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Semántica y léxico : Nuevas aportaciones teóricas y aplicadas
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Léxico y semántica offers ten chapters that explore the lexicon and its semantic structures from varied perspectives, all profoundly characterized by multidisciplinarity, transversality combined with a holistic research focus, such that the themes of the lexicon and semantics have been approached from a focus which begins with etymology and philology, passes through morphology and syntax in relation to the generation of meaning, and touches on computational linguistics and translation studies. The languages of study are not limited to the more common European varieties, to those related through evolution or via geographical proximity, but we further offer a de-centering through the representation of Swedish, Japanese and Arabic.
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| 2. |
- Baeza-Duffy, Patricia, et al.
(författare)
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Chilean Migrants in the Swedish Context from the 1970s until Recently : The Discursive Construction of Their Own Linguistic Trajectories
- 2021
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Ingår i: Languages. - : MDPI AG. - 2226-471X. ; 6:2
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to compare the discursive construction of Chilean migrants who arrived in Sweden from the 1970s until recently regarding their own linguistic trajectories at the micro level of social activity, the meso level of sociocultural institutions and communities and the macro level of ideological structures. The analysis of the latter level is based on Critical Discourse Studies, in particular, the strategies of de/legitimisation and the macro strategies of perpetuation or transformation The research questions concern (a) the semiotic resources used in multilingual contexts of action and interaction (at a micro level), (b) expressions of belonging and language identity (at a meso level) (c) and the de/legitimisation of events, processes and social actors in the construction of different ideologies (at a macro level). The method is qualitative and interpretative and is based on critical discourse analysis. The findings showed that the de/legitimisation of policies is associated with access to and acquisition of L2 (Swedish) and maintenance of L1 (Spanish). Well-prepared teachers, the communicative setting of the multicultural language classroom and the linguistic mediators were legitimised, while the process of adaptation and volunteers without sufficient preparation were delegitimised. Societal changes were identified as macro strategies that resulted in the transformation or perpetuation of what was being legitimised or delegitimised.
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| 3. |
- Donoso, Alejandra, 1976-, et al.
(författare)
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Biliteracidad Avanzada en la Escritura Académica de Usuarios Bilingües de Sueco y de Español como Lengua de Herencia
- 2021
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Ingår i: Multilingual Contributions to Writing Research. - Louisville : University Press of Colorado. - 9781642151411 - 9781642151404 - 9781646422708 ; , s. 145-171
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Bokkapitel (refereegranskat)abstract
- En el presente estudio se contrasta la producción escrita de tres grupos de usuarios de español: usuarios nativos, usuarios de español L2 y usuarios de español lengua de herencia (LH). Estos últimos, quienes constituyen nuestro foco de atención, se caracterizan por haber estado expuestos a una LH en su entor-no más cercano desde la infancia, y por haber tenido contacto, simultánea o secuencialmente, con una lengua dominante (Montrul, 2010). Sus habilidades lingüísticas varían, dado que factores tales como el nivel de escolaridad en la LH o su nivel de contacto con esta lengua tendrán un impacto en su reper-torio lingüístico. El corpus está compuesto por 75 informes de anteproyecto de trabajo final de grado en los que se explora la organización retórico-discursiva, la complejidad sintáctica y el uso de conectores textuales. Los resultados obtenidos permiten construir perfiles de competencia escritural en contexto acadé-mico para cada grupo lingüístico.
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| 5. |
- Fant, Lars, 1946-, et al.
(författare)
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La distribución semántica de los constituyentes periféricos de izquierda y de derecha en hablantes de español L1, sueco L1 y español L2
- 2024
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Ingår i: Semántica y Léxico. - : Stockholm University Press. - 9789176352397 - 9789176352403 ; , s. 141-169
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Bokkapitel (refereegranskat)abstract
- This paper investigates the structure of syntactic peripheries in the colloquial speech produced by three groups: native users of Spanish, native users of Swedish, and Swedish very advanced users of L2 Spanish. The main aspect addressed is the distribution of left- and right-periphery constituents across three categories defined in semantic terms, viz. denotative, indexical and non-referential (pragmatic) expressions. Our research questions concern (1) to what extent two typologically distinct languages such as Spanish and Swedish differ in this respect, (2) to what extent the Spanish L2 productions align with native use, and (3) whether any transfer from Swedish occurs in the Spanish L2 formulations. The analysis shows important divergences between Spanish and Swedish native use, not only with regard to the size of the respective peripheries but also in the distribution across the three semantic categories. Thus, although in all three groups the proportion of pragmatic constituents is much larger than for the two other categories, this gap is considerably wider in the Swedish L1 data. As regards the Spanish L2 data, a high degree of alignment with native use can be reported, and hardly any transfer from Swedish can be found in these highly proficient L2 speakers. However, a certain overrepresentation of indexical expressions can be observed in the L2 data.
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| 6. |
- Granfelt, Jonas, et al.
