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341.
  • Abelin, Åsa, 1953 (författare)
  • Sound symbolism and lexical productivity
  • 2010
  • Ingår i: Proceedings of 3rd UK Cognitive Linguistics Conference, University of Hertfordshire.
  • Konferensbidrag (refereegranskat)
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342.
  • Abelin, Åsa, 1953 (författare)
  • Sound symbolism, emotional prosody and embodiment
  • 2013
  • Ingår i: The fourth conference on the Scandinavian Association for Language and Cognition, June 12-14, 2013, Joensuu, Finland.
  • Konferensbidrag (refereegranskat)
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343.
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344.
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345.
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346.
  • Abelin, Åsa, 1953 (författare)
  • Speech perception for neurophonetics
  • 2019
  • Ingår i: Proceedings from FONETIK 2019, Stockholm, June 10-12, 2019 / edited by Mattias Heldner.. - Stockholm. - 0282-6690. - 9789177979845
  • Konferensbidrag (refereegranskat)
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347.
  • Abelin, Åsa, 1953 (författare)
  • Studies in Sound Symbolism
  • 1999
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis investigates how the Swedish lexicon is structured with respect to sound symbolism, the productivity of phonesthemes and cross language similarities in certain areas of sound symbolism. The Swedish lexicon has been analyzed with emphasis on the sound symbolic properties of initial and final consonant clusters, and to a certain extent of vowels. Approximately 1, 000 lexemes were judged to be sound symbolic and the outcome of the analysis are tentative phonesthemes, i.e. motivated connections between meanings and consonant clusters. Almost all Swedish initial consonant clusters and many of the final consonant clusters may carry sound symbolic meanings. Lexically infrequent clusters are utilized to a larger extent than lexically frequent clusters. No two consonant clusters have exactly the same semantic profile. Phonesthemes have different sound symbolic strength, i.e. some are clearly sound symbolic (i.e. a high percentage of the words beginning with a certain cluster are sound symbolic), and carry either one meaning or several meanings. Other (candidates for) phonesthemes are weaker and not so clearly sound symbolic. The meanings of most phonesthemes are relatable to the senses: hearing, vision or tactile sensation, or they are metaphorically or metonymically connected to the senses. The most common semantic features occurring are often related to synaesthesia. The productivity of phonesthemes was tested in experiments of production and understanding. The experiments show that in interpretation no constructed word is interpreted as expected by all subjects, but that all of the constructed words are interpreted correctly by some subjects. The most common semantic features found in the lexical analysis are also often the most successfully interpreted by subjects. For production, the experiments indicate that subjects tend to encode the semantic features in initial clusters rather than in final clusters. Final consonant clusters seem to be of less importance than the initial clusters in new sound symbolic words in Swedish. For the contrastive studies, the general results are that there are both similarities and differences between the expressions in the different languages. The variation is greater for some semantic fields than for others.
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348.
  • Abelin, Åsa, 1953 (författare)
  • Sånt vi bara inte gör!
  • 2019
  • Ingår i: Sånt vi bara gör / redigerad av Jenny Nilsson, Susanne Nylund Skog och Fredrik Skott.. - Stockholm : Carlssons i samarbete med Institutet för språk och folkminnen. - 9789173319553 ; , s. 42-43
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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349.
  •  
350.
  • Abelin, Åsa, 1953, et al. (författare)
  • The perceptual weight of word stress, quantity and tonal word accent in Swedish
  • 2018
  • Ingår i: Phonology in Protolanguage and Interlanguage. - Sheffield : Equinox Publishing. - 9781781795644 ; , s. 316-341
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Wherever migration or travelling takes place, people need to learn new languages. This learning entails a variety of interlanguages. Irrespective of whether you are a learner or a teacher of a language, you need to decide how to allocate time and effort for learning and teaching into developing different sub-skills of the language. Four skills are considered in second language teaching and learning; listening, reading, speaking and writing. Proficiency in speaking requires sub-competences, such as pragmatic competence, fluency or making a clear pronunciation. Even having each of these sub-competences for speaking require having sub-skills. For example, to have a "good" pronunciation, one needs to well realise segmental features: phonemes, phonotactics, assimilations, and prosodic features: rhythm and intonation. Most of the time, young children learning their first language (L1) as well as additional languages (L2's) acquire these pronunciation skills without formal training and often reach a native-like speech also in additional languages. By contrast, adult learners of an additional language seldom reach nativelikeness in their pronunciation of the language. However, ideally, they still can achieve a fluent, intelligible and well-received pronunciation of the language. The present paper is concerned with the pronunciation of Swedish as an additional language, in particular, three phonemic prosodic contrasts, namely stress contrast, quantity contrast and tonal word accent contrast. We attempt to find out, among these three prosodic contrasts, which is more crucial than the others for making one's speech intelligible. That is, if the second language learner cannot acquire all of them perfectly, which of them should be given more priority in learning and teaching Swedish pronunciation? We also want to study whether or not a pronunciation lacking one or two of these contrasts can still be well understood.
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Blennow, Kaj, 1958 (1864)
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