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  • 201.
    Barrenechea, May
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    A REPERCUSSÃO DAS INICIATIVAS DO GOVERNO BRASILEIRO PARA A PROTECÇÃO DA AMAZÓNIA NA IMPRENSA SUECA ONLINE DURANTE O GOVERNO DE LULA2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Environmental issues are receiving more and more media exposure today than ever before. What was first a healthy interest amongst people, has led to serious concerns when one takes into account the repercussions that the greenhouse effect is having on the environment. The increased environmental awareness that now exists amongst an ever growing section of the world’s population, has resulted in politicians having to start to take action as there is now a political will to do so. Brazil has the largest mass of tropical rainforest in the world and its protection is of interest to the Brazilian government, the citizens of Brazil and to the inhabitants of the world. A series of legal action measures have been initiated by the Brazilian government to preserve the wellbeing of the rainforest.

    This thesis examines how and what the Swedish online news providers have reported these measures during the Lula period of administration. The objective of this thesis is to understand how the Brazilian government’s measures have been perceived by the Swedish online news providers and thus by the reading population. Specifically, the focus is on measures taken by the Brazilian government with regards to Brazilian environmental problems in the Amazon rainforest, Brazilian ecological policy in the Amazonia and how all of this in turn leads to better protection of the Amazon rainforest.

    The data obtained supports the hypothesis that out of all the Brazilian related articles published by the Swedish online news providers, only a small percentage of the total amount of articles are relating to environmental issues in the Brazilian Amazon rainforest and/or the Brazilian environmental politics to protect the Amazon rainforest. 

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  • 202.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Acquisition et usage aux niveaux très avancés des langues secondes: l'apport d'un modèle du français parlé2012In: Penser les langues avec Claire Blanche-Benveniste / [ed] Sandrine Caddéo, Aix-en Provence: Presses universitaires de Provence , 2012, p. 193-204Chapter in book (Other academic)
  • 203.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Et après le stade 6?: autour des derniers stades de l'acquisition du francais L22009In: Mélanges plurilingues offerts à Suzanne Schlyter à l'occasion de son 65ème anniversaire. / [ed] Petra Bernardini, Verner Egerland & Jonas Granfeldt, Lund: Romanska, Språk- och litteraturcentrum, Lunds universitet , 2009, p. 29-51Chapter in book (Other (popular science, discussion, etc.))
  • 204.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    High-level proficiency in second language use: morphosyntax and discourse2012In: Comparative perspectives on language acquisition: a tribute to Clive Perdue / [ed] M. Watorek, S. Benazzo, M. Hickmann, Bristol: Multilingual Matters, 2012, p. 170-187Chapter in book (Refereed)
  • 205.
    Bartning, inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Les adjectifs révisités: Les adjectifs dérivés de noms de lieux et de personnes2010In: L'adjectif hors de sa catégorie / [ed] Jan Goës och Estelle Moline, Artois: Artois Presses Université , 2010, p. 77-95Chapter in book (Other academic)
  • 206.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    Morphosyntax and discourse in high-level second language use2016In: Advanced Proficiency and Exceptional Ability in Second Languages / [ed] Kenneth Hyltenstam, Berlin: Mouton de Gruyter, 2016, p. 43-72Chapter in book (Other academic)
  • 207.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    Synthèse rétrospective et nouvelles perspectives développementales acquisitionnelles en français L2 à l'université de Stockholm.2012In: Language, interaction, acquisition, ISSN 1879-7865, Vol. 3, no 1, p. 7-18Article in journal (Refereed)
    Abstract [fr]

    Cet article présente une synthèse des recherches en acquisition du français langue seconde/étrangère menées à l’Université de Stockholm. Il fait le lien entre les premiers résultats obtenus au sein du projet InterFra (Interlangue française — développement, interaction et variation) avec les recherches menées récemment sur les stades très avancés. L’article se divise en trois parties. Les deux premières sont rétrospectives, d’abord une description du corpus InterFra — présenté ici dans son intégralité pour la première fois —, puis un bilan des résultats des thèses qui ont utilisé ce corpus, et, finalement, les stades de développement proposés par Bartning et Schlyter (2004). La troisième partie présente un projet sur les stades ultimes d’une L2, High-level proficiency in second language use, programme de recherche commun à cinq départements de l’Université de Stockholm et rend compte des résultats d’études récentes concernant trois groupes d’un niveau proche du locuteur natif, des locuteurs non natifs appelés respectivement avancés, bilingues fonctionnels et quasi-natifs. L’article se clôt sur un bilan de ces études.

  • 208.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    The advanced learner variety: ten years later2009In: The advanced learner variety: the case of French / [ed] Emmanuelle Labeau and Florence Myles, Oxford ; Berlin ; New York: Peter Lang , 2009, p. 11-40Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    The goals of Chapter 1 (‘The advanced learner variety: 10 years later’, by IngeBartning) are to describe the advanced learner variety from the end-stateperspective and towards the end-state as a developmental perspective where theadvanced variety is identified with morpho-syntactic features along a six-stageacquisitional continuum (Bartning & Schlyter 2004) as well as to present astate-of-the-art account of the research carried out since 1997. Themorpho-syntactic features include verbal morphology, negation, object clitics,gender marking, and subordination. The advanced stage is described based onthree main criteria: TAM (tense, aspect, modality), subject-verb agreement, andthe distinction between finite and non-finite forms. This chapter alsointroduces preliminary findings from corpus data (Swedish learners living inParis), which illustrate verb and gender agreement errors produced by highlyproficient learners. 

