| 1. |
- Agebjörn, Anders, 1984-, et al.
(författare)
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Acceptabilitetsbedömningar av ena meningar – syntaktiska och informationsstrukturella begränsningar.
- 2023
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Ingår i: Book of abstract. - : Linnaeus University Press. - 9789189709720
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Konferensbidrag (refereegranskat)abstract
- Svenskan har två plurala obestämda artiklar: ena och några. Bruket av ena är dock mycket begränsat; artikeln tycks fungera endast i beskrivande, värderande och rematiska nominalfraser (Teleman et al. 1999, s. 410). I Collberg och Agebjörns (2023) korpusstudie förekom ena företrädesvis i predikativer, som i Barnen är ena riktiga vildingar. Artikeln förekom också i utbrutna led och egentliga subjekt samt undantagsvis i objekt. Däremot förekom den aldrig i subjekt eller adverbial och aldrig i topikaliserade fraser. Föreliggande studie undersöker i vilken utsträckning detta begränsade bruk av den plurala obestämda artikeln ena styrs av syntaktiska respektive informationsstrukturella faktorer. Med en experimentellt designad enkät testas hur acceptabilitetsbedömningar av meningar med ena beror dels på nominalfrasens grammatiska funktion, dels på dess informationsstrukturella funktion, operationaliserad som position i relation till meningens verb. Som kontrollvillkor används motsvarande meningar med default-artikeln några. Preliminära resultat visar att ena fungerar lika bra som några i predikativer och utbrutna led, sämre än några i subjekt, egentliga subjekt och objekt samt inte alls i adverbial. Nominalfrasens position i relation till verbet verkar inte påverka bedömningarna av ena-meningarna mer än bedömningarna av några-meningarna. Sammantaget tyder detta på att bruket av den plurala obestämda artikeln ena styrs av syntaktiska snarare än informationsstrukturella begränsningar.
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| 2. |
- Agebjörn, Anders, 1984-
(författare)
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Bestämdhetensform och betydelse hos belarusiska inlärare av svenska
- 2022
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Konferensbidrag (refereegranskat)abstract
- Inlärare av svenska som andraspråk (L2) utan artiklar i förstaspråket (L1) måste lära sig dels enmorfosyntaktiskt redundant nominalfrasstruktur, dels i vilka kontexter bestämda och obestämdaformer används. De ska med andra ord associera en komplex form med en abstrakt betydelse (jmfDeKeyser 2005). Tidigare forskning har visat att detta utgör en utmaning (Nordanger 2017), mendet är oklart huruvida inlärningen av bestämdhetens form och betydelse är relaterade till varandra.Bestämda och obestämda nominalfraser, med och utan adjektiv, eliciterades från L1-talare avryska och belarusiska (n=23), språk utan artiklar, vid tre tillfällen under deras första år avsvenskstudier. En svenskspråkig referensgrupp (n=26) verifierade uppgiftens validitet. Totalt 9.742fraser kodades för form och kontext. Analysen fokuserade på artiklar i enkla nominalfraser (enhund, hund-en) och på den dubbla bestämdheten (den vit-a katt-en).Resultaten visar att bestämdhetens form utvecklades över tid. Intressant nog användesadjektivkongruens före den framförställda bestämda artikeln (p<0.05) trots att dubbel bestämdhetlärs ut som en konstruktion. Kunskapen om betydelse – förmågan att välja form utifrån kontext –utvecklades emellertid inte. Dessutom var kunskap om form och betydelse negativt korrelerademed varandra: de som producerade många artiklar använde dem oftare i felaktiga kontexter(p<0.05), och samtidigt utvecklade de den dubbla bestämdheten tidigare (p<0.001). Vissa inläraretycks alltså vara mer fokuserade på struktur, andra på pragmatik.Resultaten diskuteras dels utifrån ett undervisningsperspektiv (Kołaczek 2018; Nyquist2013), delsutifrån ett psykolingvistiskt perspektiv (Lucas 2011; Paradis 2009). Slutsatsen är bestämdhetensform och betydelse utgör olika typer av kunskap med olika kognitiv status.
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| 3. |
- Agebjörn, Anders, 1984-, et al.
