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  • 1.
    Abrahamsson, Clara
    Halmstad University, School of Education, Humanities and Social Science.
    Glad fast ändå inte glad: Emojiers betydelser och användning2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Emojis are colorful pictorial icons used in day to day conversations via SMS and on plenty of different platforms, available for everyone today, but not yet studied to an extent even though they they are highly ambigous. The aim of this study is to find which semantic meanings emojis can have, if gender or age is a causing factor and if any norm for when and how emojis should be used exists among the users. Through a digital survey uploaded on different platforms and sent to different companies, the results show that misconceptions do happen, and that they happen often. However, gender does not seem to matter to the same extent as age. There is also evidence pointing to the users following some rules when it comes to what emoji should be used when and when no emoji should be used at all.

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  • 2.
    Afram, Eliane
    Halmstad University, School of Education, Humanities and Social Science.
    Idioms in English as a Second Language: Contextualization of L2 idioms (written context versus still pictures) and its effect on students' retention2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main aim of the present study is to investigate whether there is a difference in retentionbetween two groups of Swedish second language learners of English when they are faced withidioms in a written context or in the form of still pictures. The subjects of the investigation aretwo different groups at a high school in Sweden. Both Group 1 and 2 consist of 24 subjectseach. For this study, 15 idioms were randomly selected. To Group 1, the idioms werepresented in a written context and to Group 2 the idioms were presented in the form of stillpictures. The subjects were given a pre-test and two post-tests to measure their retention.Moreover, the subjects were given a questionnaire in order to learn more about theirperception of idioms. I believe that, on the immediate post-test, Group 1 (the “written contextgroup”) did better than Group 2 (the “still pictures group”). Nevertheless, on the delayed posttest(testing long-term retention), Group 2 remembered more idioms than Group 1. But, it isimportant to note that contextualization of L2 idioms using written context and/or using stillpictures resulted, in general, to be effective strategies for the retention of idioms.

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    TermpaperEA
  • 3.
    Ahrsjö, Tessi
    Halmstad University, School of Education, Humanities and Social Science.
    Gilla läget: En undersökning av ett idiomatiskt uttryck och språkhandlingar2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats undersöker hur uttrycket gilla läget används i olika språkhandlingar och vilken innehållsmässiga betydelse uttrycket får. Det är en korpusbaserad studie där över 200 belägg i Twitter 2015 till 2017 är granskade och analyserade. Det avgörande i analysen för hur uttrycket används är språkhandlingen som uttrycket förekommer i och vilket skiljetecken som används. I de fall där skiljetecken saknas analyseras språkhandlingen utifrån eventuellt responssvar som kan förväntas. Vidare studeras också om meningen, där uttrycket ingår, rent språkligt är formulerad som en fråga eller som ett påstående, men om funktionen av uttrycket är något helt annat.  Resultatet visar ett komplext uttryck som kan varieras, och hur det tolkas beror på sammanhanget och vem som läser texten som det förekommer i.

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  • 4.
    Ainiala, Terhi
    et al.
    University of Helsinki, Helsinki, Finland.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science.
    Eggert, Birgit
    University of Copenhagen, Copenhagen, Denmark.
    New Trends in Nordic Socio-onomastics: International Cooperation and Examples of Objectives2023In: Onomastics in Interaction With Other Branches of Science. Volume 3: Proceedings of the 27th International Congress of Onomastic Sciences / [ed] Urszula Bijak; Paweł Swoboda; Justyna B. Walkowiak, Kraków: Jagiellonian University Press, 2023, Vol. 3, p. 525-539Chapter in book (Refereed)
    Abstract [en]

    The recently founded Nordic network New Trends in Nordic Socio-Onomastics was started as a workshop program in 2018 and 2019, funded by The Joint Committee for Nordic Research Councils in the Humanities and Social Sciences. The aim was to stimulate innovative research development within the socio-onomastic field by enabling Nordic researchers to come together, participate in discussions, explore new theoretical and methodological tools and identify new problem areas suitable for future joint Nordic projects. In this article, we present the network and the activities that have been organized in order to enhance international collaboration. We also discuss the current state of socio-onomastics in the Nordic countries and identify some important objectives and areas for future research. © Copyright by the Jagiellonian University Press & Authors

  • 5.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Creating identities through the choice of first names2017In: Socio-onomastics: The pragmatics of names / [ed] Terhi Ainiala & Jan-Ola Östman, Amsterdam/Philadelphia: John Benjamins Publishing Company, 2017, p. 46-68Chapter in book (Refereed)
    Abstract [en]

    Choosing a name for a child is seldom a matter of simple labelling. It is often rather a long and complex process. Names are collected for inspiration, compared and evaluated by the parents. Many aspects are taken into consideration and (more or less consciously) viewed in the light of the parents’ own emotional, aesthetic, ideological and social stances, as well as personal experiences and hopes for the child. In this chapter, the act of naming a child is regarded as an act of identity. Parents, through the choice of first name for a child, engage in a social act which is very much about expressing their own identity – who they are or who they want to be – and constructing a hoped-for identity for their child.

  • 6.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Names and Identity2016In: The Oxford Handbook of Names and Naming / [ed] Carole Hough, Oxford: Oxford University Press, 2016, p. 382-394Chapter in book (Other academic)
  • 7.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sonstige Namenarten: Stiefkinder der Onomastik. Hrsg: Rita Heuser & Mirjam Schmuck. 451 s. Berlin/Boston: de Gruyter 2018. ISBN 978-3-11-054475-6.2019In: Namn och bygd, ISSN 0077-2704, Vol. 107, p. 146-147Article, book review (Other academic)
  • 8.
    Aldrin, Emilia
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Peter, Heike
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Högskolans språk och mitt eget. En studie av nyantagna lärarstudenters förhållningssätt till skrivande, skriftspråket på högskolan och den egna skrivkompetensen2020In: Högre Utbildning, E-ISSN 2000-7558, Vol. 10, no 1, p. 43-56Article in journal (Refereed)
    Abstract [en]

    This article explores how a heterogenous group of first year university students perceive writing in general, academic writing in specific, as well as their own writing proficiency. A questionnaire (n 93) was created basing on theories on academic literacy and writing psychology. The results show varying attitudes among the students which highlight questions of the dimensions of writing, identity and group affiliations. Gender was of little importance, whereas age and self-stated writing skills correlated to some extent with the results. The small scale of the study does not permit far-reaching conclusions, but the results indicate attitudes that could have importance for the development of academic literacy. The study can be used as a start of departure for interventions that facilitate for groups with different backgrounds to participate in higher education. ©2020 Emilia Sturm Aldrin, Monica Eklund och Heike Peter.

  • 9.
    Aldrin, Emilia
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Saerheim, Inge
    University of Stavanger, Stavanger, Norway.
    Syrjälä, Väinö
    University of Helsinki, Helsinki, Finland.
    NORNA - The Nordic Cooperative Committee for Onomastic Research2018In: Onomastica Uralica, ISSN 1586-3719, E-ISSN 2061-0661, Vol. 14, p. 15-22Article in journal (Refereed)
    Abstract [en]

    The Nordic Cooperative Committee for Onomastic Research (NORNA) was founded in 1971 with the aim to encourage and support onomastic research in the Nordic countries, as well as collaboration between Nordic scholars. The article presents the organization and activities of NORNA and discusses its' contribution to Nordic onomastics.

