| 1. |
- Larsson, Tove, et al.
(författare)
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Syntactic complexity across registers : Investigating (in)formality in second-language writing
- 2020
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Ingår i: Journal of English for Academic Purposes. - : Elsevier BV. - 1475-1585 .- 1878-1497. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- Syntactic complexity (i.e. the grammatical sophistication exhibited in language production) has been found to be positively correlated with formality. In viewing formality as a cline rather than as a dichotomy, the present study revisits previous claims about (in)formality in learner writing in relation to syntactic complexity. The use of commonly utilized measures of syntactic complexity is explored in learner writing and across four registers from the British National Corpus (academic prose, popular science, news and fiction). The results show that while the learners generally exhibited appropriate register awareness, there were some differences noted between their writing and that of the published writers, in particular with regard to the measure of complex nominals. A detailed analysis of this measure in the academic register showed that the learners make less frequent use of adjectival and prepositional modifiers than the expert writers. Our results thus confirm previous claims about the importance of phrase-level complexity measures as a predictor of formality. It would seem that learners would benefit from some targeted instruction of such structures for increased register awareness.
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| 2. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Att skapa mening är att lära : Datorer och yngre barns textanvändning
- 2012
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Ingår i: Resultatdialog 2012. - Stockholm : Vetenskapsrådet. - 9789173072137 ; , s. 48-57
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Yngre barn, i detta fall 7‐ och 8‐ åringar, använder datorer både i skolan och hemma. I så kallade ”en till en”‐projekt har varje barn en dator i skolan, och huvuddelen av undervisningen är knuten till denna dator. Projektet visar hur kopplingar mellan det som barnen gör med datorer hemma och i skolan, och mellan självvalda och lärarinitierade aktiviteter i klassrummet, kan ha underutnyttjad potential för lärande. Dessutom diskuteras principer för hur yngre barns texter där skrift, bild och grafik blandas kan bedömas. Ett barn barn kan till exempel skapa julkänsla i en text genom samspelet mellan färger och skrift, medan andra förlitar sig helt på skriften.
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| 3. |
- Ney, Agneta, 1948-
(författare)
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Sigurdstraditionens välkomstmotiv i text och bild
- 2009
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Ingår i: Fornaldarsagaerne. Myter og virkelighed. - Koebenhavns Universitet : Museum Tusculanums Forlag. - 978 87 635 2579 4 ; , s. 143-152
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 6. |
- Vancea, Georgeta
(författare)
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Toleranz und Konflikt : Interkulturelle Dimensionen der deutschsprachigen Gegenwartsliteratur
- 2008
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- What can contemporary German-speaking writers, with their obsessive preoccupation with the past, tell us about the cultural conflicts of today? After looking at former literary periods and at specific literary essays, then focusing on a large number of contemporary literary case-studies, this work explores the spiritual resources and the aesthetical impulses by which literary approaches can enlarge our intercultural experiences and horizons. The studies examine how German-speaking narratives deal with migration, ethnicity and xenophobia, as well as how they sustain or disrupt national, religious and ethnical boundaries. In a time of ambivalent tendencies, when both globalization as well as ethnic-cultural conflicts are ever-increasing, this study tries to reveal the potential for tolerance contained in the German literary memory, to demonstrate how the representation of "the Other", of cultural and identity and alterity have become increasingly nuanced, and how this stimulates the dynamics of transcultural interconnection.
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| 7. |
- Kaatari, Henrik, PhD, 1982-, et al.
(författare)
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Using the BNC and the Spoken BNC2014 to Study the Syntactic Development of I Think and I’m Sure
- 2019
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Ingår i: English Studies. - : Taylor & Francis. - 0013-838X .- 1744-4217. ; 100:6, s. 710-727
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates whether I’m sure seems to be on the same grammaticalisation trajectory as I think. It does so by tracking the frequency of these two constructions over time to explore (i) their distribution across clausal positions (syntagmatic variability) and (ii) the extent to which the complementiser that is omitted (paradigmatic variability). The study uses spoken data from the BNC and the newly compiled Spoken BNC2014. The results show that the two constructions exhibit remarkable similarity, not only in terms of their proportional distribution across clausal positions, but also in terms of their propensity for that-omission. For example, both constructions show adverb-like behaviour with regard to clausal positions. Furthermore, even though the time span covered is relatively short, a clear increase in that-omission was noted for I’m sure, mirroring the frequencies for I think very closely. It thus seems that I’m sure is on the same path as I think, despite differences in frequency entrenchment
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| 8. |
- Larsson, Tove, et al.
(författare)
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Examining novice writers’ perceptions of formality
- 2023
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Ingår i: Journal of English for Research Publication Purposes. - : John Benjamins Publishing Company. - 2590-0994 .- 2590-1001. ; 4:1, s. 29-55
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Tidskriftsartikel (refereegranskat)abstract
- Adherence to standards pertaining to formality remains important for novice academic writers wishing to write within the scientific community. However, due to its elusive nature, it may not be clear what “formal” really means. This study investigates what affects novice writers’ perceptions of formality; specifically, it looks at the individual and combined impact of register (journal articles vs. academic blog posts) and linguistic features with two variants (e.g., split vs. non-split infinitives). The writers (n=117) were presented with a series of binary choices between register-feature combinations and asked to select the most formal combination. This resulted in a rank-ordered list showing which combinations they perceived as more formal. The results showed that the novice writers’ perceptions largely aligned with the expected rankings, in that journal articles and the feature variant associated with this register tended to be perceived as more formal than the alternative. These trends were especially strong for two of the features investigated: exclamation points and contractions. In bringing us one step closer to understanding how novice writers think about formality, this study helps shed some light on the commonly used, but less commonly defined, concept of formality.
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| 9. |
- Larsson, Tove, et al.
(författare)
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Extraposition in learner and expert writing : Exploring (in)formality and the impact of register
- 2019
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Ingår i: International Journal of Learner Corpus Research. - : John Benjamins Publishing Company. - 2215-1478 .- 2215-1486. ; 5:1, s. 33-62
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Tidskriftsartikel (refereegranskat)abstract
- Subject extraposition (e.g. it is important to remember) is generally considered to be a formal construction that learners, whose writing is often said to be overly informal, have been found to struggle with. This study investigates to what extent register and text type can be used to explore learners’ reportedly “informal” use of this construction. Learner writing is compared to expert writing from several different registers and to native-speaker student writing. The results show that there are important differences across both registers and text types. Furthermore, while the learners’ use is most like that of the experts’ academic writing, certain similarities to the non-academic registers were also noted. The results additionally suggest that earlier claims about the informal status of learner writing seem mainly to have been influenced by the text types included in the corpora previously investigated.
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