(författare)
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Betydelsen av tvärspråkligt inflytande och språkbegåvning för tredjespråksinlärning av grammatisk morfologi
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Två faktorer som antas påverka andraspråksinlärning är tvärspråkligt inflytande och språkbegåvning. Relationen mellan dessa har dock sällan undersökts, och det är oklart huruvida betydelsen av tvärspråkligt inflytande respektive språkbegåvningen beror på graden av strukturell likhet mellan målspråk och tidigare inlärda språk (Bokander 2021; Tolentino & Tokowicz 2014; Skehan 1998). Vi undersöker detta samband genom att studera utvecklingen av bestämdhetsmarkörer hos ryskspråkiga inlärare av svenska som tidigare studerat engelska. Till skillnad från ryskan uttrycker svenska och engelska bestämdhet med grammatisk morfologi. Medan engelska och svenska är strukturellt lika varandra när det gäller obestämdhet (a cat; en katt) skiljer de sig åt när det gäller bestämdhet (the cat; katt-en). Detta gör det möjligt att undersöka hur tvärspråkligt inflytande och språkbegåvning påverkar tredjespråksinlärning av strukturellt lika respektive olika strukturer. Bestämda och obestämda nominalfraser eliciterades från ryskspråkiga studenter (n=18) vid tre tillfällen under deras första år av svenskstudier. Vid kursstart testades även deras användning engelska artiklar samt språkbegåvning. Referensdata samlades in från förstaspråkstalare av svenska (n=26) och engelska (n=17). Bestämda och obestämda morfem analyserades separat. Regressionsanalyser visade att utvecklingen av svenskans obestämda artikel påverkades av inlärarnas användning av deras användning av engelskans obestämda artikel, som är strukturellt lik den svenska, medan utvecklingen av svenskans bestämda suffix påverkades av språkbegåvning. Dessa indikerar att tredjespråksinlärning kan underlättas av kunskaper i ett andraspråk, åtminstone när språken är strukturellt lika varandra, medan språkbegåvning spelar en viktigare roll vid inlärning av strukturer utan en direkt motsvarighet i tidigare inlärda språk.
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| 4. |
- Agebjörn, Anders, 1984-, et al.
(författare)
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Cross-linguistic influence and language-learning aptitude in L3 acquisition of functional morphology
- 2021
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Konferensbidrag (refereegranskat)abstract
- Cross-linguistic influence and language-learning aptitude in L3 acquisition of functional morphologyTwo factors suggested to influence second-language acquisition are cross-linguistic influence (CLI) and language-learning aptitude. However, the relationship between the two has rarely been investigated, and it is unclear to what extent the relative importance of CLI and aptitude depends on the degree of similarity between source and target language (cf. Bokander 2021; Skehan 1998; Tolentino & Tokowicz 2014). The present study addresses this issue by examining the longitudinal development of definiteness marking in Russian-speaking learners of Swedish who had previously acquired English. Unlike Russian, English and Swedish obligatorily express definiteness using dedicated functional morphology. While the English indefinite article (a park) is structurally similar to its Swedish counterpart (en park ‘a park’), the English definite article (the park) is structurally dissimilar to its Swedish counterpart, a nominal suffix (park-en ‘the park’). This enables us to investigate the role of cross-linguistic influence and aptitude in third-language acquisition of functional morphology.Definite and indefinite noun phrases were orally elicited from native speakers of Russian (n=18) during two terms of a beginner-Swedish course. At data point 1, their use of English articles and their aptitude were also tested (Meara 2005). Further, data were collected from native speakers of Swedish (n=26) and English (n=17). The participants’ use of indefinite and definite morphemes was analysed separately. Two linear mixed-effects models revealed that the learners’ developing use of the Swedish indefinite article was associated with their command of the English indefinite article, which is structurally similar. By contrast, their developing use of the Swedish definite nominal suffix, which is structurally dissimilar to its English counterpart, was moderated primarily by aptitude. This suggests that learners may capitalise on previously acquired linguistic knowledge primarily when source and target languages are similar, while language-learning aptitude appears to play a more important role in the acquisition of qualitatively new morphology.ReferencesBokander, Lars (2021). Language aptitude and crosslinguistic influence in initial L2 learning. Journal of the European Second Language Association 4(1), s. 35–44. Meara, Paul (2005). LLAMA Language Aptitude Tests: the manual. Swansea: Lognostics. Tolentino, Leida C. & Natasha Tokowicz (2014). Cross-language similarity modulates effectiveness of second language grammar instruction. Language Learning 64(2), s. 279–309. Skehan, Peter (1998). A cognitive approach to language learning. Oxford University Press.
