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  • 1.
    Ackermann-Boström, Constanze
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    "Wenn ich schimpfe, dann schimpfe ich auf Russisch.": Fallstudie zu Sprache und Sprachgebrauch einer russlanddeutschen Aussiedlerin2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 2.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Hur har du uppfattat det? En studie av den fenomenografiska ansatsen och dess förmåga att fånga elevens uppfattningar av lärobokstexter1998In: Papers, Uppsala: Department of Linguistics, Uppsala , 1998, Vol. 33, p. 39-72Chapter in book (Other academic)
  • 3.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    ”I NO skriver man bara så man förstår.” Men hur skriver man, och hur förstår man? Expansioner och textrörlighet i elevtexter.2007Conference paper (Other academic)
    Abstract [sv]

    Att lära sig ett nytt ämnesområde innebär även att lära sig det språk som används inom det området. Tidigare forskning visar att det är nödvändigt att lära sig att skriva inom till exempel de olika naturvetenskapliga genrerna för att bli en kompetent elev inom detta område (se t ex Halliday & Martin 1993, Wignell, 1998).

     

    I denna presentation vill jag närmare diskutera expansioner i texter skrivna av elever i skolår 5 och 8 i NO och SO-ämnena. Genom expansioner byggs semantiska relationer mellan händelser genom satser som definierar (’alltså’, ’med andra ord’), bygger ut (’och’, ’men’) eller specificerar (’sen’, ’för att’) den inledande satsen (Halliday & Matthiessen 2004).  Expansioner har diskuterats som en viktig del av den vetenskapliga diskursen, både i sig själva och även som ett uttryck för elevernas förståelse av vad de skriver (Keys 1999). I presentationen diskuterar jag graden av expansioner i texterna i relation till hur eleverna talar om sina texter, deras textrörlighet. Det visar sig bland annat att framför allt högpresterande elever har en högre textrörlighet i de texter som även har en högre grad av expansioner.

  • 4.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Om skrivande i naturorienterande ämnen: "Hon skrev upp vad vi skulle ha med på labbrapporten och sen så skrev vi det. Så var det inte så mycket mer än så."2010In: Symposium 2009: genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag , 2010, p. 176-188Conference paper (Other academic)
    Abstract [sv]

    I kapitlet diskuteras en undersökning om elevers skrivande i naturorienterande ämnen, hur texterna ser ut och hur eleverna talar om de texter de skrivit. Resultaten diskuteras i relation till sådant som ämnesspråk och förståelse.

  • 5.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fel- men på olika sätt.: En analys av elevers felaktiga svar enligt PIRLS-provet.2013In: Läsning / [ed] Gustav Skar & Michael Tengberg, Stockholm: Natur och kultur, 2013Chapter in book (Other academic)
  • 6.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Physics Education Research.
    Can you teach it in English? The Language Choice Debate in Swedish Higher Education.2004In: Integrating Content and Language: meeting the challenge of a multilingual higher education: proceedings of the ICL Conference, October 23-25 2003 / [ed] Robert Wilkinson, Maastricht: Universitaire Pers Maastricht , 2004, p. 97-108Conference paper (Refereed)
  • 7.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Disciplinary differences in the use of English2014Conference paper (Other academic)
  • 8.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Disciplinary Literacy2016Conference paper (Other academic)
  • 9.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    EAP, EMI or CLIL?: (English for Academic Purposes, English Medium Instruction or Content and Language Integrated Learning)2016In: Routledge Handbook of English for Academic Purposes / [ed] Hyland, K. & Shaw, P., Milton Park: Routledge, 2016, p. 71-83Chapter in book (Refereed)
  • 10.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Physics Education Research.
    När undervisningsspråket blir engelska2006In: Språkvård, ISSN 0038-8440, no 4, p. 20-25Article in journal (Other academic)
    Abstract [sv]

    Engelska blir vanligare och vanligare som undervisningsspråk i högre utbildning. Vad händer med ämnesinlärningen när undervisningsspråket blir engelska? John Airey har undersökt svenska fysikstudenter. Det behövs många goda råd för att undervisningen ska fungera.

