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| 2. |
- Andrén, Mats, et al.
(författare)
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Att lära sig språk
- 2013
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Ingår i: Språket, människan och världen : människans språk 1-2 - människans språk 1-2. - Lund : Studentlitteratur AB. - 9789144083391 ; , s. 73-89
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Bokkapitel (populärvet., debatt m.m.)
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| 3. |
- Sapir, Yair, et al.
(författare)
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Gender assignment in six North Scandinavian languages : Patterns of variation and change
- 2021
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Ingår i: Journal of Germanic Linguistics. - : Cambridge University Press. - 1470-5427 .- 1475-3014. ; 33:3, s. 264-315
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses gender assignment in six North Scandinavian varieties with a three-gender system: Old Norse, Norwegian (Nynorsk), Old Swedish, Nysvenska, Jamtlandic, and Elfdalian. Focusing on gender variation and change, we investigate the role of various factors in gender change. Using the contemporary Swedish varieties Jamtlandic and Elfdalian as a basis, we compare gender assignment in other North Scandinavian languages, tracing the evolution back to Old Norse. The data consist of 1,300 concepts from all six languages coded for cognacy, gender, and morphological and semantic variation. Our statistical analysis shows that the most important factors in gender change are the Old Norse weak/strong inflection, Old Norse gender, animate/inanimate distinction, word frequency, and loan status. From Old Norse to modern languages, phonological assignment principles tend to weaken, due to the general loss of word-final endings. Feminine words are more susceptible to changing gender, and the tendency to lose thefeminine is noticeable even in the varieties in our study upholding the three-gender system. Further, frequency is significantly correlated with unstable gender. In semantics, only the animate/inanimate distinction significantly predicts gender assignment and stability. In general, our study confirms the decay of the feminine gender in the Scandinavian branch of Germanic.
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| 6. |
- Törnqvist, Anna Clara
(författare)
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Likt ett brustet halleluja : trons och tvivlets tematik i Christine Falkenlands prosa
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is a study of the Christian thematics in the novels of Christine Falkenland. It has two basic aims. First, to demonstrate how Christine Falkenland writes herself into, and becomes a distinct voice in, a Christian literary tradition, while simultaneously breaking with this tradition by staging and portraying modern people’s questioning of the Christian worldview. Second, to uncover, examine, and bring together the recurring thematics, motifs, and imagery in Falkenland’s novels. Four novels – Släggan och städet (The Hammer and the Anvil; 1996), Skärvor av en sönderslagen spegel (Fragments of a Broken Mirror; 1997), Min skugga (My Shadow; 1998) and Själens begär (The Soul’s Desire; 2000) – provide a focus for the study. The novels are not seen as separate works, but as parts of a whole; they display a notable consistency in inner as well outer composition. The theoretical foundations of the study come together under three headings: thematics, intertextuality, and dialogism. By uncovering and mapping the occurrences of repeated symbols, motifs, and themes, a pattern can be discerned – a pattern which is characteristic for the oeuvre as a whole. When it comes to Christine Falkenland, it is obvious that the use of certain recurring words, symbols, and metaphors is connected to the thematic unity of the works. It is also clear that Christine Falkenland is connected to a rich textual tradition through her thematics. Through quotations and allusions, the Bible stands out as her principal intertext, but other sources can also be found, such as sadomasochistic erotic literature and Classical myth. The different voices in the texts are not in accord, but in constant discussion, fighting each other and pulling in opposite directions. Falkenland’s novels display a traditionally Christian set of problems with basic theological oppositions such as heaven–earth, body–soul, and law–gospel, oppositions which can contain praise as well as lamentation. In this manner, Christine Falkenland displays a literary portrayal of an existential position in the thematics of faith and doubt: the solitary person who fights for her faith, someone who ceaselessly sings her broken hallelujah to a hidden God.
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| 7. |
- Wengelin, Åsa, 1968, et al.
(författare)
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Capturing writers’ typing while visually attending the emerging text: a methodological approach
- 2024
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 37, s. 265-289
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Tidskriftsartikel (refereegranskat)abstract
- Knowledge about writers’ eye movements and their effects on the writing process, and its product—the finally edited text—is still limited. Previous research has demonstrated that there are differences between reading texts written by someone else and reading one’s own emerging text and that writers frequently look back into their own texts (Torrance et al. in Psychol Res Psychologische Forschung 80(5):729–743, 2016. https://doi.org/10.1007/s00426-015-0683-8). For handwriting, Alamargot et al. (Writing and cognition: research and applications. Elsevier Science, pp 13–29, 2007) found support that these lookbacks could occur in parallel with transcription, but to our knowledge this type of parallel processing has not been explored further, and definitely not in the context of computer writing. Considering that language production models are moving away from previous sequential or serial models (e.g., Levelt in Speaking from intentions to articulation. MIT Press, 1989) towards models in which linguistic processes can operate in parallel (Olive in J Writ Res, 2014. https://doi.org/10.17239/jowr-2014.06.02.4), this is slightly surprising. In the present paper, we introduce a methodological approach to examine writers’ parallel processing in which we take our point of departure in visual attention rather than in the keystrokes. Capitalizing on New ScriptLog’s feature to link gaze with typing across different functional units in the writing task, we introduce and describe a method to capture and examine sequences of typing during fixations, outline how these can be examined in relation to each other, and test our approach by exploring typing during fixations in a text composition task with 14 competent adult writers.
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| 8. |
- Johansson, Victoria, et al.
(författare)
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Tala läsa skriva
- 2013
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Ingår i: Johansson, V., Carling, G., & Holmer A. (red.) Språket, människan och världen. Människans språk 1-2.. - Lund : Studentlitteratur. - 9789144083391 ; , s. 53-72
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Airey, John, 1963-, et al.
(författare)
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On the Disciplinary Affordances of Semiotic Resources
- 2014
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Ingår i: Book of Abstracts. ; , s. 54-55, s. 54-55
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Konferensbidrag (refereegranskat)abstract
- In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.
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