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  • 1.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    Morphosyntactic variation in spoken English as a lingua franca interactions: Revisiting linguistic variety2018In: Routledge Handbook of English as a Lingua Franca / [ed] Jennifer Jenkins, Will Baker, Martin Dewey, Abingdon: Routledge, 2018Chapter in book (Refereed)
  • 2.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    A Note on Some Unidentified Sources in Mansfield’s Reading from 19072017In: Katherine Mansfield and Russia / [ed] Galya Diment, Gerri Kimber, W Todd Martin, Edinburgh: Edinburgh University Press, 2017, 190-193 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter examines a number of unattributed quotations taken from Katherine Mansfield’s journals of 1907, documenting her previously unknown reading of the works of three popular Edwardian novelists: Anthony Hope Hawkins, Henry Seton Merriman and Horace Annesley Vachell.

  • 3.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    An Ecology of World Literature: From Antiquity to the Present Day by Alexander Beecroft2017In: Comparative literature studies (Urbana), ISSN 0010-4132, E-ISSN 1528-4212, Vol. 54, no 1, 234-239 p.Article, book review (Other academic)
  • 4.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    An Oblique Allusion to Barbauld in The Mystery of Edwin Drood2017In: Dickens quarterly, ISSN 0742-5473, E-ISSN 2169-5377, Vol. 34, no 2, 172-175 p.Article in journal (Refereed)
  • 5.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    An Unidentified French Quotation in Wilde’s Essay on ‘Historical Criticism’2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, 141-142 p.Article in journal (Refereed)
  • 6.
    Oostendorp, Marcelyn
    Stockholm University, Faculty of Humanities, Department of English. Stellenbosch University, South Africa.
    As an undergrad, I don't have the right to an opinion': Reconstructing Students as Creative Meaning-makers in the Applied English Language Classroom2017In: RELC Journal A Journal of Language Teaching and Research in Southeast Asia, ISSN 0033-6882, E-ISSN 1745-526X, Vol. 48, no 2, 278-285 p.Article in journal (Refereed)
    Abstract [en]

    The transformation of higher education has been a pressing concern for policy makers and practitioners. This article provides examples of the transformative potential of assessments designed within the framework of a multi-literacies and heteroglossic pedagogy in an Applied English Language course at a South African university. These assessments, which used multiple semiotic resources and created spaces for contesting voices, allowed students to bring their own expertise into the learning experience. This, it is argued, ultimately led to enhanced student voice and agency, two crucial components in transformative practices.

  • 7.
    Negretti, Raffaella
    Stockholm University, Faculty of Humanities, Department of English. Chalmers Technical University, Sweden.
    Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students2017In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 38, no 4, 512-539 p.Article in journal (Refereed)
    Abstract [en]

    Several strands of applied linguistic research have emphasized the importance of genre awareness for academic writing students. Although metacognitive behaviors have been linked to L2 writing proficiency and performance, there is still the need for an account of how and why different metacognitive behaviors can help L2 academic writers to apply genre knowledge in authentic situations. Adopting an interdisciplinary approach, this study borrows the framework of calibration from educational psychology to highlight the relationship between the accuracy of graduate students’ metacognitive judgments and the quality of their texts. Within an authentic setting, the nature of metacognitive judgments is calibrated against the assessment of rhetorical effectiveness by teacher raters using genre analysis criteria. Findings show that individual differences in rhetorical effectiveness can be better understood when accuracy of metacognitive judgments is considered along two qualitative dimensions: depth and alignment. Differential achievement relates to the ability to apply genre knowledge to the text, and misalignments in task perceptions and criteria. Implications for genre pedagogy and further research are discussed.

  • 8.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Corpus-linguistic approaches to metaphor analysis2017In: The Routledge Handbook of Metaphor and Language / [ed] Elena Semino, Zsófia Demjén, Milton Park, Abingdon, Oxon: Routledge, 2017, 117-130 p.Chapter in book (Other academic)
    Abstract [en]

    Corpora should be used to study metaphors for the same reasons that they should be used for any linguistic research. They help us to search through a lot of data with great speed, they make research replicable, and they give us access to statistics on linguistic phenomena. This chapter will discuss and demonstrate how best to make use of corpora in metaphor research.