  • 209.
    Bartning, Inge
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Forsberg, Fanny
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Acquisition et usages aux niveaux très avancés des langues secondes: l'apport d'un modèle du français parlé2012In: Penser les langues avec Claire Blanche-Benveniste / [ed] Sandrine Caddéo, Marie-Noëlle Roubaud, Magali Rouquier, Frédéric Sabio, Aix-en-Provence: Presses universitaires de Provence , 2012, p. 187-198Chapter in book (Other academic)
  • 210.
    Bartning, Inge
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Forsberg, Fanny
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Resources and obstacles in very advanced L2 French:  formulaic language, information structure and morphosyntax2009In: EUROSLA Yearbook, ISSN 1568-1491, E-ISSN 1569-9749, Vol. 9, p. 185-211Article in journal (Refereed)
    Abstract [en]

    This study builds on the proposition that there are six developmental stages for spoken L2 French, based on morpho-syntactic criteria (Bartning and Schlyter 2004). In order to investigate developmental stages 'beyond stage 6', oral productions of several groups of advanced learners/users and native speakers are analyzed in terms of resources and obstacles. Among the resources, we investigate expected late features such as formulaic language and elaboration of information structure (Forsberg 2008; Hancock 2007). Morpho-syntactic deviances (MSDs), i.e. obstacles are also investigated. MSDs are expected to be almost absent beyond stage 6 (von Stutterheim 2003). Surprisingly, they continue to be present even at these very high levels. The results also show that formulaic language and information structure are promising measures of high levels, although the latter did not yield significant differences compared to lower stages. The study concludes with the proposal of a transitional stage with L2 users called functional bilinguals, which would constitute a stage between the advanced learner and the near-native speaker.

  • 211.
    Bartning, Inge
    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.
    La variation sociolinguistique en français parlé  L2 – de bonnes nouvelles ?2017In: Variation en question(s): Hommages à Françoise Gadet / [ed] Henry Tyne, Mireille Bilger, Paul Cappeau, Emmanuelle Guerin, Bryxelles: Peter Lang Publishing Group, 2017Chapter in book (Refereed)
  • 212.
    Bartning, Inge
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Forsgren, Mats
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Les adjectifs relationnels revisités: les adjectifs ethnonymes, toponymes et anthroponymes2010In: L'adjectif hors de sa catégorie / [ed] Goes, J. & Moline, E., Arras: Artois Presses Université , 2010, p. 77-96Conference paper (Refereed)
  • 213.
    Bartning, Inge
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Forsgren, Mats
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Structure temporelle et structure informationnelle: observations sur le type de phrase principale - subordonnée temporelle. Avec coup d'oeil sur le cas de figure au moment où.2010In: Aux marges des grammaires - Hommage à Michèle Noailly. / [ed] Elisabeth Richard, Marie-Claude Le Bot, Martine Schuwer, Frank neveu, Rennes: Presses universitaires de rennes , 2010, p. 213-227Chapter in book (Other academic)
  • 214.
    Bartning, Inge
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hammarberg, Björn
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    The functions of a high-frequency collocation in native and learner discourse: the case of French c’est and Swedish det är2007In: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141, Vol. 45, no 1, p. 1-43Article in journal (Refereed)
    Abstract [en]

    This cross-linguistic study investigates the functionality and use of one particular linguistic collocation in each of two languages, viz. the French c'est and the Swedish det är, both meaning ‘it is’. The data are drawn from conversational speech production by adult native speakers and second language learners. The investigation shows that these collocations are highly polyfunctional as components in different grammatical constructions, that they play a significant role as a formula in the planning and execution of utterances and that they show a characteristic distribution of frequency of use and a characteristic profile of development in learner speech. A usage-based view of how language develops in individuals is adopted in the analysis of these findings, showing that these various properties are connected to each other and that they have an important bearing on the development of learners' interlanguages.

