| 1. |
- Bendegard, Saga, 1982-, et al.
(författare)
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Produktivitet och syntaktisk komplexitet och variation i 9-åringars berättande och beskrivande texter
- 2023
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Ingår i: Språk i praktiken: i en föränderlig värld. - Stockholm : ASLA, Svenska föreningen för tillämpad språkvetenskap. - 9789187884306 ; , s. 39-59
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Bokkapitel (refereegranskat)abstract
- Syftet med denna studie är att ur ett genreperspektiv undersöka produktivitet och syntaktisk komplexitet och variation i texter skrivna av elever i årskurs 3. Studien bygger på tidigare forskningsresultat från kvantitativ textforskning, om hur skolbarn med stigande ålder börjar använda mer sofistikerade syntaktiska konstruktioner, och om hur genre – här framför allt berättande kontra förklarande genre – kan påverka skribenters produktivitet, såväl som texters syntaktiska komplexitet. Kunskap saknas dock ännu om hur svenska 9-åringars syntax ser ut i texter som skrivits i en skolkontext (snarare än i ett mer experimentellt sammanhang), liksom om syntaktisk variation utifrån andra genrer. Undersökningen bygger på ett omfattande, slumpmässigt insamlat material av 258 elevtexter skrivna av 129 elever inom ramen för det nationella provet i svenska, årskurs 3, år 2019, utifrån uppgifter som efterfrågar dels berättande, dels beskrivande texter. Elevtexterna analyseras med kvantitativa metoder för att belysa bland annat textlängd, bisatsanvändning och i vilken grad fundament av olika satsdelar och längd varierar syntaxen. Resultaten visar att det finns stora skillnader i produktivitet mellan de undersökta genrerna, där de berättande texterna är betydligt längre, medan någon skillnad i syntaktisk komplexitet inte kan iakttas. När det gäller syntaktisk variation är bilden mer sammansatt. Variationen kan inte sägas vara större i någon av genrerna, men resultaten pekar tydligt på att de olika genrerna förefaller att aktualisera olika typer av variation. Avslutningsvis diskuteras möjliga implikationer för skrivutveckling och skrivundervisning, kopplat till skrivande inom olika genrer.
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| 2. |
- Bohnacker, Ute, 1969-, et al.
(författare)
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Bilingual Turkish-Swedish children's understanding of MAIN picture sequences : Individual variation, age, language and task effects
- 2020
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Ingår i: Developing Narrative Comprehension. - Amsterdam : John Benjamins Publishing Company. - 9789027260345 ; , s. 99-148
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Bokkapitel (refereegranskat)abstract
- This study investigates story comprehension in 100 bilingual Turkish-Swedish children aged 4 to 7 years, growing up in Sweden with Turkish as their home language and Swedish as the societal language. Information about language development, exposure and other background factors was obtained via parental questionnaires. In both languages, children told two picture-based stories from the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al., 2012, 2019) and answered standardised comprehension questions that probe inferencing of goals and emotions of story characters. Overall comprehension scores and response accuracies to individual questions were calculated. Story comprehension was compared across ages, languages and tasks, and related to performance on Turkish and Swedish vocabulary tasks (Cross-Linguistic Lexical Tasks, CLT, Haman et al., 2015). A qualitative analysis explored characteristics of the MAIN picture sequences and the type of inference required to score correct on comprehension questions.Overall comprehension scores did not differ between Turkish and Swedish at group level. Comprehension scores increased significantly with age in both languages. This increase was steeper in the majority language Swedish. Younger children (age 4-5) often performed well in Turkish, whilst more older children (age 6-7) performed well in Swedish. In both languages, older children reached relatively high scores, but did not yet master all aspects of inferential story understanding as probed by MAIN. Regression models indicate that a large part of the variance in story comprehension can be explained by age and expressive vocabulary knowledge (CLT) in the respective language. Individual case studies of exceptionally poor story comprehenders vs high performers also suggest that story comprehension and vocabulary skills are linked, but moreover that MAIN comprehension is influenced by language input and use in and outside the home.An interesting task effect was found, indicating that the comprehension measure for the MAIN Cat and Dog picture sequences is easier than for Baby Birds/Baby Goats – even when they are administered in the very same mode. The task influenced children’s comprehension performance more than the language of testing did. Turkish and Swedish showed the same overall response patterns, with very high vs low performance on certain individual questions. We argue that due to subtle differences in the pictorial stimuli, parallel and seemingly identical comprehension questions require inferences with rather different levels of difficulty. Comprehension scores should therefore not be straightforwardly compared across MAIN tasks.
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| 3. |
- Bohnacker, Ute, 1969-, et al.
