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  • 151. Falk, Ylva
    et al.
    Bardel, Camilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Object pronouns in German L3 syntax: Evidence for the L2 status factor2011Inngår i: Second language research, ISSN 0267-6583, E-ISSN 1477-0326, Vol. 27, nr 1, s. 59-82Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on a stronger role than L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman and Cabrelli Amaro, 2010). In this article we further investigate syntactic transfer from L1/L2 to L3 in learners at an intermediate level of proficiency in the target language. Data have been obtained from 44 learners of German as L3, testing the placement of object pronouns in both main and subordinate clauses in a grammaticality judgement/correction task (GJCT). The learners constitute two groups (both n = 22): One group has English as L1 and French as L2 and the other group has French as L1 and English as L2. This particular combination of background languages allows us to pinpoint the source of transfer, since object placement is pre-verbal in French and post-verbal in English, this being applied in both main and subordinate clauses. In target language (TL) German, however, the object placement varies between pre-verbal in the sub clause and post-verbal in the main clause. The two groups behave differently as to both acceptance and rejection of the test items (60 grammatical and ungrammatical main and sub clauses with object pronouns). This difference is significant and can be ascribed to their L2s, respectively. Our results thus show that the L2 transfers into the L3 even at an intermediate level, and on the basis of this we claim a strong role for the L2 status factor.

  • 152.
    Falk, Ylva
    et al.
    University of Nijmegen.
    Bardel, Camilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för franska, italienska och klassiska språk.
    The study of the role of the background languages in third language acquisition: the state of the art2010Inngår i: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141, Vol. 48, nr 2/3, s. 185-219Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to give an up-to-date picture of study of the role of the background languages (the first language, L1, and the second language, L2) in third language (L3) acquisition, mainly in the two areas of vocabulary and syntax. These seem to be the two linguistic levels on which there has so far been most research concerning cross-linguistic influence (CLI). Lexical CLI and syntactic transfer have in most cases been studied separately, but as we will see studies indicate that L3 learners seem to rely on both vocabulary and grammar from their background languages, at least to some extent. The role of the background languages in morphology and phonology has been less investigated in L3 studies, although there are a few studies that indicate that L3 performance can reflect activation of previously acquired languages at these linguistic levels too. The paper also includes a survey of neurolinguistic approaches to multilingualism and discusses how these findings can contribute to the understanding of transfer in L3 acquisition.

  • 153.
    Fant, Lars
    et al.
    Stockholms universitet, Humanistiska fakulteten, Romanska och klassiska institutionen.
    Denke, Annika
    Negotiating with the Boss: An inter- and cross-cultural perspective on problematic talk2016Inngår i: Pragmatics and Society, ISSN 1878-9714, E-ISSN 1878-9722, Vol. 7, nr 4, s. 540-569Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Elicited conversations with participants engaged in a problematic negotiation with their boss were analyzed in groups of native speakers of British English, Chilean Spanish and Swedish, and in groups of Swedish speakers of L2 English and L2 Spanish (longtime residents in their host community and highly proficient in their L2). Two planes of comparison were involved: cross-culturally, addressing differences between the native groups, and, inter-culturally, addressing interaction between natives and non-natives. Results show considerable distance between the three L1 groups, especially regarding how power distance and social distance are managed both by the ‘employees’ and the ‘bosses’. As regards L2 speaker behavior, alignment with target community patterns largely prevails and few instances of L1 transfer occur. Communicative clashes are found to take place more often in the Swedish-Spanish encounters than in the Swedish-English ones, arguably due to the wider cultural distance between the Chilean and Swedish socio-cultures.

  • 154.
    Forsberg, Fanny Lundell
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för franska, italienska och klassiska språk.
    Erman, Britt
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    High level requests: a study of long residency l2 users of English and French and native speakers2012Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 44, nr 6-7, s. 756-775Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With few exceptions the field of L2 pragmatics has focussed on intermediate and advanced learners and there is little knowledge to date regarding highly proficient, immersed L2 speakers' pragmatic performance. This study concerns L2 speakers having been immersed culturally and professionally for a considerable length of time. Our focus is on-line production of the request sequence by Swedish speakers of L2 English and L2 French having lived and worked approximately 10 years in the L2 country against matched native controls. The task is a role play between an employee and her/his boss implying high demands on the pragmatic knowledge of the participants. Our main results indicate that both groups of L2 users significantly underuse lexical and syntactic downgraders. It is argued in this paper that this underuse is not due to a lack of pragmalinguistic resources, i.e., they use the same types as the native speakers, but is of a socio-pragmatic nature, i.e., they do not downgrade to the same extent. Furthermore, L2 users significantly underuse 'situation-bound' routinized formulaic sequences for expressing the Head act. This result, in contrast, points to a lack of pragmalinguistic resources.

