| 1. |
- Jahani, Carina, et al.
(författare)
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Impersonal Constructions — A Brief Introduction
- 2010
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Ingår i: Orientalia Suecana. - Uppsala : Department of Linguistics and Philology, Uppsala University. - 0078-6578 .- 2001-7324. ; 59, s. 119-121
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Tidskriftsartikel (refereegranskat)
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| 2. |
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| 3. |
- Okati, Farideh, 1963-
(författare)
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The Vowel Systems of Five Iranian Balochi Dialects
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The vowel systems of five selected Iranian Balochi dialects are investigated in this study, which is the first work to apply empirical acoustic analysis to a large body of recorded data on the vowel inventories of different Balochi dialects spoken in Iran. The selected dialects are spoken in the five regions of Sistan (SI), Saravan (SA), Khash (KH), Iranshahr (IR), and Chabahar (CH) located in the province Sistan and Baluchestan in southeast Iran. The aim of the present fieldwork-based survey is to study how similar the vowel systems of these dialects are to the Common Balochi vowel system (i, iː, u, uː, a, aː, eː, oː), which is represented as the vowel inventory for the Balochi dialects in general, as well as how similar these dialects are to one another. The investigation shows that length is contrastive in these dialects, although the durational dif-ferences between the long and short counterparts are quite small in some dialects. The study also reveals that there are some differences between the vowel systems of these dialects and the Com-mon Balochi sound inventory. The Common Balochi short /i/ vowel is modified to short /e/ in these dialects, and a strong tendency for the long /eː/ and /oː/ to become the diphthongs ie and ue, respec-tively, is observed in some of the investigated dialects, specifically in KH, which shows heavier diphthongization than the other dialects. It is also observed, especially in SI, SA, and CH, that the short /u/ shows strong tendencies to shift towards a lower position of an [o] vowel. In SI and SA, this shift seems to be a correlate of syllable structure, with lowering occurring mostly in closed syllables. It is possible that Persian, as the dominant language in the area, has had an influence on these dialects and caused a lowering tendency among the higher vowels. The vowel systems in these dialects differ slightly from each other. Phonemically, the pairs e/eː, a/aː, u/uː, and the long vowels /iː/ and /oː/ are suggested for IR; the pairs a/aː, u/uː, the short /e/ and the long /iː/ as well as the diphthongs /ie/ and /ue/ substituted for the long /eː/ and /oː/, respectively, are suggested for KH; and finally the pairs e/eː, a/aː, o/oː, and the long vowels /iː/ and /uː/, which make a more symmetrical inventory, are suggested for the SI, SA, and CH dialects. In general, the vowels in these dialects show a range of phonetic variations. In addition, processes of fronting, which is most common in coronal contexts, and nasalization, which mostly occurs in nasal envi-ronments, are observed in the data researched.
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| 4. |
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| 5. |
- Serrander, Ulrika, 1976-
(författare)
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Bilingual lexical processing in single word production : Swedish learners of Spanish and the effects of L2 immersion
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Bilingual speakers cannot suppress activation from their dominant language while naming pictures in a foreign and less dominant language. Previous research has revealed that this cross-langauge activation is manifested through phonological facilitation, semantic interference and between language competition. However, this research is based exclusively on highly proficient bilinguals. The present study investigates cross-linguistic activation in Swedish learners of Spanish, grouped according to their length of Spanish immersion, and one of the groups is in its very inital stages of learning. Participants named pictures in Spanish in two picture-word interference experiments, one with only non-cognates, and one including cognates. This study addresses the following research questions; (1) do the two groups of participants differ significantly from one another in terms of cross-linguistic activation, (2) what does cross-language activation look like in initial stages of L2 acquisition, (3) how does cognate status affect cross-linguistic activation and does this differ between participants depending on length of immersion?The experiments show that cross-linguistic influence is dependent on length of immersion. The more immersed participants performed very similarly to what is usually the case in highly proficient bilinguals while the less immersed participants did not. The results of the less immersed participants are interpreted as manifestations of lexical processing in initial stages of L2 acquisition. Since this type of learner has never been tested before, there are no previous results to compare to. The results are discussed in relation to the large tradition of offline research which has shown that beginning learners predominantly process their L2 phonologically, and that conceptual processing is something requiring more L2 development.Furthermore, the cognate word induced longer naming latencies in all participants and it turned out that the cognate words were highly unfamiliar. Hence all participants are sensitive to word frequency effects, and this sensitive is greater in early stages of learning. Finally this study suggests that more research must be conducted to establish cross-linguistic influence between the many languages of multi-lingual subjects, even when these languages may not be present in the testing situation.
