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Bohnacker, Ute
Publications (10 of 28) Show all publications
Bohnacker, U. (2016). Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders. Applied Psycholinguistics, 37(1), 19-48
Open this publication in new window or tab >>Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders
2016 (English)In: Applied Psycholinguistics, ISSN 0142-7164, E-ISSN 1469-1817, Vol. 37, no 1, p. 19-48Article in journal (Refereed) Published
Abstract [en]

This study examines macrostructural aspects of narrative skills in 52 bilingual Swedish- and English-speaking children age 5-7. Elicited fictional story production and comprehension tasks were administered in parallel fashion in both Swedish and English (Multilingual Assessment Instrument for Narratives, MAIN, Gagarina et al., 2012). Scores on MAIN were compared across languages; moreover, story structure components in the narratives and answers to probe questions were qualitatively analyzed. Age effects (5-year-olds vs. 6-7-year-olds) for macrostructure production and narrative comprehension were evident, but no effect for language (Swedish/English). The results suggest that story structure is invariant across a bilingual child’s two languages at a given age, with similar awareness of the intentions and goal-directed behavior of the story protagonists, irrespective of language.

Keywords
child language, narrative, bilingualism, story grammar, preschool, Swedish, MAIN
National Category
Specific Languages General Language Studies and Linguistics
Research subject
Linguistics; English; Scandinavian Languages
Identifiers
urn:nbn:se:uu:diva-277732 (URN)10.1017/S0142716415000405 (DOI)000368762000003 ()
Funder
Swedish Research Council, VR 2013-1309
Available from: 2016-02-22 Created: 2016-02-22 Last updated: 2018-01-10Bibliographically approved
Bohnacker, U., Lindgren, J. & Öztekin, B. (2016). Turkish- and German-speaking bilingual 4-to-6-year-olds living in Sweden: Effects of age, SES and home language input on vocabulary production. Journal of Home Language Research, 1, 17-41
Open this publication in new window or tab >>Turkish- and German-speaking bilingual 4-to-6-year-olds living in Sweden: Effects of age, SES and home language input on vocabulary production
2016 (English)In: Journal of Home Language Research, ISSN 2537-7043, Vol. 1, p. 17-41Article in journal (Refereed) Published
Abstract [en]

This paper investigates vocabulary production in the minority home languages of 40 Turkish-Swedish and 38 German-Swedish bilingual preschoolers aged 4;0–6;11, growing up in Sweden. We explore how age, SES, and exposure via mother-tongue instruction and home language use in the family affect child vocabulary skills. This has not previously been investigated in Sweden. Cross-linguistic Lexical Tasks (CLTs; Haman, Łuniewska & Pomiechowska, 2015) were used to test noun and verb production in Turkish and German. Background information was collected using a parental questionnaire. The two bilingual groups performed equally well in their respective home languages, Turkish and German. There were no effects of age, socio-economic status (SES) or mother-tongue instruction on vocabulary. However, input in the home setting had a clear effect. Children whose parents used the home language to the child and to each other had significantly higher vocabulary production scores. Having additional home-language input providers such as friends also affected the scores. These results from a Swedish context echo findings from studies of other language combinations and reveal the importance of input for the development of expressive vocabulary.