  • 155.
    Forsberg Lundell, Fanny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för franska, italienska och klassiska språk.
    Qué significa pasar por nativo?: Un estudio exploratorio sobre la actuación oral de usauarios avanzados de francés y español como segundas lenguas2013Inngår i: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 85, nr 1, s. 89-108Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The relationship between perceived nativelikeness and scrutinized nativelikeness is examined in very advanced L2 French and L2 Spanish. First, native speaker judges are asked to evaluate the speech of non-native speakers and native speakers of both languages, determining whether they pass as native speakers. Four non-native participants from each language group are then analyzed in more detail. Interviews with these speakers are analyzed with respect to formulaic language use and morphosyntax. No obvious differences between speakers who pass as native and those who do not are found. Subsequently, the short excerpts used in the evaluations are closely analyzed, in search for other possible differences. It is found that speakers who pass as native speakers use regional variation to a larger extent. It is thus proposed that there is no necessary connection between perceived nativelikeness and scrutinized nativelikeness and that ‘passing as a native speaker’ may be more linked to sociolinguistic competence than linguistic competence

  • 156.
    Fuster, Carles
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Neuser, Hannah
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Exploring intentionality in lexical transfer2019Inngår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Traditionally, transfer is described as interference and consequently as an unintentional mechanism. More recently, however, the perception of control in transfer has changed and it is now commonly accepted that transfer can occur both automatically and strategically. Studies have previously employed think-aloud protocols during writing tasks to establish the degree of intentionality in transfer. However, this method does not let us distinguish between instances of transfer that are truly unintentional and instances that were simply not commented on due to the constraints imposed by the think-aloud protocol. The present study, therefore, conducted a stimulated recall interview in direct succession of the think-aloud protocol in order to categorise also those instances of transfer that were not commented on initially. With data from highly multilingual adult learners of Catalan, the study examines the proportion of unintentional and intentional transfer in relation to (1) different types of transfer, (2) different source languages of transfer and (3) different word classes in transfer. The data indicates that some of these aspects of transfer tend to occur unintentionally, whereas others are more prone to be used intentionally. The theoretical implications of the results, as well as their limitations, are discussed.

  • 157.
    Gabarró-López, Sílvia
    Université Saint-Louis-Bruxelles, Belgium; Université catholique de Louvain, Belgium.
    Discourse markers in French Belgian Sign Language (LSFB) and Catalan Sign Language (LSC): Buoys, PALM-UP and SAME2018Inngår i: Sign Language and Linguistics, ISSN 1387-9316, E-ISSN 1569-996X, Vol. 21, nr 1, s. 153-162Artikkel i tidsskrift (Fagfellevurdert)
  • 158.
    Ganuza, Natalia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hedman, Christina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat2018Inngår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, nr 1, s. 4-22Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Denna studie undersöker relationen mellan modersmålsundervisning, elevers läsförståelse och deras skolresultat. Studien utgår från en tidigare undersökning som visade att somalisktalande elever som hade deltagit i modersmålsundervisning presterade bättre på tester av läsning och ordförråd i somaliska i jämförelse med elever i samma åldrar som inte deltagit i undervisningen (Ganuza & Hedman 2017a). I föreliggande studie ingår 36 av deltagarna från den tidigare studien, som alla går i samma skola och som alla har deltagit i modersmålsundervisning i flera år. Eftersom den tidigare studien visade att antalet år som eleverna deltagit i modersmålsundervisning främst bidrog positivt till deras läsförståelse på modersmålet, undersöks här sambandet mellan deltagarnas läsförståelse på somaliska och deras betyg; i ämnena modersmål, svenska som andraspråk, matematik och deras sammantagna betygspoäng i slutet av årskurs 6 och 7. Övergripande pekar resultaten på ett positivt samband mellan deltagarnas läsförståelse på somaliska och deras skolresultat. Sambanden är dessutom starkare och mer omfattande än de som finns mellan elevernas läsförståelse på svenska och deras betyg. I artikeln argumenterar vi för att resultaten indirekt antyder att modersmålsundervisningen har positiv inverkan på elevernas skolprestationer, vilket, om det bekräftas i framtida studier, är anmärkningsvärt med tanke på den begränsade undervisningstiden och ämnets marginaliserade position i det svenska utbildningssystemet.

