| 1. |
- Baeza-Duffy, Patricia, et al.
(author)
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Chilean Migrants in the Swedish Context from the 1970s until Recently : The Discursive Construction of Their Own Linguistic Trajectories
- 2021
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In: Languages. - : MDPI AG. - 2226-471X. ; 6:2
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Journal article (peer-reviewed)abstract
- This study aims to compare the discursive construction of Chilean migrants who arrived in Sweden from the 1970s until recently regarding their own linguistic trajectories at the micro level of social activity, the meso level of sociocultural institutions and communities and the macro level of ideological structures. The analysis of the latter level is based on Critical Discourse Studies, in particular, the strategies of de/legitimisation and the macro strategies of perpetuation or transformation The research questions concern (a) the semiotic resources used in multilingual contexts of action and interaction (at a micro level), (b) expressions of belonging and language identity (at a meso level) (c) and the de/legitimisation of events, processes and social actors in the construction of different ideologies (at a macro level). The method is qualitative and interpretative and is based on critical discourse analysis. The findings showed that the de/legitimisation of policies is associated with access to and acquisition of L2 (Swedish) and maintenance of L1 (Spanish). Well-prepared teachers, the communicative setting of the multicultural language classroom and the linguistic mediators were legitimised, while the process of adaptation and volunteers without sufficient preparation were delegitimised. Societal changes were identified as macro strategies that resulted in the transformation or perpetuation of what was being legitimised or delegitimised.
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| 2. |
- Bardel, Camilla, 1963-, et al.
(author)
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Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects
- 2019
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In: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 7-26
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Journal article (peer-reviewed)abstract
- This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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| 3. |
- Donoso, Alejandra, 1976-, et al.
(author)
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Biliteracidad Avanzada en la Escritura Académica de Usuarios Bilingües de Sueco y de Español como Lengua de Herencia
- 2021
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In: Multilingual Contributions to Writing Research. - Louisville : University Press of Colorado. - 9781642151411 - 9781642151404 - 9781646422708 ; , s. 145-171
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Book chapter (peer-reviewed)abstract
- En el presente estudio se contrasta la producción escrita de tres grupos de usuarios de español: usuarios nativos, usuarios de español L2 y usuarios de español lengua de herencia (LH). Estos últimos, quienes constituyen nuestro foco de atención, se caracterizan por haber estado expuestos a una LH en su entor-no más cercano desde la infancia, y por haber tenido contacto, simultánea o secuencialmente, con una lengua dominante (Montrul, 2010). Sus habilidades lingüísticas varían, dado que factores tales como el nivel de escolaridad en la LH o su nivel de contacto con esta lengua tendrán un impacto en su reper-torio lingüístico. El corpus está compuesto por 75 informes de anteproyecto de trabajo final de grado en los que se explora la organización retórico-discursiva, la complejidad sintáctica y el uso de conectores textuales. Los resultados obtenidos permiten construir perfiles de competencia escritural en contexto acadé-mico para cada grupo lingüístico.
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| 4. |
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| 5. |
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| 6. |
- Erickson, Gudrun, 1950, et al.
(author)
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Attitudes and ambiguities – Teachers’ views on second foreign language education in Swedish compulsory school
- 2022
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In: In: C. Bardel, C. Hedman, K. Rejman & E. Zetterholm (Eds.), Exploring Language Education: Global and Local Perspectives. - Stockholm : Stockholm University Press. - 9789176351918 ; , s. 157-223
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Book chapter (peer-reviewed)abstract
- The chapter focuses on Second foreign languages (SFLs) in Swedish compulsory school, a non-mandatory subject referred to as Modern languages in the national curricula. The study builds on results from a questionnaire answered by 315 teachers of French, German and Spanish at 186 schools across the country. After a background section comprising brief descriptions of the project (TAL) framing the study, and of SFL education in Sweden, the conceptual basis of the study is described, as is the iterative development of the questionnaire. Three areas of the questionnaire are focused upon: professional satisfaction, target language use, and the curricular status of Modern languages in Swedish compulsory school. These issues are under constant discussion in the Swedish language education context and they represent three different levels of education – the individual, pedagogical and structural levels. Within these areas, a certain degree of ambiguity can be traced concerning the relationship between some aspects of the teachers’ practices and perceptions, specifically regarding target language use in the classroom and the question whether the second foreign language should be mandatory or not in compulsory school. Furthermore, in spite of several negative issues being revealed regarding the workplace, a weak provision of in-service education, and perceived negative attitudes toward the subject Modern languages in the school and in the surrounding society, a majority of the respondents stated that they would become teachers again if they could do it all over again.