  • 10.
    Al-Hamawi, Shahad
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Dazamlija, Nerma
    Halmstad University, School of Education, Humanities and Social Science.
    En textanalys av läsförståelseövningar i digitala läromedel2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Om vi söker på ”digitala läromedel” så hittar vi tusental olika programvaror på internet. Det har skett en ökad utveckling i användning av digitala läromedel i skolan vilket gör att digitalisering har idag en central roll i skolans verksamhet som ständigt utvecklas. Det beskrivs fram att både program såsom appar som har en pedagogisk tanke kan fungera som ett läromedel. Syftet med denna studien är att analysera läsförståelseövningar i tre digitala läromedel i svenska med inriktning årskurs 4-6. Vår förhoppning med undersökningen är att kunskapen kommer kunna användas senare i möten med elever för att bidra till att läsförståelsen utvecklas. Vår studie grundar sig på en kvalitativ textanalys som byggs på tolkning av texter i olika läsförståelseövningar i tre utvalda digitala läromedel. Clio Online, Gleerups och Liber som valdes ut för den studien och valet grundar sig på teoretiska utgångspunkter som handlar om digitala teknikens möjligheter som bör finnas i ett digitalt läromedel. Studiens resultat visar på att de utvalda läromedlen gestaltas för det mesta på samma sätt. I alla tre läromedel finns det enklare kunskapsfrågor där man ¨fyller i¨ rätt svar. Detta kan kopplas till de tre läromedlen där det finns tillgång till kunskapsfrågor som det bara finns ett rätt svar till. Såsom kunskapsfrågor så får användaren även återkoppling på rätt/fel svar när användaren är färdig med uppgifterna och klickar på specificerad plats. Dock beroende på typen av frågor så vissa frågor är samtals frågor och vissa är att formulera ett svar. Det framkommer ett innehåll i alla tre läromedel i början av uppgiften där det står vad eleverna ska arbeta med. Vid varje avsnitt så får användaren ”eleven” lärandemål inför hela området samt vilka lärandemål som eleven ska träna på vid varje respektive sida eller fråga. Det framgår en självständig genomgång vid undervisningsavsnitt och visualiserade händelser som användaren ”eleven” kan få kunskap kring. I alla tre läromedel som analyserades finns det både likheter och skillnader emellan dem. De tre läromedel har samma funktioner som exempelvis att man kan lyssna på texten man läser, övningar med svårighetsgrad med mera. Till vidare forskning hade det varit givande att fortsätta studier inom digitala läromedel. Det hade varit till stor fördel att analysera lärarens material som tillkommer i de digitala läromedlen. För att få en bredare syn på hur de digitala läromedlen fungerar utifrån ett lärarperspektiv hade varit gynnsamt till framtida arbetsområden inom ämnet svenska.

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  • 11.
    Allami, Hamid
    et al.
    Yazd University, Yazd,, Iran.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science.
    Shahroosvand, Hamid Reza
    Yazd University, Yazd,, Iran.
    Conventional and Nonconventional Use of Idioms in General vs. Academic Corpora of English as a Lingua Franca2022In: Journal of Research in Applied Linguistics, ISSN 2345-3303, Vol. 13, no 1, p. 44-57Article in journal (Refereed)
    Abstract [en]

    The present study investigated the conventional vs. nonconventional use of idioms in general and academic English as a lingua franca (ELF) corpora taking into account the speech event type, academic domain, and discipline. ELFA and VOICE corpora were searched for idiom tokens based on Collins COBUILD Idioms Dictionary. Results showed that idioms were more frequent in VOICE than in ELFA, indicating a higher proportion of formulaic language in informal and interactive discourse as compared to more formal and transactional discourses. Tokens in conventional form and meaning were the most frequent in both corpora. Entirely novel idioms were small in number in both corpora. However, both corpora generated a large number of idioms with formal variations. Idiom use in the academic corpus was register sensitive. ELF speakers in both corpora used communication strategies to prevent unilateral idiomaticity. Overuse of high-frequency idioms by some speakers could be associated with idiomatic teddy bears. Results can help understand the nature of idiomaticity in ELF in general and academic settings. Findings on the academic corpus can also inform curriculum development and assessment in English for Academic Purposes. © 2022 - Published by Shahid Chamran University of Ahvaz. All Rights Reserved.

  • 12.
    Amarius, Sebastian
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Fredriksson, Oliver
    Halmstad University, School of Education, Humanities and Social Science.
    Digital games and collocations: A study of the relationship between L2 learners' gaming habits and knowledge of collocations2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Digital games are often considered a pastime activity with little to no real or tangible benefits. This, however, is contrary to studies on the usefulness of digital games in second language (L2) learning. There are several aspects of L2 learning that are affected positively by gaming, as well as other extramural English (EE) activities. One of these aspects is vocabulary, which has been proven to be substantially improved by gaming through incidental learning. 

    Collocations are often referred to as word pairs that co-occur more frequently than any other two words. The definition of a collocation is a contested subject, making research and theories around collocations widespread and varied depending on what definition a given author subscribes to. In the present study Howarth’s (1996) definition of collocations has been used. The hard-to-define nature of collocations extends into the act of teaching - collocations are rarely taught because they follow no set rule or pattern. This means that L2 learners must acquire their collocation knowledge incidentally, either in the classroom or through EE activities.  

    The present study aims to investigate the relationship between EE activities, primarily gaming, and the collocation knowledge of 87 Swedish teenagers in upper compulsory school and upper secondary school. This was done through a Productive Collocation Test (PCK) as well as a questionnaire. The results of the study show that students who engage in EE activities are more knowledgeable in terms of collocations than those who do not. Additionally, out of the EE activities included in the questionnaire gaming seems to be the best way to acquire collocation knowledge.  

    The present study concludes that there is a connection between EE activities, especially gaming, and collocation knowledge. Informants that claimed to spend more time per week playing digital games generally scored higher on the collocation test. This was also true for the students who claimed to spend a considerable amount of time on visual media per week. These informants also had knowledge of collocations that very few of the respondents knew, particularly the students who partake in gaming. The findings of the present study suggest that digital games could be used as a tool for teaching collocations. However, more research is required to carry this idea further.  

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  • 13.
    Amnell, Christa
    Halmstad University, School of Education, Humanities and Social Science.
    Att bygga ett barn: Hur konstrueras barnet i 1900-talets handböcker om barnuppfostran?2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats undersöker hur barnet konstrueras i 1900-talets populärvetenskapliga handböcker om uppfostran, samt huruvida konstruktionen av barnet har förändrats under det senaste århundradet. Uppsatsen diskuterar också hur de undersökta textavsnittens sätt att konstruera barnet kan påverka hur barnet konstrueras idag, år 2016. Uppsatsen ställer även upp en hypotes, vilken säger att barnet konstrueras som lägre stående än den vuxna. 

    För att kartlägga detta undersöks, med utgångspunkt i kritisk diskursanalys och stöd i Fairclough och Foucault, utdrag ur fyra böcker, nämligen Barnets århundrade av Ellen Key ([1901] 1996), Sunt förnuft i barnavård och barnuppfostran från födelsen till brytningsåren av Benjamin Spock ([1946] 1970), Barnaboken av Anna Wahlgren ([1983] 2008) samt Växa- inte lyda av Lars H. Gustafsson (2010). Samtliga undersökta böcker kan hävdas vara auktoriteter inom området.  