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| 5. |
- Agebjörn, Anders, 1984-, et al.
(författare)
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Exploring the relationship between educational background, vocabulary learning strategy use, and vocabulary knowledge in immigrants learning L2 Swedish
- 2023
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Ingår i: EUROSLA 32. - : University of Birmingham. ; , s. 42-43
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Konferensbidrag (refereegranskat)abstract
- Research in SLA has traditionally involved mainly well-educated language learners. Therefore, scholars have recently pointed out the need to investigate more diverse populations of L2 learners (Andringa & Godfroid 2019). The present project responds to this call by examining the role of educational background in vocabulary-learning-strategy use and vocabulary knowledge in immigrants studying L2 Swedish. Research on individual differences in SLA suggests that strategy use may affect learning outcomes and that strategies might also be successfully instructed (Griffiths, 2022). Hence one can speculate that well-educated learners have generally more efficient strategies, giving them an advantage compared to less educated learners. However, findings are inconclusive with regard to the relationship between educational background and strategic behavior (LaBontee 2019). The present study addresses this knowledge gap.In this ongoing project, a questionnaire was distributed to 42 adult immigrants studying L2 Swedish at the A2 level. The group was heterogeneous with regard to age (Mdn = 35; IQR = 2545), length of residence in Sweden (Mdn = 4; IQR = 2–5), years of education (Mdn = 10; IQR = 9–14), and language background; the most represented L1s among the participants were Arabic, Kurdish and Farsi. Vocabulary knowledge was measured with a modified version of Bokander’s (2016) SweLT test, with items selected to match the participants’ level of L2 Swedish. Use of vocabulary-learning strategies was examined with a modified version of Labontee’s (2019) SVLSS 2.0 test. Together, these data enable us to explore interactions between educational background, vocabulary knowledge, and strategy use, while controlling for participants’ age, time of residence, and language background.Data collected so far indicate that learners with a shorter education generally use fewer vocabulary-learning strategies, compared to learners with longer education. Importantly, learners with shorter education also appear to prefer basic strategies, like writing and rehearsing wordlists, and this preference is negatively correlated with vocabulary knowledge. In contrast, learners with longer education prefer contextual strategies, like guessing the meaning of new words, and this preference is positively correlated with vocabulary knowledge. In other words, while lesseducated learners appear to focus on rehearsing words, more well-educated learners strive to learn new words in an autonomous way, which may enable them to acquire a larger vocabulary. These results suggest that research on vocabulary-learning-strategy use in well-educated L2 learners cannot be directly generalised to other populations. In addition, the findings may be helpful for L2 teachers aiming at individualising their strategy-use instruction.
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| 6. |
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| 7. |
- Agebjörn, Anders, 1984
(författare)
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Grammatical accuracy and complexity in a speaking proficiency test
- 2019
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Ingår i: Teachability and Learnability Across Languages / edited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde, Jörg-U. Keßler. - Amsterdam : John Benjamins Publishing Company. - 2210-6480. - 9789027203120 ; , s. 137-159
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Bokkapitel (refereegranskat)abstract
- The Common European Framework of Reference has stimulated research on the relation between linguistic competence and communicative competence. Such studies have often used linguistic measures from the Complexity-Accuracy-Fluency (CAF) paradigm to objectively tap into the linguistic competence of language learners; others have used Processability Theory. This study contributes to this research by measuring grammatical accuracy and complexity, in terms of both CAF and level of processability, in learners of second language Swedish taking a speaking proficiency test. The results show that a higher level of processability primarily enables learners to use a more complex, rather than a more accurate, language. Nevertheless, assessors focus primarily on accuracy. This raises questions about the reliability of communicative language testing, and the article argues for a more psycholinguistic and experimental approach to language testing.
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| 8. |
- Agebjörn, Anders, 1984-
(författare)
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Kvinna – motsatsen till man?
- 2016
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Ingår i: Svenskans beskrivning 34. - Lund. - 9789187833779 ; , s. 63-77
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Konferensbidrag (refereegranskat)
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| 9. |
- Agebjörn, Anders, 1984-, et al.
