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- Holmberg, Per, 1964, et al.
(author)
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On the emergence of the L1 research field : A comparative study of PhD abstracts in the Nordic countries 2000–2017
- 2019
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In: L1-Educational Studies in Language and Literature. - : Universiteit van Amsterdam. - 1567-6617 .- 1573-1731. ; 19, s. 1-27
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Journal article (peer-reviewed)abstract
- Research of L1 education is recently established in the Nordic countries. Since the turn of the century we have seen the emergence of national and Nordic research networks, conference and publication series, research programs, and the designation of positions as professors and associate professors. Studies of Nordic L1 research have taken stock of the disciplinary sub fields, but empirical studies of the L1 school subject as a unitary field are still in demand. The aim of this study is to investigate the emergence of Nordic L1 research and its present profile(s) through PhD research. The present study examines the abstracts of Danish, Finnish, Norwegian and Swedish L1 PhD dissertations defended between 2000 and 2017. The re-sults point to a growing field. A general observation is that the research focuses on reading and writing, whereas oral and aesthetical expressions are minor topics. Another result is a set of national differences which are related to governmental policy documents and school curricula. Further, the research has be-come more internationally oriented during recent years. The L1 research is characterized as a profession-alized region (Bernstein, 2003) with strong didactization (Ongstad, 2004), and a potential for powerful disciplinary knowledge (Lambert, 2017).
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- Manderstedt, Lena, 1966-, et al.
(author)
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Hästboken : En älskad men bortglömd genre
- 2021
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In: Svenskläraren. - Göteborg : Svensklärarföreningen. - 0346-2412. ; :3, s. 24-25
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Journal article (pop. science, debate, etc.)
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- Brännmark, Theres, 1975-
(author)
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Konkurrerande språkuppfattningar. En studie av läroplaner för grundskolan i Finland, Norge och Sverige
- 2022
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In: Acta Didactica Norden. - : University of Oslo Library. - 2535-8219. ; 16:3
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Journal article (peer-reviewed)abstract
- Denna artikel analyserar läroplaner för grundskolan i Finland, Norge och Sverige med fokus på hur språklig mångfald konstrueras och med intresse för vilka maktrelationer som kommer till uttryck genom läroplanerna. Språksituationen som förbinder språk och språkgrupper över riksgränserna och den språkliga mångfalden i respektive samhälle gör en analys av de tre läroplanerna särskilt intressant. Syftet är att beskriva och problematisera språklig mångfald samt de normer och ideologi som reflekteras i läroplanerna och organiserar språklig mångfald. Den kritiska diskursanalysen visar att den finska och norska läroplanen har en positiv inställning till och normaliserar språklig mångfald. Samtidigt har det betydelse vilka språk som ingår i den flerspråkiga kompetensen. I den svenska läroplanen är enspråkighet norm. Läroplanernas språksyn och hierarkiseringen av språk antyder att det råder konkurrensförhållande mellan olika språk. I studien framkommer att språkurvalet i läroplanerna bidrar till att upprätthålla ojämna maktrelationer mellan de som behärskar prioriterade språk och de som inte gör det. Diskussionen belyser vikten av att kritiskt ifrågasätta läroplanernas implicita särskiljande av språk och därmed talare av dessa språk.
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- Adewumi, Tosin, 1978-, et al.
(author)
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Potential Idiomatic Expression (PIE)-English: Corpus for Classes of Idioms
- 2022
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In: Proceedings of the 13th Language Resources and Evaluation Conference. - : European Language Resources Association (ELRA). ; , s. 689-696
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Conference paper (peer-reviewed)abstract
- We present a fairly large, Potential Idiomatic Expression (PIE) dataset for Natural Language Processing (NLP) in English. The challenges with NLP systems with regards to tasks such as Machine Translation (MT), word sense disambiguation (WSD) and information retrieval make it imperative to have a labelled idioms dataset with classes such as it is in this work. To the best of the authors’ knowledge, this is the first idioms corpus with classes of idioms beyond the literal and the general idioms classification. Inparticular, the following classes are labelled in the dataset: metaphor, simile, euphemism, parallelism, personification, oxymoron, paradox, hyperbole, irony and literal. We obtain an overall inter-annotator agreement (IAA) score, between two independent annotators, of 88.89%. Many past efforts have been limited in the corpus size and classes of samples but this dataset contains over 20,100 samples with almost 1,200 cases of idioms (with their meanings) from 10 classes (or senses). The corpus may also be extended by researchers to meet specific needs. The corpus has part of speech (PoS) tagging from the NLTK library. Classification experiments performed on the corpus to obtain a baseline and comparison among three common models, including the state-of-the-art (SoTA) BERT model, give good results. We also make publicly available the corpus and the relevant codes for working with it for NLP tasks.
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- Bergström, Denise, et al.
(author)
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Do textbooks support incidental vocabulary learning? – a corpus-based study of Swedish intermediate EFL materials
- 2022
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In: Education Inquiry. - : Taylor & Francis. - 2000-4508.
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Journal article (peer-reviewed)abstract
- Learning vocabulary is a central but yet complex aspect of learning a language. Hence, researchers stress the importance of facilitating vocabulary development via a structured approach to target words and recycling. While teaching materials have the potential to provide this structure to all students in a classroom, few studies have investigated the vocabulary component of textbooks and the learning opportunities they provide. In the present study, the texts in five series of EFL materials aimed at intermediate learners in Swedish secondary school (years 7–9) were investigated, using corpus-based methods. The results indicate that the texts encompass a suitable amount of unknown vocabulary for vocabulary learning from reading and provide exposure to mid-frequency vocabulary. However, it was also found that these items are not recycled sufficiently. Rather, the materials mainly recycle lexical items that students are likely to know already. It is therefore concluded that although the materials offer input suitable for the target students, they are not structured in a way that supports vocabulary development.
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