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Sökning: AMNE:(HUMANIORA och RELIGIONSVETENSKAP) AMNE:(Språkvetenskap) > Bokkapitel > Uppsala universitet

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1.
  • Kupisch, Tanja, et al. (författare)
  • Article acquisition in English, German, Norwegian and Swedish
  • 2009
  • Ingår i: Little words : their history, phonology, syntax, semantics, pragmatics and acquisition. - Washington : Georgetown University Press. - 9781589012547 - 978-1-58901-597-5 ; s. 354-372
  • Bokkapitel (övrigt vetenskapligt)
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2.
  • Bohnacker, Ute, 1969-, et al. (författare)
  • Nonnative acquisition of Verb Second : On the empirical underpinnings of universal L2 claims
  • 2005
  • Ingår i: The function of function words and functional categories. - Amsterdam & Philadelphia : John Benjamins. - 90-272-2802-7 ; s. 41-77
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Acquiring Germanic verb second is typically described as difficult for second-language learners. Even speakers of a V2-language (Swedish) learning another V2-language (German) are said not to transfer V2 but to start with a non-V2 grammar, following a universal developmental path of verb placement. The present study contests this claim, documenting early targetlike V2 production for 6 Swedish ab-initio (and 23 intermediate) learners of German, at a time when their interlanguage syntax elsewhere is nontargetlike (head-initial VPs). Learners whose only nonnative language is German never violate V2, indicating transfer of V2-L1 syntax. Informants with previous knowledge of English are less targetlike in their L3-German productions, indicating interference from non-V2 English. V2 per se is thus not universally difficult for nonnative learners.
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3.
  • Nord, Andreas, 1976-, et al. (författare)
  • Multimodal design: Media structures, media principles and users’ meaning-making in printed and digital media
  • 2010
  • Ingår i: Neue Medie - neue Formate. Ausdifferenzierung und Konvergenz in der Medienkommunikation. - Campus: Frankfurt/New York. - 978-3-593-39209-7 ; s. 81-103
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Modern media messages are visually fragmented since they are built up of various visual elements and units (Holsanova & Nord, 2010). This tendency has also been described as atomization of news texts (Knox, 2007) or as modularization of the text design (Bucher, 2000). Media messages are also multimodal in the sense that they contain delimited parts of text (articles, headlines, briefs, lists of items, fact boxes), static and dynamic pictures and graphics (photos, drawings, diagrams, graphs, maps, films, video clips, animations, typographic and layout elements) and auditive parts (speech files, sound, music, etc.). Moreover, media messages are multisequential since they offer various entry points and reading paths. Thus, there is no obvious linear order in which these messages should be perceived. All these characteristics influence the reception of media messages. The following questions arise: How does the reader choose entry points and reading paths, and navigate in the media? How does the reader create coherence in the fragmented message? How does the reader integrate information coming from different sources (text, photos, graphs, etc.) in the process of meaning-making? In our contribution, we will summarize relevant media design principles coming from various design disciplines (information design, document design, multimedia design, web design) but also theoretical and applied works on media structures coming from media discourse, social semiotics, rhetoric, literary science and discourse analysis (section 2). A special focus will be on cognitive principles underlying media design, promoting interaction, integration and understanding of the message. Further, we connect production and reception perspectives and discuss the effect of media design principles on readers’ behaviour and users’ meaning-making (section 3). In particular, we show how the spatial proximity principle, the signalling principle and the dual scripting principle can support the reader, attract the reader’s attention, provide attentional guidance throughout the message, and facilitate information processing and semantic integration of the complex material. Finally, in section 4, we will discuss the relations between media structures, media design principles and different ways of reading.
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4.
  • Vanags, Peteris, 1962-, et al. (författare)
  • Die Literatur der Esten im Zeichen von Reformation und Konfessionalisierung
  • 2009
  • Ingår i: Die baltischen Lande im Zeitalter der Reformation und Konfessionalisierung : Livland, Estland, Ösel, Ingermanland, Kurland und Lettgallen. Stadt, Land und Konfession 1500–1721. Teil 1.. - Münster : Aschendorff. - 789-3-402-11087-4 ; s. 217-261
  • Bokkapitel (övrigt vetenskapligt)
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6.
  • Bohnacker, Ute, et al. (författare)
  • The role of input frequency in article acquisition in early child Swedish
  • 2007
  • Ingår i: Frequency effects in language acquisition : Defining the limits of frequency as an explanatory concept. - Berlin & New York : Mouton de Gruyter. - 9783110977905 - 978-3-11-019671-9 ; s. 51-82
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • This paper investigates patterns of article use in monolingual early child Swedish and in child-directed adult speech. Article omissions in the adult data are found to be more widespread than previously assumed, especially articleless, “bare” singular count nouns (e.g. sten ‘stone’ instead of en sten ‘a stone’) and article omissions in doubly determined nominals (e.g. lilla tummen (little thumb-the, ‘the little thumb’) instead of den lilla tummen (the little thumb-the; ‘the little thumb’). Such omissions in the input may arguably influence the course of acquisition. In the two children studied, an initial determinerless stage (1;3-1;7) is followed by a stage of optional articles (1;8-1;11). Targetlike article provision is reached at 2;0, which is early compared to most other Germanic languages. Definite enclitic articles (e.g. -en ‘the’ as in sten-en ‘the stone’) emerge at an earlier age and are produced at higher frequencies than indefinite prenominal articles (e.g. en ‘a’ as in en sten ‘a stone’) and at an earlier age and at much higher frequencies than definite prenominal articles (e.g. den ‘the’ as in den lilla tummen ‘the little thumb’). These child frequency patterns appear to replicate those of the adult caregivers. However, input frequency is argued to be an insufficient explanation for Swedish article acquisition, because of striking mismatches in child and adult article use in other areas, especially bare nouns. Investigations of child-directed adult speech are nevertheless important because they tell us what the immediate target looks like for the young child, which may be different from what linguists and reference grammars tend to assume.
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