Place, publisher, year, edition, pages
Canterbury, NZ: , 2016
Keywords
bilingual, CLT (cross-linguistic lexical task), German, input, preschoolers, Swedish, Turkish, vocabulary
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Linguistics; Turkic languages; German
Identifiers
urn:nbn:se:uu:diva-311159 (URN)
Projects
BiLI-TAS
Funder
Swedish Research Council, VR2013-1309
Available from: 2016-12-21 Created: 2016-12-21 Last updated: 2018-01-13Bibliographically approved
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balciuniene, I., . . . Walters, j. (2015). Assessment of narrative abilities in bilingual children. In: Armon-Lotem, Sharon, de Jong, Jan & Meir, Natalia (eds) (Ed.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 243-276). Bristol: Multilingual Matters
Open this publication in new window or tab >>Assessment of narrative abilities in bilingual children
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2015 (English)In: Assessing multilingual children: Disentangling bilingualism from language impairment / [ed] Armon-Lotem, Sharon, de Jong, Jan & Meir, Natalia (eds), Bristol: Multilingual Matters, 2015, p. 243-276Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2015
Series
Communication disorders across languages ; 13
Keywords
bilingualism, narrative, assessment, macrostructure, story grammar
National Category
Languages and Literature General Language Studies and Linguistics
Research subject
Linguistics
Identifiers
urn:nbn:se:uu:diva-279888 (URN)ISBN-13: 978-1-78309-312-0 (ISBN)ISBN-13: 978-1-78309-311-3 (ISBN)
Funder
Swedish Research Council, VR2013-1309
Available from: 2016-03-04 Created: 2016-03-04 Last updated: 2018-01-10
Bohnacker, U. & Lindgren, J. (2014). Fundament, formellt subjekt och frekvens: Ordföljdsmönster i svenska, nederländska och hos vuxna inlärare av svenska. Språk & Stil, 24, 33-71
Open this publication in new window or tab >>Fundament, formellt subjekt och frekvens: Ordföljdsmönster i svenska, nederländska och hos vuxna inlärare av svenska
2014 (Swedish)In: Språk & Stil, ISSN 1101-1165, Vol. 24, p. 33-71Article in journal (Refereed) Published
Abstract [sv]

This paper investigates distributional patterns concerning the prefield and expletive subjects in two closely related languages, Swedish and Dutch, and in nonnative learners of Swedish. Native (Swedish, n=17; Dutch, n=17) and nonnative speakers (adult Dutch-speaking learners of Swedish, n=17) completed an oral picture description task and an unedited informal writing task. The overall frequencies with which constituents (subject vs. adverbial vs. object) occurred in the prefield were similar for all three groups in the oral data, though expletive subjects were more frequent in Swedish. In the written data, Swedish showed a more pronounced subject-initial pattern than Dutch. Distributional differences between Swedish and Dutch were smaller than previously reported for Swedish vs. German (Bohnacker & Rosén 2008, Bohnacker 2010). Learners mostly produced syntactically well-formed utterances but overused elliptic V1 clauses with overt postverbal subject (unattested in native Swedish), which can be attributed to syntactic transfer from L1 Dutch. Learners underused certain other word orders, namely prefield doubling (place adverbial + resumptive ) and postverbal expletive subjects, which in the oral genre were extremely frequent in native Swedish. The extent to which L2 learners produced postverbal expletives was found to be related to individual patterns in L1 Dutch, and for Dutch to be affected by regional origin (Netherlands vs. Flanders) and transferred to L2 Swedish.

Keywords
Dutch, expletive subject, individual transfer, informal speech, L2, postverbal subject, prefield, Swedish, V1, nederländska, formellt subjekt, fundament, frekvens, transfer, andraspråk, postverbalt subjekt, svenska, V1
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Scandinavian Languages; Linguistics
Identifiers
urn:nbn:se:uu:diva-243138 (URN)
Available from: 2015-02-04 Created: 2015-02-04 Last updated: 2018-01-11Bibliographically approved
Bohnacker, U. & Mohammadi, S. (2013). Acquiring Persian Object Marking: Balochi learners of L2 Persian. Orientalia Suecana, 61, 59-89
Open this publication in new window or tab >>Acquiring Persian Object Marking: Balochi learners of L2 Persian
2013 (English)In: Orientalia Suecana, ISSN 0078-6578, E-ISSN 2001-7324, Vol. 61, p. 59-89Article in journal (Refereed) Published
Abstract [en]