  • 159.
    Ganuza, Natalia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hedman, Christina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali-Swedish Bilinguals2019Inngår i: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 40, nr 1, s. 108-131Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates if participation in mother tongue instruction (henceforth MTI) impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali–Swedish bilinguals and Somali MTI in a Swedish school context. In the study, biliteracy was operationalized as reading proficiency and vocabulary knowledge in two languages, which was tested with measures of word decoding, reading comprehension, and vocabulary breadth and depth. The study was designed to allow for cross-sectional, longitudinal, and cross-linguistic analyses of data. Overall, the results showed that participation in MTI contributed positively to participants’ results on Somali reading comprehension, beyond the influence of chronological age, age of arrival, and reported home language and literacy use. Furthermore, higher results in Somali were associated with higher results on the same measures in Swedish, in particular for the reading measures. In sum, the results indicate that MTI has an impact on some aspects of literacy proficiency in the mother tongue, despite the restricted time allocated for it (<1 h/week). They also indicate that MTI, albeit indirectly, may benefit the stated proficiencies in the language of schooling.

  • 160.
    Garcia-Yeste, Miguel
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Press advertisements for food in Spain: Cultural orientations and communicative style2013Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, nr 26, s. 195-215Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper investigates the impact of cultural values on the design and communicative style of Spanish graphic advertising for food and beverages. More specifically, the influence of Hall's (1976: 101) context dependence and Hofstede's (1994: 51) individualism index is surveyed. Gnillen-Nieto's (2009) table of hypothetical correlations between culture and communicative style is adapted for the analysis of 100 Spanish advertisements at the macro- and microlinguistic levels. The study is organised in two stages: (i) a qualitative examination of the communicative strategies found in the sample; and (ii) a quantitative analysis of the previous findings in order to identify significant patterns statistically. The findings indicate that context dependence and the individualism index can be traced in the texts in relation to the verbal and nonverbal elements, the explicitness of the communicative style and the purpose of the message. A set of multimodal communicative strategies is offered at the end of the paper aimed at advertising professionals and students as well as TSP practitioners.

  • 161.
    Gentens, Caroline
    et al.
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen. University of Leuven, Belgium.
    Sansiñena, María Sol
    Spronck, Stef
    Van linden, An
    Irregular perspective shifts and perspective persistence, discourse-oriented and theoretical approaches: Introduction2019Inngår i: Pragmatics: Quarterly Publication of the International Pragmatics Association, ISSN 1018-2101, E-ISSN 2406-4238, Vol. 29, nr 2, s. 155-169Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this introduction, we set out the central themes of the special issue. It concentrates on imperfect function-form mappings, and discusses several cases in which specific perspectival meanings are not fully predictable on the basis of a perspectivizing grammatical construction alone. We distinguish two kinds of form-function mismatches: (1) perspective-persistent phenomena, i.e. grammatically signaled deictic and/or cognitive perspective shifts which are not realized in interpretation, and (2) irregular perspective shifts, which involve either grammatically un(der)specified shifts or grammatically signaled shifts that are interpreted as mixing multiple sources of deictic and/or cognitive perspective (‘multiple-perspective constructions’). We briefly discuss and contextualize each of the contributions, and highlight their central findings.

  • 162.
    Gerholm, Tove
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Att skapa ett språk i en kontext2008Inngår i: Psyke og Logos: Tema: Spädbarnspsykologi, ISSN 0107-1211, Vol. 2, nr 29, s. 557-579Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Utan en språklig infrastruktur av relativt stabil natur blir det svårt för ett barn att finna tolkningsbara mönster i de verbala och ickeverbala stimuli det möter. Sådana stabila mönster verkar emellertid finnas i föräldrarnas språkliga agerande, vilket beskrivs och illustreras i artikeln. Huvudsaklig fokus är dock att lyfta fram och diskutera den hittills mindre uppmärksammade aspekten av barnets eget agerande för att tillägna sig de språkliga ramar och normer som utgör basen för samvaro. Ett agerande där de genom bl.a. blickbeteende och direkta frågor vidmakthåller föräldrarnas scaffoldingramar, samt själva laborerar med fraser och beteenden som de tillägnat sig genom interaktion med föräldrarna. I artikeln introduceras även begrepp som avser att benämna två kvalitativt olika former av beteenden som återfinns hos barn mellan 1 och 5 år: oinskränkt vs normkänsligt beteende. Utifrån den ständiga växelverkan mellan föräldrarnas reaktioner och responser och barnets tolkning av desamma argumenteras för att barnet guidas mot att välja en utvecklingsprocess där den ena formen av språkligt och ickespråkligt beteende ersätts av den andra.

  • 163.
    Gerholm, Tove
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Children's development of facework practices - An emotional endeavor2011Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 43, nr 13, s. 3099-3110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article addresses the origin and development of facework practices in young children by focusing on two kinds of practices in child–parent interaction: (1) situations in which a child’s verbal and nonverbal emotive expressions indicate a need to save face; and (2) situations in which a child uses various strategies in order to save face. Through illustrations from a longitudinal material of child–adult interaction it is argued that emotive reactions constitute the base for face awareness in children. This awareness in time turns to child facework practices, a process aided and shaped by the interactional routines with parents. The central aim of the article is to highlight these two aspects of facework, one internal, emotional and related to face; the other external and interactional. As a second aim the article will enforce that the way we analyze interaction must be transparent in that it can be understood, reviewed and contested by others.

