russian Contexts: Culture, Politics, Identity2018Collection (editor) (Refereed)
    Abstract [en]

    This volume represents the first large-scale effort to address topics of translation in Russian contexts across the disciplinary boundaries of Slavic Studies and Translation Studies, thus opening up new perspectives for both fields. Leading scholars from Eastern and Western Europe offer a comprehensive overview of Russian translation history examining a variety of domains, including literature, philosophy and religion. Divided into three parts, this book highlights Russian contributions to translation theory and demonstrates how theoretical perspectives developed within the field help conceptualize relevant problems in cultural context in pre-Soviet, Soviet, and post-Soviet Russia.

  • 185.
    Bagdi, Maggie
    Stockholm University, Faculty of Humanities, Department of English.
    Teacher-student interactions in Secondary School contexts in Swedish ELT classrooms: from directives to expressives2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines the speech act usage and frequency in teacher-student interactions in Swedish English language teaching (ELT) classrooms in Secondary School contexts. This study aims to contribute with greater insight into speech act usage and frequency in the specific context of Swedish ELT classrooms, since research of this kind, conducted in Sweden, in countries where English is treated as a second language or ranked as very high proficiency in English, is scarce. The investigation was conducted through audio recordings during Swedish ELT lessons to capture naturally occurring speech in group work. The data were divided into content and instructional talk, additionally further distinguished into teacher and student talk in measuring their respective talk time, which was interesting for the analysis. The recordings of the lessons were transcribed and analyzed. The findings revealed that 717 speech acts were performed during 86,91 minutes of talk time, with the teacher producing the majority of speech acts and occupying most of the talk time, while the students accounted for 25% of speech acts and 35% of talk time. In addition, directives and representatives were the most frequent speech acts, with 38% and 37%. Expressives and indirect speech acts were less frequent but still present in the interactions, and commissives were the least frequent, with 6%. Furthermore, the results disclosed a difference in the most frequent speech act used by the teacher respective to the students, with the teacher mainly utilizing directives at 45% followed by 27% representatives. In comparison, the students mainly exploited representatives with 69% and 16% directives. The findings of the present study revealed a higher pragmatic ability than EFL learners with their appropriate use of speech acts.

  • 186.
    Baginski, Radek
    Stockholm University, Faculty of Humanities, Department of Slavic Languages.
    Polsk-svensk ordlista med finans- och bankterminologi2006Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sedan kommunismens fall i Polen har utvecklingen i landet gått mycket fort. Med övergången till en marknadsekonomi följde en våg av nystartade företag. Även utländska aktörer har varit ivriga att investera i Polen, inte minst svenska företag. Drygt 15 år efter kommunismens fall har landet utvecklats till att bli en fullgod partner i den europeiska gemenskapen och utbytet mellan Polen och andra länder, däribland Sverige, har blivit ännu viktigare. Det svensk-polska utbytet har i allmänhet men speciellt på det ekonomiska planet aktualiserat behovet av en ekonomisk fackordordbok mellan svenska och polska. Trots att engelska ofta används internationellt inom ekonomiområdet finns fortfarande ett stort behov av att kunna översätta ekonomiska facktermer mellan polska och svenska.

    Under mina år som student i ekonomi vid Handelshögskolan i Stockholm har jag fått god insikt i national- och företagsekonomins olika delar. Detta har i hög grad hjälpt mig vid valet av ämne för detta arbete samt vid urvalet av uppslagsord. Eftersom en stor del av det ekonomiska utbytet mellan länder sker i form av investeringar, anser jag det vara befogat att koncentrera sig just på en terminologi som behandlar olika områden för investeringar, finansiering samt bankväsen.

    Mot bakgrund av att det inte finns någon liknande ordlista med finans- och banktermer mellan polska och svenska är det min förhoppning att föreliggande ordlista, trots sin relativt begränsade ordmängd skall kunna vara till hjälp inte bara för tolkar och översättare, utan också för andra personer inom våra båda länders finans- och banksektorer.

    Uppslagsorden i denna ordlista omfattar termer av följande karaktär: allmänna finans- och banktermer, aktietermer, termer rörande betalningsmedel, investeringstermer, termer rörande kostnads- och intäktsanalys, termer rörande lån och skulder, bokföringstermer, nationalekonomiska termer, termer rörande pris och prissättning, skattetermer samt valutatermer. Ordlistan omfattar totalt ca 1200 polsk-svenska finans- och banktermer och återfinns på sidorna 19-57.