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| 7. |
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| 8. |
- Erickson, Gudrun, 1950, et al.
(author)
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Lärares synpunkter på ämnet Moderna språk – en rapport från projektet TAL
- 2018
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In: LMS Lingua. - 0023-6330. ; 2018:2, s. 8-12
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Journal article (other academic/artistic)abstract
- Ämnet Moderna språk i grundskolan är på flera sätt unikt, eftersom det dels innefattar ett antal olika språk, dels är frivilligt för eleverna. Det senare är en sedan länge omdiskuterad fråga såväl policymässigt som pedagogiskt och individrelaterat. Frågan har genom åren också blivit föremål för mycket uppmärksamhet medialt, inte minst på grund av att ca 20 % av eleverna aldrig påbörjar ämnet och att mer än 30 % lämnar grundskolan utan betyg, många efter avhopp (Tholin & Lindqvist, 2009; Skolinspektionen, 2010). Trots olika typer av åtgärder, har inga större förändringar skett under senare decennier, vare sig vad gäller andelen som påbörjar eller hoppar av sitt moderna språk (Tholin, 2017). Sedan 2016 studeras ämnet Moderna språk i ett omfattande forskningsprojekt, TAL, stött av Vetenskapsrådet och i samverkan mellan universiteten i Lund, Göteborg och Stockholm (Granfeldt, Bardel, Erickson, Sayehli, Ågren och Österberg, 2016). I projektet arbetar vi bland annat med enkäter till skolledare, lärare och elever, intervjuer och samtal samt vissa kunskapsuppgifter till elever, inte minst med fokus på muntlig språkfärdighet. Denna artikel är en första, kort och preliminär rapportering av några resultat från den omfattande enkät till lärare som ingår i projektet.
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| 9. |
- Fant, Lars, 1946-, et al.
(author)
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La distribución semántica de los constituyentes periféricos de izquierda y de derecha en hablantes de español L1, sueco L1 y español L2
- 2024
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In: Semántica y Léxico. - : Stockholm University Press. - 9789176352397 - 9789176352403 ; , s. 141-169
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Book chapter (peer-reviewed)abstract
- This paper investigates the structure of syntactic peripheries in the colloquial speech produced by three groups: native users of Spanish, native users of Swedish, and Swedish very advanced users of L2 Spanish. The main aspect addressed is the distribution of left- and right-periphery constituents across three categories defined in semantic terms, viz. denotative, indexical and non-referential (pragmatic) expressions. Our research questions concern (1) to what extent two typologically distinct languages such as Spanish and Swedish differ in this respect, (2) to what extent the Spanish L2 productions align with native use, and (3) whether any transfer from Swedish occurs in the Spanish L2 formulations. The analysis shows important divergences between Spanish and Swedish native use, not only with regard to the size of the respective peripheries but also in the distribution across the three semantic categories. Thus, although in all three groups the proportion of pragmatic constituents is much larger than for the two other categories, this gap is considerably wider in the Swedish L1 data. As regards the Spanish L2 data, a high degree of alignment with native use can be reported, and hardly any transfer from Swedish can be found in these highly proficient L2 speakers. However, a certain overrepresentation of indexical expressions can be observed in the L2 data.
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| 10. |
- Fant, Lars, et al.
(author)
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The left and right periphery in native and non-native speech - A comparative study between French L1/L2, Spanish L1/L2 and Swedish L1
- 2021
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In: International Review of Applied Linguistics in Language Teaching. - : Walter de Gruyter GmbH. - 0019-042X .- 1613-4141. ; 59:1, s. 87-120
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Journal article (peer-reviewed)abstract
- High-proficient Swedish users of L2 French and Spanish were compared with native speakers of French, Spanish and Swedish with regard to how the syntactic peripheries in natural colloquial speech are structured. Two different though interrelated aspects were included: thus a cross-linguistic analysis comparing the three native speaker groups is combined with an analysis addressing the question of the upper limits of L2 acquisition. All left peripheral (LP) and right peripheral (RP) constituents of a corpus of 110,759 words were classified in a taxonomy relying both on syntactic and functional-pragmatic criteria. The cross-linguistic analysis showed that French and Spanish L1 speakers produced significantly longer LP sequences than the Swedish L1 speakers, who, in turn, put conspicuously more weight on the RP. Significant differences between the three languages were also found with regard to several LP and RP constituent categories. The L2 acquisition-oriented analysis showed that with few exceptions the high-proficient L2 users behaved like L1 users. Although a few interlanguage-related phenomena could be observed, no instances of any clear transfer from the speaker's L1 appeared in either L2 speaker group.