  • 164.
    Gerholm, Tove
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    From shrieks to "Stupid poo": emotive language in a developmental perspective2018Inngår i: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 38, nr 2, s. 137-165Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to highlight and describe the forms of verbal emotive utterances that appeared in a longitudinal corpus of 11 Swedish children interacting with parents, siblings and friends. The children were in the ages 0;9 to 5;10 and were recorded four to six times during a two-year period. The verbal emotive expressions of the material are divided into the categories Descriptive versus Accompanying utterances. Descriptive utterances are emotive mainly from semantic conventions, whereas Accompanying utterances are emotive due to prosodic and contextual traits. The categories are illustrated and related to conventions, language development and cognitive growth. By classifying and labeling verbal expressions as emotive in different ways, it is argued that we can gain a better understanding of how language is used when intertwined with emotions, but also that we access a way to compare and investigate emotive language in a more thorough manner.

  • 165.
    Gerholm, Tove
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Mamma!2010Inngår i: Språktidningen, ISSN 1654-5028, Vol. December, nr 6, s. 24-27Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 166.
    Gerholm, Tove
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Hörberg, Thomas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap. Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Perception och psykofysik.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Kallioinen, Petter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för fonetik.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills2018Inngår i: BMC Psychology, E-ISSN 2050-7283, Vol. 6, artikkel-id 29Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children.

    Method

    The study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children’s language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3.

    Discussion

    If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of enhancing children’s abilities in fundamental areas like language, executive functions and attention, socioemotional skills and early math, this will have big impact on the preschool agenda in the future. The potential for different pedagogical methodologies to have different impacts on children of different ages and with different backgrounds invites a wider discussion within the field of how to develop a preschool curriculum suited for all children.

  • 167.
    Gerholm, Tove
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Ge tid till goda samtal2018Inngår i: Förskoletidningen, ISSN 0348-0364, Vol. 43, nr 4Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Förskolan är viktig för barns språk- och kommunikations- utveckling, särskilt för dem som inte har optimala förutsättningar. Den som har lätt för kommunikation har en fördel i livet. Genom att stötta barns samtal kan pedagogerna stärka språk och kommunikation.

  • 168. Glahn, Esther
    et al.
    Håkansson, Gisela
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Holmen, Anne
    Hvenekilde, Anne
    Lund, Karen
    Processability in Scandinavian second language acquisition2001Inngår i: Studies in Second Language Acquisition, Vol. 23, nr 3, s. 389-416Artikkel i tidsskrift (Fagfellevurdert)
  • 169.
    Gossas, Carina
    et al.
    Högskolan Dalarna.
    Norberg, Ulf
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Tolk- och översättarinstitutet.
    Translating non-standard forms of reported discourse in children’s books: Den tredje grottans hemlighet by Swedish author P. O. Enquist in French and German as a case in point2014Inngår i: Trans Revista de traductología, ISSN 1137-2311, nr 18, s. 85-105Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The imitation of character voices and the relationship between narrator and characters are known to be fruitful domains for authors’ creativity and expressivity and thus constitute an intriguing translation problem that lacks clear solutions. In this study, we examine the translating of non-standard forms of reported discourse as distinct representations of voices in the French and German translations of the second children’s book by the Swedish author P.O. Enquist Den tredje grottans hemlighet, 2010 ("The Secret of the Third Cave"). We set out to analyze the translations of two stylistic features of this text: the use of hybrid forms of direct and indirect speech and the use of italics to mark a cited discourse.

  • 170.
    Granqvist, Svante
    et al.
    Department of Speech, Music and Hearing, KTH.
    Sundberg, Johan
    Department of Speech, Music and Hearing, KTH.
    Cortes, Elisabet Eir
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för fonetik.
    Larsson, Josefina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för fonetik.
    Branderud, Peter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för fonetik.
    The front and sub-lingual cavities in coronal stops: An acoustic approach to volume estimation.2003Inngår i: Proceedings of the XVth International Congress of Phonetic Sciences, Barcelona, s. 941-944Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The subapical cavity has been shown to play a significant role in determining the F-patterns of articulations made with a raised tongue blade. This paper reports quantitative data on subapical volumes for Swedish dental and retroflex voiced stops. These estimates were made by means of an acoustic method using pulse excitation of the front cavity. EPG was employed to determine the place of articulation of the consonants. Front cavity volumes were found to vary in an approximately linear fashion as a function of place of articulation. For retroflex consonants, volumes ranged between 2 and 11 cm3. A lawful second-order effect was observed with front vowel contexts tending to shift the pattern towards smaller, and back vowels towards larger volumes.