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  • 187.
    Bak, Krzysztof
    Stockholm University, Faculty of Humanities, Department of Culture and Aesthetics.
    Tłumacz w roli terapeuty: O Neugerowskim przekładzie Elegii Stagneliusa2022In: Gry międzyludzkie Leona Neugera / [ed] Aleksander Fiut, Elżbieta Jogałła, Elżbieta Tabakowska, Kraków: Wydawnictwo Austeria , 2022, p. 339-348Chapter in book (Refereed)
  • 188.
    Bakken, Michael
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fotbollens gemensamma språk: En studie om språkets betydelse för fotbollsspelare och språkutbildningens framtida plats på fotbollsplanen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Fotbollens gemensamma språk kan framstå som en kliché och som något påhittat. Syftet med denna studie är att ge en bild av hur svensk fotbollsverksamhet arbetar med inkludering och olika faktorer som berör svensk integration med fokus på språkinlärning. Studien är kvalitativ och undersöker hur två professionella fotbollsspelare ser på sin integrationsprocess och hur de ser på sin egen språkinlärning rörande det svenska språket samt språkets betydelse för integration, delaktighet och gemenskap.

    En representant från Stockholmsidrotten applicerar dessutom ytterligare perspektiv på hur fotbolls- föreningar i Stockholmsområdet arbetar med integrationsfrågor. Studien tar sitt avstamp utifrån begreppen integration, inkludering, delaktighet och gemenskap samt språk, som även är centrala begrepp inom idrottsverksamhet och delger utifrån ett bredare pedagogiskt perspektiv hur den idrottsliga föreningsverksamheten inom Stockholmsområdet arbetar med integration av nyanlända till Sverige.

    Studiens metodologiska utgångspunkt bygger på en hermeneutisk tradition inom vilken studiens deltagare intervjuats semistrukturerat och ostrukturerat. Deltagarnas berättelser har sedan tolkats, översatts och analyserats utifrån delvis samtalsanalys och delvis narrativ analys.

    Resultatet av studien visar att fotbollsföreningar idag utför ett tungt arbete gällande integration av individer med utländsk bakgrund. Det finns i dagsläget ytterst få initiativ som bygger på språkinlärning som inkluderande metod. Däremot finns ett stort utrymme för fotbollsverksamhet, skola och samhälle att samarbeta och tillsammans inrätta denna sorts verksamhet. 

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  • 189.
    Baldwin, Nicholas Charles
    Stockholm University, Faculty of Humanities, Department of English.
    Jack Kerouac’s Poetics: Repetition, Language, and Narration in Letters from 1947 to 19562019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Despite the fame the prolific impressionistic, confessional poet, novelist, literary iconoclast, and pioneer of the Beat Generation, Jack Kerouac, has acquired since the late 1950’s, his written letters are not recognized as works of literature.  The aim of this thesis is to examine the different ways in which Kerouac develops and employs the poetics he is most known for in the letters he wrote to friends and publishers before becoming a well-known literary figure.  In my analysis of Kerouac’s poetics, I analyze 20 letters from Selected Letters, 1940-1956.  These letters were written before the publication of his best-known literary work, On The Road. The thesis attempts to highlight the characteristics of Kerouac’s literary control in his letters and to demonstrate how the examination of these poetics: repetition, language, and narration merits the letters’ treatment as works of artistic literature.

    Likewise, through the scrutiny of my first novella, “Trails” it then illustrates how the in-depth analysis of Kerouac’s letters improved my personal poetics, which resemble the poetics featured in the letters.

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  • 190.
    Balińska, Michalina
    Stockholm University, Faculty of Humanities, Department of English.
    “I thought it’s English in Sweden”:: A Sociolinguistic Study on Language Attitudes, Perceptions and the Linguistic Practices of Native Speakers of African Varieties of English in Contemporary Sweden2023Independent thesis Advanced level (degree of Master (Two Years)), 80 credits / 120 HE creditsStudent thesis
    Abstract [en]

    English today is being used in various domains across the globe and as a result, it has become a common language for a plethora of people from different sociolinguistic backgrounds (Crystal, 2003). While a large number of domains have established English as their working language, the range of different spheres is being occupied by the English language, language policies and people’s perceptions of different languages and dialects vary. 

