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| 2. |
- Widhe, Olle, 1971-
(författare)
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Den orättvisaste orättvisan. : Heroism och alternativ maskulinitet i Hans Erik Engqvists ungdomsroman Tredagarskriget
- 2014
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Ingår i: Barnboken. - : The Swedish Institute for Children's Books. - 0347-772X .- 2000-4389. ; 37, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- ”Wicked Wrongfulness. Heroism and Alternative Versions ofMasculinity in Hans Erik Engqvist’s Young Adult Novel Three DaysWar”. This article examines the re-evaluation of modern masculinity in theYA novel Three Days War by the Swedish author Hans Erik Engqvist (b.1934). The central argument is that the fictional representation of ChildrenPlaying War in the novel is intertwined with the imagining of competingmasculinities as well as opposing ideologies in post-war Sweden. Thus,the expression of institutionalized middle-class masculinity is contrastedto the representation of an alternative left wing working-class masculinityin opposition to social hierarchy and social inequality. Through differentallusions to heroic men and heroic behaviour in 19th century literature andAmerican Western films the novel invites the reader to evoke hegemonicmasculinity as a schema shaping both the understanding of the young charactersand their play. But the novel also interrogates this institutionalizedmyth of hegemonic masculinity and sets the main character, as well as thereader, in search of an alternative version of the heroic male.
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| 3. |
- Jahlmar, Joakim
(författare)
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“Give the devil his due” : Freedom, Damnation, and Milton’s Paradise Lost in Neil Gaiman’s The Sandman:Season of Mists
- 2015
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Ingår i: Partial Answers. - : Project Muse. - 1565-3668 .- 1936-9247. ; 13:2, s. 267-286
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Tidskriftsartikel (refereegranskat)abstract
- In their collection Milton in Popular Culture (2006), Laura Lungers Knoppers and Gregory M. Colón Semenza have established the importance of Miltonic intertextuality in popular culture, while recognizing the importance of William Blake to the field. Blake’s definition of Milton as “a true Poet and of the Devils party without knowing it” in The Marriage of Heaven and Hell (1793) lies at the centre of a main concern of Milton criticism since the poem’s original publication. The debate between Satanists and anti-Satanists goes back even further than Blake and the Romantics, and this central ambivalence is representative of the “discontinuities” and “irresolvable complexities” which Peter C. Herman and Elizabeth Sauer (2012) argue are the focus of interest of the New Milton Criticism.Following this strand of critical thought, this article proposes to show how the introduction of Miltonic intertext into Neil Gaiman’s The Sandman, in issues 21–28, serves to structure the series’ theme of change and death — which involve questions of freedom and teleology, free will and damnation — through a critical dialogue with, and creative rewriting of Miltonic theodicy in the epic poem. Gaiman draws upon the ambivalent theological dimensions of Paradise Lost not to present his own concept of good and evil but rather to discuss the freedom to change and the damnation inherent in the inability to change as part of the human condition.
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| 5. |
- Negretti, Raffaella, 1971, et al.
(författare)
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Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication
- 2023
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Ingår i: Journal of Writing Research. - 2030-1006 .- 2294-3307. ; 15:2, s. 333-361
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Tidskriftsartikel (refereegranskat)abstract
- Academics are increasingly engaged in writing genres with purposes and for readers outside of academia—a variety of science-based communication practices that fall under the term science communication. These practices often span different modes, genres, and even languages, requiring high degrees of rhetorical flexibility, strategic knowledge, and regulation of writing. In this study, we probe the self-regulation and specifically the metacognitive strategy knowledge (MSK) of seven senior scientists who regularly and actively engage with writing for science communication. We argue that understanding their MSK can illuminate how strategic knowledge is transferred across written genres, and importantly offer useful insights for the training of future scientists. Using data derived from in-depth, narrative interviews with a recall component, we identify a variety of strategies for task conceptualization/analysis, planning and goal setting, monitoring, and evaluating the writing of different genres. Task analysis appears particularly crucial in science communication writing, due to the great variety of purposes and readers that fall under this umbrella. Interestingly, our participants underscore storytelling strategies, and seem to transfer language and style monitoring strategies to and from science communication and publication. We map the strategies identified and discuss the implications of our study for further research and science communication pedagogy.
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| 6. |
- Jeong, Hyeseung, 1969-, et al.