  • 9.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Cosmopolitan Space: Political Topographies in ‘Lord Arthur Savile's Crime’2017In: Victoriographies, ISSN 2044-2416, Vol. 7, no 2, 124-142 p.Article in journal (Refereed)
    Abstract [en]

    This essay responds to Julian Wolfreys’s suggestion that Oscar Wilde’s London is primarily psycho-geographical by seeking to read his texts within the historical and spatial context of late nineteenth-century London. Taking as a test the short story ‘Lord Arthur Saville’s Crime’, this essay deploys the critical insights of Henri Lefebvre to suggest that Wilde’s city writing engages more closely with London life than has been hitherto suggested. Following Lord Arthur on his three perambulations across the city, from Hyde Park and Piccadilly to Covent Garden, through Soho, and finally from St James’s to the Embankment, the article focuses particularly on the ways in which Wilde’s use of what might easily be assumed to be an incidental location, namely Cleopatra’s Needle, invites us to reread the text’s revolutionary politics within the context of the French Revolution. Concluding with a discussion of Wilde’s treatment of London’s ‘cosmopolitan space’, the essay shows that the way in which seemingly stock imagery deployed in Wilde’s representation of the city may in fact be read as part of a wider and complex engagement with both the politics and the aesthetics of space.

  • 10. Malmström, Hans
    et al.
    Mezek, Spela
    Stockholm University, Faculty of Humanities, Department of English.
    Pecorari, Diane
    Shaw, Philip
    Stockholm University, Faculty of Humanities, Department of English. Linnaeus University, Sweden.
    Irvine, Aileen
    Engaging with Terminology in the Multilingual Classroom: Teachers’ Practices for Bridging theGap Between L1 Lectures and English Reading2017In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 1, 3-18 p.Article in journal (Refereed)
    Abstract [en]

    In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.

  • 11. Vanhatalo, Ulla
    et al.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Esittelyssä alkusanakieli2017In: Virittäjä : Kotikielen Seuran aikakauslehti, ISSN 0042-6806, E-ISSN 2242-8828, Vol. 121, no 2Article in journal (Refereed)
    Abstract [en]

    This article presents a full-length Finnish version of the Natural Semantic Metalanguage (NSM), comprising 66 primes and a list of canonical sentences. It considers the notion of primes and their identification. It presents the main principles of NSM and gives instructions and examples. It shows that the Finnish-based NSM corresponds to versions based on other languages, is translatable into them and lends itself well to semantic analysis. The article briefly presents the concepts of molecule and allolexy and gives examples of them. It also presents observations on how to conduct semantic analysis with the NSM method, concerning, among other things, the kind of words which lend themselves best to an NSM analysis, the kind of evidence an NSM analysis should be based on and the question why some NSM definitions do not fully adhere to rules. It gives examples of NSM definitions translated from English into Finnish (e.g. the verb to promise) and of NSM definitions written in Finnish (e.g. the verb nalkuttaa ‘to nag’). It also considers how to translate NSM terminology from English into Finnish, how to document the steps leading to an NSM definition and how to combine the NSM method with other methods of semantic analysis. 

  • 12.
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    European perspectives on second language writing pedagogy2017In: The TESOL Encyclopedia of English Language Teaching / [ed] John I. Liontas, John Wiley & Sons, 2017Chapter in book (Refereed)
  • 13.
    Mahmutovic, Adnan
    Stockholm University, Faculty of Humanities, Department of English.
    Halal History and Existential Meaning in Salman Rushdie’s Early Fiction2017In: Textual Layering: Contact, Historicity, Critique / [ed] Maria Margaroni, Apostolos Lampropoulos, Christakis Chatzichristou., Lanham: Lexington Books, 2017Chapter in book (Refereed)
  • 14.
    Mahmutovic, Adnan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Solnes Jonsson, Fridrik
    Stockholm University, Faculty of Humanities, Department of English.
    In orbit: Roberto Bolano2017In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 49, no 1, 101-124 p.Article in journal (Refereed)
    Abstract [en]

    Chilean author Roberto Bolaiio (1953-2003) has achieved considerable critical and commercial success among a global English readership. Breaking into the US market, which has an important mediating role for the international circulation of texts, is a rare feat for a non-Anglophone author and requires some explanation. This paper looks at the rise of Bolailo in terms of major theories on world literature. We find that his success fits into a combination of explanatory models (Casanova, Moretti, Thomsen), but it also reveals interesting mismatches and problematic aspects that show a need to update existing theories. Our analysis, which focuses on the treatment of Bolano in the American market, shows a great need for transnational forms of analysis across linguistic barriers.