    Undersökningens resultat vederlägger delvis dess hypotes. Resultatet visar att tre av fyra undersökta textavsnitt konstruerar barnet som kompetent, intelligent och aktivt. Endast i en av de undersökta böckerna tycks barnet konstrueras i enlighet med uppsatsens hypotes. Avslutningsvis diskuteras dock huruvida det faktum att de vuxna ställer sig själva i en position där de konstruerar andra människor, barnen, skulle kunna innebära att uppsatsens hypotes trots allt är relevant.

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  • 14.
    Andersson, Linda
    Halmstad University, School of Education, Humanities and Social Science.
    Femininitet och maskulinitet i svenska låtar: En jämförande studie om hur femininitet och maskulinitet återskapas i svenska låtar som placerat sig i toppen på Svensktoppen2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats belyser hur femininitet och maskulinitet konstrueras i svenska låtar som placerat sig i toppen av Svensktoppen 1979, 1989, 1999, 2009 och 2019. Uppsatsen jämför dels konstruktion av femininitet och maskulinitet mellan låtar som framförs av kvinnliga och manliga artister, dels hur detta har förändrats över tid. Materialunderlaget som använts i studien är totalt 42 låtar, 19 som framförs av kvinnliga artister och 25 som framförs av manliga artister. Det större antalet låtar som framförs av kvinnliga och manliga artister beror på att låtar som framförs av både kvinnliga och manliga artister kategoriserades som båda. Metoden som har använts är en kombination av tolkning och analys av lyrik. Analysen utgår från Avary et al.:s (2017) lista över femininitetsattribut, maskulinitetsattribut, hyperfemininitet och hypermaskulinitet. Vidare har en tolkning av låtarna gjorts för att bedöma om låtarna skildrar detta. Resultatet visar bland annat att femininitetsattribut är dubbelt så vanliga som maskulinitetsattribut i de utvalda låtarna. Resultatet visar även att maskulinitet är vanligare än femininitet i förhållande till låtarnas ”jag” i låtar som framförs av manliga artister 1979 och 1989. I samma låtar är även femininitet vanligare i förhållande till låtarnas ”du”. Motsvarande korrelation återfinns i låtar som framförs av kvinnliga artister 1979 och 1999. Resultatet visar även att betydelse av utseende endast skildras i låtar som framförs av manliga artister i förhållande till låtarnas ”du” och i en låt som framförs av en kvinnlig artist i förhållande till låtens ”jag”. Slutligen visar resultatet att skildring av hypermaskulinitet har minskat i låtar som framförs av manliga artister och ökat i låtar som framförs av kvinnliga artister.

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  • 15.
    Andersson, Linus
    Halmstad University, School of Education, Humanities and Social Science.
    Modern semiotics in an internet mediated world2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    English has become the dominant language for internet users throughout the world and the internet has had its own impact on the English language. The main aim for this essay is to compare and contrast different online discussion forums and other related online discourses in order to show how meaning is created and to identify any differences that may exist depending on the forum. To do this, I have chosen specific features of language and analyzed their use in a number of different online sources.

    The research has shown that most of the language features commonly used in everyday speech are also present online. There is a difference in which features are used, where, and how frequently they occur, but the determining factor differs depending on the feature; the use of some features depends on the topic while the use of others depends on the website.

    The overall conclusion of the research is that the language on the websites used as primary data is not at all simplified in comparison to spoken language. The same language features and conventions are still used and understood in the same way as spoken language.

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  • 16.
    Andersson, Matilda
    Halmstad University, School of Humanities (HUM).
    English in Sweden: English as a Second Language in Sweden in a Theoretical Perspective2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    English has integrated into Swedish society, and into the Swedish language. In this study, the goal is to examine why English has become so influential in Sweden and if this has occurred previously. This will be studied by examining the historical relation between Swedish and three languages, German, French and English. Moreover, the English language influences will be examined more extensively in its global spread and its social relation to Swedish. This essay will contain a limited study, which will ask a sample of twenty individuals if they think Sweden requires a second language, and what language they would select to fill this position.

    There is a pattern to observe in the historical language influences, which are: the global presence of the language, the integration and immigration into the Swedish society and the grammatical and lexical significance of loanwords. The majority of the sample selected English as the language that would fill a second language position in Sweden, and close to half of the sample thought Sweden requires a second language.

    With such a limited sample and with few questions, no claims could be made regarding the requirement of a second language in Sweden. This could be expanded further into a more extensive study with less focus on the historical influences upon Swedish. 

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    English in Sweden
  • 17.
    Andersson, Matilda
    Halmstad University, School of Humanities (HUM).
    To Knock the Eye Out of a Friend: Assessment of an Orthographic Reform Upon the English Language2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is a theoretical qualitative study, which examines the possibility for a spelling reform into English. The history of orthographical changes into British English, as well as Brown’s categorisation of spelling reforms, is reviewed. Four spelling reform proposals are analysed and compared.  Additionally, the social discourses of Eira, which are relevant to a spelling reform, are analysed and discussed with regard to English.

    There is only speculation as to why no modern day spelling reform has been implemented in British English, but it is connected to its historical events, the social discourses and the implementation process. Spelling reform into English is theoretically feasible, but it depends on the implementation strategies and support from those who wish to perform such a change.

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    To Knock the Eye Out of a Friend
  • 18.
    Andersson, Tim
    et al.
    Halmstad University, School of Information Technology.
    Picazo-Sanchez, Pablo
    Halmstad University, School of Information Technology.
    Closing the Gap: Automated Distractor Generation in Japanese Language Testing2023In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 12, article id 1203Article in journal (Refereed)
    Abstract [en]

    Recent advances in natural language processing have increased interest in automatic question generation, particularly in education (e.g., math, biology, law, medicine, and languages) due to its efficiency in assessing comprehension. Specifically, multiple-choice questions have become popular, especially in standardized language proficiency tests. However, manually creating high-quality tests is time-consuming and challenging. Distractor generation, a critical aspect of multiple-choice question creation, is often overlooked, yet it plays a crucial role in test quality. Generating appropriate distractors requires ensuring they are incorrect but related to the correct answer (semantically or contextually), are grammatically correct, and of similar length to the target word. While various languages have seen research in automatic distractor generation, Japanese has received limited attention. This paper addresses this gap by automatically generating cloze tests, including distractors, for Japanese language proficiency tests, evaluating the generated questions’ quality, difficulty, and preferred distractor types, and comparing them to human-made questions through automatic and manual evaluations. © 2023 by the authors.