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  • 215.
    Baser, Aleyna
    Stockholm University, Faculty of Humanities, Department of English.
    The Four Dimensions of Western-centric Ideologies in Upper Secondary English Textbooks in Sweden: An ideological square analysis of Blueprint A 3.0 & Solid Gold 12023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Swedish upper secondary schools are assigned the responsibility to promote cultural diversity and foster democratic global citizens according to Läroplanen för gymnasieskolan (Skolverket, 2022). Naturally, as English textbooks try to incorporate this, the potentially problematic outcome arises of the depictions of the Westerner and the non-Westerner. The present research examines to what extent and how the four dimensions of Western-centric ideologies through the analytical lens of Van Dijk’s ideological square are manifested in Blueprint A 3.0 (2017) and Solid Gold 1 (2014) for English 5 upper secondary schools. How the Western-centric ideologies are manifested is discussed through the theory of Orientalism (Said, 2003) and its complementary linguistic theories problematizing Native-speakerism (Holliday, 2006) and Euro-English (Philipson, 2003). The findings of the present study highlight how the majority of the texts placed in the ideological square are about the Western “Us” and that the West is portrayed as superior through depictions of being developed and progressive while the non-West “Them” is depicted as undeveloped, oppressed as well as stagnant and timeless. Thus, the findings are in accordance with the theories of the literature and previous research where the implied superiority of the West is found. Based on these findings, it can perhaps be argued that the textbooks Blueprint A 3.0 (2017) and Solid Gold 1 (2014) do not fulfill the expectations of Läroplanen för gymnasieskolan (Skolverket, 2022), leading to the pedagogical implications of this present study where teachers are encouraged to create complementary material or address the Western-centric ideologies of the respective textbooks. 

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  • 216.
    Baugner, Ulla
    Stockholm University.
    A study on the use of dialect in Thomas Hardy's novels and short stories with special reference to phonology and vocabulary.1972Doctoral thesis, monograph (Other academic)
  • 217.
    Bauman, Rikard
    Stockholm University, Faculty of Humanities, Department of English.
    Gender Effects on First Language Acquisition2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a study concerning gender effects on first language acquisition, focused on vocabulary growth across the age range 22-34 months, and language production at 34 months. It is suggested that at 22 months girls have a more extensive vocabulary than boys due to capacity differences; however, at 34 months such a pattern cannot be found. Furthermore it is suggested that gender affects language production in the sense that male and female speakers will prefer to produce words that are associated with their culture’s definition of masculinity and femininity. The study on vocabulary growth is based on the assumption that TTR (type/token ratio) reflects vocabulary size and it proves that, at 22 months, girls have a more extensive vocabulary than boys; however, at 34 months such a pattern is less obvious, if any conclusion can be drawn it is that boys have a slightly larger vocabulary than girls. The study on language production is focused on verb production and it shows that boys and girls prefer verbs that are associated with common stereotypes of masculinity and femininity.

  • 218.
    Baumann, Julia
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Dass Sie so argumentieren, erschreckt mich!: Strategien der verbalen Ablehnung in Fernsehtalkshows.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    German talk shows enjoy great popularity among the TV audience and the most acclaimed ones can reach several million viewers each week. Talk shows are public platforms where the participants give their opinion on current events and present their ideas to a broad audience. The fact that they take place in public is of great importance. As politicians, journalists or legal experts, they do not only take part in a debate but also represent their own public image or possibly even the institutions they work for. The role they take within the discussion influences the perception of them as a person during the show and can affect their professional life outside of the talk show as well. This thesis analyses acts of verbal rejections used by participants and moderators of German TV talk shows as to how they impact the image of the recipient with regard to their role within the discussion. In accordance with the concept of face, introduced by Goffman, Brown and Levinson, this study evaluates acts of rejection according to their potential of face threatening, as well as possible revaluation for the critics own face. The analysis will draw attention to expressions used to undermine other participants’ ability to argue correctly as well as their credibility in the discussion assessing the importance of such acts in the light of the public nature of the discussion. Finally, this paper will also give view of the moderators’ role in the show, as, apart from their neutral leading position in the discussion, they too can express rejection or become victim of the participants’ criticism.

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  • 219.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Blended Learning2020In: Handbuch Methoden im Fremdsprachenunterricht / [ed] Wolfgang Hallet, Frank G. Königs, Hélène Martinez, Seelze: Kallmayer , 2020, p. 243-245Chapter in book (Other academic)
  • 220.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Die Arbeit mit digitalen Austausch- und Chatforen2020In: Handbuch Methoden im Fremdsprachenunterricht / [ed] Wolfgang Hallet, Frank G. Königs, Hélène Martinez, Seelze: Kallamyer , 2020, p. 256-258Chapter in book (Other academic)
  • 221.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, German.
    Die Deutschen flirten sehr subtil: Musikvideos im DaF-Unterricht2011In: LMS : Lingua, ISSN 0023-6330, no 3, p. 50-53Article in journal (Other academic)
  • 222.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    "Es ist sehr schwer, nicht den Holocaust zu nenen": Einblicke in die eigenkulturelle Diskurssphäre schwedischer DaF-Studierender2023In: Zur Kategorie "Diskurs" in der Kultur- und Literaturdidaktik des Faches Deutsch als Fremd- und Zweitsprache / [ed] Almut Hille; Simone Schiedermair, München: IUDICIUM Verlag GmbH, 2023, p. 141-160Chapter in book (Refereed)
  • 223.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Faktenorientiertes Lernen, Perspektivenübernahme und der Umgang mit Deutungen in asynchronen Online-Diskussionen zu Gründungsmythen2017In: Informationen Deutsch als Fremdsprache, ISSN 0724-9616, E-ISSN 2511-0853, Vol. 44, no 4, p. 451-473Article in journal (Refereed)
    Abstract [de]