  • 11.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teachers transitioning to teaching in English2014Conference paper (Other academic)
  • 12. Airey, John
    Teaching and Learning in English: The experiences of students and teachers2014Conference paper (Other academic)
  • 13.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Eriksson, Urban
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fredlund, Tobias
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    On the Disciplinary Affordances of Semiotic Resources2014Conference paper (Refereed)
    Abstract [en]

    In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

  • 14.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy. Kalmar University College.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Bilingual Scientific Literacy?: The Use of English in Swedish University Science Courses2008In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 7, no 3, p. 145-161Article in journal (Refereed)
    Abstract [en]

    A direct consequence of the Bologna declaration on harmonisation of Europeaneducation has been an increase in the number of courses taught in English at Swedishuniversities. A worrying aspect of this development is the lack of research into the effectson disciplinary learning that may be related to changing the teaching language to Englishin this way. In fact, little is known at all about the complex inter-relationship betweenlanguage and learning. In this article we attempt to map out the types of parameters thatour research indicates would determine an appropriate language mix in one section ofSwedish higher education—natural science degree courses. We do this from theperspective of the overall goal of science education, which we suggest is the productionof scientifically literate graduates. Here we introduce a new term, bilingual scientificliteracy to describe the particular set of language-specific science skills that we hope tofoster within a given degree course. As an illustration of our constructs, we carry out asimple language audit of thirty Swedish undergraduate physics syllabuses, listing thetypes of input provided for students and the types of production expected from students inboth languages. We use this information to map out an ‘implied student’ for the courseswith respect to bilingual scientific literacy. The article finishes by identifying issues forfurther research in this area.

  • 15.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Human Sciences, University of Kalmar.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Physics, University of the Western Cape, Cape Town, South Africa..
    Disciplinary learning in a second language: A case study from university physics2007In: Researching Content and Language Integration in Higher Education / [ed] Wilkinson, Robert and Zegers, Vera, Maastricht: Maastricht University Language Centre , 2007, p. 161-171Chapter in book (Refereed)
    Abstract [en]

    There is a popular movement within Swedish universities and university colleges towards delivery of courses and degree programmes through the medium of English. This is particularly true in natural science, engineering and medicine where such teaching has been commonplace for some time. However, the rationale for using English as the language of instruction appears to be more a pragmatic response to outside pressures rather than a conscious educational decision. This situation has recently been challenged with the publication of the report of the Parliamentary Committee for the Swedish Language, Mål i Mun, which discusses the effects of so called domain losses to English.

     

    This paper gives an overview of the continuing debate surrounding teaching through the medium of English, and examines some of the research carried out in this area. In contrast to the wealth of studies carried out in the pre-university school world, very few studies have been identified at university level. One conclusion is that little appears to be known about what goes on when Swedish university students are taught in English by Swedish lecturers. The paper concludes by suggesting a number of research questions that need to be addressed in order to better understand this area. This paper will be of interest to anyone who teaches, or plans to teach, university subjects through the medium of English.

  • 16.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Language and the Experience of Learning University Physics in Sweden2006In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 27, no 3, p. 553-560Article in journal (Refereed)
    Abstract [en]

    This qualitative study explores the relationship between the lecturing language (English or Swedish) and the related learning experiences of 22 undergraduate physics students at two Swedish universities. Students attended lectures in both English and Swedish as part of their regular undergraduate programme. These lectures were videotaped and students were then interviewed about their learning experiences using selected excerpts of the video in a process of stimulated recall. The study finds that although the students initially report no difference in their experience of learning physics when taught in Swedish or English, there are in fact some important differences which become apparent during stimulated recall. The pedagogical implications of these differences are discussed.

  • 17.
    Andersson, Bo
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, German.
    Rev. of Wilhelm Schmidt-Biggemann: Geschichte der christlichen Kabbala. Bd 1–2 (2012–2013)2014In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 86, no 1, p. 102-106Article, book review (Other academic)
  • 18.
    Andersson, Carina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages. Romanska språk.
    Orientation frontale des déplacements médians: analyse contrastive suédois-français.2005In: Rôle et place des corpus en linguistique.: Actes du colloque JETOU’2005, Université de Toulouse Le Mirail 1-2 juillet 2005., 2005, p. 205-216Conference paper (Refereed)
  • 19.
    Andrason, Alexander
    Stellenbosch University.
    The Gnomic qatal2013In: Orientalia Suecana, ISSN 0078-6578, E-ISSN 2001-7324, Vol. 61, p. 5-53Article in journal (Refereed)
    Abstract [en]