  • 19.
    Antonsson, Emelie
    Halmstad University, School of Teacher Education (LUT).
    Understanding the Meaning of English Idiomatic Expressions in Song Lyrics: A Survey Regarding Swedish University Students’ Understanding of Idiomatic Expressions in English Song Lyrics.2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The general field of interest for this study is the Swedish public’s level of awareness of non-literal and figurative language, such as idioms and metaphors, in English. The English language can be considered to be evolving into Sweden’s second language, since it is present in so much more than school, for example, on television, computers and radio. This study aims to gain an insight into the degree of understanding of common idiomatic expressions in popular English song lyrics by native Swedish speakers. University students were chosen as the sample group and twelve of them were asked to explain their understanding of selected English idioms which occur in songs with which they were likely to recognize. The results have then been analyzed and it was possible to establish the degrees of understanding, misunderstanding and failure to understand. Firstly, the participants have explained the expression out of context, and secondly they were asked to explain it in the context of the song. This was to see whether the expressions appear to have been easier to understand out of context or in context. Earlier research show difficulties in defining the term idiom, and in this survey the term idiomatic expression has been used and defined as a way of speaking or writing that does not make any literal sense, even though the expressions are used all the time and people familiar with the language generally recognize them and understand their meaning. Earlier research has facilitated the analysis by the use of terms, theories and definitions on various ways of understanding metaphors, metonymy and idioms, and how these might, or might not, differ between Swedish and English. The results of this survey show that most of the expressions appear to have been easier to explain and understand when seen and heard in the context of the song. Although, some expressions appear to have been very alien to the participants, which has resulted in misunderstandings and failure to understand both in and out of context of the song lyrics in question.

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  • 20.
    Areschoug, Caroline
    Halmstad University, School of Education, Humanities and Social Science.
    "Why not, liksom?": En komparativ studie av svensk-engelsk kodväxling i svenska och utlandssvenska bloggtexter2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats undersöks svensk-engelsk kodväxling i bloggtexter. Syftet är att jämföra kodväxlingens frekvens, struktur och funktion i svenska och utlandssvenska bloggar. Materialet har inhämtats i sex olika bloggar, varav hälften av skribenterna är baserade i Sverige och den andra hälften har sin hemvist i USA. För att besvara studiens syfte och frågeställningar har såväl en kvantitativ som en kvalitativ metod tillämpats. Studien visar att kodväxlingen är mer frekvent bland de bloggskribenter som befinner sig i en engelskspråkig kontext. Kodväxlingens struktur uppvisar ett likartat mönster i de båda urvalsgrupperna, där kodväxling på ordnivå är vanligast. Det förekommer vissa skillnader mellan grupperna i fråga om kodväxlingens funktion, vilket kan vara en effekt av att de utlandssvenska blogg­skribenterna befinner sig i en direkt språkkontakt med engelskan.

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  • 21.
    Arvidsson, Josefine
    Halmstad University, School of Humanities (HUM).
    Making Gender Visible: Breaking down the narration in Stephanie Meyer's Breaking Dawn2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay analyzes the difference between feminine and masculine narration in Stephanie Meyer's final novel in The Twilight Saga: Breaking Dawn. The methods used are Narratology, Reader-Response Criticism and Gender Theory. Breaking Dawn is divided into three different books and one of the main characters, Bella, is the narrator in the first and the last book, and the other main character, Jacob, is the narrator in the second book. Bella's and Jacob's narration styles are manifested in the title names and inside the text, and the analysis shows why Bella is a stereotypically female narrator and why Jacob is a stereotypically masculine narrator.

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    FULLTEXT01
  • 22.
    Asker-Arnason, Lena
    et al.
    Lund Univ, Dept Logoped Phoniatr & Audiol, Lund, Sweden..
    Akerlund, Viktoria
    Lund Univ, Dept Logoped Phoniatr & Audiol, Lund, Sweden..
    Skoglund, Cecilia
    Helsingborg Hosp, Dept Logoped, Helsingborg, Sweden..
    Ek-Lagergren, Ingela
    Lund Univ, Dept Logoped Phoniatr & Audiol, Lund, Sweden..
    Wengelin, Åsa
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Sahlen, Birgitta
    Lund Univ, Lund, Sweden..
    Spoken and Written Narratives in Swedish Children and Adolescents With Hearing Impairment2012In: Communication Disorders Quarterly, ISSN 1525-7401, E-ISSN 1538-4837, Vol. 33, no 3, p. 131-145Article in journal (Refereed)
    Abstract [en]

    Twenty 10-to 18-year-old children and adolescents with varying degrees of hearing impairment (HI) and hearing aids (HA), ranging from mild-moderate to severe, produced picture-elicited narratives in a spoken and written version. Their performance was compared to that of 63 normally hearing (NH) peers within the same age span. The participants with HI and NH showed similar patterns regarding intragroup correlations between corresponding measures of spoken and written narratives. However, the participants with HI had significantly less diverse language than the NH group. The participants with poorer hearing (higher best ear hearing level [BEHL]) produced spoken and written narratives comprising more content words and they also produced written narratives that were less lexically diverse than the participants with better hearing (lower BEHL). The difference as to lexical skills emphasizes the importance of focusing on these skills in the group of children with HI. However, the results give support for a quite optimistic view on the development of narration in children with HI with HA, at least for picture-elicited narratives.

  • 23.
    Asker-Arnason, Lena
    et al.
    Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University.
    Wengelin, Åsa
    Centre for Languages and Literature, Department of Linguistics, Lund University.
    Sahlén, Birgitta
    Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University.
    Process and product in writing: A methodological contribution to the assessment of written narratives in 8-12 year old Swedish children using ScriptLog2008In: Logopedics Phoniatrics Vocology, ISSN 1401-5439, Vol. 33, no 3, p. 143-152Article in journal (Refereed)
    Abstract [en]

    Twenty-seven children, with typical language development (TLD), 8-10 years old and 10-12 years old, were assessed with keystroke-logging in order to investigate their narrative writing. Measures of the writing process and the written product were used. One purpose was to explore how children produce written narratives in on-line production, and to relate the writing process to the written product. The results showed that those children who produced the final text faster, also wrote stories that comprised of more words. In the group of older children, children with better narrative ability used less pause time than those with worse ability, and the girls were faster writers than the boys. We believe that keystroke-logging gives valuable information for the assessment of young children's writing and that it is a potentially valid assessment tool for children from about 10 years of age.

  • 24.
    Asker-Árnason, Lena
    et al.
    Lund University.
    Ibertsson, Tina
    Lund University.
    Wass, Malin
    Linköping University.
    Wengelin, Åsa
    Lund University.
    Sahlén, Birgitta
    Lund University.
    Picture-elicited written narratives, process and product, in 18 children with cochlear implants2010In: Communication Disorders Quarterly, ISSN 1525-7401, E-ISSN 1538-4837, Vol. 31, no 4, p. 195-212Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to explore the narrative writing of 18 children, ages 11 to 19, with severe and profound hearing impairment who had cochlear implants (CI), compared with the performance of hearing children. Nine of the 18 children had prelingual deafness and 9 children had postlingual deafness. The hearing impairment was progressive in 11 children. The participants thus formed a heterogeneous group, which was split in two ways: according to age at testing and age at implantation. The narratives were collected by means of keystroke logging. The difference between the children with CI and the hearing children was most prominent for two measures: the percentage of pause time (in the group of children older than 13 years) and lexical density. Furthermore, the children implanted after 5 years of age performed more like the hearing children. This group consisted of children with postlingual deafness and also of children who were deafened progressively. Our interpretation is that these children benefited from the early linguistic input. Taking the whole group of participants into consideration, the results reflect linguistic and cognitive processing limitations in complex linguistic tasks like narration for the children with CI in comparison with their hearing peers.

  • 25.
    Asschier, Emil
    Halmstad University, School of Teacher Education (LUT).
    Comprehension of L2 idioms – audio-visual versus written context2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main objective of the present study is to investigate whether there is a difference in comprehension between two groups of Swedish L2 learners of English when they are faced with idioms in either a written context or in an audio-visual context.

