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- Gheitasi, Parvin, 1984-
(författare)
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"Say It Fast, Fluent and Flawless" : formulaicity in the oral language production of young foreign language learners
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports on a study, which investigated the process of early foreign language learning in a classroom context and the functions of multi-word units of language known as formulaic sequences in the oral language production of young foreign language learners. A classroom with 11 students in the age range 9 to 11 years was observed and video recorded for 16 sessions (90 minutes per session). The observations were accompanied by two elicitation tasks. 10 sessions out of the 16 sessions of the collected speech samples were transcribed chronologically. In the next step, formulaic sequences were identified based on pre-established criteria, which were further developed during the analysis. The data was analyzed in order to identify the functions of formulaic sequences in learners’ oral language production in addition to the inter-learner variations in the application of formulaic sequences for different functions.The results revealed evidence of incidental learning of formulaic sequences from input; the language input provided instances for the learners to learn multi-word units. In addition, formulaic sequences played different roles in the language production of the learners. These sequences helped young language learners to overcome their lack of knowledge, to improve their fluency, and to enjoy some language play. Formulaic sequences were used as a strategy to economize effort on processing and also to buy time for processing. The findings of the study suggested that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing. Moreover, the data provided examples illustrating communicative functions of formulaic sequences where the use of formulaic sequences was affected by the relationship between the speaker and listener. The analysis revealed that although all the learners applied formulaic sequences in their language production, there was a great variation among individual learners in their intention and the extent of the application of formulaic sequences. Some learners used these sequences to be able to extend their utterances and produce more of the language, whereas other learners used them to avoid further language production. In sum, it seemed that individual learners' different personalities, needs or limitations served as explanation for the application of formulaic sequences in different contexts.
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| 5. |
- Mellenius, Ingmarie
(författare)
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The acquisition of nominal compounding in Swedish
- 1997
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Swedish, as in other North Germanic languages, compounds are very common and a majority of the novel words in Swedish are compounds. This thesis aims at a presentation of compounding in Swedish and the problems involved in describing compounding, but mainly at an empirically founded description of children's creation and use of novel compounds and developing comprehension of compounds, especially nominal compounds. A Swedish compound contains two ore more word roots that elsewhere may function as independent words. The rightmost word is the head, which means that it determines the compound's gender and is declined for number, definiteness and case, and that the whole word is an instance (typically a hyponym) of the head. The compound is written as one word, and is pronounced with a particular intonation contour, characterized by two peaks. A noun that functions as modifier in a compound sometimes appears in a particular "liaison form". The empirical findings concerning children's acquisition of compounding are based on the following sources: (a) a corpus of around 340 spontaneous novel compounds collected from two children; (b) analysis of 258 novel nominal compounds produced by 10 children (aged between 3;5 and 6;8), who were encouraged to label picture cards.; (c) the results of a pictureidentification experiment where 60 children (aged between 2;0 and 5;4) were asked to interpret 24 novel nominal compounds; and (d) the paraphrases of 18 novel compounds that 70 children were asked to give, 4 years in succession. Some observations and results are that the compound stress pattern is established before my period of investigation, i.e. before age 2; that proper identification of the head is established around age 3; that the deletion of a final -a in a modifying noun is the first liaison form mastered by children; and that many different semantic relationships are attributed by the children to hold between the head noun and the modifying noun.
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| 6. |
- Mellenius, Ingmarie, et al.
(författare)
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The Semantics of Compounds in Swedish Child Language
- 2016
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Ingår i: The Semantics of Compounding. - Cambridge : Cambridge University Press. - 9781107099708 ; , s. 110-128
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Bokkapitel (refereegranskat)abstract
- This study examines the semantics of NN compounds produced by Swedish children. Three questions are addressed: What is the head’s status in the children’s compounds? What semantic relations are found within the compounds? What is the frequency of these relations, in total and per child? The data contains 387 spontaneously produced novel NN compounds from three monolingual Swedish children, collected longitudinally along with contextual information. The study shows that all children manage right-hand head position. It suggests that around 15 semantic relations, based on previous lists proposed by e.g. Jackendoff (2009; 2016), can account for almost all of the children’s compounds. Some relations are however more frequent than others. There seem to be individual preferences for particular semantic relations. Yet, two tendencies appear: (i) in all children, some relations are frequent (e.g. Purpose, Composition, Location) others rare; (ii) almost all relations are used by all children. In conclusion, although the number of compounds produced by each child is limited, a range of relations is attested. In relation to overall cognitive development, some compounds provide evidence that children indeed make further distinctions from adult speakers, and that they have understanding of the semantic content of their coinages.
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| 7. |
- Mellenius, Ingmarie
(författare)
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Word formation
- 2003
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Ingår i: The Acquisition of Swedish Grammar. - Amsterdam : John Benjamins Publishing Company. - 9027252920 - 1588114570
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Attitudes, beliefs and knowledge of teachers on multilingualism – the view from Sweden
- 2019
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Ingår i: The 2019 HOLM Symposium of the AILA Research Network (ReN).