    Im Artikel werden erste Ergebnisse einer überwiegend qualitativ ausgerichteten empirischen Studie zu landeskundlichem Lernen in asynchronen Online-Diskussionen zusammengefasst. Die Diskussionen waren Teil der Online-Phasen eines kulturwissenschaftlich orientierten universitären Fachseminars zur Landeskunde der deutschsprachigen Länder. Ausgehend von der Aufgabenstellung liegt der Fokus dieser Ergebnispräsentation auf der Frage, wie sich die Studierenden mit der Bedeutung von historischen Ereignissen, die später den Status von Gründungsmythen erhielten, im Forum auseinandersetzen. Es werden so kulturbezogene Aushandlungsprozesse in der Unterrichtspraxis nachvollzogen, z. B. wird aufgezeigt, wie in einer durch die Aufgabenstellung angeregten Perspektivenübernahme eigenkulturelle Deutungsmuster herangezogen werden oder Übergeneralisierungen stattfinden. Im abschließenden Fazit werden Implikationen der Forschungsergebnisse für die Unterrichtspraxis diskutiert.

  • 224.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Gründungsmythen im universitären Landeskundeunterricht2015In: IDT 2013, Band 3.1 − Sektionen E1, E2, E3, E4: Kultur, Literatur, Landeskunde / [ed] Swati Acharya, Emina Avdic, Verena Hänsch-Hervieux, Martin Herold, Natalia Iukhtina, Ulrike Reeg, Tina Welke, Nadja Zuzok, 2015, p. 123-135Conference paper (Refereed)
    Abstract [de]

    Unter Berücksichtigung kulturwissenschaftlicher Ansätze in der Landeskundedidak -tik wird in diesem Artikel zunächst aufgezeigt, welche Funktionen geschichtliche Themen im Allgemeinen und politische (Gründungs-)Mythen im Besonderen erfüllen können. Mit ihrer Hilfe können die Narrativität und Perspektivgebundenheit von Geschichte in universitären Veranstaltungen zur Landeskunde explizit thematisiert und Prozesse nationaler Identitätskonstruktion verdeutlicht werden. Es folgt ein Einblick in die Praxis des Landeskundeunterrichts an der Universität Stockholm, in dem erläutert wird, wie sowohl inhaltlich als auch sprachlich mit Hilfe eines geschichtswissenschaftlichen Textes zu Gründungsmythen gearbeitet werden kann.

  • 225.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Kulturbezogenes Lernen in asynchroner computervermittelter Kommunikation: Eine empirische Untersuchung von Online-Diskussionen im universitären Landeskundeunterricht2018Book (Refereed)
  • 226.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, German.
    Lernort Kino2012In: LMS : Lingua, ISSN 0023-6330, no 4, p. 48-51Article in journal (Other (popular science, discussion, etc.))
  • 227.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Moralischer Imperativ, Historisierung und Relativierung. Positionierungen von DaF-Studierenden zu deutscher Erinnerungskultur: Positionierungen von DaF-Studierenden zu deutscher Erinnerungskultur2024In: Zeitschrift für Interkulturellen Fremdsprachenunterricht, E-ISSN 1205-6545, p. 229-252Article in journal (Refereed)
  • 228.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Språkundervisning för autentisk interaktion och ökat ansvar för eget lärande2022In: Använd rummet: Högskolepedagogiska metoder för aktiva lärsalar / [ed] Veronica Alfredsson; Noomi Asker; Christel Backman; Sara Uhnoo, Lund: Studentlitteratur AB, 2022, p. 295-301Chapter in book (Refereed)
  • 229.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Kursiša, Anta
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Möglichkeiten und Grenzen von Blended Learning und bichronem Online-Lernen im universitären DaF-Anfängerunterricht aus Lehrendenperspekt2023In: German as a Foreign Language, E-ISSN 1470-9570, no 2, p. 8-30Article in journal (Refereed)
    Abstract [de]

    Der Anfängerunterricht (A1/A2) an der Universität Stockholm, Schweden, ist auf zwei Semester ausgelegt und ermöglicht den Studierenden den Zugang zum GermanistikStudium. Den Ausgangspunkt für die Planung der Lehre und der Lernangebote in den beiden Kursen macht die wöchentliche Kontaktunterrichtszeit von 2 oder 3 x 45 Minuten aus, die durch online zu bearbeitende Aufgaben ergänzt wird. Die Kurse sind also im Blended-Learning-Modus bzw. seit der Pandemie als bichrone Online-Kurse gestaltet. In diesem Beitrag werden die didaktisch-methodischen Entscheidungen, die Zusammenstellung der Lernangebote in den synchronen und asynchronen Phasen und die Möglichkeiten und Grenzen der Gestaltung des Unterrichts im Blended-Learning-Modus praxisnah und unter Berücksichtigung der Rahmenbedingungen aus Lehrendenperspektivediskutiert. 

