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Larsson, Tove
Publications (10 of 10) Show all publications
Larsson, T. (2019). A syntactic analysis of the introductory it pattern in non-native-speaker and native-speaker student writing. In: Corpus Linguistics, Context and Culture: (pp. 307-338). Berlin: Mouton de Gruyter
Open this publication in new window or tab >>A syntactic analysis of the introductory it pattern in non-native-speaker and native-speaker student writing
2019 (English)In: Corpus Linguistics, Context and Culture, Berlin: Mouton de Gruyter, 2019, p. 307-338Chapter in book (Refereed)
Place, publisher, year, edition, pages
Berlin: Mouton de Gruyter, 2019
Series
Diskursmuster - Discourse Patterns ; 15
National Category
Specific Languages
Identifiers
urn:nbn:se:uu:diva-398040 (URN)978-3-11-048907-1 (ISBN)
Available from: 2019-11-30 Created: 2019-11-30 Last updated: 2020-03-18Bibliographically approved
Larsson, T. & Kaatari, H. (2019). Extraposition in learner and expert writing: Exploring (in)formality and the impact of register. International Journal of Learner Corpus Research, 5(1), 33-62
Open this publication in new window or tab >>Extraposition in learner and expert writing: Exploring (in)formality and the impact of register
2019 (English)In: International Journal of Learner Corpus Research, ISSN 2215-1478, E-ISSN 2215-1486, Vol. 5, no 1, p. 33-62Article in journal (Refereed) Published
Abstract [en]

Subject extraposition (e.g. it is important to remember) is generally considered to be a formal construction that learners, whose writing is often said to be overly informal, have been found to struggle with. This study investigates to what extent register and text type can be used to explore learners’ reportedly “informal” use of this construction. Learner writing is compared to expert writing from several different registers and to native-speaker student writing. The results show that there are important differences across both registers and text types. Furthermore, while the learners’ use is most like that of the experts’ academic writing, certain similarities to the non-academic registers were also noted. The results additionally suggest that earlier claims about the informal status of learner writing seem mainly to have been influenced by the text types included in the corpora previously investigated.

Place, publisher, year, edition, pages
John Benjamins Publishing Company, 2019
Keywords
Extraposition, expert writing, informality, register, learner writing
National Category
Specific Languages
Research subject
English; Linguistics
Identifiers
urn:nbn:se:uu:diva-379399 (URN)10.1075/ijlcr.17014.lar (DOI)
Available from: 2019-03-15 Created: 2019-03-15 Last updated: 2020-02-14Bibliographically approved
Larsson, T. (2019). Review of Ditte Kimps. Tag questions in conversation: A typology of their interactional and stance meanings. Amsterdam/Philadelphia: John Benjamins, 2018, 250 pp [Review]. ICAME Journal/International Computer Archive of Modern English, 43, 134-139
Open this publication in new window or tab >>Review of Ditte Kimps. Tag questions in conversation: A typology of their interactional and stance meanings. Amsterdam/Philadelphia: John Benjamins, 2018, 250 pp
2019 (English)In: ICAME Journal/International Computer Archive of Modern English, ISSN 0801-5775, E-ISSN 1502-5462, Vol. 43, p. 134-139Article, book review (Refereed) Published
National Category
Specific Languages
Identifiers
urn:nbn:se:uu:diva-382274 (URN)10.2478/icame-2019-0007 (DOI)
Available from: 2019-04-23 Created: 2019-04-23 Last updated: 2019-04-24Bibliographically approved
Kaatari, H. & Larsson, T. (2019). Using the BNC and the Spoken BNC2014 to Study the Syntactic Development of I Think and I’m Sure. English Studies: A Journal of English Language
Open this publication in new window or tab >>Using the BNC and the Spoken BNC2014 to Study the Syntactic Development of I Think and I’m Sure
2019 (English)In: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study investigates whether I’m sure seems to be on the same grammaticalisation trajectory as I think. It does so by tracking the frequency of these two constructions over time to explore (i) their distribution across clausal positions (syntagmatic variability) and (ii) the extent to which the complementiser that is omitted (paradigmatic variability). The study uses spoken data from the BNC and the newly compiled Spoken BNC2014. The results show that the two constructions exhibit remarkable similarity, not only in terms of their proportional distribution across clausal positions, but also in terms of their propensity for that-omission. For example, both constructions show adverb-like behaviour with regard to clausal positions. Furthermore, even though the time span covered is relatively short, a clear increase in that-omission was noted for I’m sure, mirroring the frequencies for I think very closely. It thus seems that I’m sure is on the same path as I think, despite differences in frequency entrenchment.