    The investigation was performed at a Swedish upper secondary school. The subjects of the investigation are two different groups, where group 1 consists of 21 subjects and group 2 of 26 subjects. To one group, the idioms were presented in a written context, which is a transcribed version of the audio-visual context to which the second group was subjected.

    The results of the study are statistically confirmed, which means that they are generalizable to any two similar sets of students taking the same two tests and they show that there is a difference in comprehension for L2 learners if they are presented with idioms in an audio-visual context in comparison to when they are presented with a written context. This difference suggests that the comprehension of L2 idioms can be strengthened when the idioms are presented in an audio-visual context.

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    Comprehension of L2 idioms – audio-visual versus written context
  • 26.
    Backman, Mayumi
    Halmstad University, School of Teacher Education (LUT).
    Teaching Methods in Japan with relation to English Syntax2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Syntax
  • 27.
    Behrns, Ingrid
    et al.
    Institute of Neuroscience and Physiology, Division of Speech and Language Pathology, Sahlgrenska Academy, University of Gothenburg, Sweden.
    Ahlsén, Elisabeth
    Department of Linguistics, University of Gothenburg, Sweden.
    Wengelin, Åsa
    Centre for Languages and Literature, Linguistics, Lund University, Sweden.
    Aphasia and text writing2010In: International journal of language and communication disorders, ISSN 1368-2822, E-ISSN 1460-6984, Vol. 45, no 2, p. 230-243Article in journal (Refereed)
    Abstract [en]

    Background:

    Good writing skills are needed in almost every aspect of life today, and there is a growing interest in research into acquired writing difficulties. Most of the findings reported so far, however, are based on words produced in isolation. The present study deals with the production of entire texts.

    Aims:

    The aim was to characterize written narratives produced by a group of participants with aphasia.

    Methods & Procedures:

    Eight persons aged 28–63 years with aphasia took part in the study. They were compared with a reference group consisting of ten participants aged 21–30 years. All participants were asked to write a personal narrative titled ‘I have never been so afraid’ and to perform a picture-based story-generation task called the ‘Frog Story’. The texts were written on a computer.

    Outcome & Results:

    The group could be divided into participants with low, moderate, and high general performance, respectively. The texts written by the participants in the group with moderate and high writing performance had comparatively good narrative structure despite indications of difficulties on other linguistic levels.

    Conclusions & Implications:

    Aphasia appeared to influence text writing on different linguistic levels. The impact on overall structure and coherence was in line with earlier findings from the analysis of spoken and written discourse and the implication of this is that the written modality should also be included in language rehabilitation.

  • 28.
    Behrns, Ingrid
    et al.
    Göteborgs universitet.
    Ahlsén, Elisabeth
    Göteborgs universitet.
    Wengelin, Åsa
    Lund University.
    Aphasia and the Process of Revision in Writing a Text2008In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 22, no 2, p. 95-110Article in journal (Refereed)
    Abstract [en]

    Most of the previous research on aphasia and writing ability concentrates on the production of words in isolation. The purpose of the current study was to examine the process of producing written texts by clients with aphasia. By using keystroke logging, it was possible to analyse the participants' ongoing work during text writing. Results showed that the participants with aphasia composed their texts in what may be described as a linear way. Edits concerning syntax or text structure were almost absent in the subjects' data, but they spent much time and effort on revising smaller units of text, that is, letters and words, possibly as a result of changing their minds or not being able to realize their intentions. However, these changes did not always result in correctly written words in the final text. The findings are discussed in relation to current writing theories.

  • 29.
    Behrns, Ingrid
    et al.
    University of Gothenburg, Sweden.
    Hartelius, Lena
    University of Gothenburg, Sweden.
    Wengelin, Åsa
    Lund University, Sweden.
    Aphasia and Computerised Writing Aid Supported Treatment2009In: Aphasiology, ISSN 0268-7038, E-ISSN 1464-5041, Vol. 23, no 10, p. 1276-1294Article in journal (Refereed)
    Abstract [en]

    Background:

    Individuals with aphasia often experience difficulties in writing. Word processors with a spell checker and a grammar checker can compensate for some of the writing difficulties associated with aphasia.

    Aims:

    To determine if writing difficulties associated with aphasia may be reduced by the use of a computerised writing aid when training patients.

    Methods & Procedures:

    The writing aids used in this study were originally designed specifically for persons with developmental reading and writing difficulties and are based on statistics of frequent misspellings and phonotactic rules. Three participants with aphasia selected one of two offered writing aids. Written production during treatment and evaluation was recorded and analysed by keystroke logging. The study had a single-subject ABA design replicated across three participants. The baseline (A) was established by measuring four dependent variables. During a 9-week intervention phase (B) the dependent variables were measured once a week. A follow-up (A) was done 10 months after the training was finished. The dependent variables were: total number of words in a writing task; proportion of correctly written words; words per minute; proportion of successful edits. The results were analysed both visually and by statistical calculations.

    Outcomes & Results:

    All participants experienced a positive improvement in their writing ability. Results showed individual differences; after completed training the first participant made more successful edits, the second wrote more words, had a larger proportion of correctly written words, and made more successful edits. The third participant's results did not show any improvement that could be statistically supported.

    Conclusions:

    This study showed that the computerised training facilitated the generating process and made the revision process more efficient for the participants. The results are important in that they indicate possible ways of designing writing treatment. However, they also show the need for careful analyses when evaluating different treatment strategies and in discussing what improved writing ability may be.

  • 30.
    Behrns, Ingrid
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Wengelin, Åsa
    University of Gothenburg, Gothenburg, Sweden.
    Broberg, Malin
    University of Gothenburg, Gothenburg, Sweden.
    Hartelius, Lena
    University of Gothenburg, Gothenburg, Sweden.
    A comparison between written and spoken narratives in aphasia2009In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 23, no 7, p. 507-528Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to explore how a personal narrative told by a group of eight persons with aphasia differed between written and spoken language, and to compare this with findings from 10 participants in a reference group. The stories were analysed through holistic assessments made by 60 participants without experience of aphasia and through measurement of lexical and syntactic variables. The findings showed that the participants with aphasia generally received lower ratings than the reference group, but also that stories written by participants with aphasia were rated as easier to understand, more interesting, and more coherent than the group’s spoken stories. Regression analysis showed that syntax could predict several of the rated variables for the stories told by the participants with aphasia. Results point to the need to include writing training in language rehabilitation in order to increase the ability for persons with aphasia to participate in communicative situations in everyday life.

  • 31.
    Bellung, Ingemar
    Halmstad University, School of Humanities (HUM).
    Une étude linguistique contrastive: L'emploi des expressions du "futur" dans deux langues, français - suédois2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Ce travail comprend, aprés l'introduction, une présentation concernant la forme de travail, un résumé sur l'histoire et l'emploi du "futur" dans de contextes historiques et grammaticaux.

    L'étude a traité les deux langues, le français et le suédois de manière contrastive. La base du corpus est une lecture littéraire française et suédoise traduites dans les deux langues respectives. L'auteur a analysé la manière, de la part de traducteurs, de traiter le futur simple (Fs) vis-à-vis des périphrases suédoises avec un sens de futur.

    L'étude a abouti à un ensemble d'exemples d'expressions de futur simple et de périphrases suédoises qui ont été analusées de la manière suivante: prémièrement les résultats au total, puis l'auteur a réparti les résultats de chacun des groupes de future simple et des périphrases suédoises.