    The aim of the present study is to zoom in on the experiences of six native speakers of African varieties of English, all residing in Sweden, and the encounters they had when speaking English in Sweden. The participants were chosen on the basis of their country of origin and current residence in Sweden. Semi-structured interviews were employed to investigate the subjects’ experiences of using English in Sweden. This was followed by a content analysis, where the responses were analysed manually leading to establishing and interpreting the themes that arose from the interviews. 

    The findings revealed that participants’ experience varied in terms of their language choices which were influenced by the people they encountered. The similarity in the results could be observed in the analysis of participants’ use of English in international environments. Swedish is more common for dealing with Swedes and code-switching occurs in multicultural environments. The participants report using Swedish when interacting with Swedes. In multilingual situations, however they mention resorting to code-switching. The experiences reported by the participants when speaking English in Sweden were on the whole positive, such as English practice opportunities; however, they also reported instances where they felt exposed to discriminatory attitudes that seemed to have to do with their accents and general stereotyping. The participants report also highlight the strong position Swedish has in most encounters, and the importance and necessity of proficiency in Swedish, especially for employment opportunities. Despite of the importance of preserving their African identity, they find it important to try and integrate to better adapt to their new surroundings.

  • 191.
    Balkstam, Eira
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Fonologisk utveckling i det svenska teckenspråket hos hörande andraspråksinlärare: Identifiering av aspekter, tecken och en- och tvåhandstecken2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, the phonological development of hearing L2 learners has been investigated with regard to their ability to identify a sign's aspect structure, both partially and as a whole, and one- vs. two-handed signs. The results were compared to a control group of deaf first language speakers of Swedish sign language. There has previously been a limited number of studies focusing on the identification of signs. For this reason, a task that required no previous knowledge of Swedish Sign Language or linguistics was created for this study. The study is based on data from a quantitative and longitudinal investigation. In the identification of aspects, it is shown that place of articulation was the easiest to identify for both groups, followed by articulator, and lastly articulation, which was the most difficult to identify correctly. The L2 group performed better and could identify a higher number of correct lexical signs than the L1 group. However, both groups scored low results. A possible reason for this is that the test template is not explicit enough about articulation as a aspect. When identifying one- and two-handed signs, it is shown that one-handed signs are easier to identify than two-handed signs, across both groups. This corroborates previous research that shows that two-handed signs are phonologically and cognitively more complex than one-handed signs. Further research with a larger number of participants is encouraged in order to investigate other potentially influencing factors.

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    Fonologisk utveckling i det svenska teckenspråket hos hörande andraspråksinlärare
  • 192.
    Baraldi, Claudio
    et al.
    Universitá di Modena e Reggio Emilia.
    Wadensjö, Cecilia
    Stockholm University, Faculty of Humanities, The Institute for Interpretation and Translation Studies.
    Gavioli, Laura
    Lingua e Traduzione-Lingua inglese, Universitá di Modena e Reggio Emilia.
    Berry, Michael
    Intercultural relations, Turku School of Economics and Business Administration.
    La mediazione interlinguistica e interculturale  2009In: Lingua, cultura e cittadinanza: prospetti internazionali per l’educazione linguistica / [ed] Luisa Avellini & Rosa Pugliese, Bologna: I libri di Emil , 2009, 1, p. 105-157Chapter in book (Other academic)
  • 193.
    Baraniok, Magdalena
    Stockholm University, Faculty of Humanities, Department of Slavic Languages and Literatures.
    Wolna w niewoli - analiza postępowania bohaterki Pestki Anki Kowalskiej2007Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 194.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Il progetto InterIta: l'apprendimento dell’italiano L2 in un contesto svedese2004In: Second language acquisition and usage, Stockholm: Almqvist & Wiksell International , 2004, p. 11-30Chapter in book (Other academic)
  • 195.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. italienska.
    Un nuovo dizionario italiano–svedese2008In: Languages of Italy.: Histories and Dictionaries, Longo Editore, Ravenna , 2008Chapter in book (Refereed)
  • 196.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Italienska avdelningen.
    Gudmundson, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Italienska avdelningen.
    InterIta – un corpus dell’italiano parlato da studenti universitari svedesi: problemi di trascrizione e di annotazione morfologica2008In: La comunicazione parlata: atti del congresso internazionale Napoli 23-25 febbraio, 2006, Tomo 3 / [ed] Massimo Pettorino, Antonella Giannini, M. Vallone, R. Savy, Napoli: Liguore , 2008Conference paper (Other academic)
  • 197.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Gudmundson, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Nystedt, Jane
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Il lessico nella produzione orale dell’italiano L2 e il vocabolario di base: studio pilota su due apprendenti universitari svedesi messi a confronto con un parlante nativo2007In: Linguistica e Letteratura, ISSN 0392-6915, no 1/2, p. 151-183Article in journal (Refereed)
    Abstract [en]