    The present paper offers a cognitive and typological approximation to the problem of the gnomic qatal. It demonstrates that the gnomic sense of the qatal can be chained to the remaining semantic potential of the gram by making use of certain typological templates or universals, i.e. by so-called gnomic branches of the anterior path. Given that, from a cross-linguistic perfective, certain subtypes of a present perfect (inclusive,frequentative, and experiential perfects, as well as an anti-perfect) naturally generate gnomic extensions (following a development referred to as “gnomic branches”), that the dominant portion of the semantic potential of the qatal covers the domain of a perfect, and finally that all the examples of the BH gnomic qatal (if derived from active roots) may be viewed as generated in prototypical perfect contexts (the gnomic use of the qatal stems from its use as an inclusive, frequentative, experiential, and anti-perfect),the gnomic value of the gram may be cognitively (both conceptually and diachronically) chained to the remaining sphere of its semantic network by employing the “gnomic branch” linkage. In this manner,the gnomic value ceases to be aberrant and, on the contrary, becomes a fully rational component of the semantic potential of the gram. As a result, we propose a model (a map) that in a more consistent and more holistic manner represents the semantics of the entire qatal category; it accounts for all the senses, the gnomic values included.

  • 20.
    Anonby, Erik J.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Carlton University, Ottawa.
    Stress-induced Vowel Lengthening and Harmonization in Kumzari2013In: Orientalia Suecana, ISSN 0078-6578, E-ISSN 2001-7324, Vol. 61, p. 54-58Article in journal (Refereed)
    Abstract [en]

    This paper presents the morphophonological effects of four suffixes on noun stem vowels in Kumzari: thesimple plural suffix -an, the existential plural clitic -in, the definite suffix -ō, and the indefinite suffix -ē.Two of the suffixes (-an and -ō) have an effect on the stress placement of their host stem. This results inan array of alternations which may be generalized as lengthening of the stem’s final vowel and, in the caseof -ō, harmonization of the stem’s final vowel to that of the suffix. The remaining two suffixes (the clitic-in and the suffix -ē) are included in this study to emphasize the role of stress placement in vowel alternationsin Kumzari: although -in and -ē are segmentally and semantically analogous to the first two suffixes– and, in the case of -ē, morphosyntactically equivalent – they have no effect on stress placement and consequentlydo not precipitate vowel lengthening or harmonization.

  • 21.
    Anteryd, Linn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    African-American English i direkt anföring: Etta James självbiografi översatt till svenska – att anpassa översättningen efter en varietet som inte har någon motsvarighet på svenska2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis is divided into three main parts. It consists of a translation of three chapters from Etta James’ autobiography named Rage to survive: the Etta James story, written by James herself and ghost writer David Ritz. The thesis also features a part involving the issues that arose when I translated Rage to survive: the Etta James story and how I solved these issues. The third and final part consists of an analysis of how African-American English (AAE) has been translated in two other novels in the past, namely I know why the caged bird sings by Maya Angelou and Toni Morrison’s The bluest eye.

    I compare the translations of these two novels with my own translation of Rage to survive: the Etta James story in the analysis where I strive to gain insight into the norms for translating spoken varieties.

    The translation was carried out with the purpose of maintaining the stylistic and informal markers as intact as possible while at the same time adhering to the grammatical prerequisites of the target language (Swedish).