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| 11. |
- Fredholm, Kent, 1977-
(author)
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Eleverna, datorn och språket : Studier av skoldatoriseringens effekter på elevers attityder, skrivstrategier och textproduktion i spanskundervisningen på gymnasiet
- 2015
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Licentiate thesis (other academic/artistic)abstract
- Kent Fredholm (2015). Eleverna, datorn och språket: Studier av skoldatoriseringens effekter på elevers attityder, skrivstrategier och textproduktion i spanskundervisningen på gymnasiet. (The Pupils, the Computer and the Language: Studies of the Effects of School Computerisation on Pupils’ Attitudes. Writing Strategies and Written Text Production in Upper Secondary School Spanish Classes.) Stockholm University, Studies in Language Education 12. ISBN 978-91-7649-090-7. Written in Swedish, English and Spanish with abstracts in the three languages and a summary in English.The present work is based upon three studies performed between 2012 and 2014 at the Swedish upper secondary school with pupils studying Spanish as a foreign language. The first study investigates through lesson diaries and an online survey the pupils’ attitudes towards and perceptions of computer use in language learning at large, and specifically of online grammar exercises as compared to paper-based exercises. The participating pupils showed mixed attitudes towards using online exercises for grammar practice, with high demands on websites’ design and user friendliness, as well as for the correctness and reliability of automated corrections. A majority preferred mixed teaching methods (including computer use, teacher-led explanations and the use of paper- and pen-based exercises, especially translation tasks). The major advantage of using computers was considered to be for essay writing and information search.The second study investigates how a group of pupils use online resources when writing essays in Spanish, focussing on their extensive use of online translation services such as Google translate. The writing strategies of these pupils with free access to the Internet are compared to the strategies of another group working without Internet access.The third study examines effects of the use of online translation on the language in the pupils’ essays. The texts written with online translation are compared to texts written without Internet access, but with access to printed dictionaries. Few statistically significant differences can be seen between the two groups. These concern grammatical and lexical complexity and accuracy. The most clear differences regard spelling and article/noun/adjective congruence (with higher degrees of accuracy among the users of online translation), and syntax (with fewer errors in the group writing without online translation). The grammatical complexity was also somewhat higher in the online translation group. As for fluency (text length) and complexity, differences can be correlated to the pupils’ proficiency in Spanish, whereas no such correlation can be seen regarding accuracy.
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| 12. |
- Granfeldt, Jonas, et al.
(author)
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Editorial
- 2019
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In: Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 1-5
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Journal article (other academic/artistic)
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| 13. |
- Granfeldt, Jonas, et al.
(author)
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Hur långt kommer eleverna i sin muntliga språkfärdighet? En studie av franska, spanska och tyska i slutet av grundskolan
- 2024
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In: Lingua. - 0023-6330. ; 2024:2, s. 21-25
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Journal article (other academic/artistic)abstract
- Artikeln sammanfattar resultat från en undersökning av muntlig språkfärdighet i franska, spanska och tyska på våren i årskurs 9. Studien är en del av det så kallad TAL-projektet, som med stöd av VR genomfördes mellan 2016 och 2019 med fokus på moderna språk. Totalt 122 elever vid 15 skolor genomförde två muntliga uppgifter, en produktiv och en interaktiv, som bedömdes med hjälp av skalor från GERS (Gemensam europeisk referensram för språk). Bedömningarna genomfördes av forskarna i projektet och av externa bedömare (totalt sju bedömare per elevprestation). Resultaten visar att färre än hälften av prestationerna bedömdes som nivå A2.1, vilket ungefärligen motsvarar miniminivån för betygssteget E i Språkvalet, åk 9. Inga stora skillnader upptäcktes mellan de två uppgiftstyperna. Däremot bedömdes nivån i tyska signifikant oftare som A2.1 eller högre jämfört med franska och spanska. I artikeln diskuteras resultaten kort i relation såväl till yttre villkor för undervisningen och för studien som till pedagogiska aspekter av undervisningen i moderna språk.
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| 14. |
- Granfeldt, Jonas, et al.
(author)
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Muntlig språkfärdighet i främmande språk - en studie av samspelet mellan lärande, undervisning och bedömning
- 2019
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In: Vetenskapsrådet (2019). Resultatdialog 2019. - : Vetenskapsrådet. - 9789188943224 ; , s. 29-33
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Book chapter (other academic/artistic)abstract
- De tre stora moderna språken i svensk skola –spanska, tyska och franska –erbjuds på en majoritet av grundskolorna, men det finns regionala skillnader både vad gäller skolornas utbud och elevernas språkval. Attityderna till moderna språk är positiva bland de rektorer, lärare och elever som deltagit i vårt projekt. När det gäller elevernas motivation att lära, vilja att tala eller oro för att tala språket i klassrummet såg vi inga tydliga skillnader i de tre språken. Att fritt kunna tala och samtala på språken är en kommunikativ färdighet som eleverna behöver få mer tillfälle att utveckla.