  • 171.
    Grigonyte, Gintare
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för datorlingvistik.
    Kvist, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Wirén, Mats
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för datorlingvistik.
    Velupillai, Sumithra
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Henriksson, Aron
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Swedification patterns of Latin and Greek affixes in clinical text2016Inngår i: Nordic Journal of Linguistics, ISSN 0332-5865, E-ISSN 1502-4717, Vol. 39, nr 1, s. 5-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Swedish medical language is rich with Latin and Greek terminology which has undergone a Swedification since the 1980s. However, many original expressions are still used by clinical professionals. The goal of this study is to obtain precise quantitative measures of how the foreign terminology is manifested in Swedish clinical text. To this end, we explore the use of Latin and Greek affixes in Swedish medical texts in three genres: clinical text, scientific medical text and online medical information for laypersons. More specifically, we use frequency lists derived from tokenised Swedish medical corpora in the three domains, and extract word pairs belonging to types that display both the original and Swedified spellings. We describe six distinct patterns explaining the variation in the usage of Latin and Greek affixes in clinical text. The results show that to a large extent affixes in clinical text are Swedified and that prefixes are used more conservatively than suffixes.

  • 172.
    Grzech, Karolina
    SOAS, University of London, UK.
    Autoridad epistémica y atenuación en Tena Kichwa. Análisis de enclítico =cha basado en el corpus2017Inngår i: Normas, ISSN 2174-7245, Vol. 7, nr 2, s. 48-71Artikkel i tidsskrift (Fagfellevurdert)
  • 173.
    Grzech, Karolina
    SOAS, University of London, UK.
    ¿Es necesario elegir entre la estandarización de las lenguas minoritarias y la vitalidad de sus variantes?: Estudio de caso del kichwa de Alto Napo2017Inngår i: Onomázein, E-ISSN 0718-5758, Vol. Special Issue, s. 16-34Artikkel i tidsskrift (Fagfellevurdert)
  • 174.
    Grzech, Karolina
    SOAS, University of London, UK.
    Planning language, planning identity: A case study of Ecuadorians in London2013Inngår i: SOAS Working Papers in Linguistics, Vol. 16, s. 291-310Artikkel i tidsskrift (Annet vitenskapelig)
  • 175.
    Grzech, Karolina
    SOAS, University of London, UK.
    The marker =ga and topicality in Tena Kichwa2016Inngår i: SOAS Working Papers in Linguistics, Vol. 18, s. 31-50Artikkel i tidsskrift (Annet vitenskapelig)
  • 176.
    Grzech, Karolina
    SOAS, University of London, UK.
    The non-evidential meaning of the Tena Kichwa 'direct evidential'2016Inngår i: York Papers in Linguistics, E-ISSN 1758-0315, nr 3, s. 73-94Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Quechuan languages are known to have a three-way evidential distinction between direct, indirect and reported source of information (cf. Willett 1988; Aikhenvald 2004). The Quechuan enclitic =mi has previously been analysed e.g. as marking direct evidence and certainty (Weber 1986; Floyd 1997), or the 'best possible ground' for making an assertion (Faller 2002). However, neither of the to-date analyses is adequate for describing the meaning of the enclitic =mi in Tena Kichwa, a Quechuan variety spoken in the Ecuadorian Amazon. In this article, I discuss the properties of the Tena Kichwa =mi, and show that in this variety, the marker is best analysed not as an evidential, but as a marker of epistemic primacy.

  • 177.
    Grzech, Karolina
    et al.
    SOAS, University of London, UK.
    Dohle, Ebany
    Language Landscape: An innovative tool for documenting and analysing linguistic landscapes2018Inngår i: Lingue e linguaggi, ISSN 2239-0367, E-ISSN 2239-0359, Vol. 25, s. 65-80Artikkel i tidsskrift (Fagfellevurdert)
  • 178.
    Gudmundson, Anna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för franska, italienska och klassiska språk.
    Acquisition of grammatical gender and number agreement in Swedish learners of L2 Italian: regularity and frequency effects2013Inngår i: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 4, nr 2, s. 231-254Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This corpus-based study examines gender and number agreement in oral productions of Swedish learners of L2 Italian. The main aim is to investigate how regularity and frequency effects influence learning. The theoretical framework is inspired by a functionalist approach focusing on the role of form–function mappings in the learner’s input. Regularity and frequency are interpreted in terms of the availabilityreliability, and validity of the mappings between the different noun endings and their functions: masculine singular, feminine singular, masculine plural, and feminine plural. The results show a significant correlation between reliability and accuracy rate, but no statistically significant correlation between availability or validity and accuracy rate. An interaction between longitudinal development and reliability is noted.