  • 22. Anward, Jan
    et al.
    Nordberg, BengtUppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Scandinavian Languages.
    Samtal och grammatik: Studier i svenskt samtalsspråk2005Collection (editor) (Other scientific)
  • 23.
    Aspemo, Amanda
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Stäng dörren!: En undersökning av imperativ i svenska 1900-talsdramer2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 24.
    Axelsson, Marcus
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    ”Kalla mig inte mamsell!”: En jämförelse av tre skandinaviska översättares behandling av kulturspecifika element i fransk- och engelskspråkig skönlitteratur2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present study deals with the work and practice of three Scandinavian translators, namely Kjell Olaf Jensen (Norwegian), Marianne Öjerskog (Swedish) and Agnete Dorph Stjernfelt (Danish). The main question of the thesis is what strategies the translators use when translating culture-specific elements from French and English. Theoretically the thesis positions itself within the framework of Descriptive Translation Studies and draws upon system theories as well as Pierre Bourdieu’s sociology of culture. The method consists of a source text – target text analysis, using a somewhat modified version of Pedersen’s (2007) method identifying seven translation strategies, namely (1) retention, (2) specification, (3) direct translation, (4) generalization, (5) substitution, (6) omission and (7) official equivalent. In this thesis the three former and the official equivalent are categorized as “adequate”, whereas generalization, substitution and omission are categorized as “acceptable” using Toury’s (2012) terminology. Six different types of culture-specific elements are investigated, namely (1) titles, address and professional titles, (2) currencies, (3) weights and measures, (4) literature and music, (5) education, and (6) names. In addition to this analysis, interviews with the three translators were carried out. Results show that there are both similarities and dissimilarities in the translators’ choices of translation strategies. It also turns out that the strategies used to a great extent depend on the culture-specific element in question and hardly ever on the source language. Results also suggest that the higher the translators’ amount of accumulated total capital, the more likely it is that they adopt a heterodoxic translation strategy. Jensen and Stjernfelt are more often positioned at one of the two extremes of the adequacy–acceptability axis than is the case for Öjerskog. Moreover, results from the interviews and the text analyses show that there are a number of norms that govern the translators’ practices. The translatorial practice is to manoeuver in a field governed by norms in order to produce the best possible target texts – target texts that are true to the original and conform to domestic literary standards.

  • 25.
    Axenov, Serge
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Argument Structure and Impersonality in Avar2010In: Orientalia Suecana, ISSN 0078-6578, E-ISSN 2001-7324, Vol. 59, p. 159-167Article in journal (Refereed)
  • 26.
    Axén, Ingrid
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Vilka faktorer avgör hur en person framstår i en text?: Analys av processtyper, förstadeltagare och modalitet i partiledarintervjuer från 20102012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vad är det som gör att vi uppfattar en person på ett visst sätt? Vi påverkas inte bara av personen själv och allt som personen själv bidrar med, utan även av vår egen utgångspunkt, våra egna och andras värderingar och andras val av framställning. Genom att plocka isär meningar och satser i åtta partiledarintervjuer, analysera deras lexikogrammatiska beståndsdelar och kategorisera dem har jag undersökt om det var möjligt att hitta språkliga mönster för detta. För det syftet har jag använt den systemisk-funktionella grammatiken, SFG, eftersom den gör det möjligt att kategorisera satsers lexikogrammatiska beståndsdelar utifrån både funktion och betydelse. De analyserade beståndsdelarna är förstadeltagare, processtyper och modalitet i alla fria satser.

    Det analyserade materialet är intervjuer med Mona Sahlin och Fredrik Reinfeldt publicerade i fyra svenska dagstidningar inför valet 2010, ett material som därför innehåller både citat från den studerade personen och kommentarer om densamma. Analysmaterialet är indelat i partiledarens diskurs och journalistens diskurs, för att belysa vilka roller intervjupersonerna själva intar och vilka roller de tilldelas av journalisten.

    Resultatet visar att det inte räcker att kvantitativt analysera kategorierna processtyper, förstadeltagare och modalitet för att hitta de språkliga mönster som skapar intrycket av en person. Även kontexten och det semantiska innehållet i de verb som får realisera processerna har i det sammanhanget stor betydelse. Resultatet visar också att journalistens diskurs är mer avgörande för hur intervjupersonerna uppfattas, eftersom journalisten styr samtalet genom sina val av verb som får realisera de olika processtyperna och i viss mån även genom modaliteten.