(författare)
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Fundament, formellt subjekt och frekvens : Ordföljdsmönster i svenska, nederländska och hos vuxna inlärare av svenska
- 2014
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Ingår i: Språk och stil. - 1101-1165 .- 2002-4010. ; 24, s. 33-71
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates distributional patterns concerning the prefield and expletive subjects in two closely related languages, Swedish and Dutch, and in nonnative learners of Swedish. Native (Swedish, n=17; Dutch, n=17) and nonnative speakers (adult Dutch-speaking learners of Swedish, n=17) completed an oral picture description task and an unedited informal writing task. The overall frequencies with which constituents (subject vs. adverbial vs. object) occurred in the prefield were similar for all three groups in the oral data, though expletive subjects were more frequent in Swedish. In the written data, Swedish showed a more pronounced subject-initial pattern than Dutch. Distributional differences between Swedish and Dutch were smaller than previously reported for Swedish vs. German (Bohnacker & Rosén 2008, Bohnacker 2010). Learners mostly produced syntactically well-formed utterances but overused elliptic V1 clauses with overt postverbal subject (unattested in native Swedish), which can be attributed to syntactic transfer from L1 Dutch. Learners underused certain other word orders, namely prefield doubling (place adverbial + resumptive så) and postverbal expletive subjects, which in the oral genre were extremely frequent in native Swedish. The extent to which L2 learners produced postverbal expletives was found to be related to individual patterns in L1 Dutch, and for Dutch to be affected by regional origin (Netherlands vs. Flanders) and transferred to L2 Swedish.
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| 4. |
- Bohnacker, Ute, 1969-, et al.
(författare)
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MAIN story comprehension : What can we expect of a typically developing child?
- 2021
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Ingår i: Language Impairment in Multilingual Settings. - Amsterdam : John Benjamins Publishing Company. - 9789027209795 - 9789027258915 ; , s. 13-46
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Bokkapitel (refereegranskat)abstract
- This study investigates story comprehension in 124 typically-developing children aged 4-6 growing up in Sweden, using the LITMUS-MAIN (Multilingual Assessment instrument for Narratives, Gagarina et al. 2012). 72 Swedish monolinguals and 52 Swedish-English bilinguals from similar socio-economic backgrounds told two MAIN stories each and answered standardised questions that probe inferencing of goals and emotions of story characters. Overall comprehension scores were calculated per narrative, and responses to individual questions were analysed. Results were compared across age groups, languages, and tasks. Already at age 4, and certainly at age 6, overall comprehension scores were high, indicating good general understanding of the stories. Scores differed significantly between tasks, suggesting that comprehension of MAIN Cat/Dog is easier than Baby Birds/Baby Goats. For both tasks, protagonists’ goals were understood well at age 4, approaching ceiling (>90%) at age 5-6. Internal states as initiating events were also relatively well understood. However, many children struggled to infer emotional reactions of protagonists when this necessitated taking the whole plotline into account. We suggest that the processing abilities of the average 6-year-old are not yet developed enough to master every aspect of inferential understanding probed on the MAIN. Results held across languages and mono-/bilinguals, suggesting that they generalize.
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| 5. |
- Bohnacker, Ute, 1969-, et al.
(författare)
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Ordförrådsutveckling hos arabisk-svensktalande och turkisk-svensktalande barn i förskoleåldern och vid skolstart
- 2021
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Ingår i: Språk och stil. - : Uppsala University. - 1101-1165 .- 2002-4010. ; 31:1, s. 75-107
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates the receptive and expressive vocabulary skills of 202 Arabic/Swedish-speaking and Turkish/Swedish-speaking bilingual children aged 4-7 growing up in Sweden, in their home/minority language (Arabic, Turkish) and in Swedish. We explore how vocabulary is affected by age, age of onset, socio-economic status (SES), and minority language exposure in the family (via parents) and via home-language (mother tongue) instruction. The comprehension and production of nouns and verbs was assessed with the Arabic, Turkish and Swedish versions of the Cross-linguistic Lexical Tasks (CLTs, Haman m.fl. 2015). Background information was collected via a parental questionnaire. In this cross-sectional study, there was a clear and positive effect of age on receptive and expressive vocabulary scores, though the effect was more pronounced for the majority language Swedish, and less so for the home language. Length of exposure had a positive effect on Swedish scores. For minority language vocabulary, language use in the home played an important role: Children whose parents mostly spoke Arabic or Turkish to them had significantly higher vocabulary scores in Arabic/Turkish than other children. For neither language was there any effect of SES (parental education). These results from a Swedish context complement vocabulary studies of other language combinations and reveal the importance of input for the development of receptive and expressive vocabulary in bilingual children.