  • 15.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Inspir’d Bards : An Unidentified Quotation in Pope’s Dunciad Variorum2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 3, 478-480 p.Article in journal (Refereed)
  • 16.
    Kaufhold, Kathrin
    Stockholm University, Faculty of Humanities, Department of English.
    Interdisciplinary postgraduate writing: Developing genre knowledge2017In: Writing & Pedagogy, ISSN 1756-5839, E-ISSN 1756-5847, Vol. 9, no 2, 251-274 p.Article in journal (Refereed)
    Abstract [en]

    Humanities departments across European universities have established an increasingnumber of interdisciplinary, international master’s programmes that culminatein thesis projects. Yet, the challenges of such interdisciplinary research-based writinghave been largely neglected in EAP research. This article investigates how postgraduatestudents in interdisciplinary fields express and develop genre knowledgeduring an EAP course for Humanities students preparing for their thesis writing.In two case studies, the article qualitatively explores students’ perspectives on theirwriting along the related dimensions of disciplinary positioning and genre knowledge.Students’ explicit expressions of such knowledge in course tasks and interviewsare analysed. In addition, students’ research-based writing is compared to tracemanifestations of this knowledge. The results highlight the students’ use of individualreference points to evaluate writing within their heterogeneous research fields. Interms of their research-based writing, the cases illustrate two related trajectories,namely, the development from writer to topic focus and the combination of themesinto a coherent argument. Tracing the textual developments reveals the significanceof mapping interdisciplinary studies on the interrelated epistemological, thematicand discoursal levels in postgraduate writing. Developing an awareness of theselevels requires an understanding of the situatedness of postgraduates’ writing ininterdisciplinary, departmental and biographical contexts.

  • 17.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Kipling the Plagiarist? The Case of ‘O Baal, Hear Us!’2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, 149-151 p.Article in journal (Refereed)
  • 18.
    Soler, Josep
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Vihman, Virve-Anneli
    Language ideology and language planning in Estonian higher education: nationalising and globalising discourses2017In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506Article in journal (Refereed)
    Abstract [en]

    In recent years, interest in the study of language policy issues in the context of universities has grown considerably. One reason for this is the coexistence of two apparently contradictory discourses, centring around nationalising and globalising orientations. Universities are seen by many as the key institutions for safeguarding the sustainability of national languages, while in order to operate on a global scale, an increasing use of foreign languages (particularly English) is necessary in those same institutions. In our paper, we explore the tensions and ambiguities provoked by this scenario in the context of Estonian higher education (HE), focusing on the University of Tartu. More specifically, we look at how different stakeholders orient themselves towards the language question at the university: university officials, members of the university (staff and students), and members of society outside the university. Using discourse analytical tools, we map the ideological constructs with which these different stakeholders take a stance towards the two dominating discourses. In our analysis, we show that these different groups re-create and shape both the nationalising and the globalising discourses currently present in the field of HE by strategically mobilising a set of semiotic resources available to them.

  • 19.
    Mahmutovic, Adnan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Nunes, Denise
    Maxime Miranda in Minimis: Swarm Consciousness in Hayao Miyazaki's Nausicaä of the Valley of the Wind2017In: ImageTexT: Interdisciplinary Comics Studies, ISSN 1549-6732, E-ISSN 1549-6732, Vol. 9, no 1Article in journal (Refereed)
  • 20.
    Soler-Carbonell, Josep
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Saarinen, Taina
    Kibbermann, Kerttu
    Multilayered perspectives on language policy in higher education: Finland, Estonia, and Latvia in comparison2017In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 38, no 4, 301-314 p.Article in journal (Refereed)
    Abstract [en]

    This article analyses language policies in higher education (HE) in Finland, Estonia, and Latvia, as well as the European Union (EU). We take a multilayered approach to language policies in order to illuminate the intertwined nature of local, national, and international language policies in HE. We are particularly interested in the construction of national language(s) and the language(s) of internationalisation in our case countries. Finland, Estonia, and Latvia share common features as relatively small non-Anglophone countries in the Baltic region, while simultaneously having somewhat differing political and cultural histories. The results of our discursive analysis indicate that while the three countries have relatively different national language policies, regarding, for example, the position of the national language(s), the institutional policies are more similar in the three cases. For universities, the positioning of English as the de facto language of internationalisation turns the ideology of language choice in HE into a practical rather than political question. However, at the state level, the promotion of English runs contrary to national policies. The EU HE language policy seems to acknowledge the institutional level’s practical demands of English as de facto language of internationalisation rather than follow its own formal language policy of official languages.