     

  • 27.
    Bani-Shoraka, Helena
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Linguistics and Philology. iranska språk.
    A revitalization of the Azerbaijani language and identity?2003In: Orientalia Suecana, no 51-52, p. 17-24Article in journal (Other scientific)
  • 28.
    Bani-Shoraka, Helena
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Linguistics and Philology. iranska språk.
    Challenging social hierarchy: Playing with oppositional identities in family talk2008In: Multilingua, Vol. 27, no 1-2, p. 13-35Article in journal (Refereed)
  • 29.
    Bani-Shoraka, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Cross-generational bilingual strategies among Azerbaijanis in Tehran2009In: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, no 198, p. 105-127Article in journal (Refereed)
  • 30.
    Bani-Shoraka, Helena
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Linguistics and Philology. iranska språk.
    The Iranian Language Policy of the Twentieth Century: The case of Azerbaijani in Tehran2005In: The Role of the State in West Asia, Tauris, London , 2005, p. 141-150Chapter in book (Other scientific)
  • 31.
    Bani-Shoraka, Helena
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Linguistics and Philology. iranska språk.
    Tvåspråkighet på samhällsnivå: Exempel från azerbaijanska familjer i Teheran2007In: Årsbok / Kungl. Humanistiska vetenskaps-samfundet i Uppsala, ISSN 0349-0416, Vol. 2006, p. 173-191Article in journal (Other academic)
  • 32.
    Bani-Shoraka, Helena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology, Asian and African Languages and Cultures, Iranian languages.
    Jansson, Gunilla
    Bilingual practices in the process of initiating and resolving lexical problems in students' collaborative writing sessions2007In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 11, no 2, p. 157-183Article in journal (Refereed)
    Abstract [en]

    This study deals with the sequential organization of language choice and codeswitching between Persian as a first language and Swedish as a second language in the process of initiating and resolving a problem of understanding and producing the correct version of a lexical item. The data consist of detailed transcripts of audio tapings of two bilingual students' collaborative writing sessions within the frame of a one-year master's program in computer science in a multilingual setting at a Swedish university. The students, both Persian- speaking, are advanced speakers of Swedish as a second language. For this article, four lexical language-related episodes, where codeswitching between Persian and Swedish occurs, are analyzed. The analyzed excerpts in this article are drawn from a corpus of data consisting of language-related episodes identified and transcribed in the audio tapings. We employ a conversation analysis (CA) approach for the analysis of bilingual interaction. This means that the meaning of the codeswitching in the interaction is described in terms of both global (the conversational activity at large) and local interactional factors. In the analysis, a close step-by-step analysis of the turn-taking procedures demonstrates how the communicative meaning of the students' bilingual behavior in a lexical episode is determined in its local production in the emerging conversational context and how it can be explicated as part of the following social actions: drawing attention to a problem, seeking alliance when a problem is made explicit and confirming intersubjective understanding when the problem is resolved.

  • 33.
    Bardel, Camilla
    et al.
    Stockholms universitet, Institutionen för franska, italienska och klassiska språk.
    Lindqvist, ChristinaStockholms universitet, Institutionen för franska, italienska och klassiska språk.
    Approaches to third language acquisition2010Collection (editor) (Refereed)
  • 34.
    Bardel, Camilla
    et al.
    Institutionen för språkdidaktik, Stockholms universitet.
    Lindqvist, Christina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, Romance Languages.
    The acquisition of French as a second language: New developmental perspectives2012In: Language, Interaction & Acquisition, ISSN 1879-7865, Vol. 3, no 1, p. 1-6Article in journal (Refereed)
  • 35.
    Bardel, Camilla
    et al.
    Stockholms universitet, Institutionen för franska, italienska och klassiska språk.
    Lindqvist, Christina
    Stockholms universitet, Institutionen för franska, italienska och klassiska språk.
    The role of proficiency and psychotypology in lexical cross-linguistic influence. A study of a multilingual learner of Italian L32007In: Atti del VI Congresso Internazionale dell’Associazione Italiana di Linguistica Applicata, Napoli, 9-10 febbraio 2006, Guerra Editore, Perugia , 2007, p. 123-145Chapter in book (Refereed)
  • 36. Bardel, Camilla
    et al.
    Lindqvist, ChristinaLaufer, Batia
    L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis2013Collection (editor) (Refereed)
  • 37.
    Barjasteh Delforooz, Behrooz
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    The Role of Natural Phenomena in the Rise and Fall of Urban Areas in the Sistan Basin on the Iranian Plateau (Southern Delta)2010In: The Urban Mind: Cultural and Environmental Dynamics / [ed] Paul J.J Sinclair, Gullög Nordquist, Frands Herschend & Christian Isendahl, Uppsala: Uppsala University , 2010, p. 221-241Chapter in book (Other academic)
    Abstract [en]