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| 15. |
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| 16. |
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| 17. |
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| 18. |
- Granfelt, Jonas, et al.
(author)
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Speaking French, German and Spanish in Swedish lower secondary school – a study on attained levels of proficiency
- 2023
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In: Apples – Journal of Applied Language Studies. - 1457-9863. ; 17:2, s. 91-121
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Journal article (peer-reviewed)abstract
- This study investigates levels of oral proficiency in French, German and Spanish attained by Swedish speaking students in lower secondary school. A total of 122 students performed two tasks: one production task and one interaction task. The oral performances were rated using scales from the Common European Framework of Reference for Languages. The rating was done in successive steps by researchers in the project and external raters. The results show that slightly less than half of the students’ performances were rated at or above the expected proficiency level at the end of lower secondary school (A2.1). While there was no difference in rated levels between the two tasks, the performances by the students of German were significantly more often rated at or above the A2.1 level than the performances by students of French and Spanish. In the article, we discuss the results in relation to the few previous studies available on the topic, as well as some aspects of the learning conditions that might contribute to the interpretation of the results. In addition, certain structural phenomena regarding language education in Sweden are briefly considered in relation to equity at a general level.
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| 19. |
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| 20. |
- Källermark Haya, Lisa, 1974-
(author)
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Agency in the Spanish language classroom : Student and teacher choices, actions and reports when students search for information online as part of a theme
- 2015
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Licentiate thesis (other academic/artistic)abstract
- Students’ and teachers’ own choices and actions – their agency – are an integral part of language education, yet we know little about agency in specific classroom contexts. One such context is when students search for information online as part of their foreign language education. Therefore, the aim of this study is to explore the agency enacted through the choices and actions of six upper secondary Spanish students and their teacher. Their choices and actions take place while they are working with a task that asks the students to read authentic web sites with text originally written in Spanish for a native Spanish speaking audience.Using a sociocultural perspective on the process of language learning in this task, the research question is:Through what choices, actions and reports do the students and the teacher exercise and express their agency?The study was carried out in two student groups in their second year at upper secondary school. Primary data were collected during the first lesson of a theme and consist of multiple sources, including computer screen recordings, sound and video uptake along with prompted interviews performed with both students and teacher. The main findings suggest that student and teacher choices and actions did not cohere, due to different objects of their respective activity system. The data shows that when students search for information online as a part of their language studies, they:Act as producers at the same time as consumersMultitaskTranslanguageFocus on end product more than the learning processDivide their work between them rather than work collaborativelyFinding “third spaces” – where students’ home practices are not easily applied to student or teacher objects of the activity systems, leads to a discussion concerning language view and language learning through the use of the Internet.
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| 21. |
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Learning, teaching and assessment of second foreign languages in school contexts
- 2019
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In: Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1
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Other publication (other academic/artistic)abstract
- The current special issue of Apples – Journal of Applied Language Studies features a subset of the papers presented at the symposium Learning, teaching and assessment of second foreign languages in school contexts held at Lund University, Sweden, in December 2016. The symposium was organised by the TAL-project (Granfeldt et al., 2016), a research project funded by the Swedish Research Council and focusing on the learning, teaching and assessment of second foreign languages (SFLs) in Swedish schools. (For more information, see www.tal.lu.se)
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| 22. |
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| 23. |
- Pino Rodríguez, Aymé, et al.
(author)
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Causa y consecuencia en la producción escrita de aprendientes universitarios suecos de español : un estudio contrastivo de español lengua de herencia y español lengua extranjera
- 2017
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In: Book of Abstracts. ; , s. 59-61
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Conference paper (peer-reviewed)abstract
- This paper describes and analyzes most frequently used connectors expressing cause and consequence in argumentative texts produced by 12 Swedish university learner of Spanish as a foreign language (SFL) with a level B1- C1 according to MCERL (2002) (Domínguez García 2007, Fuentes Rodríguez and Alcaide Lara 2007, Martí Sánchez 2008). The objective is to compare the frequency, use and function of the textual connectors used by Swedish SFL learners and learners whose heritage language is Spanish (SHL), that is, people who have grown up in a minority language community, surrounded by a society in which the majority language is another (Montrul 2010). Succesively, next purpose is to compare the obtained results to selected texts from two control groups of which one contains texts in Spanish L (Corpus CEDEL21, Lozano 2008) and the other one texts in Swedish produced by speakers of Swedish L1 (Corpus ARGUS2). For the analysis of the collected material, we combine corpus linguistics and contrastive analysis (Altenberg 2002a, 2002b, 2007, 2010, Biber 2007, Johansson 2007, 2009, Pino Rodríguez 2010). The purpose of this pilot study is to better specify the use of these connectors in order to elaborate a sequential didactic proposal for teaching-learning of Spanish university students. Although proficiency in writing and interpretation of academic texts is one of the objectives of Spanish in higher education in Sweden, the level of proficiency varies considerably in both the SFL student group and SLH students, who represent 25% of the Spanish students at Stockholm university (Arencibia-Aguilera 2008, Valdés 2005).