This paper investigates the second language acquisition of Persian object marking by 237 nativeBalochi-speaking children from age eight to eleven. The combination of Balochi and Persian has not beenstudied from an acquisitional perspective, although it widely occurs in southeastern Iran. This paperstudies the second language (L2) development of direct and indirect object marking after two and threeyears of exposure to Persian at school, vs. a control group of 133 monolingual native Persian children ofsimilar age and socio-economic background. Beginning learners predominantly use non-targetlike objectmarking constructions reminiscent of Balochi, whilst there is a clear trend towards Persian-style objectmarking in the more advanced learners. These findings suggest that L2 learners initially transfer core aspectsof their native grammar to their interlanguage Persian. The picture is complicated by the existenceof differential object marking in Balochi and Persian and the somewhat different writing patterns of nativeand non-native learners.

Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2013
Keywords
Balochi, Persian, children, L2 acquisition, object marking, rā, differential object marking (DOM), specificity, written composition, L1 transfer, preposition, indirect object, direct object, discourse pragmatics
National Category
General Language Studies and Linguistics
Research subject
Linguistics; Iranian Languages
Identifiers
urn:nbn:se:uu:diva-203435 (URN)
Available from: 2013-10-18 Created: 2013-07-10 Last updated: 2018-01-11Bibliographically approved
Bohnacker, U. (2013). Null subjects in Swabian. Studia Linguistica, 67(3), 257-289
Open this publication in new window or tab >>Null subjects in Swabian
2013 (English)In: Studia Linguistica, ISSN 0039-3193, E-ISSN 1467-9582, Vol. 67, no 3, p. 257-289Article in journal (Refereed) Published
Abstract [en]

Few studies have investigated referential null subjects in present-day non-standard varieties of German. This paper explores the distribution of 4,000 null and overt referential subjects in finite clauses in a new corpus of spoken Swabian, a North Alemannic dialect spoken in Southwest Germany. The paper describes Swabian subject use as it emerges from the corpus data with regard to morphological form, syntactic distribution, reference and informational status. Swabian, unlike Standard German, allows and in some cases prefers clause-internal referential subjects to be null, whilst in other contexts, referential null subjects are ruled out. There is a robust second person null-subject property, with 61% of 2nd singular subject pronouns being dropped clause-internally, i.e. from a position following the finite verb in main clauses or following a complementiser in embedded clauses. 1st singular and 3rd singular neuter subjects are dropped clause-internally as well, but at much lower frequencies and only in very specific phonological and lexical constellations, not previously noted in the literature. The empirical findings are compared with an earlier unquantified study of Swabian (Haag-Merz 1996) and discussed in light of other work on present-day Germanic vernaculars and previous accounts of partial null subject languages.

Keywords
Swabian, German, non-standard variety, 2nd person, clitic, null subject, pro-drop, personal pronoun, Alemannic, referential subject, corpus
National Category
General Language Studies and Linguistics Specific Languages
Research subject
German; Linguistics
Identifiers
urn:nbn:se:uu:diva-143238 (URN)10.1111/stul.12014 (DOI)000326532600001 ()
Available from: 2011-01-20 Created: 2011-01-20 Last updated: 2018-01-12Bibliographically approved
Bohnacker, U. (2013). Reflections on dummy 'do' in child language and syntactic theory. In: Blom, Elma, van de Craats, Ineke & Verhagen, Josie (Ed.), Dummy auxiliaries in first and second language acquisition: (pp. 171-208). Boston / Berlin: Walter de Gruyter
Open this publication in new window or tab >>Reflections on dummy 'do' in child language and syntactic theory
2013 (English)In: Dummy auxiliaries in first and second language acquisition / [ed] Blom, Elma, van de Craats, Ineke & Verhagen, Josie, Boston / Berlin: Walter de Gruyter, 2013, p. 171-208Chapter in book (Refereed)
Place, publisher, year, edition, pages
Boston / Berlin: Walter de Gruyter, 2013
Series
SOLA Studies on Language Acquisition, ISSN 1861-4248 ; 49
Keywords
auxiliary, dummy do, child language, bilingual, English, Icelandic, overuse, periphrastic construction, tense
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Linguistics; English; Scandinavian Languages
Identifiers
urn:nbn:se:uu:diva-214552 (URN)978-1-61451-557-9 (ISBN)
Available from: 2014-01-08 Created: 2014-01-08 Last updated: 2018-01-11
Bohnacker, U. (2012). Information-structural constraints on word order in advanced L2 Swedish. Estudos Linguísticos, 6/7, 91-112
Open this publication in new window or tab >>Information-structural constraints on word order in advanced L2 Swedish
2012 (English)In: Estudos Linguísticos, ISSN 1647-0346, Vol. 6/7, p. 91-112Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Lisbon: Edicoes Colibri/Revista do Centro de Linguisticsa da U. N. de Lisboa, 2012
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Linguistics; German; Scandinavian Languages
Identifiers
urn:nbn:se:uu:diva-214554 (URN)
Available from: 2014-01-08 Created: 2014-01-08 Last updated: 2018-01-11
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balciuniene, I., . . . Walters, J. (2012). Multilingual Assessment Instrument for Narratives (MAIN). ZAS Papers in Linguistics, 56, 1-140
Open this publication in new window or tab >>Multilingual Assessment Instrument for Narratives (MAIN)
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2012 (English)In: ZAS Papers in Linguistics, ISSN 1435-9588, Vol. 56, p. 1-140Article in journal (Other academic) Published
Abstract [en]