  • 230.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Maijala, Minna
    Berliner Zettelwirtschaft: Eine empirische Untersuchung des Einsatzes nichtautorisierter Linguistic Landscapes im Deutsch-als-Fremdsprache-Unterricht2020In: Deutsch als Fremdsprache, ISSN 0011-9741, no 1Article in journal (Refereed)
    Abstract [en]

    Berlin paperwork. An empirical investigation into the use of unauthorized linguistic landscapes in German as a Foreign Language teaching

    In recent years an important discussion about the potential of linguistic landscapes in foreign language education has emerged in the field of cultural studies (Landeskunde). The aim of this study is to analyse how the meanings of unauthorised linguistic landscapes are adopted and reflected on in the teaching German as a foreign language. For this purpose, empirical data were collected in German language classrooms at universities in Finland and Sweden. The article discusses the teaching and learning potential of linguistic landscapes within specific language teaching contexts, based on theories and the empirical data collected.

  • 231.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Merkel, Caroline
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Der Gegenwartsbezug als didaktisches Prinzip im kulturbezogenen historischen Lernen - das Beispiel des deutschen Kolonialismus2023In: IDT 2022: *mit.sprache.teil.haben: Band 2: Kulturreflexiv, ästhetisch, diskursiv Sprachenlernen und die Vielfalt von Teilhabe / [ed] Sabine Dengscherz; Hannes Schweiger; Sandra Reitbrecht; Brigitte Sorger, Berlin: Erich Schmidt Verlag, 2023, p. 45-55Chapter in book (Refereed)
  • 232.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Merkel, Caroline
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Die „uneinholbare Komplexität der Geschichte" kreativ erschreiben. Möglichkeiten für kulturbezogenes Lernen2020In: Brückenschläge Nord: Landeskunde an der Schnittstelle von Schule und Universität: Beiträge zur 4. Konferenz des Netzwerks «Landeskunde Nord» in Tallinn am 26./27. Januar 2018 / [ed] Frank Thomas Grub, Maris Saagpakk, Peter Lang Publishing Group, 2020, p. 53-68Chapter in book (Refereed)
    Abstract [de]

    Kreative Schreibaufgaben haben im Fremdsprachenunterricht, vornehmlich als Schreibanlass und als Mittel zur Selbsterfahrung, einen festen Platz. In der fachdidaktischen Forschung wurde das Potential kreativen Schreibens für kulturwissenschaftlich orientierten Landeskundeunterricht bislang nur am Rande beachtet, obwohl entsprechende Aufgaben einen sinnvollen Beitrag für einen Landeskundeunterricht leisten könnten, dessen zentrales Ziel die Vermittlung geteilter Wissensbestände ist. Forschung zum kreativen Schreiben im Geschichtsunterricht zeigt so beispielsweise, dass dieses auf dem Weg zum empathischen Nachvollziehen historischer Perspektiven eingesetzt werden kann. Ausgehend von empirischen Daten aus dem Landeskundeunterricht an der Universität Stockholm erörtert der Artikel, welche Potentiale kreative Schreibaufgaben im Rahmen kulturbezogen-historischen Lernens haben.

  • 233.
    Behrens, Ragni
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Zur Bedeutung des Vergleichs in Eichendorffs Erzählwerk: "...ihm war, als spiegelte sich wunderbar sein Leben wie ein Traum noch einmal wieder"2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present dissertation investigates similes and their importance in Eichendorff’s narrative work. The sources of the investigation consist of seven of Eichendorff’s narratives. Their 734 similes make up the corpus, which is presented in its entirety in the appendix. The context of the similes is partly included as well.

    Initially, I define the concept of “simile” more precisely, partly distancing myself from the definitions found in classical dictionaries of literary terms. After this, I describe my procedure for analysis in detail. This turned out to be necessary, since there was no similar study to be found on this topic in the extensive literature on Eichendorff. The search for models of types of similes brought me back to antique rhetoric as well as to Middle High German epic poems. In the first analysis, the types of similes occurring in the corpus are presented. The syntactic structures of image receivers and image givers are used as criteria. Four structures of similes occurred: a) classical similes and b) similes with image givers, which represent adverbial clauses and c) as / as if – clauses or are d) subject-related. The frequency and the development of frequency of types of similes are presented as well.

    In the second step of the thesis, I investigate whether similes tend to depict conditions/qualities or procedures/actions. It turned out that similes reflecting conditions/qualities, i.e. epic similes, dominated strongly. The high number of similes could possibly be explained by the functions carried out by epic similes in narrative texts.

    In the third part, I concern myself with the question whether the similes of the corpus are imaginative representations only and what kind of sensorial perceptions they express. Admittedly, the dominating percentage of the similes proved to be images, but more than fifteen per cent consist of sounds and other sensorial perceptions. Furthermore, imaginative similes, but also sounding similes express motion, so that they illustrate pictures in motion and sounding motion respectively. These come close to synaesthesia, whereas only five similes illustrate „pure“ synaesthesia. In contrast, subject-related similes are perceptions of different sensations and feelings, illustrating the inner life of a character not shared by any other character.