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| 24. |
- Pino Rodríguez, Aymé, et al.
(author)
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El uso del conector entonces en la escritura académica por aprendientes suecos de español como lengua extranjera y de español como lengua de herencia
- 2017
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In: El uso del conector <em>entonces</em> en la escritura académica por aprendientes suecos de español como lengua extranjera y de español como lengua de herencia.
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Conference paper (other academic/artistic)abstract
- La presente comunicación describe y analiza el uso y frecuencia del conector entonces/då en 16 textos académicos producidos por aprendientes suecos de español como lengua extranjera y de español como lengua de herencia, de nivel de conocimiento B1- C1 según la escala del Marco Común Europeo de Referencia para las Lenguas (MCERL). Los resultados obtenidos se comparan con un número similar de textos extraídos de dos corpus de control: un corpus de aprendientes hispanohablantes y otro de nativos suecos. El estudio aporta nuevos conocimientos acerca de las características de la escritura académica en español de nativos suecos y estudiantes que tienen el español como lengua de herencia. Los textos argumentativos forman parte del Corpus denominado SUELE (Suecos aprendientes de español como lengua extranjera, nivel avanzado) y SUELH (Suecos aprendientes de español lengua de herencia, nivel avanzado) una compilación de textos electrónicos de lengua escrita de aprendientes de lengua extranjera y lengua de herencia de la Universidad de Estocolmo.
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| 25. |
- Sayehli, Susan, et al.
(author)
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Attitudinal and Motivational Profiles of Second Foreign Language Learners in Multilingual Contexts
- 2019
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In: ; , s. 231-231
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Conference paper (peer-reviewed)abstract
- Abstract: Reports and studies repeatedly indicate that foreign languages other than English are facing major challengesin European educational systems (European Commission, 2012). In Sweden, pupils’ motivation to learn a secondforeign language (SFL) is reported to be low while motivation to learn English is high (Eurobarometer 2012, Tholin& Lindqvist 2009). While there are plenty of studies studying different aspects of multilingualism, until recently,only few studies have examined how learners’ motivations to learn different languages influence each other (Csizer &Dörnyei, 2005; Csizér & Lukács, 2010). In Sweden, Henry (2012) found that the motivation to learn English(conceptualized as the ideal L2 self, Dörnyei, 2009) was related negatively to the motivation to learn an SFL (idealL3 self of Spanish/German). This interpreted as an “English-is-enough”-attitude has also been argued to particularlyusurp instrumental motivations (Gardner & Lambert, 1972) to learn an SFL (Oakes, 2013). Even though SFLs facecommon challenges in educational systems, they enjoy different popularity in schools. While Spanish as an SFL hasexperienced an upswing (Hyltenstam & Österberg 2010), mainly at the expense of German, French is disappearingfrom parts of Sweden. Studies investigating the increased interest in Spanish have pointed to integrative motivationalaspects (Riis & Francia, 2013). Also gender usually affects language choice and learning motivations (Henry, 2010).Taken together however, little is known about how different attitudinal and motivational variables for differentlanguages affect each other and whether there are learner-general or language-specific motivational profiles acrosslearners in multilingual contexts.The research questions of the present study were therefore a) are there attitudinal and/or motivational differencesbetween learners of different SFLs b) how do attitudes to English, language background and gender interact with SFLmotivations and c) are there different motivational profiles of SFL learners in Sweden.The current study investigated attitudes to English (N=138) and the motivation to study German (n=45), Spanish(n=34) and French (n=59) of 9th grade SFL learners (age 15) of fifteen schools, randomly selected from a larger sample.Using an electronic questionnaire, we examined different attitudinal, motivational and affective constructs(instrumental motivation (7 items; Lambert & Gardner, 1972), L3 ideal self (9 items; Dörnyei, 2009), Willingnessto-communicate (WTC; 8 items; McCroskey and Richmond, 1991) and foreign language classroom anxiety (FLCA;9 items; Horwitz et al., 1986). Cronbach’s alphas for all but the instrumentality scale were over .80.Preliminary results showed that despite different popularity of SFLs, there were no significant attitudinal and/ormotivational differences between learners of different SFLs. Overall SFL learners did not express attitudes confirmingstrong “English-is-enough”-attitudes. Relating the constructs to each other we found, however, that the more Englishwas considered important (r = -.28, p=.001) and instrumentally sufficient (r=-.19, p=.33), the more negative were thelearners’ ideal L3 selves. There was no significant correlation between attitudes to English and instrumental SFLmotivations. A gender effect showed that females had more positive ideal L3 selves (F(1,124)= 7.0, p=.009), lowerFLCA (F(1,130)=8.78, p=004) and less WTC than males. A cluster analysis will show whether different attitudinal,motivational and affective variables will reveal different motivational profiles of Swedish SFL learners.The results so far support findings by Henry (2012) who found a negative relationship between ideal L2 and L3 self.Hypotheses by Oakes (2013) who suggested that an “English-is-enough”-attitude would usurp instrumental SFLmotivations was not supported. The results will be discussed in view of how different attitudinal and motivationalconstructs interact and, whether there are general or language-specific motivational profiles across learners inmultilingual contexts. Finally we will discuss implications of our findings for theorizing the motivational constructwithin SLA studies.