The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 9 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling.

MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness.

The instrument has been developed on the basis of extensive piloting with more than 500 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations.

Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.

Place, publisher, year, edition, pages
Berlin: ZAS, 2012
National Category
General Language Studies and Linguistics
Research subject
Linguistics
Identifiers
urn:nbn:se:uu:diva-214537 (URN)
Projects
COST Action IS0804
Available from: 2014-01-08 Created: 2014-01-08 Last updated: 2018-05-24Bibliographically approved
Bohnacker, U. & Rosén, C. (2010). Interaction of syntax and discourse pragmatics in closely related languages: How native Swedes, native Germans, and Swedish-speaking learners of German start their sentences. In: Folli, Raffaella & Ulbrich, Christiane (Ed.), Researching interfaces in linguistics: (pp. 331-350). Oxford: Oxford University Press
Open this publication in new window or tab >>Interaction of syntax and discourse pragmatics in closely related languages: How native Swedes, native Germans, and Swedish-speaking learners of German start their sentences
2010 (English)In: Researching interfaces in linguistics / [ed] Folli, Raffaella & Ulbrich, Christiane, Oxford: Oxford University Press , 2010, p. 331-350Chapter in book (Refereed)
Abstract [en]

This paper investigates the interaction of syntax and discourse in two closely related languages, Swedish and German, and identifies language-specific distributional patterns and discourse-pragmatic differences concerning the clause-initial ‘prefield’ position of verb-second clauses. New corpus data indicate that Swedish has a much stronger tendency than German to place new information later in the clause. Swedish uses the prefield mainly for informationally given elements and expletives, whilst German regularly allows new information in clause-initial position. The stricter Swedish constraints on what can and does occur in the prefield have repercussions for L2 acquisition at the grammar-pragmatics interface. The paper discusses data from native speakers of Swedish learning German as a foreign language, showing that mastery of pure V2 syntax is well in advance of appropriate discourse-pragmatic use of that syntax. Syntactic and pragmatic transfer from Swedish results in L2 texts that are unidiomatic and not fully cohesive from a native-speaker perspective.

Place, publisher, year, edition, pages
Oxford: Oxford University Press, 2010
National Category
Specific Languages General Language Studies and Linguistics Specific Languages Specific Languages
Research subject
Linguistics; Scandinavian Languages; German
Identifiers
urn:nbn:se:uu:diva-112658 (URN)978-0-19-9567264-9 (ISBN)
Available from: 2010-01-18 Created: 2010-01-18 Last updated: 2018-01-12
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