    Les résultats de l'étude sont présentés dans des tableaux suivis d'analyses. 

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  • 32.
    Bengtsson, Matilda
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Borgman, Ebba
    Halmstad University, School of Education, Humanities and Social Science.
    Digitala och analoga verktygs effekter på elevers tidiga läs- och skrivinlärning i svenskämnet: En litteraturöversikt2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Samhället blir allt mer digitaliserat och skolorna bjuder in allt fler digitala verktyg i undervisningen. Ny forskning om hur och varför skolor använder sig av digitala verktyg i den tidiga läs- och skrivinlärningen växer fram, vilket bidrar till att arbetet med analoga verktyg får allt mindre undervisningstid. I takt med den digitala framväxten, ökar forskares tankar kring ämnet och vad detta kan ge för effekter på elevers läs- och skrivinlärning. Syftet med denna studie är att genom en litteraturöversikt undersöka hur digitala och analoga läs- och skrivverktyg påverkar elevers tidiga läs- och skrivinlärning i svenskämnet och att besvara frågeställningen: Vilka effekter har elevers användande av analoga jämfört med digitala verktyg på deras tidiga läs- och skrivinlärning? För att besvara frågeställningen och uppnå studiens syfte har vetenskapliga studier om elevers läs- och skrivinlärning inom svenskämnet kopplat till användandet av analoga respektive digitala läs- och skrivverktyg, systematiskt tagits fram, analyserats och sammanställts. Resultat visar att det finns både positiva och negativa effekter av användandet av läs- och skrivverktygen. Motivationen löper som en röd tråd och kan därför ses som en av de viktigaste effekterna av digitala verktyg. Dock har analoga verktyg positiva effekter på minne och motorik. Förslag på vidare forskning är att undersöka om digitala verktyg kommer att fortsätta öka elevers motivation i läs- och skrivinlärningen då det slutar vara något nytt och spännande, eller om det kommer krävas något ytterligare.

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  • 33.
    Berglund, Hanna
    Halmstad University, School of Education, Humanities and Social Science.
    Stereotypes of British Accents in Movies: A Speech Analysis of Character Types in Movies with British Accents2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay deals with the use of linguistic stereotypes in three different movies with British accents, namely Harry Potter and the Order of the Phoenix, The Lord of the Rings: The Fellowship of the Ring and Narnia: The Lion the Witch and the Wardrobe, with a main focus on phonology. It investigates whether attitudes towards British accents found in studies about ideological beliefs about accent variation are reflected in the selected movies and discusses the notion of linguistic identity. The essay analyses how studies of perceived prestige and attractiveness of accents correlates to the character types males, females, main heroes, villains, comic relief and mentors in the selected movies. The essay finds a correlation between Received Pronunciation and every character type. It also finds that accents rated high on the discussed lists most often correlate to the character types mentor, villain and hero, while accents lower down on the list correlates with the character types comic relief and villains. The use of accents in these movies is probably intentional and not coincidental.

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    fulltext
  • 34.
    Bergström, Dan
    Halmstad University, School of Education, Humanities and Social Science.
    Stilanalys av fyra pamfletter, och fyra kungliga påbud, från den senare delen av tryckfrihetstiden (1770­–1772)2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I detta arbete kommer fyra pamfletter, och fyra kungliga påbud, från den senare delen av Sveriges tryckfrihetstid (1770­­–1772), att analyseras stilistiskt. Arbetet fokuserar på att ställa pamfletter och kungliga påbud mot varandra, för att genom stilistisk analys undersöka om det finns stildrag som, trots de båda texttypernas olikheter, ändå förenar dem. Arbetet tar även kortfattat upp den inverkan som tidens censur, social tillhörighet, och stilmönster hade på pamflettförfattarna.

    Analysen visar på att pamfletterna har en ledigare stil än de kungliga påbuden, men att de trots det ändå uppvisar stildrag som i hög grad är förknippade med myndighetstexter. En möjlig bidragande orsak till detta kan vara att pamflettförfattarna utövade sina färdigheter som skribenter redan innan tryckfrihetstiden inleddes, och att det kanske inte var helt lätt att släppa tankarna på den föregående tidens hårda publiceringsregler.

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  • 35.
    Bergström, Liisa
    Halmstad University, School of Education, Humanities and Social Science.
    "Play ball!": A Study of Speech Variations and Characteristics of UK Sports Commentary2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study uncovers how and to what extent UK sports commentaries vary in terms of speech variations and other sociolinguistic factors, such as social class and gender, in relation to the social status with which different sports are associated. It also analyses how the use of jargon, slang, colloquial forms of English, and other linguistic features are incorporated in the commentaries of the sports and how it affects the information expressed by the commentators. In order to do this, theories and scholarly work on variations in speech, phonological and sociolinguistic features will be applied to examples of recorded commentaries made during matches in five popular televised sports, namely football, cricket, rugby union, netball, and tennis. The primary data will consist of two-minute transcriptions made from matches from each sport. The study finds that there are speech variations in the commentators’ ways and that they relate, to some extent, to the social class associated with the sport which the commentators are commenting on. The variations also depend on the commentator’s role in the broadcast, whether or not they feature as the general commentator or as an expert in the particular sport. It also reveals how commentators rely on the use of jargon, slang and, colloquialisms to make the communication to the spectators/listeners efficient and entertaining. 

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  • 36.
    Bexell, Gerd
    Halmstad University, School of Education, Humanities and Social Science.
    Keeping Mum: An Exploration of Contemporary Kinship Terminology in British, American and Swedish Cultures2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to briefly clarify the categorization and usage of kinship terms in American and British English in comparison with the Swedish kinship terms, both considering the vocative use and the referential function. There will also be a comparison with previous studies. The Swedish language contains considerably more detailed definitions for kinship. By choosing mostly informants with experience of both language cultures, this paper will investigate and explore whether English speakers themselves experience this as a lack of kinship vocabulary, and in what circumstances supplementary explanation is needed to clarify the identities of referents and addressees.  It will further be established how and when the use of such terms can give rise to misunderstandings or confusion. Kinship terms will also be considered in connection with the present social and cultural environment. Seemingly, the use of kin terms has changed over recent decades and there appears to be etymological, lexicological and semantic causes for such misunderstandings. This essay research was conducted using interviews in which informants relate their experiences of language changes as well as regional variations with respect to how family members and relatives are addressed or referred to. Kinship terms are insightful and important within the field of genealogy and have implications for diverse disciplines such as law, church history, genetics, anthropology and popular custom. Interestingly, kinship terms can be found to be used where there is no existing kinship at all. They also have a great impact on daily communication in terms of respect and relations, and as expressions of empathy, responsibility and solidarity.

     

     

    Key words: American English, anthropology, British English, communication, culture, etymology, genealogy, kinship terms, referential, relations, respect, social control, Swedish, vocatives

     

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  • 37.
    Burman, Anna-Karin
    Halmstad University, School of Humanities (HUM).
    An Idea Is a Life Form: An attempt to find evidence of the Conceptual MetaphorTheory by studying the Old English poem Beowulf2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This small study concerns occurrences of metaphor, metonymy and conceptual metaphor in the Old English poem Beowulf. The first 224 lines of Beowulf were searched for non-literal passages. Thefound passages were sorted into the groups conventionalized metaphor, metonymy and innovativemetaphor. The conceptual metaphors were in turn sorted into target domains and source domains and grouped within the domains. These were then compared to Modern English and Modern Swedish metaphors and conceptual metaphors with the help of dictionaries and corpus studies.