  • 179.
    Guissemo, Manuel Armando
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Hip Hop Activism: Dynamic Tension between the Global and Local in Mozambique2018Inngår i: Journal of World Popular Music, ISSN 2052-4900, E-ISSN 2052-4919, Vol. 5, nr 1, s. 50-70Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    From its inception in the late 1980s to the present day, hip hop culture in Mozambique underwent several stages in which the process of “keeping it real” was in constant negotiation with the association of the Global Hip Hop Nation (GHHN), and its local cultural and linguistic elements. This article, using tropes of temporality as the main framework, discusses how relocalization of the GHHN is constructed in Mozambican hip hop. There is a progressive connection between the past, present and future which is highlighted by local rappers. The article argues that Mozambican hip hop activism is built through acts of engagement in political tropes, in which local rappers are acting as spokesmen of the marginalized population through lyrics that claim citizenship. The political discourses produced during the Frelimo’s socialist governance era are rescued to challenge the liberal politics developed in the present democratic period, which, in large part, is contested by the population at the margin of the development. Therefore, local rappers’ lyrics address popular complaints related to some political decisions that negatively affect the population at the margins and lead to general societal malfunction. The local African languages that were ideologically marginalized since the colonial regime are now being rescued by local rappers as a way to contextualize them into contemporary, metropolitan and transnational languages. This linguistic relocalization indexes a new present and an aspiration for a different future, where these languages will be inserted together with Portuguese to allow communication in urban spaces. This engagement by rappers can be perceived as acts of linguistic citizenship.

  • 180.
    György Ullholm, Kamilla
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Language planning between pluralism and assimilationism: Reflections on Hungarian mother tongue instruction in Sweden2004Inngår i: Estudios de Sociolingüística, ISSN 1576-7418, Vol. 5, nr 2, s. 277-298Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Sweden is internationally known as a pluralistic country, providing supplemental instruction in the languages of immigrant minorities as part of the regular education. However, the mother tongue instruction system established in the 1970s has undergone several changes during the last decades. In an earlier study the effects of current Swedish language policy and its implementation on a micro level have been examined, using Hungarian, one of the country 's minor immigrant languages, as an example (György-Ullholm, 2002). This paper examines the second generation's opportunities to reach active bilingualism, the officially expressed goal of Swedish minority education. Nevertheless, the results of the study indicate that monolingualismor in the best case passive bilingualism are the most probable outcomes of the current language-in-education policy for these pupils.

  • 181.
    György Ullholm, Kamilla
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Språkval i praktiken2005Inngår i: Invandrare & minoriteter, ISSN 1404-6857, Vol. 32, nr 3, s. 9-12Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Funktionellt flerspråkiga tar ständigt nya, mer eller mindre medvetna beslut – vilket av språken de ska använda och i vilka sammanhang. Artikeln bygger på intervjuer med förlädrar och barn i flerspråkiga familjer och diskuterar föräldrarnas roll som språkliga modeller och deras påverkan för barnens framtida valmöjligheter i språkligt och socialt avseende.

  • 182.
    Haglund, Charlotte
    Stockholms universitet, Humanistiska fakulteten, Centrum för tvåspråkighetsforskning.
    Flerspråkighet, institutionell ordning och sociokulturell förändring i det senmoderna Sverige2007Inngår i: NORDAND - Nordisk tidskrift för andraspråksforskning, ISSN 0809-9227, Vol. 2, nr 2, s. 7-23Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Flerspråkiga ungdomars möte med den svenska skolan mynnar i bästa fall ut i en gemensam strävan mot ömsesidighet i läroprocess och integration. I denna artikel ser vi exempel på förhållningssätt och strategier som de unga utvecklar när en sådan ömsesidighet inte kommer till stånd. Ungdomarna tenderar exempelvis att söka sig till kontexter, såsom kamratgrupp och gemenskaper på internet, som bättre kan svara mot deras strävan att lära på villkor som utgår från deras erfarenheter i en vardag präglad av etnisk och språklig mångfald. Artikeln bygger på en etnografisk studie som genomfördes under tre år bland ungdomar i ett förortsområde i Stockholm. Studien visar hur föreställningar och förhållningssätt som betonar homogenitet och normalitet ifråga om t ex språk och identitet utmanas av de flerspråkiga ungdomarna. Deras förhandling präglas av kreativitet och en drivkraft att dra nytta av den flerspråkiga kompetens och de flerkulturella referensramar som finns bland dem. Med hjälp av analyser av språkliga samspel på mikronivå görs i artikeln ett försök att belysa processer på den mer övergripande och abstrakta makronivån. Genom en etnografisk forskningsansats möjliggörs ett longitudinellt perspektiv och en flerkontextuell utgångspunkt.

