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  • 1.
    Kaatari, Henrik
    et al.
    Department of Humanities, University of Gävle, Gävle, Sweden.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Using the BNC and the Spoken BNC2014 to Study the Syntactic Development of I Think and I’m Sure2019In: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217Article in journal (Refereed)
    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.

  • 2. Laporte, Samantha
    et al.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Goulart, Larissa
    Testing the Principle of No Synonymy across levels of abstraction: A constructional account of subject extraposition2020Conference paper (Refereed)
  • 3.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    A functional classification of the introductory it pattern: Investigating academic writing by non-native-speaker and native-speaker students2017In: English for specific purposes (New York, N.Y.), ISSN 0889-4906, E-ISSN 1873-1937, Vol. 48, p. 57-70Article in journal (Refereed)
    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.

  • 4.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    A syntactic analysis of the introductory it pattern in non-native-speaker and native-speaker student writing2019In: Corpus Linguistics, Context and Culture, Berlin: Mouton de Gruyter, 2019, p. 307-338Chapter in book (Refereed)
  • 5.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Grammatical stance marking in student and expert production: Revisiting the informal-formal dichotomy2019In: Register Studies, ISSN 2542-9477, Vol. 1, no 2, p. 243-268Article in journal (Refereed)
    Abstract [en]

    There are sets of grammatical stance markers that are morphologically and semantically related, but that differ with regard to their syntactic realization (e.g. importantly, it is important that and the importance of). Little attention has, however, been paid to how these pattern across registers in expert and apprentice data. This study examines eleven such sets across five registers of the BNC to investigate which of these register(s) the apprentice writers’ use is closest to and what that can tell us about their adherence to academic norms. The results show that there is a cline from the a priori more formal registers to the less formal registers for the stance markers investigated. When the apprentice writers’ usage was mapped onto this cline, it became clear that their usage diverged slightly from that of the academic experts, thus indicating a lack of register awareness. Yet, very little evidence was found to support previous claims of the “spoken-like” nature of learner writing.

  • 6.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Informality and register awareness: Grammatical stance marking in student and expert production2019Conference paper (Refereed)
  • 7.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    On spelling behavio(u)r: A corpus-based study of advanced EFL learners’ preferred variety of English2012In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 11, no 3, p. 127-154Article in journal (Refereed)
    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.

  • 8.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Review - Berndt Spillner: Error Analysis in the World: A Bibliography. Berlin: Frank & Timme GmbH, 2017. ISBN 978-3-7329-0356-6. 586 pp.2018In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 90, no 1, p. 144-147Article, book review (Refereed)
  • 9.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Review of Ditte Kimps. Tag questions in conversation: A typology of their interactional and stance meanings. Amsterdam/Philadelphia: John Benjamins, 2018, 250 pp2019In: ICAME Journal/International Computer Archive of Modern English, ISSN 0801-5775, E-ISSN 1502-5462, Vol. 43, p. 134-139Article, book review (Refereed)
  • 10.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Review of María Luisa Carrió-Pastor, ed.: New Challenges for Language Testing: Towards Mutual Recognition of Qualifications2017In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 89, no 2, p. 312-317Article, book review (Refereed)
  • 11.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Review of Yáñez-Bouza, Nuria. Grammar, Rhetoric and Usage in English: Preposition Placement 1500-1900, Cambridge University Press, 2015.2016In: Neuphilologische Mitteilungen, ISSN 0028-3754, Vol. 117, no I, p. 228-232Article, book review (Other academic)
  • 12.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    The importance of, it is important that or importantly?: The use of morphologically related stance markers in learner and expert writing2017In: International Journal of Corpus Linguistics, ISSN 1384-6655, E-ISSN 1569-9811, Vol. 22, no 1, p. 57-84Article in journal (Other academic)
    Abstract [en]

    The ability to successfully position oneself in relation to one’s claims through the use of stance markers is of central importance for academic writers. This study, which uses data from one expert corpus (LOCRA) and three learner corpora (ALEC, VESPA and BATMAT), investigates the use of morphologically related stance markers that occur in different syntactic constructions (such as possibly, the possibility of and it is possible that). In doing so, it examines to what extent lexis, level of expertise in academic writing and L1 transfer influence the distribution of the different realizations of stance under investigation. The results show that all three variables are important predictors. In addition, differences pertaining to information structure are found to influence the distribution of two largely synonymous constructions (disjuncts and the introductory it pattern). The findings suggest that there are principled explanations for why one construction is used instead of another functionally similar construction.

  • 13.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    The introductory it pattern: Variability explored in learner and expert writing2016In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 22, p. 64-79Article in journal (Refereed)
  • 14.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Using big data in educational settings: Empowering students through increased autonomy2019Conference paper (Refereed)
  • 15.
    Larsson, Tove
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Using corpus methods for increased proficiency in academic English at university level: Benefits and challenges2018In: Pedagogiska utmaningar i en dynamisk samtid / [ed] A. Hössjer, M. Magnusson & P. Reinholdsson, Uppsala: Uppsala University, 2018, p. 90-100Chapter in book (Refereed)
  • 16.
    Larsson, Tove
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Granger, Sylviane
    Université catholique de Louvain.
    The phraseology of core vocabulary in expert and learner data: The case of thing(s)2019Conference paper (Refereed)
  • 17.
    Larsson, Tove
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Kaatari, Henrik
    Högskolan i Gävle.
    Extraposition in learner and expert writing: Exploring (in)formality and the impact of register2019In: International Journal of Learner Corpus Research, ISSN 2215-1478, E-ISSN 2215-1486, Vol. 5, no 1, p. 33-62Article in journal (Refereed)
    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.

  • 18.
    Larsson, Tove
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Kaatari, Henrik
    Syntactic complexity across registers: Investigating (in)formality in student writing2019Conference paper (Refereed)
  • 19.
    Larsson, Tove
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Kaatari, Henrik
    University of Gävle.
    Syntactic complexity across registers: Investigating (in)formality in student writing2020In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 45Article in journal (Refereed)
    Abstract [en]

    Syntactic complexity (i.e. the grammatical sophistication exhibited in language production) has been found to be positively correlated with formality. In viewing formality as a cline rather than as a dichotomy, the present study revisits previous claims about (in)formality in learner writing in relation to syntactic complexity. The use of commonly utilized measures of syntactic complexity is explored in learner writing and across four registers from the British National Corpus (academic prose, popular science, news and fiction). The results show that while the learners generally exhibited appropriate register awareness, there were some differences noted between their writing and that of the published writers, in particular with regard to the measure of complex nominals. A detailed analysis of this measure in the academic register showed that the learners make less frequent use of adjectival and prepositional modifiers than the expert writers. Our results thus confirm previous claims about the importance of phrase-level complexity measures as a predictor of formality. It would seem that learners would benefit from some targeted instruction of such structures for increased register awareness.

  • 20.
    Larsson, Tove
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Kaatari, Henrik
    Högskolan i Gävle.
    Syntactic complexity in L2 writing: Testing different measures across levels of formality2019Conference paper (Refereed)
  • 21.
    Larsson, Tove
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Paquot, Magali
    Biber, Doug
    Using a multi-dimensional approach to explore register variation in learner writing2019Conference paper (Refereed)
  • 22.
    Larsson, Tove
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Schutz, Natassia
    Epistemic modality across academic disciplines: The phraseology of epistemic verbs2018Conference paper (Refereed)
1 - 22 of 22
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