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| 6. |
- Shimotori, Misuzu, 1973-
(författare)
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Conceptual Contrasts : A Comparative Semantic Study of Dimensional Adjectives in Japanese and Swedish
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study explores the concepts behind Japanese and Swedish dimensional adjectives. The focus is on examining which similarities and differences in the conceptualisation across the two languages exist, if any at all. In order to see how concepts underlying dimensional adjectives are represented in the speaker's minds, data was collected mainly from two word-association tests. The results show that dimensional adjectives are conceptualised and represented differently by speakers of these two languages. The most remarkable difference resulting from the word-association tests is that Japanese participants associate dimensional adjectives mostly with nouns that denote entities the prominent extension of which is aptly described by the stimulus dimensional adjective (e.g. 'long' is associated with 'river'). In Swedish, however, participants associate dimensional adjectives with both adjectives and nouns, and the association patterns and their underlying conceptualisations are thus more diverse (e.g. 'high' is associated with 'building', and 'long' is associated with 'narrow').
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| 7. |
- Viberg, Olga, et al.
(författare)
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Cross-cultural analysis of users’ attitudes toward the use of mobile devices in second and foreign language learning in higher education : A case from China and Sweden
- 2013
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Ingår i: Computers and education. - : Pergamon-Elsevier Science Ltd. - 0360-1315 .- 1873-782X. ; 69, s. 169-180
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Tidskriftsartikel (refereegranskat)abstract
- The present study examined the current state of students’ attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners’ perceptions toward mobile technology use, we employed Kearney’s pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede’s cultural dimensions were used to approach students’ cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents’ attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede’s factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students’ attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.
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| 8. |
- Viberg, Olga, et al.
(författare)
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Integrating mLearning Language Application into University Course Content
- 2013
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Ingår i: Proceedings of the 12th World Conference on Mobile and Contextual Learning. - : QScience.com.
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Konferensbidrag (refereegranskat)abstract
- The idea that education can be considered as design science was brought up in the 1990s in order to bring the educational research from an experimental classroom into practice (Laurillard, 2012), at the time when the computers were introduced in educational settings. After that a number of theories focusing eLearning have arisen. Technologies are constantly changing, and new more pervasive mobile technologies increasingly influence individuals’ everyday lives. Among other things this influences humans’ social learning practices, and becomes an even more challenging task for educators. Design is critical to the successful development of any interactive learning environment (Mor & Winters, 2007). Mobile technology, as most other IT, is not primarily an educational phenomenon. It is a social phenomenon that happens in different parts of the world and in different ways. As emerging mobile technologies afford many advantages, such as flexibility and user-friendliness, researchers are exploring how to use them to support language learning (Huang et al., 2012). This paper presents a prototype for a cross-platform mobile language learning application developed for an online language course at Dalarna University in Sweden. The prototype is developed in order to support beginner second and foreign language learners in their vocabulary, listening and grammar learning. Considering mLearning to be a product of sociotechnical construction, the study applies a Design Science approach.
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| 9. |
- Viberg, Olga, 1982-, et al.
(författare)
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Mobile Assisted Language Learning : A Literature Review
- 2012
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Ingår i: mLearn 2012 - Mobile and Contextual Learning. - Helsinki. ; , s. 9-16
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Konferensbidrag (refereegranskat)abstract
- Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a systematic review of MALL research within the specific area of second language acquisition during the period 2007 - 2012 in terms of research approaches, methods, theories and models, as well as results in the form of linguistic knowledge and skills. The findings show that studies of mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. However, most of the reviewed studies are experimental and small-scale, conducted within a short period of time. There is also a lack of cumulative research; most theories and concepts are used only in one or a few papers. This raises the issue of the reliability of findings over time, changing technologies, and in terms of scalability. In terms of gained linguistic knowledge and skills, attention is primarily on learners’ vocabulary acquisition, listening and speaking skills and language acquisition in more general terms.
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| 10. |
- Viberg, Olga, et al.
(författare)
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Systematising the Field of Mobile Assisted Language Learning
- 2013
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Ingår i: International Journal of Mobile and Blended Learning. - IGI Global : IGI Global. - 1941-8647 .- 1941-8655. ; 5:4, s. 72-90
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Tidskriftsartikel (refereegranskat)abstract
- This study provides a systematic review of mobile assisted language (MALL) research within the specifc area of second language acquisition (SLA) during the period of 2005-2012 in terms of research approaches, theories and methods, technology, and the linguistic knowledge and skills' results. The fndings show a shift from the prevailing SMS-based language learning in 2005-2008 towards the use of more advanced multimedia and intelligent learning systems in the last years. Many highly cited studies focus on design of mobile language learning systems and experimental evaluation of their effectiveness. Studies often draw on mature pedagogic models and methods. However, descriptive and small-scale experimental studies dominate. In terms of theoretical approaches and frameworks, there is a lack of specifc reference to mobile learning conceptual and theoretical models, which makes it diffcult to distinguish any specifc mobile learning theories from other learning theories. Research has so far paid most attention to learners' vocabulary acquisition.
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