    In ancient times, and even today, water resources, especially rivers, were the main reasons for the existence of human settlements and the formation of the idea of urbanity in the people's minds. This phenomenon can be seen in all places where ancient civilizations were established, e.g. in Egypt, Mesopotamia, Transoxiana and Sind due to the rivers Nile, Tigries and Euphrates, Amu Darya and Syr Darya and Sind, respectively. The Helmand civilization, therefore, was not an exception. Furthermore, after passing a long distance through a desert, the Helmand River reaches the Sistan basin which is a closed inland delta surronded by terribly dry deserts from every side. This special situation makes the Sistan basin and interesting area for attracting human settlements.

    The abundance of water in the southern delta of the Helmand River, the oldest one of the two deltas, created a suitable environmental situation for the people during the fourth millennium BC to settle and establish the only large urban centre, i.e. Shahr-i Sokhta, in the eastern part of the Iranian plateau in Sistan. Natural phenomena such as climate change at the end of the third millennium BC, long droughts, change of the river bed because of tectonic phenomena at the level of the continental platform and violent dust storms caused people to abandon the area after a thousand year of flourishing. Some settlements were established in different parts of the southern delta in intervals after the collapse of Shahr-i Sokhta up to the 18th century. However, considering the small amount of water this delta received, an urban settlement like Shahr-i Sokhta was never established again. Even in the southern delta, where the inhabitants of Shahr-i Sokhta might have moved, no such large prehistoric urban settlement was found, perhaps due to constant floods, droughts and the famous Wind of One Hundred and Twenty Days which buried buman settlements and blocked the irrigation canals.

  • 38.
    Barjasteh Delforooz, Behrooz
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Levinsohn, Stephen H.
    The Third Person Singular Pronominal Clitic in Balochi of Sistan: A Progress Report2014In: Stuadia Iranica, ISSN 0221-5004, Vol. 43, no 2, p. 203-220Article in journal (Refereed)
    Abstract [en]

    This paper begins by discussing the distribution of the two allomorphs of the third person singular pronominal clitic in Balochi of Sistan. It finds the conditioning to be mostly, but not exclusively phonological. When  is attached to the final verb of an independent clause, the referent is the subject/agent but, when  occurs, it is the undergoer (with a few exceptions due to dialectal variation). It follows that, when the subject is stated but  is also present,  still refers to the subject and gives it thematic prominence. The second part of the paper argues that the presence of the pronominal clitic with the past form of the verb ‘say’ (gušt=ī) communicates 'referent continuity' (Givón 1990); in particular, the ongoing involvement in the expected role of any active third person participant who is not identified by a noun or independent pronoun in the current clause.

  • 39.
    Basirat, Ali
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Nivre, Joakim
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Greedy Universal Dependency Parsing with Right Singular Word Vectors2016Conference paper (Refereed)
    Abstract [en]

    A set of continuous feature vectors formed by right singular vectors of a transformed co-occurrence matrix are used with the Stanford neural dependency parser to train parsing models for a limited number of languages in the corpus of universal dependencies. We show that the feature vector can help the parser to remain greedy and be as accurate as (or even more accurate than) some other greedy and non-greedy parsers.

  • 40. Beckman, Jill
    et al.
    Helgason, Petur
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    McMurray, Bob
    Ringen, Catherine
    Rate effects on Swedish VOT: Evidence for phonological overspecification2011In: Journal of Phonetics, ISSN 0095-4470, E-ISSN 1095-8576, Vol. 39, no 1, p. 39-49Article in journal (Refereed)
    Abstract [en]