  • 183. Hall, Matthew L.
    et al.
    Schönström, Krister
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för svenska som andraspråk för döva.
    Spellun, Arielle
    Failure to Distinguish Among Competing Hypotheses2017Inngår i: Pediatrics, ISSN 0031-4005, E-ISSN 1098-4275, Vol. 140, nr 5, artikkel-id e20172655CArtikkel i tidsskrift (Annet vitenskapelig)
  • 184.
    Hallengren, Anders
    Stockholms universitet, Humanistiska fakulteten, Institutionen för litteraturvetenskap och idéhistoria.
    Djungeltelegrafen: musikens språk och språkets musik1980Inngår i: RADIX: tidskrift för humanism. Redigerad av Harry Järv., ISSN 0348-0682, Vol. 3, nr 3-4, s. 303-319Artikkel i tidsskrift (Annet vitenskapelig)
  • 185.
    Hallengren, Anders
    Stockholms universitet, Humanistiska fakulteten, Institutionen för litteraturvetenskap och idéhistoria.
    En historisk utgåva1993Inngår i: Världarnas möte, ISSN 1100-4681, nr 4, s. 135-140Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Report on the recent new editions in Moscow and Kiev of Aleksandr N. Aksakov's literarily influential 19th century translation of Emanuel Swedenborg's De cœlo et ejus mirabilibus, et de inferno, ex auditis & visis (1758) — O nebesach, o mire duchov i ob ade kak slyšal i videl.

  • 186.
    Hallengren, Anders
    Stockholms universitet, Humanistiska fakulteten, Institutionen för kultur och estetik.
    Invandrarbarnens problem1976Inngår i: Svensk Tidskrift, ISSN 0039-677X, Vol. 63, nr 1, s. 36-42Artikkel i tidsskrift (Fagfellevurdert)
  • 187.
    Hallonsten, Pernilla
    Lund University, Sweden.
    The English -ing Form from a Recapitulationist Hypothesis Perspective2008Inngår i: Facta Universitatis Series: Linguistics and Literature, ISSN 0354-4702, Vol. 6, nr 1, s. 35-50Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Viewing language as an evolutionary process can offer a new insight into our understanding of historical changes. It also raises significant questions to the nature of language. In this paper, the English -ing form is examined from a recapitulationist hypothesis perspective, aiming to elucidate the complexity around the grammatical category membership of the different functions of this form. The study of the -ing form in child language acquisition as compared to its history will lead to the discussion of how the functions are connected, both structurally and cognitively. By searching outside the traditional grammatical approaches to grammatical categories, it is possible to make clear the identity of the -ing form.

  • 188.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Acquisition of phonology1989Inngår i: Annual Review of Applied Linguistics, ISSN 0267-1905, E-ISSN 1471-6356, Vol. 9, s. 23-41Artikkel i tidsskrift (Annet vitenskapelig)
  • 189.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Becoming multilingual: The macro and the micro time perspective2017Inngår i: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141, Vol. 55, nr 1, s. 3-22Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Potential multilingualism is a characteristic property of human language. This paper adopts a usage-based, complex-systems approach in discussing two different but interrelated perspectives on how multilingualism takes shape in individuals: the development of a linguistic repertoire over time (macro time perspective) and the processes of language use and acquisition in specific situations (micro time perspective). The concept of L3 has a role at the micro time level, in the situations of language use. A variable model of the situation of language use and acquisition in micro time is proposed. It adopts a factor approach which is inspired by Hufeisen's Factor Model, but extends that model so as to be applicable to more variable stages and forms of linguistic repertoires. The connection between dynamic processes in micro and macro time is illustrated by data from a longitudinal test of phonological production which exposes both specific usage events and an evolving pattern.

  • 190.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Constructions of comparison in Swedish: Quantitative dominance patterns in acquisition and use2014Inngår i: Constructions, ISSN 1860-2010, E-ISSN 1860-2010, Vol. 1, nr 5, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
  • 191.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Interference in American English speakers' pronunciation of Swedish1967Inngår i: Studia linguistica, ISSN 00393193, Vol. 21, s. 15-36Artikkel i tidsskrift (Annet vitenskapelig)
  • 192.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Jämförelsekonstruktioner i svenskan och grammatikaliseringen av jämfört med1995Inngår i: Språk & Stil, ISSN 1101-1165, Vol. 5 NF, s. 21-48Artikkel i tidsskrift (Fagfellevurdert)
  • 193.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Konstruktioner som produkt och process - en studie av hur L1- och L2-talare utnyttjar "det är"2008Inngår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 3, nr 1, s. 79-107Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Språkliga konstruktioner kan ses som produkter eller processer. Artikeln utforskar samband mellan dessa aspekter och fokuserar på L1- och L2-talares bruk av svenska konstruktioner bildade med det starkt flerfunktionella syntaktiska fragmentet det är. En användningsbaserad modell för språkets utveckling läggs till grund, där särskilt också frekvensens roll uppmärksammas. Data hämtas från en korpus av konversationer med inlärare och infödda svenskar, som uppvisar en riklig användning av olika det är-konstruktioner, såväl med avseende på bredden i repertoaren som i fråga om frekvens. Inlärarna tillägnar sig successivt ett användningsmönster som i stort liknar de infödda talarnas. Vissa strukturer uppträder tidigare än andra; en karakteristisk utvecklingsprofil framträder. Sekvensen det är har en central roll i yttrandeproduktionen, där den ofta tjänar som en (ibland bara tentativ) satsinledare. Det finns indikationer på att det är tillägnas och fungerar som en formelsekvens med en stödjande roll i yttrandeplaneringen. Av speciellt intresse är de formuleringsbrott som ofta uppträder efter det är, med olika sätt att sedan fortsätta yttrandet. Dessa fall ger inblickar i det löpande formuleringsarbetet.

