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| 2. |
- Sapir, Yair, et al.
(författare)
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Gender assignment in six North Scandinavian languages : Patterns of variation and change
- 2021
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Ingår i: Journal of Germanic Linguistics. - : Cambridge University Press. - 1470-5427 .- 1475-3014. ; 33:3, s. 264-315
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses gender assignment in six North Scandinavian varieties with a three-gender system: Old Norse, Norwegian (Nynorsk), Old Swedish, Nysvenska, Jamtlandic, and Elfdalian. Focusing on gender variation and change, we investigate the role of various factors in gender change. Using the contemporary Swedish varieties Jamtlandic and Elfdalian as a basis, we compare gender assignment in other North Scandinavian languages, tracing the evolution back to Old Norse. The data consist of 1,300 concepts from all six languages coded for cognacy, gender, and morphological and semantic variation. Our statistical analysis shows that the most important factors in gender change are the Old Norse weak/strong inflection, Old Norse gender, animate/inanimate distinction, word frequency, and loan status. From Old Norse to modern languages, phonological assignment principles tend to weaken, due to the general loss of word-final endings. Feminine words are more susceptible to changing gender, and the tendency to lose thefeminine is noticeable even in the varieties in our study upholding the three-gender system. Further, frequency is significantly correlated with unstable gender. In semantics, only the animate/inanimate distinction significantly predicts gender assignment and stability. In general, our study confirms the decay of the feminine gender in the Scandinavian branch of Germanic.
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| 3. |
- Törnqvist, Anna Clara
(författare)
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Likt ett brustet halleluja : trons och tvivlets tematik i Christine Falkenlands prosa
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is a study of the Christian thematics in the novels of Christine Falkenland. It has two basic aims. First, to demonstrate how Christine Falkenland writes herself into, and becomes a distinct voice in, a Christian literary tradition, while simultaneously breaking with this tradition by staging and portraying modern people’s questioning of the Christian worldview. Second, to uncover, examine, and bring together the recurring thematics, motifs, and imagery in Falkenland’s novels. Four novels – Släggan och städet (The Hammer and the Anvil; 1996), Skärvor av en sönderslagen spegel (Fragments of a Broken Mirror; 1997), Min skugga (My Shadow; 1998) and Själens begär (The Soul’s Desire; 2000) – provide a focus for the study. The novels are not seen as separate works, but as parts of a whole; they display a notable consistency in inner as well outer composition. The theoretical foundations of the study come together under three headings: thematics, intertextuality, and dialogism. By uncovering and mapping the occurrences of repeated symbols, motifs, and themes, a pattern can be discerned – a pattern which is characteristic for the oeuvre as a whole. When it comes to Christine Falkenland, it is obvious that the use of certain recurring words, symbols, and metaphors is connected to the thematic unity of the works. It is also clear that Christine Falkenland is connected to a rich textual tradition through her thematics. Through quotations and allusions, the Bible stands out as her principal intertext, but other sources can also be found, such as sadomasochistic erotic literature and Classical myth. The different voices in the texts are not in accord, but in constant discussion, fighting each other and pulling in opposite directions. Falkenland’s novels display a traditionally Christian set of problems with basic theological oppositions such as heaven–earth, body–soul, and law–gospel, oppositions which can contain praise as well as lamentation. In this manner, Christine Falkenland displays a literary portrayal of an existential position in the thematics of faith and doubt: the solitary person who fights for her faith, someone who ceaselessly sings her broken hallelujah to a hidden God.
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| 4. |
- Wengelin, Åsa, 1968, et al.
(författare)
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Capturing writers’ typing while visually attending the emerging text: a methodological approach
- 2024
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 37, s. 265-289
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Tidskriftsartikel (refereegranskat)abstract
- Knowledge about writers’ eye movements and their effects on the writing process, and its product—the finally edited text—is still limited. Previous research has demonstrated that there are differences between reading texts written by someone else and reading one’s own emerging text and that writers frequently look back into their own texts (Torrance et al. in Psychol Res Psychologische Forschung 80(5):729–743, 2016. https://doi.org/10.1007/s00426-015-0683-8). For handwriting, Alamargot et al. (Writing and cognition: research and applications. Elsevier Science, pp 13–29, 2007) found support that these lookbacks could occur in parallel with transcription, but to our knowledge this type of parallel processing has not been explored further, and definitely not in the context of computer writing. Considering that language production models are moving away from previous sequential or serial models (e.g., Levelt in Speaking from intentions to articulation. MIT Press, 1989) towards models in which linguistic processes can operate in parallel (Olive in J Writ Res, 2014. https://doi.org/10.17239/jowr-2014.06.02.4), this is slightly surprising. In the present paper, we introduce a methodological approach to examine writers’ parallel processing in which we take our point of departure in visual attention rather than in the keystrokes. Capitalizing on New ScriptLog’s feature to link gaze with typing across different functional units in the writing task, we introduce and describe a method to capture and examine sequences of typing during fixations, outline how these can be examined in relation to each other, and test our approach by exploring typing during fixations in a text composition task with 14 competent adult writers.
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| 5. |
- Ingemansson, Mary, 1951-
(författare)
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Skönlitterär läsning och historiemedvetande hos barn i mellanåldrarna
- 2007
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- “ if you only read the book … you get the knowledge into your head once. If you talk about it, you get a more distinct memory of it, I think” (Emma, 11)This thesis shows how a novel by Maj Bylock, Drakskeppet, was used in education within thematic work, the Viking Age, among ten-year-olds and eleven-year-olds for five weeks. The aim of the project was to investigate if and how pupils create or develop an historical consciousness when they had written and talked about the text in a novel. The study examines and analyses how three pupils in particular look upon history and ‘time’ in this process and if identification with characters in the novel takes place.In the theoretical framework, which focuses on Judith Langer and her theories on ‘envisionment building’, that is on how children create text worlds , a general survey presents research findings about how children (10-12 years) interpret fiction. Furthermore the very complex construct of ‘historical consciousness’ is discussed.In the second part, the study is described and its results are discussed: When these children form their personal historical consciousness their focus on the past and the present is apparent, while they have few links to the future. From the way characters’ lives are presented in Drakskeppet these young readers notice social differences in this fictional society of the past. Even though they also see parallels with the time they live in, they often conclude that ”things were worse” in the past. Another result is that an historical consciousness is generally developed when children can emotionally connect to their own lives.A second conclusion drawn in the analysis of this project is that children should read fiction to learn about and understand History. In thematic work of this kind, pupils are offered opportunities to develop their reading and interpreting capacities even though the purpose of the work is the emergence of the pupils’ historical consciousness. It should be understood from this investigation, though, that reading without talking about the texts seems to have very little effect on how children develop their understanding of texts or an historical consciousness.
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| 6. |
- Johansson, Victoria, et al.
(författare)
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Tala läsa skriva
- 2013
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Ingår i: Johansson, V., Carling, G., & Holmer A. (red.) Språket, människan och världen. Människans språk 1-2.. - Lund : Studentlitteratur. - 9789144083391 ; , s. 53-72
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Andrén, Mats, et al.
(författare)
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Att lära sig språk
- 2013
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Ingår i: Språket, människan och världen : människans språk 1-2 - människans språk 1-2. - Lund : Studentlitteratur AB. - 9789144083391 ; , s. 73-89
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Bokkapitel (populärvet., debatt m.m.)
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