  • 21.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    Ngugi wa Thiong'o and the Conceptual Worlding of Literature2017In: Anglia. Zeitschrift für englische Philologie, ISSN 0340-5222, E-ISSN 1865-8938, Vol. 135, no 1, 105-121 p.Article in journal (Refereed)
    Abstract [en]

    The central claim of this article is that the Kenyan writer Ngugi wa Thiong'o, known above all for his advocacy of African-language writing, performs in his essays a conceptual worlding of literature that serves to diversify its semantic content and thereby enable the recognition and expanded production of otherwise marginalised literatures. The logic of this conceptual worlding is read through a cosmopolitan-vernacular optic, which presupposes that Ngugi's interventions can neither be defined as ethnically particularist nor as expansively cosmopolitan. Rather, his approach 1) combines multiple literary 'ecologies', in Alex Beecroft's sense, and 2) attempts to reroute the temporality of 'literature' so that it is no longer reducible to Eurochronology. What unites these interventions is that they both draw on and attempt to recalibrate 'world literature' as a symbolic value in response to a postcolonial predicament. Three texts provide the empirical focus of the article: the department circular "On the Abolition of the English Department" that Ngugi co-authored in 1968 with Taban Lo Liyong and Henry Owuor-Anyumba; the essay "Literature and Society", first written in 1973; and "Memory, Restoration and African Renaissance", which is the third chapter in Something Torn and New from 2009.

  • 22.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Oscar Wilde’s Reading of Popular Science2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, 142-144 p.Article in journal (Refereed)
  • 23.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Pater’s Conclusion: A New Source2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, 128-130 p.Article in journal (Refereed)
  • 24.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Pater’s Heraclitus: Irony and the Historical Method2017In: Pater the classicist: classical scholarship, reception, and aestheticism / [ed] Charles Martindale, Stefano Evangelista, Elizabeth Prettejohn, Oxford: Oxford University Press, 2017, 261-273 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter examines Pater’s reading of Heraclitus as it developed through his career, from the conclusion to the Renaissance onwards. Setting Pater’s classicism in dialogue with his comments on the ‘historical method’ in Plato and Platonism, the chapter contextualises Pater’s discussion of Heraclitus alongside that of his friend Ingram Bywater and nineteenth century German traditions, and particularly Schleiermacher’s hermeneutics. From Marius onward, Pater rereads Heraclitus, distancing himself from a ‘popular’ image of the philosophy of flux, emphasising terms such as ‘logos’ and ‘harmony’, before discussing the philosopher’s political significance in Plato and Platonism. The chapter concludes by suggesting that Pater’s classicism as it is exemplified in his reading of Heraclitus, always a reading proceeding through the prism of other readings, is somewhat ‘ironic’, always displaced.

  • 25.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    PhD supervision meetings in an English as a Lingua Franca (ELF) setting: linguistic competence and content knowledge as neutralizers of institutional and academic power2017In: Journal of English as a Lingua Franca, ISSN 2191-9216, E-ISSN 2191-933X, Vol. 6, no 1, 111-139 p.Article in journal (Refereed)
    Abstract [en]

    The present paper investigates PhD supervision meetings, using material from naturally occurring speech of ten hours by PhD supervisors and students who all use English as a lingua franca (ELF) for research purposes. The recordings have been transcribed in their entirety, with conversation analytical procedures and additional ethnographic interviews with the PhD supervisors. The present paper is a follow-up to the two previous studies by the author (in European Journal for Applied Linguistics 3[2], 2015, and The Routledge Handbook of English for Academic Purposes, 2016) and focuses on linguistic competence and content knowledge as factors possibly mitigating the power asymmetry present in the interactions. The findings show no observable power asymmetries manifested in the interactions or in the interview responses by the supervisors. The analyses showed that the supervisors’ and the students’ level of linguistic competence seemed very similar, which was further supported by the supervisors’ self-reports of their own English and their informal evaluations of their students’ levels of proficiency. When it comes to content knowledge, the students overall showed very good command of their subjects, disciplinary conventions and their projects in general, further supported by their supervisors’ evaluations in the interview data. Based on these findings, it is suggested here that in ELF interactions of this particular type where the speakers have similar levels of linguistic competence and content knowledge, power asymmetries become less visible.