    The aim is to privilege the text, analyzed in all its inner characteristics, in its relationships with other literary works and other languages, like those used by reviewers and in visual arts ground. An interdisciplinary approach will be emphasized as wider as possible, in order to reach the intertextuality and interexpressivity levels, and search the comparison with textualities and different codes from scientific and tecnological culture.

  • 198.
    Bardel, Camilla
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Sánchez, LauraStockholm University, Faculty of Humanities, Department of Language Education.
    Third language acquisition: Age, proficiency and multilingualism2020Collection (editor) (Refereed)
    Abstract [en]

    This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics.

    The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language.

    In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian.

    The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter.

    As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3.

  • 199.
    Barkelius, Josefin
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies, Department of Spanish.
    El uso de apéndices conversacionales en hablantes nativos y no nativos de español chileno2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    El tema del presente trabajo es el uso de los apéndices conversacionales en el lenguaje hablado. Se trata de las palabras o frases con los cuales el hablante muestra su juicio de ”acierto formulativo”, atenuando lo que acaba de enunciar. La idea principal ha sido averiguar cómo un hablante de una segunda lengua (L2) hace uso de los apéndices en el habla espontánea, en comparación con un nativo. El grupo de estudio está formado por informantes suecos que viven en Chile y poseen un nivel alto de español L2. Se hace una comparación con dos grupos de control: uno, el principal, consiste en chilenos con español como lengua materna (L1). Lo que se pretende comprobar es si el uso de los nativos y no nativos coincide en cuanto a los tipos de apéndice preferidos y la frecuencia de ellos, y también con respecto a los contextos en los cuales aparecen. El segundo grupo de control está formado por suecohablantes que han sido entrevistados en sueco. Ellos son incluidos para poder detectar posibles transferencias de la L1 en el grupo de estudio. Los resultados indican que hay bastante variación individual, pero en general ambos grupos de suecos prefieren los apéndices paratácticos, mientras que los chilenos tienden a elegir los apéndices construidos con el verbo decir. Otro ejemplo de transferencia del sueco se ha observado en una expresión no idiomática en el grupo de estudio. En lo que toca a la frecuencia general, el grupo de estudio se parece en gran medida a los chilenos, mientras que los suecohablantes producen más del doble de los apéndices. Respecto a los contextos, son sobre todo los hablantes nativos, de español o de sueco, los que utilizan los apéndices en relación con reformulaciones, mientras que las enumeraciones predominan en el grupo de estudio.

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  • 200.
    Barkelius, Josefin
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Riqueza léxica y fluidez: Un estudio comparativo entre usuarios avanzados de castellano y hablantes nativos2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    El objetivo de este estudio es investigar en qué medida hay concordancia entre hab-lantes avanzados de castellano y hablantes nativos, en cuanto a la riqueza léxica y la fluidez en el lenguaje hablado. En lo que toca a la riqueza léxica son analizados los tipos y los lemas, además de las clases abiertas. Los elementos investigados de fluidez son la velocidad de habla, los macrosintagmas y las autorregulaciones. El material consiste en las transcripciones de doce narraciones, de seis suecos y de seis chilenos, donde cada uno relata un cuento, partiendo de un libro de dibujos.

    Los resultados muestran que se concuerdan los dos grupos en cuanto a la riqueza léxica, pero hay más diferencias con respecto a la fluidez. Sin embargo, no hay ningún parámetro donde no se puede encontrar por lo menos un hablante no nativo y cuyo resultado coincida con el uso de nativos. Además consta que dos de los in-formantes no nativos presentan resultados los cuales en gran medida coinciden con los nativos. Más concretamente es así en cada parámetro analizado, con una sola exepción en ambos casos.

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