(författare)
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Evaluating the lingua franca core and functional load principle based on Swedish listeners' perception on L2 speakers’ English phoneme realisation
- 2019
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Ingår i: Abstract Booklet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In teaching and assessing pronunciation of English as an international lingua franca (ELF), intelligibility is more relevant than nativelikeness (Jenkins, 2015). As guidelines for intelligible ELF pronunciation, the Lingua Franca Core (LFC) syllabus (Jenkins, 2002) and relative functional load (FL) of phonemic contrasts (e.g., Catford, 1987) have been used (e.g., Jeong et al., 2018; Rahimi & Ruzrokh, 2016; Sewell, 2017).The paper examines phonemic details in the LFC and relative FL, based on the intelligibility of second language speakers’ phoneme realisation for Swedish university students. Using the perception of a group of Swedish youths for the study can be rationalised that they are known to have very high proficient English skills as a second language (Norrby, 2015). Speech data with IPA transcriptions were from the Speech Accent Archive (http://accent.gmu.edu/index.php), comprising nine speakers’ readings of the same text, whose first languages were Arabic, French, German, Japanese, Russian, Somali, Thai, Turkish and Urdu respectively. Each of seventy-five Swedish students taking university courses chose and transcribed one of the nine speakers in English orthography. Through comparing errors in the listeners’ transcriptions, their accounts, and the speakers’ segmental features deviating from either American or British English phoneme inventory, we firstly analysed whether, and to what extent such deviation affected intelligibility. From this analysis, some details of the LFC and relative FL were questioned. For example, while the LFC denotes that all consonants besides interdental fricatives need to be realised as in Standard American/British English, replacing some consonants with others, like plural marking /z/ with /s/ or alveolar /ɹ/ with uvular / ʁ/, did not compromise intelligibility. Likewise, while the ɔ/oʊ contrast is known to have high FL, replacing one with the other did not cause misunderstanding (e.g. realising ‘only’ as [ɔnli]). The findings suggest further scrutinising and developing the LFC and relative FL.
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| 7. |
- Jeong, Hyeseung, 1969-, et al.
(författare)
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Mutual intelligibility of Malay- and Swedish-accented English : An experimental study
- 2017
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Ingår i: Indonesian Journal of Applied Linguistics. - Bandung : Universitas Pendidikan Indonesia. - 2301-9468 .- 2502-6747. ; 7:1, s. 43-53
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Tidskriftsartikel (refereegranskat)abstract
- In using English as an international language (EIL), one important issue is mutual intelligibility among EIL speakers from different language backgrounds. The present study investigates the cross-linguistic intelligibility of Malay-accented English and Swedish-accented English, regarding the three phonetic features – word stress pattern, consonant clusters, and long vowel in particular. We prepared 15 English statements that are evidently true or false if understood, and examined to what extent the three phonetic features are related to 30 Swedish and 38 Malaysian listeners’ understandings of the statements read by a speaker from the other language group. We compared the Malaysian and Swedish listeners’ answers given with understanding as well as processing time to respond. The listeners’ own accounts of their struggles in understanding the speakers’ pronunciations were also analyzed. Results show that Malaysian listeners easily understood Swedish-accented English, while Swedish listeners struggled to understand Malay-accented English. The difference between the two groups of listeners seems to be closely related to the degree of the realization of the three phonetic features by the speakers as well as to the degree of the use of these features as perceptual cues by the listeners. Based on the findings, we discuss potential phonetic core features of EIL for intelligibility and some pedagogical implications for teaching English pronunciation to the learners of the language.
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| 8. |
- Nordenstam, Anna, et al.
(författare)
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Inledning
- 2014
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Ingår i: Mångfaldens möjligheter. - Göteborg : Nationella nätverket för svenska med didaktisk inriktning (SMDI). - 9789187850561 ; , s. 9-11
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
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Spänning och äventyr som läromedel
- 2011
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Ingår i: Kritisk läsning av pedagogiska texter. - Lund : Studentlitteratur. - 9789144057057 ; , s. 49-68
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Jeong, Hyeseung, Senior Lecturer, 1969-
(författare)
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Phonology as a tool for Global Englishes language teacher education : A Practical Resource Book
- 2021
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Ingår i: Language Teacher Education for Global Englishes. - : Routledge. - 9781003082712 - 9780367536411 ; , s. 248-255
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The native speaker (NS) norm, which promotes NS competence as the goal of language learning, is not congruent with Global Englishes Language Teaching. The purpose of English phonology courses in many teacher education programs is thus to “fix” teacher candidates’ accents to become nativelike and consequently enable them to teach American and British accents to their own learners. The curriculum has been developed for students in three teacher education programmes at a Swedish university to help them, and subsequently help their learners to achieve internationally intelligible pronunciation and maximised listening comprehension for diverse Global Englishes accents. The portfolio can be assessed qualitatively, in terms of how successfully the student has documented the profile of her pronunciation and critically evaluated her own global speaker and listener intelligibility. Phonology is frequently associated merely with teaching pronunciation although its usefulness for teaching listening comprehension has long been suggested.
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