Oslo Studies in Language最新文献_第9页

A Bilingual Academic Word List: The Merging of a Norwegian and a Swedish List 双语学术词汇表:挪威语和瑞典语词汇表的合并

Oslo Studies in Language Pub Date : 2017-12-08 DOI: 10.5617/OSLA.5854

Sofie Johansson, Kristin Hagen, J. Johannessen

引用次数: 0

Textography as a Strategy for Investigation: Writing in Higher Education and in the Professions 作为调查策略的教科书:高等教育与专业写作

Oslo Studies in Language Pub Date : 2017-12-08 DOI: 10.5617/OSLA.5846

Brian Paltridge, M. Stevenson

引用次数: 1

Validity in High- and Low-Stakes Tests: A Comparison of Academic Vocabulary and some Lexical Features in CLIL and non-CLIL Students’ Written Texts 高、低风险测试的效度:CLIL与非CLIL学生书面语篇学术词汇及部分词汇特征的比较

Oslo Studies in Language Pub Date : 2017-12-08 DOI: 10.5617/OSLA.5852

E. Olsson, L. Sylvén

{"title":"Validity in High- and Low-Stakes Tests: A Comparison of Academic Vocabulary and some Lexical Features in CLIL and non-CLIL Students’ Written Texts","authors":"E. Olsson, L. Sylvén","doi":"10.5617/OSLA.5852","DOIUrl":"https://doi.org/10.5617/OSLA.5852","url":null,"abstract":"In second language (L2) learning research, learners’ proficiency levels and progress are often investigated. Sometimes high-stakes tests, which are part of the school curriculum, are used for this purpose, but more often tests designed for the purpose of the specific research study are utilized. How do we know that tests of the latter kind actually show what learners know and can do, when they do not have any impact on school grades? In other words, how can we be sure that our informants do as well in low-stakes tests specifically designed for research purposes as they would in high-stakes tests that result in final grades, and thus have an impact on the individual’s future? The answer is, of course, that we can never know for sure. One way of finding out, though, is to compare results from high- and low-stakes tests. \u0000 \u0000In this study, we examine whether students display similar levels of performance when writing in high- and low-stakes contexts, with regard to the use of English academic vocabulary and some other linguistic features, more precisely text length, word length and variation of vocabulary. Thereby, we indirectly explore whether students have put a similar amount of effort into high- and low-stakes writing assignments. We investigate this by analyzing and comparing texts written under high- and low-stakes conditions. The purpose of the study is, firstly, to validate results obtained in the low-stakes writing assignments used in the large-scale longitudinal research project Content and Language Integration in Swedish Schools, CLISS, focusing in particular on results regarding productive academic vocabulary and the linguistic features mentioned above. Secondly, we hope that this study will shed new light on validity in relation to writing assignments in high- and low-stakes contexts in a more general sense, for instance with regard to the role of effort and motivation.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133529989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

From Implicit Norms to Explicit Skills – Focusing on Danish Academic Vocabulary 从内隐规范到外显技能——以丹麦学术词汇为重点

Oslo Studies in Language Pub Date : 2017-12-08 DOI: 10.5617/OSLA.5847

A. S. Jakobsen

{"title":"From Implicit Norms to Explicit Skills – Focusing on Danish Academic Vocabulary","authors":"A. S. Jakobsen","doi":"10.5617/OSLA.5847","DOIUrl":"https://doi.org/10.5617/OSLA.5847","url":null,"abstract":"Research shows that L1 as well as L2 and L3 students in Danish tertiary education struggle with acquiring the necessary academic language skills for studying in Danish. Research also shows a tendency for educators in the Danish setting to treat academic language norms as implicit norms, making it much harder for students to grasp the language-related demands of academia. This article argues that in order to make the demands and norms of academic language explicit to the students, irrespective of linguistic background, we need more research-based knowledge about Danish academic language. Furthermore, focussing on one particular aspect of academic language, namely academic vocabulary, can be a step towards more explicit approaches to academic language norms. Academic vocabulary is here defined as a non-technical, general purpose vocabulary with distinct academic functions used across a range of academic disciplines. To come nearer an understanding of how we can make the academic language norms more tangible and accessible to both students and staff, the article begins with a review of existing research on Danish academic language and academic vocabulary with a particular focus on Danish SLA research. This is followed by an analysis of Danish guidance literature on academic writing for students. The article concludes with suggestions for further research in relation to teaching Danish academic vocabulary.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133642317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An empirical L2 perspective on possessives: French/Norwegian 二语对所有格的实证研究:法语/挪威语

Oslo Studies in Language Pub Date : 2017-11-10 DOI: 10.5617/OSLA.4767

H. Helland

引用次数: 9

An empirical L2 perspective on possessives: German/Norwegian 二语对所有格的实证研究:德语/挪威语

Oslo Studies in Language Pub Date : 2017-11-10 DOI: 10.5617/OSLA.4765

Anneliese Pitz, Oliver Bott, T. Solstad, R. Hörnig, Bergljot Behrens, C. Fabricius-Hansen

引用次数: 6

Processing possessives in translation between unequal systems. An exploratory study 不相等系统间翻译中所有格的处理。探索性研究

Oslo Studies in Language Pub Date : 2017-11-10 DOI: 10.5617/OSLA.4769

Bergljot Behrens

引用次数: 2

An L2 perspective on possessives: Contrasts and their possible consequences 二语视角下的所有格:对比及其可能的后果

Oslo Studies in Language Pub Date : 2017-11-10 DOI: 10.5617/OSLA.4762

C. Fabricius-Hansen, H. Helland, Anneliese Pitz

引用次数: 10

I'm done my homework: Complement Coercion and Aspectual Adjectives in Canadian English 我已经完成了我的功课:加拿大英语中的补语、强迫和形容词

Oslo Studies in Language Pub Date : 2017-06-22 DOI: 10.5617/osla.6674

Patrick M. Murphy

{"title":"I'm done my homework: Complement Coercion and Aspectual Adjectives in Canadian English","authors":"Patrick M. Murphy","doi":"10.5617/osla.6674","DOIUrl":"https://doi.org/10.5617/osla.6674","url":null,"abstract":"Self-paced reading and eye-tracking studies have generally found that combining aspectual verbs (like ‘begin’ and ‘finish’) with entity nouns (like ‘the book’ or ‘the coffee’) is associated with increased reading times on and around the noun (McElree et al. 2001; Traxler et al. 2002; Pickering et al. 2005). This processing cost is widely interpreted as evidence of complement coercion—aspectual verbs semantically select for an event (like ‘dancing’ or ‘the dance’) and can take entity objects only if they are coerced into an event through a computationally costly process of type-shifting (Pustejovsky 1995; Jackendoff 1997). This paper presents an eye-tracking study of the Canadian English ‘be done NP’ construction, e.g., ‘I am done/finished my homework’ (not to be confused with the dialect-neutral ‘I am done/finished WITH my homework’) to mean ‘I have finished my homework’. Results suggest a processing penalty for entity-denoting nouns like ‘the script’ (compared to event description nouns like ‘the audition’) in this construction, which supports Fruehwald & Myler’s (2015) proposal that ‘done’ and ‘finished’ in this construction are aspectual adjectives that behave like aspectual verbs in requiring complement coercion and type-shifting for entity-denoting nouns.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129597395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Word Order and Accent Placement in Topics, Foci, and Markers of Discourse Continuity 话语连续性的主题、焦点和标记中的语序和重音位置

Oslo Studies in Language Pub Date : 2017-04-28 DOI: 10.5617/osla.3608

T. Yanko

引用次数: 2