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| 6. |
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| 7. |
- Bohnacker, Ute, 1969-, et al.
(författare)
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Storytelling in bilingual Turkish-Swedish children : Effects of language, age and exposure on narrative macrostructure
- 2022
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Ingår i: Linguistic Approaches to Bilingualism. - : John Benjamins Publishing Company. - 1879-9264 .- 1879-9272. ; 12:4, s. 413-445
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Tidskriftsartikel (refereegranskat)abstract
- The empirical evidence for whether narrative macrostructure skills are shared between a bilingua child's two languages is inconclusive, and it is not known how macrostructure (overall story structure) is influenced by general language provficiency and amount of exposure. The present study investigates these issues in 100 Turkish-Swedish bilingual 4- to-7-year-old childrn growing up in Sweden. Oral narratives were elicited in both Turkish and Swedish with two picture-based tasks from the Multilingual Assessment Instrument for Narratives (MAIN) in the telling mode. We investigated to what extent the language of elicitation influences bilingual children's macrostructure (story structure, episodic complexity), and explored effects of age, narrative task, narrative length, expressive vocabulary and language exposure, both separately and combined, on macrostructure in the respective language. Story structure and episodic complexity were found to increase similarly with age in both Turkish and Swedish from 4 to 7 years. Scores did not differ between the two MAIN storytelling tasks. Expressive vocabulary and narrative lenght influenced story structure scores positively and similarly in both languages. Daily language exposure and length of exposure to Sweidhs did not show any significant effect. The results can be interpreted in support of a carry-over of narrative macrostructural skills between the two languages.
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| 8. |
- Haman, Ewa, et al.
(författare)
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Noun and verb knowledge in monolingual preschool children across 17 languages : Data from Cross-linguistic Lexical Tasks (LITMUS-CLT)
- 2017
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Ingår i: Clinical Linguistics & Phonetics. - PHILADELPHIA : Taylor & Francis Group. - 0269-9206 .- 1464-5076. ; 31:11-12, s. 818-843
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0-6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.
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| 9. |
- Lehmkuhle, Ina, et al.
(författare)
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Anaphoric Reference in Written Narratives by German-Speaking 10-Year-Olds and Adults : The Influence of Referential Function and Character Type
- 2022
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Ingår i: Discours. - : UNIV PARIS-SORBONNE, MAISON RECHERCHE. - 1963-1723. ; :29
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Tidskriftsartikel (refereegranskat)abstract
- It has been suggested that acquiring the appropriate use of referring expressions consists of a shift from an initial focus on global accessibility factors, e.g., animacy or character type, towards primarily considering local accessibility factors, such as information status, referential function and topicality. At which age this shift takes place remains an open question. The present study investigates anaphoric reference in picture-based written narratives by German-speaking 10-year-olds and adults. We analyse and compare the extent to which referential function (maintenance vs. reintroduction), a local accessibility factor, and character type (main character vs. secondary character), a global accessibility factor, influence children's and adults' choice of referring expression. The results show that referential function affected referential choice in both children and adults, with significantly higher proportions of pronouns in maintenance than in reintroduction. However, character type only influenced the children, who produced a significantly higher proportion of pronouns with main characters than with secondary characters. These results suggest that children's referring expression use is not yet fully adultlike at age 10, and that adults and children weigh local and global accessibility factors differently: global factors play a role in children's referential choice in addition to local ones, whereas adults are primarily influenced by local accessibility factors.
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| 10. |
- Lindgren, Josefin, 1985-, et al.
(författare)
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Acquisition of narrative macrostructure : A comprehensive overview of results from the Multilingual Assessment Instrument for Narratives
- 2023
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Ingår i: ZAS Papers in Linguistics. - : University Library J. C. Senckenberg. - 1435-9588. ; 65, s. 111-132
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In this paper, we give a comprehensive overview of the results from studies that have used the Multilingual Assessment Instrument for Narratives (MAIN) to investigate comprehension and production of narrative macrostructure (story structure) to date. We show the wide range of research in which MAIN has been used through summaries of core results from studies that investigated age effects, and studies that compared monolinguals with bilinguals, bilinguals' two languages, and typically-developing (TD) children with children with developmental language disorder (DLD). Results from studies including factors that influence bilinguals' narrative skills (e.g., language skills, language input) are also covered, as are those that deal with methodological aspects and more specifically, task effects, i.e., how the choice of elicitation mode (telling; retelling; model story) and story (Cat/Dog; Baby Birds/Baby Goats) influence story structure and story comprehension. As concluding remarks, we summarize the state-of-the-art of narrative research using MAIN and outline possible directions for future studies.
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