Keywords
I'm sure; I think; grammaticalization; spoken English; frequency entrechnment
National Category
Specific Languages
Identifiers
urn:nbn:se:uu:diva-382067 (URN)10.1080/0013838X.2018.1558702 (DOI)
Available from: 2019-04-18 Created: 2019-04-18 Last updated: 2019-04-26Bibliographically approved
Larsson, T. (2018). Review - Berndt Spillner: Error Analysis in the World: A Bibliography. Berlin: Frank & Timme GmbH, 2017. ISBN 978-3-7329-0356-6. 586 pp. [Review]. Studia Neophilologica, 90(1), 144-147
Open this publication in new window or tab >>Review - Berndt Spillner: Error Analysis in the World: A Bibliography. Berlin: Frank & Timme GmbH, 2017. ISBN 978-3-7329-0356-6. 586 pp.
2018 (English)In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 90, no 1, p. 144-147Article, book review (Refereed) Published
National Category
Specific Languages
Identifiers
urn:nbn:se:uu:diva-351301 (URN)10.1080/00393274.2017.1413593 (DOI)000432732700011 ()
Available from: 2018-05-22 Created: 2018-05-22 Last updated: 2018-08-30Bibliographically approved
Larsson, T. (2018). Using corpus methods for increased proficiency in academic English at university level: Benefits and challenges. In: A. Hössjer, M. Magnusson & P. Reinholdsson (Ed.), Pedagogiska utmaningar i en dynamisk samtid: (pp. 90-100). Uppsala: Uppsala University
Open this publication in new window or tab >>Using corpus methods for increased proficiency in academic English at university level: Benefits and challenges
2018 (English)In: Pedagogiska utmaningar i en dynamisk samtid / [ed] A. Hössjer, M. Magnusson & P. Reinholdsson, Uppsala: Uppsala University, 2018, p. 90-100Chapter in book (Refereed)
Place, publisher, year, edition, pages
Uppsala: Uppsala University, 2018
Series
Rapportserie från avdelningen för kvalitetsutveckling ; 14
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:uu:diva-364821 (URN)
Available from: 2018-11-04 Created: 2018-11-04 Last updated: 2019-04-10Bibliographically approved
Larsson, T. (2017). A functional classification of the introductory it pattern: Investigating academic writing by non-native-speaker and native-speaker students. English for specific purposes (New York, N.Y.), 48, 57-70
Open this publication in new window or tab >>A functional classification of the introductory it pattern: Investigating academic writing by non-native-speaker and native-speaker students
2017 (English)In: English for specific purposes (New York, N.Y.), ISSN 0889-4906, E-ISSN 1873-1937, Vol. 48, p. 57-70Article in journal (Refereed) Published
Abstract [en]

The introductory it pattern, as in it is important to remember the differences, is a functionally diverse pattern of great importance to academic discourse. However, previous studies have found that using the pattern in an expert-like manner can prove challenging in particular for non-native-speaker students. The present study develops a functional classification in order to investigate what factors may affect the differences in use of the pattern across different groups of students. It maps out the functional distribution of the pattern across three parameters: academic discipline, native-speaker status (non-native-speaker vs. native-speaker students) and level of achievement (lower-graded vs. higher-graded NNS student texts). The study uses data from three corpora of student writing: ALEC, BAWE and MICUSP. The results show that there were differences across all three parameters, suggesting that these variables are all important to take into account in studies of this kind. For example, the non-native-speaker students exhibited an uneven command of the subtleties of the pattern, leading to problems with certain functional categories, such as attitude markers (e.g. it is surprising that) and hedges (e.g. it seems that), which indicates that this would be a fruitful area to focus on in second language instruction.

Keywords
Corpus-based research; The introductory it pattern; Functional classification; NNS and NS student writing; Academic disciplines; Level of achievement
National Category
Humanities and the Arts Specific Languages Languages and Literature
Identifiers
urn:nbn:se:uu:diva-328880 (URN)10.1016/j.esp.2017.06.001 (DOI)000412621300005 ()
Available from: 2017-09-03 Created: 2017-09-03 Last updated: 2018-01-13Bibliographically approved
Larsson, T. (2016). Review of Yáñez-Bouza, Nuria. Grammar, Rhetoric and Usage in English: Preposition Placement 1500-1900, Cambridge University Press, 2015. [Review]. Neuphilologische Mitteilungen, 117(I), 228-232
Open this publication in new window or tab >>Review of Yáñez-Bouza, Nuria. Grammar, Rhetoric and Usage in English: Preposition Placement 1500-1900, Cambridge University Press, 2015.
2016 (English)In: Neuphilologische Mitteilungen, ISSN 0028-3754, Vol. 117, no I, p. 228-232Article, book review (Other academic) Published
National Category
Specific Languages
Research subject
Linguistics
Identifiers
urn:nbn:se:uu:diva-316256 (URN)000393013500014 ()
Available from: 2017-02-27 Created: 2017-02-27 Last updated: 2018-01-13Bibliographically approved
Larsson, T. (2016). The introductory it pattern: Variability explored in learner and expert writing. Journal of English for Academic Purposes, 22, 64-79
Open this publication in new window or tab >>The introductory it pattern: Variability explored in learner and expert writing
2016 (English)In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 22, p. 64-79Article in journal (Refereed) Published
Keywords
The introductory 'it' pattern; variability; expert writing; L2 writing; academic discourse; corpus-based research.
National Category
Humanities and the Arts General Language Studies and Linguistics
Research subject
English; Linguistics
Identifiers
urn:nbn:se:uu:diva-276319 (URN)10.1016/j.jeap.2016.01.007 (DOI)000377926900008 ()
Available from: 2016-02-11 Created: 2016-02-11 Last updated: 2018-01-10
Larsson, T. (2012). On spelling behavio(u)r: A corpus-based study of advanced EFL learners’ preferred variety of English. Nordic Journal of English Studies, 11(3), 127-154
Open this publication in new window or tab >>On spelling behavio(u)r: A corpus-based study of advanced EFL learners’ preferred variety of English
2012 (English)In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 11, no 3, p. 127-154Article in journal (Refereed) Published
Abstract [en]

The present study investigates variation in spelling based on British versus American English norms in the writing of university students in Sweden, Bulgaria and Italy. It also examines to what extent the students are consistent in their choice of variety. The corpusmaterial on which the study is based allows for investigation of possible changes overtime, across student levels and across nations. Contrary to findings of previous studies, the results reveal a clear preference for British English spelling for all the investigated subcorpora. The students are generally consistent in their use of one variety.

Keywords
Advanced learners of English, spelling, consistency, British English, American English.
National Category
Humanities and the Arts Specific Languages
Research subject
English; Linguistics
Identifiers
urn:nbn:se:uu:diva-213135 (URN)
Available from: 2013-12-18 Created: 2013-12-18 Last updated: 2018-01-11
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