  • 26.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Philosophical Wilde: Michael Y. Bennett (ed.): Philosophy and Oscar Wilde, Basingstoke: Palgrave Macmillan, 20172017In: The Oscholars (online)Article, book review (Other academic)
  • 27.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    Post-anticolonialism2017In: Publications of the Modern Language Association of America, ISSN 0030-8129, E-ISSN 1938-1530, Vol. 132, no 1, 164-170 p.Article in journal (Refereed)
  • 28.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    The Tree of Knowledge: New Insights on Katherine Mansfield, Oscar Wilde and ‘A Woman’2017In: Katherine Mansfield and Russia / [ed] Galya Diment, Gerri Kimber, W Todd Martin, Edinburgh: Edinburgh University Press, 2017, 175-189 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter examines in detail a number of unattributed quotations taken from the journals of 1907, signed ‘O.W.’, ‘A Woman’ and ‘A.W.’. I call into question the critical heritage on these signatures, which has taken them to refer to Oscar Wilde and to Mansfield herself, an error traced to the early work of John Middleton Murry. This article instead establishes Mansfield’s hitherto unknown source as the novel The Tree of Knowledge, by an anonymous author, and offers a close reading of the Mansfield’s use of the novel in these pages. The article concludes by speculating as to the author, and as to how Mansfield came to read the text.

  • 29.
    Mahmutovic, Adnan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Durneen, Lucy
    Towards a Poetics of Editing2017In: Short Fiction in Theory & Practice, ISSN 2043-0701, E-ISSN 2043-071X, Vol. 7, no 3Article in journal (Refereed)
  • 30.
    Kaufhold, Kathrin
    Stockholm University, Faculty of Humanities, Department of English.
    Tracing interacting literacy practices in master's dissertation writing2017In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 15, no 1, 73-84 p.Article in journal (Refereed)
    Abstract [en]

    Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.

  • 31.
    Kunitz, Silvia
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Skogmyr Marian, Klara
    Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work2017In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 51, no 3, 507-535 p.Article in journal (Refereed)
    Abstract [en]

    In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors, which they track through the longitudinal conversation-analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014; Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher-assigned tasks. The authors then develop an emic, sequential account of the participants' practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations.

  • 32.
    Ursini, Francesco-Alessio
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Mahmutovic, AdnanStockholm University, Faculty of Humanities, Department of English.Bramlett, Frank
    Visions of the Future in Comics: International Perspectives2017Collection (editor) (Refereed)
    Abstract [en]

    Across generations and genres, comics have imagined different views of the future, from unattainable utopias to worrisome dystopias. These presaging narratives can be read as reflections of their authors' (and readers') hopes, fears and beliefs about the present. This collection of new essays explores the creative processes in comics production that bring plausible futures to the page. The contributors investigate portrayals in different stylistic traditions-manga, bande desinees-from a variety of theoretical perspectives. The disparate yet coherent picture that emerges documents the elaborate storylines and complex universes comics creators have been crafting for decades.

  • 33.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Wilde's Plagiarism in the Essay on "Historical Criticism”2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, 139-141 p.Article in journal (Refereed)
  • 34.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Christian Kay & Kathryn Allan, English Historical Semantics. Edinburgh: Edinburgh University Press 20152016In: Neuphilologische Mitteilungen, ISSN 0028-3754, Vol. 16, no 2, 487-490 p.Article, book review (Other academic)
  • 35.
    Ekelund, Bo G.
    Stockholm University, Faculty of Humanities, Department of English.
    Citing the world: A geometric data analysis of Swedish literary scholars' use of foreign critical resources2016In: Poetics (Amsterdam. Print), ISSN 0304-422X, E-ISSN 1872-7514, Vol. 55, 60-75 p.Article in journal (Refereed)
    Abstract [en]