    Beowulf was also looked at as a small corpus. Words which were suspected to be used inmetaphorical senses were searched for in the full text and the results were examined and comparedwith modern language usage.

    It was found evident that Old English and Modern English, as well as Modern Swedish, have many conceptual metaphors in common both when in comes to experiential metaphors and culturally grounded metaphors.

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    An_Idea_Is_a_Life_Form
  • 38.
    Bäckström, Linnéa
    University of Gothenburg, Gothenburg, Sweden.
    Temporal auxiliary omission in Swedish - a diachronic perspective2015Conference paper (Other academic)
    Abstract [en]

    In Swedish it is possible to omit the temporal auxiliary ha ‘have’, in certain contexts. Infinitival ha can be omitted in modal verb phrases in main clauses (1) whereas finite ha can be omitted in subordinate clauses (2). (1) Pjäsen borde (ha) börjat nu. The play should (have) begun now ‘The play should have begun now’ (2) Hon berättade att hon (hade) sett honom tidigare. She told that she (had) seen him earlier ‘She told me that she had seen him earlier’ The ha-omission phenomenon emerged by the end of the Early Modern Swedish period, i.e. in the end of the 17th century. Traditionally, two explanatory circumstances have been suggested. One is that ha-omission is a syntactic loan from German and the other that it is a written language phenomenon (cf. Johannisson 1945, Platzack 1983, Malmgren 1985). A theoretically grounded description of the origin and evolution of ha-omission is yet to be made. Hitherto only a few synchronic studies within a generative framework have been presented (e.g. Julien 2002). In the last decade diachronic construction grammar has been demonstrated as a useful tool to expose the mechanisms at work within this kind of language change (Traugott & Trousdale 2013, Barðdal et al. in press, Hilpert 2013, Bergs & Diewald 2008). I will present a diachronic study of ha-omission in Swedish and discuss some possible explanations to why the temporal auxiliary is omitted. Could the phenomenon have to do with grammaticalization concerning the auxiliary and/or the participle? Or could it be a matter of constructionalization of the larger constructions in which they occur?

  • 39.
    Bäckström, Linnéa
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Lyngfelt, Benjamin
    University of Gothenburg, Gothenburg, Sweden.
    Sköldberg, Emma
    University of Gothenburg, Gothenburg, Sweden.
    Towards interlingual constructicography. On correspondence between constructicon resources for English and Swedish2014In: Constructions and Frames, ISSN 1876-1933, E-ISSN 1876-1941, Vol. 6, no 1, p. 9-33Article in journal (Refereed)
    Abstract [en]

    This article addresses the possibility of linking constructicon resources for different languages, in particular English and Swedish. The entries in Berkeley's English constructicon have been compared to Swedish, with focus on potential correspondences in a Swedish constructicon. In most cases, approximately corresponding Swedish constructions could be established, although typically with minor differences, often concerning grammatical markers. The closest equivalents are, typically, relatively general grammatical constructions, whereas constructions containing specific lexical elements tend to differ more. In order to link all corresponding constructions between the two resources, a combination of strategies seems to be required. Constructions with a referential meaning may be linked via FrameNet frames, while those with a more abstract grammatical function may be related in terms of their grammatical properties.

  • 40.
    Börjesson, Mattias
    Halmstad University, School of Humanities (HUM).
    Swedes’ Understanding of Printed Ads in English: A Study of How Well Swedish Adults Understand the Message of Printed Ads in English2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Advertising in English is becoming more and more common in Sweden, as well as in other non-Anglophone countries, and not all previous studies agree on how well these ads are understood by the local population. Therefore, the aim of the present study is to achieve a broader understanding as to how well the message of printed ads in English are understood by the Swedish adult population. Moreover, this study aims to establish whether there are any common tendencies or patterns in the levels of understanding between the five ads chosen for this study, and how these relate to the personal and demographic characteristics present within my sample.

    The findings of this study indicate that 60% of the printed ads in English are properly understood by most people. Moreover, this study found that the reason for not understanding an ad in English most often is that the ad is drawing on a myth that could not be recognized as something natural by the reader.

    However, as only 12 subjects were included in this study, no generalizations could be made for the whole Swedish population, and a more extensive research study is thus encouraged.

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  • 41.
    Carlholmer, Isabelle
    Halmstad University, School of Education, Humanities and Social Science.
    "Mitt namn identifierar mig. Det är så man vet och känner igen mig": En språkvetenskaplig studie om samband mellan namn och identitet hos gymnasieelever2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här uppsatsen undersöks sambandet mellan namn och identitet hos gymnasieelever. Syftet med arbetet är att försöka förstå hur den kopplingen kan se ut och om kopplingen är starkast för förnamnet eller efternamnet samt om stavningen är en faktor som kan påverka identifikationen. I enkätundersökningen går det att avläsa att en överlägsen majoritet av informanterna trivs med både sina för- och efternamn och skulle inte vilja byta bort något av dem utan anledning. Både för- och efternamnen verkar ligga eleverna nära hjärtat då ytterst få kan tänka sig att byta bort eller ändra stavning på förnamnet, och de uttrycker att de tycker om sitt efternamn väldigt mycket och tycker att det symboliserar sin familj. Stavningen kan vara en bidragande faktor till om man identifierar sig med tilltalsnamnet eller inte, men inte nödvändigtvis.

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  • 42.
    Christoffer, Broling
    Halmstad University, School of Education, Humanities and Social Science.
    Reklamens grammatik: Diskurs och konsumentkultur i reseannonser2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsens syfte är att undersöka vilka diskurser som finns i reklamannonser för

    resebolag. Frågeställningen anknyter till något som kallas för konsumentkultur: föreställningen

    om att den moderna människan konstruerar sin identitet utefter de konsumtionsval som han

    eller hon gör. Den analysmodell som används bygger på en grammatikteori som heter

    systemisk-funktionell grammatik, vilken pekar ut betydelse och funktion som språkets centrala

    delar.

    Resultatet visar att reklamannonserna utnyttjar konsumentkulturen genom att sätta läsaren i

    fokus och presentera en rad olika valmöjligheter för honom eller henne; erbjudandena sträcker

    sig i ett spann mellan lugna och aktiva upplevelser för att nå ut till så många som möjligt.

    Diskursen är säljande och går ut på att ge läsaren makten att själv få välja, det vill säga

    konstruera sin egen identitet.

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  • 43.
    Dahlin, Jenny
    Halmstad University, School of Education, Humanities and Social Science.
    Second Language Learner Development: A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative study focusing on support of English as an Additional Language provided to students in an international school in Bangkok. The study aims to answer the following questions through literature and responses from interviewees: To what extent does EAL benefit second language learners’ development of language acquisition? and How is the EAL learners’ language proficiency monitored?

    The study was conducted at the international school The Early Learning Centre in Bangkok, including interviews with five EAL students with Swedish as their L1, and one EAL teacher, and questionnaires sent to three parents. The theoretical starting point describes the aspects that are of concern in this study: language acquisition, second language acquisition, English as an additional language in general and at The Early Learning Centre, and English as an additional language continuum. The data indicates that EAL programs that deliver both mainstream and withdrawal support is the accurate way to connect it to the curriculum.