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| 26. |
- Sayehli, Susan, et al.
(author)
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Emotion and motivation in younger learners’ second foreign language acquisition
- 2022
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In: Individual Differences in Young Second Language Learners. - : De Gruyter. - 1861-4248. - 9783110742947 - 9783110743043 ; 65, s. 203-224
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Book chapter (peer-reviewed)abstract
- Reports and studies repeatedly indicate that foreign languages other than English are facing major challenges in European educational systems (European Commission, 2012). While young learners’ motivation to learn a second foreign language (SFL) is often reported to be low (Tholin & Lindqvist, 2009), studies have only recently started to take emotional factors into account in order to better understand how young learners experience foreign language learning and use. Learners’ emotions might particularly influence younger learners’ behaviour such as mitigating their willingness to communicate despite being engaged and motivated learners (MacIntyre, 2002; Teimouri, 2017). In this study we therefore examined 9th grade Swedish SFL (French, German and Spanish) learners’ (N=120) foreign language classroom anxiety (FLCA; Horwitz et al, 1986), their SFL motivation (Dörnyei, 2009; Gardner & Lambert, 1972), and their willingness to communicate (WTC; McCroskey & Baer, 1985). As only few studies have examined motivations and emotions of students who study different SFLs, we also asked to what extent emotions and motivation are language-specific or learner-general in SFL learners within the same educational system. Results indicate that differences between learners of different SFLs are few and that FLCA together with learners’ motivation is the strongest predictor for their willingness to communicate. Results indicate further that there are persistent gender differences between girls’ and boys’ emotions and motivations in SFL learning. Taken together the findings of our study point to the importance of including emotions into studying motivation and use of SFLs also in younger learners.
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| 27. |
-
Semántica y léxico : Nuevas aportaciones teóricas y aplicadas
- 2024
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Editorial collection (peer-reviewed)abstract
- Léxico y semántica offers ten chapters that explore the lexicon and its semantic structures from varied perspectives, all profoundly characterized by multidisciplinarity, transversality combined with a holistic research focus, such that the themes of the lexicon and semantics have been approached from a focus which begins with etymology and philology, passes through morphology and syntax in relation to the generation of meaning, and touches on computational linguistics and translation studies. The languages of study are not limited to the more common European varieties, to those related through evolution or via geographical proximity, but we further offer a de-centering through the representation of Swedish, Japanese and Arabic.
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| 28. |
- Sologuren, Enrique, et al.