    The academic study of literature constitutes one institutional site for the production and reproduction of conceptions of literature. In a semi-peripheral country such as Sweden, this production partly relies on foreign intellectual goods. To analyze this transnational dimension of Swedish scholarship in a period marked by increasing internationalization, a Geometric Data Analysis (GDA) (Le Roux & Rouanet, 2004) was carried out on the bibliographies of 318 PhD dissertations, defended in the period 1980-2005, at Swedish departments of literary studies (litteraturvetenskap). The analysis of citational choices showed only an insignificant increase in the reliance on foreign sources in this period. The GDA revealed how these privileged references were distributed in a tripolar opposition, reflecting fundamentally different conceptions of literature, interpreted in this study as the three poles of textual singularity, secular particularity and anthropological universality. The analysis of supplementary variables shows that these oppositions are subtended by different geolinguistic orientations and that they correlate strongly with gender, which is overwhelmingly in evidence as one moves from the male-dominated textual pole to the strongly feminist and female social pole of the first axis. The lack of increasing internationalization measured by citations is attributed to the national cultural mission of these departments.

  • 36.
    Soler-Carbonell, Josep
    Stockholm University, Faculty of Humanities, Department of English.
    Complexity perspectives on linguistic landscapes: A scalar analysis2016In: Linguistic Landscape, ISSN 2214-9953, E-ISSN 2214-9961, Vol. 2, no 1, 1-25 p.Article in journal (Refereed)
    Abstract [en]

    Linguistic landscape studies (LLS) have become popular tools to investigate multilingual settings; yet they often lack theoretical elaboration. This paper tries to contribute to filling this gap by combining the postulates of complexity theory with the concept of ‘scale’. Taking Tallinn as a case study, I conceptualise scales as nodes of complexity, dynamically produced and reproduced by the inter-connection of different agents in interaction. The results show a significant degree of language heterogeneity in Tallinn’s LL, but one that adopts different forms in different places, something that indexes the diverse types of mobility in those settings. What appears as multilingual messiness becomes logically coherent when we look at how different semiotic resources are mobilized to co-construct different scalar frameworks. In conclusion, it is argued that a scalar analysis informed by a complexity perspective can be beneficially exploited for theoretical and methodological purposes in LLS.

  • 37.
    Höglund, Mikko
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Syrjänen, Kaj
    Corpus of Early American Literature2016In: ICAME Journal/International Computer Archive of Modern English, ISSN 0801-5775, E-ISSN 1502-5462, Vol. 40, 17-38 p.Article in journal (Refereed)
  • 38.
    Beckman, Frida
    Stockholm University, Faculty of Humanities, Department of English.
    Culture Control Critique: Allegories of Reading the Present2016Book (Refereed)
  • 39.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    Den spjälkade tiden: Kolonial modernitet och litterärt berättande2016In: Historiens hemvist. 1, Den historiska tidens former / [ed] Victoria Fareld, Hans Ruin, Göteborg: Makadam Förlag, 2016, 191-214 p.Chapter in book (Refereed)
  • 40.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    English as a Lingua Franca in the business domain (BELF)2016In: Investigating English in Europe: Contexts and Agendas: English in Europe, Volume 6 / [ed] Andrew Linn, Berlin: Mouton de Gruyter, 2016, 89-92 p.Chapter in book (Refereed)
  • 41. McGrath, Lisa
    et al.
    Kaufhold, Kathrin
    Stockholm University, Faculty of Humanities, Department of English.
    English for Specific Purposes and Academic Literacies: Eclecticism in academic writing pedagogy2016In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 21, no 8, 933-947 p.Article in journal (Refereed)
    Abstract [en]

    Academic Literacies and English for Specific Purposes perspectives on the teaching of academic writing tend to be positioned as dichotomous and ideologically incompatible. Nonetheless, recent studies have called for the integration of these two perspectives in the design of writing programmes in order to meet the needs of students in the increasingly diverse and shifting landscape of academia. The aim of the present paper is to reflect on how this theoretical integration could be put into practice. Drawing on the design of a research-based writing workshop for postgraduate anthropology students, we argue that rather than a ‘hybrid’ model of writing pedagogy, a theoretically grounded but eclectic approach is needed in order to respond to students’ personal, local, and disciplinary contexts.