(författare)
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Speaking French, German and Spanish in Swedish lower secondary school – a study on attained levels of proficiency
- 2023
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Ingår i: Apples – Journal of Applied Language Studies. - 1457-9863. ; 17:2, s. 91-121
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates levels of oral proficiency in French, German and Spanish attained by Swedish speaking students in lower secondary school. A total of 122 students performed two tasks: one production task and one interaction task. The oral performances were rated using scales from the Common European Framework of Reference for Languages. The rating was done in successive steps by researchers in the project and external raters. The results show that slightly less than half of the students’ performances were rated at or above the expected proficiency level at the end of lower secondary school (A2.1). While there was no difference in rated levels between the two tasks, the performances by the students of German were significantly more often rated at or above the A2.1 level than the performances by students of French and Spanish. In the article, we discuss the results in relation to the few previous studies available on the topic, as well as some aspects of the learning conditions that might contribute to the interpretation of the results. In addition, certain structural phenomena regarding language education in Sweden are briefly considered in relation to equity at a general level.
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| 8. |
- Sayehli, Susan, et al.
(författare)
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Emotion and motivation in younger learners’ second foreign language acquisition
- 2022
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Ingår i: Individual Differences in Young Second Language Learners. - : De Gruyter. - 1861-4248. - 9783110742947 - 9783110743043 ; 65, s. 203-224
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Bokkapitel (refereegranskat)abstract
- Reports and studies repeatedly indicate that foreign languages other than English are facing major challenges in European educational systems (European Commission, 2012). While young learners’ motivation to learn a second foreign language (SFL) is often reported to be low (Tholin & Lindqvist, 2009), studies have only recently started to take emotional factors into account in order to better understand how young learners experience foreign language learning and use. Learners’ emotions might particularly influence younger learners’ behaviour such as mitigating their willingness to communicate despite being engaged and motivated learners (MacIntyre, 2002; Teimouri, 2017). In this study we therefore examined 9th grade Swedish SFL (French, German and Spanish) learners’ (N=120) foreign language classroom anxiety (FLCA; Horwitz et al, 1986), their SFL motivation (Dörnyei, 2009; Gardner & Lambert, 1972), and their willingness to communicate (WTC; McCroskey & Baer, 1985). As only few studies have examined motivations and emotions of students who study different SFLs, we also asked to what extent emotions and motivation are language-specific or learner-general in SFL learners within the same educational system. Results indicate that differences between learners of different SFLs are few and that FLCA together with learners’ motivation is the strongest predictor for their willingness to communicate. Results indicate further that there are persistent gender differences between girls’ and boys’ emotions and motivations in SFL learning. Taken together the findings of our study point to the importance of including emotions into studying motivation and use of SFLs also in younger learners.
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| 9. |
- Österberg, Rakel, 1964-, et al.
(författare)
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Back to the Initial Condition : Experiences that Trigger the Need to Develop Language Skills Among University Spanish Students
- 2022
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Ingår i: HumaNetten. - : Linnaeus University Press. - 1403-2279. ; :48, s. 225-261
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates how the L2 learning experience shapes multilinguals' motivation to improve their writing skills in Spanish, a language they study at university level. Within the Second Language Motivational Self System Theory (L2MSS), the L2 learning experience is often neglected when it comes to interpreting and discussing findings on motivation. We propose that the analysis of the L2 learning experience should acknowledge both formal and informal settings, such as the family context, in order to research why and how a person chooses to develop certain linguistic abilities like writing. Given that the L2 learner experience is spatially and temporally bound, the concept of sensitivity to initial conditions, i.e., the conditions or changes that may trigger the learner to move towards enhanced language learning, will be adopted to research the L2 learning experience. The aim of the study is twofold. First, to investigate the Spanish learning experience as a function of the initial conditions referred to by the participants. Second, to research how the Spanish ideal and ought-to selves are related to the students’ motivation to use and learn or maintain Spanish skills. The data consist of a questionnaire answered by multilingual university students of Spanish (n=21) and written autobiographical narratives. The participants belong to two groups: one group of Spanish heritage language learners (n=10) and one group of native-Swedish speaking L3 Spanish learners (n=11). Overall, family reasons, previous school experiences, high proficiency in Spanish, previously acquired languages, contact with the linguistic communities, language use and context are all aspects tightly connected to the students’ motivation to learn, maintain and develop Spanish language proficiency. The L2 learning experience, as a wider construct dependent on the sensitivity to initial conditions, must be considered to understand the complex nature of multilingual literacy development.
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| 10. |
- Österberg, Rakel, 1964-
(författare)
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La périphérie gauche et droite dans la production des locuteurs natifs et non-natifs de français et chez les locuteurs natifs de suédois
- 2020
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Ingår i: Scolia. Revue de linguistique. - : OpenEdition. - 2677-4224. ; 34, s. 71-95
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Tidskriftsartikel (refereegranskat)abstract
- Les langues romanes, y compris le français, tendent à placer beaucoup d’informations dans la périphérie gauche tandis qu’en suédois la tendance semble aller dans le sens contraire (Morel & Danon-Boileau, 1998 ; Hancock, 2007; Conway, 2005 ; Fant, sous presse). Le premier objectif de la présente étude est de fournir un aperçu global de la taxinomie des constituants des périphéries gauche et droite en français et suédois L1, afin de permettre une analyse comparative. Le deuxième objectif est de comparer l’emploi en français L2 à celui du français L1. Les résultats montrent des différences importantes entre les patrons employés dans les périphéries syntaxiques en français et suédois. Les locuteurs suédois tendent à employer la périphérie droite beaucoup plus que les locuteurs de français L1. La situation s’inverse en ce qui concerne la périphérie gauche. Les locuteurs avancés de français L2 présentent des caractéristiques comparables à celles du français L1, sauf pour les périphéries gauches les plus complexes.
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