(author)
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¡El español no siempre ha sido tan apasionante! : Sensibilidad a las condiciones iniciales para el desarrollo de la escritura en estudiantes universitarios de español en Suecia
- 2024
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In: Nuevas tendencias de la romanística escandinava. - : Aarhus Universitetsforlag. - 9788775075577 ; , s. 70-89
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Book chapter (peer-reviewed)abstract
- El campo de la motivación en una segunda lengua (L2) ha crecido de manera prominente en las últimas décadas, y existen hallazgos sólidos sobre el efecto de la motivación en los resultados de aprendizaje. En cuanto a la producción escrita, varios estudios han encontrado que la motivación es un factor de gran importancia para el desarrollo de la escritura en una L2, junto con otros factores individuales. Este estudio se centra en el desarrollo de la escritura académica en el aula de español a nivel universitario en Suecia, con foco en las experiencias de aprendizaje de nuestros estudiantes. Para investigar el contexto de aprendizaje, adoptamos el concepto de ‘sensibilidad a las condiciones iniciales’. Este concepto proviene de la teoría del caos y se ha utilizado como parte de la teoría de los sistemas dinámicos complejos. Esta teoría sostiene que un pequeño cambio en las condiciones iniciales puede generar cambios impredecibles en todo un sistema. La descripción de los eventos, cambios o condiciones que pueden haber desencadenado el movimiento del alumno hacia un mayor aprendizaje de la lengua como respuesta a las condiciones iniciales, constituye, en síntesis, el objeto de estudio. Los participantes corresponden a 21 estudiantes universitarios multilingües de español, quienes han escrito narrativas autobiográficas y respondido a un cuestionario. La aplicación de un análisis temático a las narrativas arroja como resultado que razones familiares, experiencias escolares previas, un alto dominio de la L2, las lenguas previamente adquiridas, el contacto con las comunidades lingüísticas, el uso de la lengua y el contexto se perciben como condiciones iniciales y fuentes decisivas para el desarrollo de la motivación. Asimismo, factores motivacionales como la autodeterminación, la autoeficacia y la ansiedad ante la escritura están presentes en las narrativas.
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| 29. |
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| 30. |
- Österberg, Rakel, 1964-, et al.
(author)
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Back to the Initial Condition : Experiences that Trigger the Need to Develop Language Skills Among University Spanish Students
- 2022
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In: HumaNetten. - : Linnaeus University Press. - 1403-2279. ; :48, s. 225-261
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Journal article (peer-reviewed)abstract
- The present study investigates how the L2 learning experience shapes multilinguals' motivation to improve their writing skills in Spanish, a language they study at university level. Within the Second Language Motivational Self System Theory (L2MSS), the L2 learning experience is often neglected when it comes to interpreting and discussing findings on motivation. We propose that the analysis of the L2 learning experience should acknowledge both formal and informal settings, such as the family context, in order to research why and how a person chooses to develop certain linguistic abilities like writing. Given that the L2 learner experience is spatially and temporally bound, the concept of sensitivity to initial conditions, i.e., the conditions or changes that may trigger the learner to move towards enhanced language learning, will be adopted to research the L2 learning experience. The aim of the study is twofold. First, to investigate the Spanish learning experience as a function of the initial conditions referred to by the participants. Second, to research how the Spanish ideal and ought-to selves are related to the students’ motivation to use and learn or maintain Spanish skills. The data consist of a questionnaire answered by multilingual university students of Spanish (n=21) and written autobiographical narratives. The participants belong to two groups: one group of Spanish heritage language learners (n=10) and one group of native-Swedish speaking L3 Spanish learners (n=11). Overall, family reasons, previous school experiences, high proficiency in Spanish, previously acquired languages, contact with the linguistic communities, language use and context are all aspects tightly connected to the students’ motivation to learn, maintain and develop Spanish language proficiency. The L2 learning experience, as a wider construct dependent on the sensitivity to initial conditions, must be considered to understand the complex nature of multilingual literacy development.
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| 31. |
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| 32. |
- Österberg, Rakel, 1964-
(author)
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La périphérie gauche et droite dans la production des locuteurs natifs et non-natifs de français et chez les locuteurs natifs de suédois
- 2020
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In: Scolia. Revue de linguistique. - : OpenEdition. - 2677-4224. ; 34, s. 71-95
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Journal article (peer-reviewed)abstract
- Les langues romanes, y compris le français, tendent à placer beaucoup d’informations dans la périphérie gauche tandis qu’en suédois la tendance semble aller dans le sens contraire (Morel & Danon-Boileau, 1998 ; Hancock, 2007; Conway, 2005 ; Fant, sous presse). Le premier objectif de la présente étude est de fournir un aperçu global de la taxinomie des constituants des périphéries gauche et droite en français et suédois L1, afin de permettre une analyse comparative. Le deuxième objectif est de comparer l’emploi en français L2 à celui du français L1. Les résultats montrent des différences importantes entre les patrons employés dans les périphéries syntaxiques en français et suédois. Les locuteurs suédois tendent à employer la périphérie droite beaucoup plus que les locuteurs de français L1. La situation s’inverse en ce qui concerne la périphérie gauche. Les locuteurs avancés de français L2 présentent des caractéristiques comparables à celles du français L1, sauf pour les périphéries gauches les plus complexes.