    The results showed that EAL support provides students with sufficient help in acquiring academic and social language skills. ELC uses withdrawal support to improve language skills in smaller groups where the focus lies in learning language and transfer knowledge between L1 and L2. The study also indicates that to monitor language proficiency, assessments are important to monitor skills and development.

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  • 44.
    Dalsman, Sara
    Halmstad University, School of Education, Humanities and Social Science.
    Enkelt och tydligt eller svårt och ologiskt på trafikbolags webbplatser?: En språkvetenskaplig studie om användarvänlighet och begriplighet utifrån mottagares upplevelser2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här uppsatsen undersöks tre trafikbolags webbplatser utifrån en utvald mottagargrupps upplevelser. Mottagargruppen utgörs av studerande på universitet eller högskola och undersökningarna genomfördes med hjälp av att personer ur denna mottagargrupp agerade informanter. Syftet var att ta reda på i vilken mån mottagarna upplevde webbplatserna som användarvänliga och begripliga och hur detta påverkade deras helhetsintryck av webbplatserna.

    I uppsatsen redogörs för två undersökningar; dels ett praktiskt experiment och dels en digital enkätundersökning. Det praktiska experimentet var en kombination av metoderna observation och intervju, där 15 informanter fick testa webbplatsernas användarvänlighet genom att svara på frågor om struktur och visuellt utseende samt göra ett praktiskt test där de skulle hitta specifika webbsidor. I enkätundersökningen ställdes webbplatsernas begriplighet i fokus genom att 29 informanter svarade på frågor om textinnehållet på utvalda webbsidor. I båda undersökningarna ingick även en jämförelse av informanternas helhetsintryck av de tre webbplatserna.

    Resultaten visade att alla tre webbplatser upplevdes som mer eller mindre begripliga, dock med vissa skillnader mellan webbplatserna. Däremot uppstod tydliga problem och skillnader gällande användarvänligheten och det framkom kritik mot innehållets mottagaranpassning. I båda undersökningarna värderade informanterna sina sammanfattande helhetsintryck på ett liknande sätt, vilket visar på ett samlat resultat där en av webbplatserna värderades som bäst medan en bedömdes ge sämst intryck.

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  • 45.
    De Sharengrad, Carl
    Halmstad University, School of Education, Humanities and Social Science.
    Implicit Acquisition of English Grammar: A study of Swedish secondary school pupils’ exposure to extracurricular activities in English and mastery of contrastive grammar2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 46.
    Dungal, Fridur Rún
    Halmstad University, School of Education, Humanities and Social Science.
    The effects of intrinsic and extrinsic factors on students’ comprehension of idiomatic expressions in English as a second language2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the present investigation, 99 compulsory school students in Sweden were asked to define nine English idioms chosen for their variation in inherent transparency and frequency. The participants were divided into two groups, where Group 2 was provided with context of varying degrees of support, while Group 1 was not. All students answered a biographical questionnaire. Thus, the effects of intrinsic (transparency and frequency) and extrinsic factors (contextual support, extra-curricular activities (ECAs) and age) could be examined. Results show that transparency and frequency do affect idiom comprehension, but to a much lesser extent than context. A tentative correlation between more time spent on ECAs and high scores could be found as well as between active/passive activities and high/low scores. Age did not seem to affect the participants’ idiom comprehension.

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  • 47.
    Dungal, Fridur Rún
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Ljungqvist, Nicolina
    Halmstad University, School of Education, Humanities and Social Science.
    En systemisk-funktionell textanalys med ett multimodalt perspektiv: En diakronisk granskning av reklam under sex årtionden2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Genom en analys av nio tidningsannonser från 1960-, 1990- och 2020-talet undersöks reklamens utveckling med fokus på språkets variation mellan annonser riktade mot kvinnliga respektive manliga modelläsare. För att undersöka detta granskas visuella och textuella aspekter genom användningen av multimodalitet och systemisk-funktionell grammatik (SFG). Analysernas resultat visar att antalet textelement i annonser skiljer sig över tid och att de genom det blivit mer avskalade och öppna för tolkning. Skillnader upptäcks också gällande kön där annonser med kvinnliga modelläsare innehåller fler värdeord och färre utelämnade led än de med manliga modelläsare. 

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  • 48. Ekberg, Lena
    LINGUISTIC PERFORMANCE AND IDENTITY CONSTRUCTION WITHIN CONTEMPORARY COOKING: A Comparative Study of the Language Use of Two British Chefs2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a limited linguistic study that focuses on contemporary language use of two British nationals who are well-known professionals within cooking, and who perform linguistically in the writing of cookery books and in television shows.

    There are two linguistic foci for the study: a gender perspective and a social class perspective. The aim is to evaluate the linguistic features that are characteristic of the two subjects in relation to the research approaches and in relation to previous research from these perspectives, and to compare their respective language use from the selected material. The study also aims to explore how the language use and linguistic style of each subject may contribute to his or her identity and to the professional image marketing processes the employ.

    A quantitative method is used for the study of specific linguistic features and to detect the presence or absence of these features. A qualitative approach is used when discussing and commenting on how the qualitative result may have impact on, or may contribute to, individual style, identity and professional branding. The texts for the study is randomly chosen and comprises written texts in two cookery books of each individual and spoken language in one television episode, of each person, from broadcasted cookery shows. Due to the randomly selected and limited data, the study does not claim to be statistically relevant. Rather, it presents possible tendencies.

    The results of the study show that the subjects act linguistically in accordance with traditional findings and previous research from the perspective of social class, but opposite to traditional findings regarding gender. This result raises the question as to whether or not class may have priority over gender as a linguistic feature, with higher relevance as a social variable, and further research is suggested within this area.

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    EKBERG Feb2014
  • 49.
    Elmgren, Tove
    Halmstad University, School of Education, Humanities and Social Science.
    Speaking Tumblr: A Case Study of Textual Communication on Social Media2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay describes a case study of textual communication on the online social mediaplatform Tumblr. The aim of the research was to analyse the communicative functions and thestylistic, sociolinguistic, and pragmatic characteristics of textual discourse on Tumblr. Usingdata gathered on Tumblr, this essay analyses discursive aspects such as function, style, andpragmatics, relating the findings to literature on topics including relevance theory and theoriesof computer-mediated communication and cyberpragmatics. The research found thatdiscourse on Tumblr is largely phatic in nature, with an overwhelming focus on the discussionof shared interests. Such discussion on Tumblr appears to heavily depend on sharedbackground knowledge, which works as a barrier of in-group discursive solidarity andprovides and furthers feelings of connectedness. This study further found that alternative useof style and grammar on Tumblr appears to be largely uniform, suggesting that divergencesfrom standard norms are a way of displaying membership of a group and obtaining covertprestige, rather than a display of linguistic innovation.

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  • 50.
    Engström, Sara
    Halmstad University, School of Humanities (HUM).
    Svårigheter i inlärning av svenska som andraspråk2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay was to investigate whether speakers of different languages find different things difficult when learning Swedish. The results showed that the first language was not the only aspect that mattered when it comes to what difficulties the learners face. Also individual differences and the level the learner has reached in the language are important to consider. However, some differences between the groups investigated surfaced and this shows that the first language can infact effect what difficulties the learners will encounter.   

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    C-uppsats Sara Engström
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