    Finally, the semantic content of the similes is investigated in order to determine the metamorphosis, i.e. the trope transfer from proprium to improprium. It turned out that only the classical simile originating in antique rhetoric is suitable for a semantic analysis. Above all, there is great variation in the trope transfer. The metamorphosis human beingnature dominates strongly, which makes the narrative text appear as a palimpsest, in which yet another world glimmer in front of the human being behind every character. However, the many trope transfers that convey realityunreality could be interpreted as transitions and as a “magical code” of Eichendorff.

    Furthermore, the semantic analysis uncovers content and motives of classical similes. It becomes clear that pre-constructed – and only pre-constructed - content is imitated here. Consequently, it can be asserted that Eichendorff’s great number of similes constitute or at least contribute to the formulaic manner (according to Kohlschmidt) and the intertextuality (according to Nienhaus) in Eichendorff’s narrative work.

    Above all, the subject-related simile type turns out to be a typical representative of Romanticism because of its subjectivism. Together with its preformed semantic content, it constitutes the “romantic formula” of Eichendorff’s work.

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  • 234.
    Belin, Anna
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Idiomatische falsche Freunde im deutsch-schwedischen Wortschatz2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 235.
    Bell, Annika
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Japanese Studies.
    The Comic Artist as a Post-war Popular Critic of Japanese Imperialism: An Analysis of Nakazawa Keiji’s Hadashi no Gen2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 236.
    Bellander, Theres
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Gammalt möter nytt: En analys av ålderspensionärers digitala skriftpraktiker2014In: Vernacular Literacies: Past, Present and Future / [ed] Ann-Catrine Edlund, Lars-Erik Edlund, Susanne Haugen, Umeå: Umeå University, Royal Skyttean Society , 2014, p. 59-75Chapter in book (Refereed)
    Abstract [en]

    This paper presents a study of four elderly people’s use of computers in vernacular literacy practices (Heath 1999:200; Barton 2007:35–37). Two men and two women from different social and professional backgrounds have participated in the study and the data analyzed consist of participant logs and recorded interviews. The aim is to identify and describe what the participants are doing with their computers. Questions discussed are how participation in digital literacy practices may be connected to age and social situation and what importance experiences from earlier non-digital literacy practices have for elderly people’s use of computers today. Results are, inter alia, that the participants use digital and non-digital tools simultaneously in their vernacular literacy practices, that long-time practices have taken new forms due to digitalization and that new practices have emerged due to digitalization. The study shows examples of how literacy is in constant change and how modern technology add new possibilities to social practices (Barton 2007:50). Users earlier experiences together with their new needs and wishes, due to technology, are constantly reshaping literacy practices.

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  • 237.
    Bellander, Theres
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Karlsson, Anna-Malin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Patient participation and learning in medical consultations about congenital heart defects2019In: PLOS ONE, E-ISSN 1932-6203, Vol. 14, no 7, article id e0220136Article in journal (Refereed)
    Abstract [en]

    In this article, patient activity in 8 audio recorded specialist consultations on fetal cardiology is investigated in order to explore how, why and when patients tend to participate in encounters in which the doctor dominates the interaction. The overall question is: How can the participation of patients in the consultations be connected to the development of higher levels of health literacy, i.e. to interactive literacy and to critical literacy? Patient participation is here understood as interactive action and is analyzed in terms of different interactive moves, which are related to different recurring topics. Despite the highly standardized format of the consultations, there is a large variation between the patients’ participation: between 0.7 and 2.8 moves per minute. The patients participate most during the topics ‘Prevalence’ and ‘Consultations’ and least during the topic ‘The normal heart’. Although most of the patients' moves are responses to what the doctor says, they remarkably often pose questions and use so called rejoinders. By posing questions, they take control of the information flow and sometimes even change the topics. By using rejoinders, they analyze the problems involved in the discussion e.g. by asking for clarifications or confirmation. Patients with a low over-all participation rate also use fewer moves that indicate higher literacy levels. The qualitative analysis problematizes the idea of a simple scale from basic literacy to critical literacy. Moves that indicate basic literacy skills are interactively important for the learning activity, led by the doctor. However, patients who mainly support the doctor’s initiatives don’t take the opportunity to influence the flow of information in ways that might favor their health literacy development.

  • 238.
    Bello Ericsson, Matilda
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Las experiencias de ansiedad lingüística de estudiantes suecos en secundaria durante la clase de español2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 239.
    Bellung, Ingemar
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Futuro de presente: Expressões usadas para exprimir o futuro na língua portuguesa europeia2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [pt]

    O objectivo deste trabalho é, verificar a frequências respectivas das cinco expressões usadas actualmente para exprimir o futuro em textos jornalís-ticos portugueses.

    A hipótese do trabalho baseia-se na concepção que existem preferên-cias na escolha das diferentes expressões do futuro e que estas preferên-cias se reflectem nos textos jornalísticos quotidianos, sendo favorecida a perífrase “ir” presente+infinitivo do verbo principal.

    O estudo é conduzido sobre um “corpus” constituído por um conjunto de exemplos, (1243) tirados de dez jornais portugueses.