  • 42.
    Soler-Carbonell, Josep
    Stockholm University, Faculty of Humanities, Department of English.
    English in the language ecology of Europe2016In: Investigating English in Europe: Contexts and Agendas: English in Europe, volume 6 / [ed] Andrew Linn, Berlin: Mouton de Gruyter, 2016, 53-58 p.Chapter in book (Refereed)
  • 43.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Ewa Dąbrowska & Dagmar Divjak (eds., 2015) Handbook of Cognitive Linguistics. Berlin: De Gruyter Mouton2016In: Linguist List, ISSN 1068-4875, no 27, 1509Article, book review (Other academic)
  • 44.
    Vejdemo, Susanne
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Vandewinkel, Sigi
    Stockholm University, Faculty of Humanities, Department of English.
    Extended uses of body-related temperature expressions2016In: The Lexical Typology of Semantic Shifts / [ed] Päivi Juvonen, Katarina Koptjevskaja-Tamm, Mouton de Gruyter, 2016, 249-284 p.Chapter in book (Refereed)
    Abstract [en]

    The chapter presents the results of a cross-linguistic study where we examined body-related temperature expressions (brtes), like “warm heart” and “cold eyes”, in English, Ibibio, Japanese, Kannada, Mandarin Chinese, Ojibwe, and Swedish. We found that all the studied languages have brtes, even metaphor-poor Ojibwe, and that certain body related expressions recur in the brtes, mostly ‘heart’, ‘head’, ‘voice’, ‘smile’ and ‘eyes’. We found support for two conceptual metaphors: control is cold/lack of control is hot and caring is warm/uncaring is cold. The temperature scales were found to be translated to scalar target domains, mostly emotions. However, we found little support for the hypothesis that local cultural/climate factors, such as the temperature related humoral theory or the mean temperature of a region, would affect the brtes.

  • 45.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    Fields in Formation: English Studies and National Literature in South Africa (with a Brazilian Comparison)2016In: Bourdieu and Postcolonial Studies / [ed] Raphael Dalleo, Liverpool: Liverpool University Press, 2016, 159-174 p.Chapter in book (Refereed)
  • 46.
    Erman, Britt
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Forsberg Lundell, Fanny
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Lewis, Margareta
    Stockholm University, Faculty of Humanities, Department of English.
    Formulaic language in advanced second language acquisition and use2016In: Advanced proficiency and exceptional ability in second languages / [ed] Kenneth Hyltenstam, Boston: Mouton de Gruyter, 2016, 111-147 p.Chapter in book (Refereed)
  • 47.
    Shaw, Philip
    Stockholm University, Faculty of Humanities, Department of English. Linnaeus University, Sweden.
    Genre Analysis2016In: The Routledge Handbook of English for Academic Purposes / [ed] Ken Hyland, Philip Shaw, Routledge, 2016, 243-255 p.Chapter in book (Refereed)
  • 48.
    Mahmutovic, Adnan
    Stockholm University, Faculty of Humanities, Department of English.
    Global Citizenship in Mohsin Hamid's The Reluctant Fundamentalist2016In: Transnational Literature, ISSN 1836-4845, E-ISSN 1836-4845, Vol. 8, no 2Article in journal (Refereed)
  • 49.
    Kuteeva, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Negretti, Raffaella
    Stockholm University, Faculty of Humanities, Department of English.
    Graduate students' genre knowledge and perceived disciplinary practices: Creating a research space across disciplines2016In: English for specific purposes (New York, N.Y.), ISSN 0889-4906, E-ISSN 1873-1937, Vol. 41, 36-49 p.Article in journal (Refereed)
    Abstract [en]

    Disciplinary differences in academic writing have been addressed in applied linguistics from multiple perspectives. This article focuses on the rhetorical strategies used by multilingual graduate students from the sciences, the social sciences, and the humanities to create a research space in academic introductions. Adopting an in-depth qualitative approach, we draw on three data sources: graduate learners' analyses of model texts, their reflections on their own writing strategies, and a textual analysis of their introductions, to better understand how genre knowledge is connected to perceived disciplinary practices. Our findings indicate that the students' formal and rhetorical knowledge of genre is linked to their perception of knowledge-making practices in their respective disciplines. We discuss pedagogical implications for EAP professionals working with students from different disciplines in multilingual contexts.

  • 50.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Hans-Jürgen Diller, Words for Feelings: Studies in the History of the English Emotion Lexicon. Heidelberg: Winter 20142016In: Neuphilologische Mitteilungen, ISSN 0028-3754, Vol. CXVII, no II, 481-486 p.Article, book review (Other academic)
1234567 1 - 50 of 656
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