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Konferensbidrag (refereegranskat)abstract
- Swedish schools are experiencing new challenges due to increased mobility and linguistic diversity. Efforts to achieve inclusive education for all are dependent upon teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism. The interplay between teachers’ ABK and the pedagogical and language-developing practices in schools is defined by four major factors interactively shaping and being shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors (e.g. the organization of education), and classroom practices (Borg 2003, 2006). Against this theoretical backdrop, our study investigates the ABK of multilingualism of Swedish teachers, a key issue in the nation today, as part of a larger international project that investigates what shapes teachers’ ABK of multilingualism across countries. Semi-structured interviews were conducted with pre-primary and primary teachers from five Swedish regions (Dalarna, Småland, Stockholm, Värmland, and Västerbotten), representing varied school demographics. These interviews were transcribed and analysed using appraisal theory (Martin & White, 2005; White 2015). Early results indicate that while teachers generally express positive views on multilingualism, echoes of a monolingual mindset are quite strong (“the language” equated with Swedish; “home country” for children born in Sweden; descriptions of a “monolingual” school as the “perfect school”). Teachers with training in language-developing practices acknowledge that mother tongue instruction supports the majority language development as well as students’ overall academic performance. Nonetheless, using all linguistic resources and acknowledging students’ multilingual identities are not common pedagogical strategies. In the school context, Swedish is considered as more important than students’ additional languages, which are often merely seen as an added value not directly relevant to the daily activities in the Swedish school system. Moreover, the findings point to a need for more extensive pre-service teacher education and professional development of teachers, on multilingualism more generally, and on related classroom practices more specifically.
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- Paulsrud, BethAnne, 1967-, et al.
(författare)
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Teacher Talk about Parents and Multilingualism in Sweden (in the colloquium Teacher Talk about Parents and Multilingualism. Attitudes and beliefs across countries)
- 2022
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Konferensbidrag (refereegranskat)abstract
- In Sweden, approximately 29% of all school pupils are multilingual (SNAE, 2020) and, in some schools,close to 100% of the pupils have mother tongues other than Swedish (Norberg Brorsson & Lainio, 2015).Thus, most primary teachers meet multilingual parents in their daily work. However, in Swedish teachertraining, there are no common measures in place to prepare pre-service teachers for working with linguisticdiversity in the classroom, as this preparation is not an obligatory part of a Swedish teaching degree(Paulsrud & Zilliacus, 2018). To understand primary teachers’ attitudes and beliefs about multilingualparents and multilingualism within this somewhat contradictory context of both diversity and lack ofpreparation, we analysed interviews with primary school teachers in Years 1-3 (ages 7-9). The participatingteachers represented both urban and rural schools as well as teachers with different levels of experience. Inaddition, we included teachers working in highly multilingual schools and those not. Three teachers had amultilingual background themselves. Preliminary results reveal differences across the participants as well astensions concerning the attitudes and beliefs expressed. Although the teachers had attitudes and beliefs aboutmultilingualism and multilingual pupils, some teachers had little to say about the parents themselves.However, some early results show a distinction made by teachers between the parents’ different backgroundsand the reasons for immigrating to Sweden, hinting at linguistic and cultural hierarchies. Teachers also havesomewhat negative attitudes towards parents’ initial proficiency in the Swedish language, combined withsome appreciation of their later acquisition. Concerns are also expressed about how multilingual parents mayunderstand the Swedish school system. Our results suggest that the nearly non-existent presence ofmultilingual pedagogy in Swedish teacher training may give rise to uncertainty in how to meet multilingualparents in the Swedish school.
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- Rosenberg, Maria, 1971-, et al.
(författare)
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Children’s novel NN compounding in Swedish diary data : function and form
- 2018
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Ingår i: Morphology. - : Springer Netherlands. - 1871-5621 .- 1871-5656. ; 28:3, s. 229-252
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Tidskriftsartikel (refereegranskat)abstract
- This study explores formal aspects and functions of 420 novel noun-noun (NN) compounds in diary data from three Swedish children (1;9–6;11). With regard to form, the data show that the children’s compounds respect target head order, allow for a small amount of internal inflection, and, in more than half of the cases where a liaison form is required, are properly formed. Most of the compounds concatenate two nouns (without the presence of liaison forms), as is the general case for Swedish NN compounds. With regard to function, the data permit us to distinguish three main functions of the coinages: I. Novel compound instead of established term, II. Novel compound for novel category, and III. Novel compound for specific entity. Type I involves attempts to target conventional compounds by relying either on perceptual or functional features or on recalled semantic, phonological, and/or morphological cues. Type II is innovative compounding par excellence: detailed discriminations and fantasy concepts are named. Type III divides into anaphoric and deictic uses as well as what we call appropriation, i.e. naming a specific entity. Types II and III are functions displayed by novel compounds in general. In conclusion, the three children seem to master the central facets of NN compounds, formally and functionally. Furthermore, compound production can constitute a simple and efficient means for young children to maximize and build more structure into their lexicon.
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