  • 194.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Svenska som målspråk1975Inngår i: Språkvård, ISSN 0038-8440, Vol. 1975, nr 2, s. 12-15Artikkel i tidsskrift (Annet vitenskapelig)
  • 195.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Svenskan i ljuset av invandrares språkfel1977Inngår i: Nysvenska studier, ISSN 0345-8768, Vol. 57, s. 60-73Artikkel i tidsskrift (Annet vitenskapelig)
  • 196.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    The insufficiency of error analysis1974Inngår i: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141, Vol. 12, nr 1-4, s. 185-192Artikkel i tidsskrift (Fagfellevurdert)
  • 197.
    Hammarberg, Björn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik. Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    The languages of the multilingual: Some conceptual and terminological issues2010Inngår i: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141, Vol. 48, nr 2-3, s. 91-104Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research on individual multilingualism and third language acquisition has expanded greatly in recent years. A theoretical correlate of this is the recognition of the fact that humans are potentially multilingual by nature, that multilingualism is the default state of language competence, and that this in turns has implications for an adequate theory of language competence, use and acquisition. Traditional SLA research usually treats all non-first language learners as L2 learners. The recent focus on L3 acquisition means that one has begun taking the complexity of multilingual learners’ language background into account. This gives raise to reflection about some of the currently used basic terminology in the field, in particular how the concepts first, second and third language are understood.

    These terms are used variably in the literature. One approach, the common practice of labelling a multilingual’s languages along a linear chronological scale as L1, L2, L3, L4 etc., is shown here to be untenable, being based on an inadequate conception of multilingualism. A different and arguably more satisfactory approach is based on the conventional dichotomy of L1 (established during infancy) versus L2 (added after infancy) and relates the notion of L3 to the presence of a more complex language background.

    The limitation to a three-order hierarchy involving the distinction between the concepts of L1, L2 and L3 is discussed and adopted as a working hypothesis, awaiting further research on this issue.

    Finally, the problems with the expressions first, second and third language have become more apparent with the emergence of research on L3 acquisition. Maybe the time is ripe to work for a change of these established terms? As possible replacements, primary, secondary and tertiary language are put forward for discussion.

    The paper stresses the need for reconsideration and clarification of the concepts L1, L2 and L3 from the point of view of multilingual language users and learners.

  • 198.
    Hammarberg, Björn
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Viberg, Åke
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Anaforiska processer i svenskan i invandrarperspektiv1976Inngår i: Nysvenska studier, ISSN 0345-8768, Vol. 55-56, s. 213-226Artikkel i tidsskrift (Annet vitenskapelig)
  • 199.
    Hammarberg, Björn
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    Viberg, Åke
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap.
    The place-holder constraint, language typology, and the teaching of Swedish to immigrants1977Inngår i: Studia linguistica, ISSN 0039-3193, Vol. 31, nr 2, s. 106-131Artikkel i tidsskrift (Annet vitenskapelig)
  • 200.
    Hancock, Victorine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för franska, italienska och klassiska språk.
    Pragmatic use of temporal adverbs in L1 and L2 French: Functions and syntactic positions of textual markers in a spoken corpus2012Inngår i: Language, Interaction & Acquisition, ISSN 1879-7865, Vol. 31, nr 1, s. 29-51Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper deals with the functions of a number of frequent temporal adverbs and their placement in the information structure produced by highly advanced L2 speakers of French. The study concerns both structural and pragmatic aspects of learner language that seem relevant for characterizing the highly proficient French L2 user. The pragmaticalization of these adverbs, i.e. the development of different pragmatic functions in L2, is investigated. The adverbs can occupy different positions in the utterance and we expect that the pragmaticalization of the adverbs entails their syntactic isolation in the information structure. The analysis of positions showed that, for two adverbs, argumentative functions in outer positions were absent even in the most advanced speaker group.

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