    O método de realização consiste em, sistematicamente, percorrer os dez jornais, página a página, analisando os textos para seleccionar as expressões de futuro adequadas para nosso trabalho. A pesquisa é, por-tanto, quantitativa e sincrónica.

    O resultado da pesquisa mostra, que o “futuro simples”com os seus 55%, é a expressão que desempenha a maior função e prevalecendo sobre as três perífrases juntas, cuja representação se limita aos 37%.

    A perífrase “ir”presente+infinitivo do verbo principal é usada em 31% dos casos, verificando-se, contudo, uma variação do seu uso entre os diferentes jornais.

    No que diz respeito à perífrase “haver de”+ infinitivo, o seu uso é extremamente restrito, limitando-se a cinco ocorrências.

    A outra perífrase “ir” conjugado no futuro simples+verbo principal, que quase não existe na língua falada, aparece no nosso material com uma frequência de 65 vezes ou seja, aproximadamente 5%.

    Quanto ao “presente” usado com valor de futuro, o ocorre 107 vezes correspondendo a 9%. Este modo de exprimir o futuro, além de ser utili-zado nos artigos contendo algumas entrevistas, ocorre quase exclusiva-mente nas notícias cuja intenção é informar um público local ou regional sobre eventos previsíveis.

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  • 240.
    Belmar Shagulian, Jasmin
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Butamalón, el gran levantamiento: Las Raíces de un Conflicto2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    El propósito de este trabajo es dar a conocer las características generales de la estructura en la nueva novela histórica, género que presenta la novela Butamalón de Eduardo Labarca. Asimismo, queremos saber si la existencia de los discursos que en ella aparecen han contribuido a generar percepciones prejuiciosas que hayan alterado las relaciones entre españoles y mapuches y, luego entre chilenos y mapuches y si en la actualidad, los personajes de la novela tienen alguna validez y juegan algún rol en el conflicto identitario del mestizaje.Sostenemos en la hipótesis que los personajes de Butamalón –que en mapudungun significa gran levantamiento- equivaldrían a una homologación cultural y social de la sociedad que fundaron los conquistadores, la cual alteró para siempre las relaciones entre éstos y los indígenas. Esto -a su vez- tendría repercusiones y marcaría definitivamente, el interactuar de chilenos y mapuches.Así nos detendremos a analizar los discursos que componen la obra, siendo éstos dos: la fábula histórica que relata los hechos históricos documentados de la batalla de Curalaba en 1598, cuando los mapuche se rebelan en contra de las fuerzas invasoras de España y, luego, tenemos la fábula ficcional, donde los personajes se desenvuelven en el Chile de la transición democrática y las vicisitudes que han vivido éstos.Empezaremos identificando los discursos de los personajes novelescos, los ejemplificaremos aplicándoles las teorías literarias de la narración, de la nueva novela histórica y del discurso socio-cultural basándonos en las teorías del discurso racista de Teun Van Dijk. Luego intentaremos acercarnos a una interpretación social y cultural del fenómeno que representa la nueva novela histórica y el discurso.

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  • 241.
    Belmar Shagulian, Jasmin
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Dos estructuras simbólicas del mito de la Quintrala: la bruja y la femme fatale2019In: Bergen Language and Linguistic Studies, E-ISSN 1892-2449, Vol. 10, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    Catalina de los Ríos y Lisperguer, best known as Quintrala, is a historical figure of the Chilean Colonial period. Within Chilean culture, she became a myth that developed into a literary character variously portraited as a witch, a murderer, and a parricide. To this day, these remain the portraits that have been reproduced in the literary narrative about the character.

    In this work I will analyse the symbolic structures of the witch and the femme fatale, which are essential and reiterative in the construction of the narrative discourse about this literary character. For this purpose, I have chosen the figurative structuralism that views a literary text as a sermo mythicus, that is to say, as a myth in which symbolic structures are a part of the mythical discourse advocated by this theory; this kind of discourse is likewise a fundamental and inherent component of the myth of Quintrala that has not been studied as such.

    This work aims to examine these symbolic structures embedded in the myth of La Quintrala by analysing and comparing Gustavo Frías’ latest novels, Tres nombres para Catalina: Catrala (2001) and Tres nombres para Catalina: la doña de Campofrío (2003), the work of Magdalena Petit, La Quintrala (2009), that of Mercedes Valdivieso, Maldita yo entre las mujeres (1991), as well as the historical essay Los Lisperguer y la Quintrala by Benjamín Vicuña Mackenna ([1877] 1944) in order to establish the existence through time of a rewriting and a transfiguration of the symbolic structures in these literary works.

