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- Aijmer, Karin, 1939
(author)
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"You're absolutely welcome, thanks for the ear": The use of absolutely in American soap operas
- 2016
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In: Nordic Journal of English Studies. - : University of Gothenburg - Department of Languages and Literatures. - 1654-6970. ; 15:2, s. 78-94
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Journal article (peer-reviewed)abstract
- The aim of the paper is to discuss the syntax and uses of absolutely in recent American soap operas. It is shown that absolutely can be used both as an intensifier and with an emphasising meaning where it has scope over the entire clause. Absolutely was also found as a stand-alone marker with the function to respond to yes–no questions and to speech acts such as requests and thanking.
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- Airey, John, et al.
(author)
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Bilingual Scientific Literacy? : The Use of English in Swedish University Science Courses
- 2008
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In: Nordic Journal of English Studies. - 1502-7694 .- 1654-6970. ; 7:3, s. 145-161
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Journal article (peer-reviewed)abstract
- A direct consequence of the Bologna declaration on harmonisation of Europeaneducation has been an increase in the number of courses taught in English at Swedishuniversities. A worrying aspect of this development is the lack of research into the effectson disciplinary learning that may be related to changing the teaching language to Englishin this way. In fact, little is known at all about the complex inter-relationship betweenlanguage and learning. In this article we attempt to map out the types of parameters thatour research indicates would determine an appropriate language mix in one section ofSwedish higher education—natural science degree courses. We do this from theperspective of the overall goal of science education, which we suggest is the productionof scientifically literate graduates. Here we introduce a new term, bilingual scientificliteracy to describe the particular set of language-specific science skills that we hope tofoster within a given degree course. As an illustration of our constructs, we carry out asimple language audit of thirty Swedish undergraduate physics syllabuses, listing thetypes of input provided for students and the types of production expected from students inboth languages. We use this information to map out an ‘implied student’ for the courseswith respect to bilingual scientific literacy. The article finishes by identifying issues forfurther research in this area.
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- Allan, Rachel, Docent, 1966-, et al.
(author)
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Building a Corpus of Written Tasks of Swedish National Tests in English : Motivation, Method and Research Applications
- 2023
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In: Nordic Journal of English Studies. - : Umeå University/Nordic Association of English Studies. - 1502-7694 .- 1654-6970. ; 22:2, s. 128-154
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Journal article (peer-reviewed)abstract
- This article describes a collaborative project involving the construction of a corpus of graded year 9 National Tests in written English. National Tests are standardized high stakes tests which are an important part of the Swedish education system because the results provide an indication of performance at national level, and also feed into pupils’ overall assessment. The grading of National Tests in written English has been found to be problematic for teachers, and a need for assessment training identified (Erickson and Tholin 2022). By providing a searchable database of graded written texts, together with the teacher feedback, this project aims to create a resource to support pre- and in-service teachers in interpreting knowledge requirements and assessment guidelines, and providing effective feedback. The corpus will also provide a resource for research into the features of student writing at different grade levels. To create the corpus, past papers from collaborating schools have been anonymized, digitized and coded. As a result, pupils’ texts can be easily sorted by a range of criteria, for example, year, gender, education type, grade achieved on the written paper and overall grade for the National Test. Teacher feedback can be accessed similarly. We outline potential research areas provided by this resource, and demonstrate how some of these might be explored. We also give examples of how the developing corpus has already been used as a resource for English teacher training programmes, and outline future plans for the project.
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- Allan, Rachel, Docent, 1966-
(author)
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Reserved for Research? Normalising Corpus Use for School Teachers
- 2023
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In: Nordic Journal of English Studies. - : University of Gothenburg - Department of Languages and Literatures. - 1502-7694 .- 1654-6970. ; 22:1, s. 68-92
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Journal article (peer-reviewed)abstract
- There has been much discussion about the persistent gap between research and practice in the use of corpora in the classroom (Frankenberg-Garcia 2012; Chambers 2019 among others), despite strong evidence of its benefits (Boulton 2017). The majority of studies into data-driven learning (DDL) have been carried out by those with a particular interest and skill level, predominantly in higher education, and the need to complement these with a broader base of studies involving practising language teachers in a school environment has been highlighted (e.g., Boulton 2010; Chambers 2019). For such studies to take place, however, more school teachers need to be made aware of DDL and its potential for use in the classroom.This article discusses what we can learn from research into DDL with younger learners and teacher training in this context in order to shape a teacher training programme. It describes a pilot project introducing DDL to a group of secondary school student teachers (STs) of English at a Swedish university, and their responses to it regarding the feasibility of including it in their future teaching practice. The need for further training, particularly in practical pedagogical applications suitable for their learners, was apparent, echoing the outcomes of previous studies. It is suggested that integrating a range of classroom-focused DDL activities throughout their remaining course may be an effective approach. This also provides an opportunity to raise awareness of pre-prepared resources and novel approaches to DDL more likely to appeal to their learners, and practical examples of this are discussed.
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