    Previous research has found asymmetric effects of speaking rate on VOT cross-linguistically: as rate slows, long-lag VOTs and negative VOTs increase, but short-lag VOTs remain essentially unchanged. If we assume, as have many phonologists, that the two-way contrast in voicing languages (e.g. French) is [voice] vs. [circle divide] and in aspirating languages (e.g. English) is [spread glottis] vs. [circle divide], then it appears that at slower rates, a phonological contrast is heightened by selective increase in the phonetic cue for the specified feature. Thus, slowing down causes longer aspiration in aspirating languages and longer prevoicing in voicing languages but no change in short-lag stops. We report the results of an experiment on Central Standard Swedish stops designed to investigate the effect of speaking rate on VOT. CS Swedish uses both prevoiced and aspirated stops in utterance-initial position, hence the phonological feature(s) involved in this contrast is not clear. We found that both prevoicing and aspiration increase in slow speech in Swedish. This suggests that both [voice] and [spread glottis] are the specified features of phonological contrast in CS Swedish, and in turn raises questions about whether phonological specification more generally is economical. Moreover, the fact that speaking rate affects VOT even in situations like CS Swedish in which the phonological contrast is over-specified suggests that such modification is largely due to production dynamics, not speakers' sensitivity to listeners' needs.

  • 41.
    Bentz, Christian
    et al.
    DFG Center for Advanced Study, University of Tübingen..
    Berdicevskis, Aleksandrs
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Universitetet i Tromsø (UiT) The Arctic University of Norway Department of Language and Culture.
    Learning pressures reduce morphological complexity:: Linking corpus, computational and experimental evidence2016In: Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity, 2016, p. 222-232Conference paper (Refereed)
    Abstract [en]

    The morphological complexity of languages differs widely and changes over time. Pathways of change are often driven by the interplay of multiple competing factors, and are hard to disentangle. We here focus on a paradigmatic scenario of language change: the reduction of morphological complexity from Latin towards the Romance languages. To establish a causal explanation for this phenomenon, we employ three lines of evidence: 1) analyses of parallel corpora to measure the complexity of words in actual language production, 2) applications of NLP tools to further tease apart the contribution of inflectional morphology to word complexity, and 3) experimental data from artificial language learning, which illustrate the learning pressures at play when morphology simplifies. These three lines of evidence converge to show that pressures associated with imperfect language learning are good candidates to causally explain the reduction in morphological complexity in the Latin-to-Romance scenario. More generally, we argue that combining corpus, computational and experimental evidence is the way forward in historical linguistics and linguistic typology.

  • 42.
    Berdicevskis, Aleksandrs
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    M. Baerman, D. Brown, G. G. Corbett (eds.).Understanding and measuring morphological complexity2017In: Voprosy âzykoznaniâ, ISSN 0373-658X, no 5, p. 123-135Article, book review (Refereed)
  • 43.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Att avslöja sina källor: Evidentialitet i spanskans verbsystem2013In: Kungl. Vetenskaps-Societeten. ÅrsbokArticle in journal (Refereed)
  • 44.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    El pluscuamperfecto como marcador evidencial en castellano2011In: Estudios de tiempo y espacio en la gramática española / [ed] Hernández Socas, Elia; Sinner, Carsten; Wotjak, Gerd,, Frankfurt am Main: Peter Lang Publishing Group, 2011, p. 43-62Chapter in book (Refereed)
  • 45.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    El pluscuamperfecto como marcador evidencial en castellano2011In: Estudios de tiempo y espacio en la gramática española / [ed] Hernández Socas, Elia / Sinner, Carsten / Wotjak, Gerd, Frankfurt am Main: Peter Lang Publishing Group, 2011, p. 43-62Chapter in book (Refereed)
  • 46.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Había sido o no había sido, he ahí la cuestión: Pluscuamperfecto y evidencialidad en castellano2008In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 80, no 2, p. 203-222Article in journal (Refereed)
  • 47.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    <ir a + infinitivo> Modalidad y aspecto en el futuro del castellano rioplatense2016In: Revista Internacional de Lingüística Iberoamericana, ISSN 1579-9425, E-ISSN 2255-5218, Vol. 27Article in journal (Refereed)
    Abstract [en]

    This paper tries to describe the meaning of the periphrastic future <va a + infinitive> in Río de la Plata-Spanish. In contrast to previous works on the subject, claiming that this periphrasis concerns future events with some connection to the present (Fleischman 1982, Gómez Torrego 1988, Bravo 2008), we define the meaning of <va a + infinitivo> in this variety of Spanish as the expression of speaker attitude (modality) to events aspectually marked as “not begun” ([-comenzado]). Two different grammaticalization patterns are identified, which express dynamic and deontic modality, respectively. These patterns explain different traits that other authors have assigned to the periphrasis, as relative strength of assertion, level of commitment to the truth of the information expressed, imminence, intentionality and event planning (Sedano 1994, 2007; Gómez Torrego 1999 among others). We also propose an interpretation of other forms of the periphrasis normally ignored in the literature, as <irá a + infinitive>, <iría a + infinitive> or <va a + compound infinitive>. In addition it is claimed that the morphological future in -re expresses epistemic modality about events aspectually not marked for the parameter [±comenzado] and, therefore, in traditional terms, suitable for designates both present as future events.