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| 33. |
- Österberg, Rakel
(author)
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Motivación, aptitud y desarrollo estructural : Un estudio sobre la actuación lingüística en aprendientes suecos de español L2
- 2008
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Doctoral thesis (other academic/artistic)abstract
- The aim of the present study is to examine how the development of syntactic complexity and accuracy in spoken Spanish L2 is related to two parameters, motivation and aptitude, in which individual differences are often claimed to correlate with successful second language learning (Dörnyei and Skehan 2003). The study shows how an understanding of the relationship between progression in second language proficiency and motivation is gained through the study of longitudinal data and the assessment of motivation in discourse. The development of syntactic complexity and accuracy in oral performance has been chosen as main indicators of proficiency level. Correlations have been computed between proficiency levels, development coefficients, quantitative outcomes of aptitude tests and quantified assessment of motivation. The study is based on longitudinal data consisting of recorded interviews and conversations in Spanish in Swedish upper secondary school. The results from the progression analysis show that the whole group develops syntactic complexity, and that individual learners concentrate on either syntactic complexity or accuracy in their development. Discourse analytical methods have been applied to the in-depth interviews in order to identify motivational types expressed by the learner and the strength of each type. These have been represented in terms of values on a self-determination scale, the extreme points of which are 'intrinsic' vs. 'extrinsic' motivation. An aptitude test (Lat03, Meara 2005) has also been administered to the participants and analysed . Correlations (Spearman) have been further calculated between the relevant parameters. The results indicate that self-determined, intrinsic motivation correlates with progression. Analytic aptitude, however, does not predict progression to the same extent as intrinsic motivation seems to do at this level.
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| 34. |
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| 35. |
- Österberg, Rakel, 1964-
(author)
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Perfil laboral y formativo del profesorado de español como lengua extranjera o segunda (ELE/EL2) en Suecia
- 2021
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In: Journal of Spanish Language Teaching. - : Informa UK Limited. - 2324-7797 .- 2324-7800. ; 8:1, s. 1-15
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Journal article (peer-reviewed)abstract
- El primer estudio europeo sobre competencias lingüísticas (European Survey on Language Competences) mostró cifras alarmantes sobre el bajo nivel de español LE/L2 de los alumnos suecos en contraste con su alto dominio del inglés. El proyecto de investigación TAL (Teaching, Assessment, Learning) (2015-2018) surgió para investigar estos resultados en el contexto de la enseñanza de segundas lenguas. El presente estudio muestra las experiencias y opiniones de los docentes de español LE/L2 desde la óptica de su perfil laboral y formativo en el contexto escolar sueco. 114 docentes de español LE/L2 participaron en la encuesta del proyecto. Los resultados constatan la escasez de profesionales cualificados y una actitud indiferente hacia el aprendizaje de la lengua, en comparación con el inglés, por parte de los estudiantes y de la sociedad circundante. Algunas de las necesidades identificadas para mejorar la situación laboral de los profesionales del español en Suecia son: reducir el número de estudiantes por clase, eliminar la precariedad laboral, junto con la situación de pluriempleo, y crear una oferta formativa específica sobre la enseñanza del español. Los resultados obtenidos se comparan con el estudio global sobre los profesionales del español de Muñoz-Basols, Rodríguez-Lifante y CruzMoya (2017).
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| 36. |
- Österberg, Rakel, et al.
(author)
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Second Foreign Language Teaching, Assessment and Learning in Swedish Lower Secondary School – The View of Teachers
- 2018
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In: Paper presented at the ELE Conference (Exploring Language Education - Local and Global Perspectives), Stockholm University, 19 June 2018.
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Conference paper (other academic/artistic)abstract
- Recent years’ debate in Sweden points out several problems related to the school subject modern languages, i.e., the second foreign language, introduced after English: the optional status of the subject in lower secondary school, lack of teachers, high drop-out rates, assumed impact on motivation from English, and partly weak results as demonstrated in a European survey. A report from the Swedish Schools Inspectorate (2010) criticizes the lack of target language use in SFL classrooms, as well as the weak focus on communicative competence stipulated in the national syllabuses. There is a need for research on the teaching and learning of SFL, for example on communicative approaches. Thus, the current study explores SFL teachers’ thoughts, choices and attitudes regarding their language. The method used was a questionnaire administered to teachers of French, German and Spanish in a selection of Swedish lower secondary schools, made in collaboration with Statistics Sweden, taking into account parameters such as region and demographic factors. The questionnaire includes, e.g., questions on SLF teachers’ educational and linguistic background, reflections about teaching and assessment methods, and target language use. In our presentation, we will discuss some of the results, for the whole group of respondents (n=315) and for the three language subgroups. Examples are teachers’ and students’ use of the target language, related to frequency, content and context; teachers’ choice of methods and materials for teaching and assessment; teachers’ perceptions of external attitudes to SFLs, and their differing opinions about the optional status of modern languages.
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