  • 242.
    Bendegard, Saga
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Landqvist, Hans
    Nissilä, Niina
    Pilke, Nina
    ”Förslagsvis kunde en ren översättning av de tyska uttrycken användas”: Fackexperter, språkexperter och terminologiska frågor i Sverige 1941–19832019In: Svenskans beskrivning 36: Förhandlingar vid trettiosjätte sammankomsten, Uppsala 25–27 oktober 2017 / [ed] Marco Bianchi, David Håkansson, Björn Melander, Linda Pfister, Maria Westman, Carin Östman, Uppsala: Uppsala universitet, 2019, p. 23-35Conference paper (Refereed)
  • 243.
    Bender, Karin
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    La guerra contra las mujeres: El caso del feminicidio en Guatemala2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    En 2009 se encontraron 708 mujeres asesinadas en Guatemala, un número que se ha incrementado drásticamente en los últimos años. Una gran parte de estos asesinatos son brutales y presentan signos de violencia sexual y tortura, lo cual señala una conexión específica de violencia de género. El término feminicidio tiene su origen en el carácter de estos crímenes, el asesinato de mujeres por el hecho de ser mujeres y es la forma más extrema de la violencia de género contra la mujer. La impunidad rodea estos casos de feminicidio y muchas mujeres critican al Estado por no poder garantizar la seguridad y los derechos de las mujeres. El propósito de este estudio es obtener una comprensión más amplia del caso del feminicidio y su aumento en Guatemala después de la guerra civil y la firma de los Acuerdos de Paz en 1996. Se emplea un método cualitativo y se pregunta cuál es la situación actual de las mujeres en lo referente a la violencia de género y cómo es que el feminicidio puede surgir y desarrollarse en un país que se considera democrático. Mediante la aplicación de una perspectiva feminista y de teorías estructurales sobre la violencia contra la mujer, se observa que la concurrencia de estructuras patriarcales muy fuertes, un deficiente proceso de reconciliación después de la guerra civil y la exclusión de las mujeres en el proceso de paz, y sobre todo la falta de una perspectiva de género dentro de las instituciones estatales, crea un contexto en donde el feminicidio puede ser aceptado y donde también puede desarrollarse.

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  • 244.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Stockholm University, Faculty of Humanities, Centre for Medieval Studies.
    Damoisele, pucele et meschine: trois synonymes partiels?2011In: Omaggio a Luminita Beiu-Paladi = Hommage à Luminita Beiu-Paladi / [ed] Igor Tchehoff, Stockholm: Acta Universitatis Stockholmiensis , 2011, p. 15-26Chapter in book (Other academic)
  • 245.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    De l'emploi du connecteur car en ancien français et en moyen français: étude de quatre textes composés entre le XIIe et XVe siècle2013In: La Linguistique dans tous les sens / [ed] Françoise Sullet-Nylander, Hugues Engel, Gunnel Engwall, Stockholm: Kungl. Vitterhets Historie och Antikvitets Akademien, 2013, p. 127-139Chapter in book (Refereed)
  • 246.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Génialissime et cie: Une étude sur le suffixe -issime dans le corpus FrenchWeb20122020In: L'Information grammaticale, ISSN 0222-9838, E-ISSN 1783-1601, Vol. 165, p. 38-47Article in journal (Refereed)
  • 247.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Centre for Medieval Studies. Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    La polynomie dans le ms. Queen's College 305 (Oxford): un cas d'humour involontaire2010In: Humour in language: textual and linguistic aspects / [ed] Anders Bengtsson & Victorine Hancock, Stockholm: Acta Universitatis Stockholmiensis, 2010, Vol. 15, p. 64-78Chapter in book (Other academic)
  • 248.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Stockholm University, Faculty of Humanities, Centre for Medieval Studies.
    La proposition participiale en moyen francais: le cas de la chose de la chevalerie et de Gargantua2009In: Regards sur la France du Moyen Âge: mélanges offerts à Gunnel Engwall à l'occasion de son départ à la retraite / [ed] Olle Ferm et Per Förnegård, Stockholm: Sällskapet Runica et Mediævalia , 2009, p. 225-245Chapter in book (Other academic)
  • 249.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Stockholm University, Faculty of Humanities, Centre for Medieval Studies.
    La proposition participiale à travers deux traductions du XVe siècle2010In:  Actes du XXVe Congrès International de Linguistique et de Philologie Romanes (Innsbruck, 3–8 septembre 2007: Section 3, Traductologie romane et historique / [ed] Maria Iliescu, Heidi Siller-Runggaldier, Paul Danler, Berlin: De Gruyter , 2010, p. 529-538Conference paper (Refereed)
  • 250.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    La tolérance par les mots — une étude quantitative sur les œuvres d’Agrippa d’Aubigné et de Michel de Montaigne2021In: Loxias, ISSN 1639-0237, E-ISSN 1765-3096, Vol. 18Article in journal (Refereed)
    Abstract [en]

    This article investigates if there is a difference between how the author Michel de Montaigne and the writer Agrippa d’Aubigné use words, mostly connected with emotions, in their argumentation. This quantitative study of the Essais and the Tragiques shows that Montaigne is discussing the government of states and philosophy in society. It also shows that d’Aubigné is far more polemic than Montaigne, using emotion words like death, blood, arms, ennemies etc., which makes this text look like a catalogue of intolerance. Even if the most frequent words are God and heaven, it just means that the fight is holy, made in God’s name.

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