  • 48.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Mandar en casa ajena. Modalidad deóntica y tiempos verbales en español2013In: Modalité, évidentialité et autres friandises langagières / [ed] Coco Norén, Kerstin Jonasson, Henning Nølke &Maria Svensson, Bern: Peter Lang Publishing Group, 2013, p. 1-22Chapter in book (Refereed)
    Abstract [es]

    En el presente trabajo se revisa la relación entre modalidad deóntica y actos de habla directivos y se investiga la capacidad para expresar actos de habla directivos de los tiempos verbales relacionados con situaciones anteriores al momento de la información dentro de la variedad rioplatense del español.

    Los actos de habla directivos suponen un contenido proposicional futuro, por lo cual el uso de los tiempos verbales del pasado estaría en principio vedado, dado que estos refieren situaciones anteriores al momento de la enunciación. Sin embargo se muestra que el pretérito perfecto simple, tiempo verbal pasado por excelencia, puede expresar mandatos, lo que es difícil de explicar desde una teoría de los tiempos verbales centrada en la deixis temporal.

    Partiendo desde una posición que describe los tiempos verbales primariamente en base a sus propiedades aspectuales, modales y evidenciales mostramos que el pretérito perfecto simple puede referir situaciones futuras, lo que lo hace compatible con las condiciones de contenido proposicional de los actos de habla directivos, lo que explica su capacidad para expresar mandatos. Por otro lado, nuestra definición aspectual del pretérito perfecto simple explica el hecho de que cuando éste refiere situaciones futuras lo hace presentándolas como inapelables, inmodificables, cerradas a la interferencia externa. Esta característica explica asimismo el hecho de que este tiempo se utilice para producir actos de habla directivos fuertes (mandatos y prohibiciones) pero no débiles o “no impositivos” en el sentido de Haverkate (1984) (sugerencias e instrucciones), en contraste con el presente (que definimos como aspectualmente neutro), que puede expresar todo tipo de actos de habla directivos. Por último, sugerimos que la imposibilidad del pretérito perfecto compuesto y el pluscuamperfecto de expresar actos directivos tampoco se debe a que estos tiempos pertenezcan a la esfera del pasado (hemos mostrado que incluso el pluscuamperfecto puede tener referencia futura) sino a sus propiedades evidenciales, que chocan con los requerimientos performativos de los actos de habla directivos.

  • 49.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Mandar en casa ajena: Modalidad deóntica y tiempos verbales en español2013In: Modalité, évidentialité et autres friandises langagières / [ed] Norén, Coco / Jonasson, Kerstin / Nølke, Henning / Svensson, Maria, Bern: Peter Lang Publishing Group, 2013, p. 1-22Chapter in book (Refereed)
  • 50.
    Bermúdez, Fernando
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Rumores y otros malos hábitos. El condicional evidencial en español2016In: Cuadernos de Lingüística, ISSN 2007-736X, Vol. 4Article in journal (Refereed)
    Abstract [es]

    En este artículo se investiga el así llamado “condicional de rumor” (CR) en español, forma típica del discurso periodístico, como en “El primer ministro renunciaría en las próximas horas”. Los rasgos modales, y particularmente los valores evidenciales de esta forma verbal se discuten, a partir de una visión deíctica de la evidencialidad basada en Bermúdez (2006). El CR se compara con otro uso de la forma verbal condicional, típica del discurso científico, con el que as menudo se confunde, como en “juventud sería el lapso que media entre la madurez física y la madurez social”. Se propone que el CR es un marcador de información de tercera mano, mientras que el “condicional científico indica información de segunda mano y acceso cognitivo a la fuente de información. El análisis funciona asimismo como una evidencia indirecta de la adecuación de la visión deíctica de la evidencialidad.

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