(författare)
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L3 acquisition of functional morphology : the role of cross-linguistic influence and language-learning aptitude
- 2022
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Konferensbidrag (refereegranskat)abstract
- L3 acquisition of functional morphology: the role of cross-linguistic influence and language-learning aptitudeTwo factors suggested to influence second-language acquisition are cross-linguistic influence (CLI) and language-learning aptitude. However, the relationship between these two factors has rarely been investigated, and it is unclear to what extent the relative importance of CLI and aptitude depends on the degree of similarity between the target language and previously acquired languages (cf. Bokander 2021; Skehan 1998; Tolentino & Tokowicz 2014). The present study addresses this issue by examining the longitudinal development of definiteness marking in native Russian-speaking learners of Swedish as a third language (L3), who had previously acquired English as a second language (L2). Unlike Russian, English and Swedish obligatorily express definiteness using dedicated functional morphology. While the English indefinite article (a park) is structurally similar to its Swedish counterpart (en park ‘a park’), the English definite article (the park) is structurally dissimilar to its Swedish counterpart, which is a nominal suffix (park-en ‘the park’). In this study, we exploit these structural similarities and differences across languages in order to investigate the role of both CLI and language-learning aptitude in L3 acquisition of functional morphology.Using a communicative, oral task, we elicited definite and indefinite noun phrases from native speakers of Russian (n = 18) at three occasions during the first two terms of a beginner-Swedish course. At data point 1, we tested their use of English articles, using the same task, as well as their language-learning aptitude, using Meara’s (2005) LLAMA Language Aptitude Tests. In addition, reference data were collected from native speakers of Swedish (n = 26) and English (n = 17). The participants’ use of indefinite and definite morphemes was analysed separately, and two linear mixed-effects models were built to investigate to what extent the learners’ language-learning aptitude and command of English articles could predict their developing use of the Swedish indefinite article and definite suffix respectively. The results revealed that the learners’ use of both morphemes improved over time. Their use of the indefinite article was associated with their command of the English indefinite article, which is structurally similar to the Swedish one. In contrast, their use of the definite nominal suffix, which is structurally dissimilar to its English counterpart, was associated with aptitude. This suggests that L3 learners may capitalise on previously-acquired linguistic knowledge primarily when source and target languages are similar, while language-learning aptitude appears to play a more important role in the acquisition of qualitatively new morphology, that is morphology without a structurally similar counterpart in any previously learned language. ReferencesBokander, Lars (2021). Language aptitude and crosslinguistic influence in initial L2 learning. Journal of the European Second Language Association 4(1), s. 35–44. Meara, Paul (2005). LLAMA Language Aptitude Tests: the manual. Swansea: Lognostics. Tolentino, Leida C. & Natasha Tokowicz (2014). Cross-language similarity modulates effectiveness of second language grammar instruction. Language Learning 64(2), s. 279–309.
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| 10. |
- Agebjörn, Anders, 1984
(författare)
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Learning of Definiteness by Belarusian Students of Swedish as a Foreign Language : Inlärning av bestämdhet hos svenskstuderande i Belarus
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Through a series of studies, this thesis investigates the learning of definiteness in Russian-speaking students of Swedish. A communicative, oral-production task elicited modified and non-modified noun phrases in indefinite and definite contexts. Study I describes the development of the morphosyntactic structure through which Swedish encodes definiteness, the association between this structure and its meaning, and the relationship between those two tasks over time. Using an English version of the elicitation task and a test of metalinguistic knowledge, Study II examines the relationship between the learners’ explicit knowledge of article semantics and their actual use of English articles. Adding a test of language-learning aptitude, Study III then explores both the influence of second-language English and that of aptitude on the development of Swedish. Finally, Study IV discusses the role of complexity and input frequency. The main findings include that, at the onset of Swedish study, the learners had minimal knowledge of the morphosyntactic structure but were generally sensitive to the meaning of definiteness. However, knowledge of form developed over time while knowledge of meaning did not, and the two learning tasks did not appear to be directly related to each other. In addition, the learners were seldom aware that choosing between indefinite and definite articles require the speaker to take the hearer’s perspective, but this lack of metalinguistic understanding did not seem to affect their use of articles. Further, previous knowledge of English appeared to facilitate the development of a Swedish morpheme that is structurally similar to its English counterpart, while aptitude was associated with the development of a morpheme whose English counterpart is structurally different. Finally, the learners used high-frequency morphemes more consistently than low-frequency ones, and morphemes were more likely to be supplied in frequent constructions than in infrequent ones. These findings are discussed in relation to a modular, cognitive framework for language learning and use.
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