NJES Nordic Journal of English Studies最新文献_第9页

Degrees of Decomposability of -ism Nouns and Their Sanctioning Construction Schemas -主义名词的可分解程度及其支持结构图式

NJES Nordic Journal of English Studies Pub Date : 2020-07-31 DOI: 10.35360/NJES.515

Piotr Twardzisz

{"title":"Degrees of Decomposability of -ism Nouns and Their Sanctioning Construction Schemas","authors":"Piotr Twardzisz","doi":"10.35360/NJES.515","DOIUrl":"https://doi.org/10.35360/NJES.515","url":null,"abstract":"This article scrutinizes nouns with the suffix -ism derived from a homogeneous category of derivational bases. The influence of extralinguistic factors on the interpretation of -ism nouns is undeniable. Relevant examples of pragmatic motivation are presented and briefly discussed. However, it is argued here that the derivational process in question can be largely reduced thanks to local construction schemas of a dual—phonological and semantic—nature. Such templates grasp enough semantic nuance in a fairly straightforward way. The results are used to demonstrate that numerous novel and low-frequency -ism formations are sanctioned by construction schemas at different levels of specificity. Such schemas are readily available for other, analogical formations, without any need for superfluous specification of semantic and formal detail. The argument is made for the need to simplify sanctioning word-formation templates for certain types of suffixal patterns (abbreviated here to namisms and surnamisms). Three degrees of decomposability of -ism nouns and their sanctioning schemas are postulated. The observations made shed some light on our understanding of the production and subsequent use of -ism nouns.","PeriodicalId":35119,"journal":{"name":"NJES Nordic Journal of English Studies","volume":"140 1","pages":"299"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73437929","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

The Value of Studying Literature: A Review of the English Higher Education Curriculum in Sweden 文学学习的价值:瑞典高等英语教育课程研究述评

NJES Nordic Journal of English Studies Pub Date : 2020-07-02 DOI: 10.35360/NJES.549

Katherina Dodou

引用次数: 4

The Assessment of Higher-order Thinking Skills in Online EFL Courses: A Quantitative Content Analysis 在线英语课程中高阶思维技能的评估:定量内容分析

NJES Nordic Journal of English Studies Pub Date : 2020-06-29 DOI: 10.35360/NJES.519

E. Johansson

{"title":"The Assessment of Higher-order Thinking Skills in Online EFL Courses: A Quantitative Content Analysis","authors":"E. Johansson","doi":"10.35360/NJES.519","DOIUrl":"https://doi.org/10.35360/NJES.519","url":null,"abstract":"Studies within second language learning indicate that higher-order thinking skills (HOTS) are important for the process of learning a new language. At the same time, previous literature indicates that assessment tasks in online courses often focus on lower-order thinking skills. Little is still known about if and how thinking skills are assessed in online EFL courses. Hence, the purpose of this study is to create a more comprehensive understanding of if and how online EFL students at Swedish universities are given opportunities to both develop and being assessed on such skills. According to the sociocultural perspective, collaboration is beneficial to students’ learning. Thus, the present study will also look into the correspondence between HOTS e-assessment tasks and collaborative e-assessment tasks. E-assessment tasks used in four online EFL courses given at Swedish universities have been classified according to the revised version of Bloom’s taxonomy. This has been done through a quantitative content analysis of used e-assessment tasks. The study found that the majority of courses included more e-assessment tasks focusing on higher-order thinking than on lower-order thinking. However, a significant difference was detected between literature and linguistics modules in the sense that literature modules include more HOTS e-assessment tasks. Moreover, the results suggest that collaborative e-assessment tasks are slightly more common in e-assessment tasks that focus on HOTS than on LOTS. The present study provides insight into how thinking skills are assessed and developed in online language courses.","PeriodicalId":35119,"journal":{"name":"NJES Nordic Journal of English Studies","volume":"38 1","pages":"224"},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75496217","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: 19

Performing Disobedience: Domestic Transgressions and Political Transformation in Elizabeth Cary’s The Tragedy of Mariam 表现不服从:伊丽莎白·凯里《玛丽雅姆悲剧》中的家庭越轨与政治转型

NJES Nordic Journal of English Studies Pub Date : 2020-06-24 DOI: 10.35360/NJES.520

R. Valverde

引用次数: 0

Structural Nativization in Postcolonial Englishes: The Complementation Profile of REMEMBER As a Case in Point 后殖民英语中的结构本土化:以REMEMBER的补语为例

NJES Nordic Journal of English Studies Pub Date : 2020-06-12 DOI: 10.35360/NJES.487

Laura García-Castro

{"title":"Structural Nativization in Postcolonial Englishes: The Complementation Profile of REMEMBER As a Case in Point","authors":"Laura García-Castro","doi":"10.35360/NJES.487","DOIUrl":"https://doi.org/10.35360/NJES.487","url":null,"abstract":"Structural nativization, that is, ‘the emergence of locally characteristic linguistic patterns and thus the genesis of a new variety of English’ (Schneider 2007: 5-6), is said to be especially prone to occur in the complementation profile of verbs (and adjectives) in Postcolonial Englishes (PCEs) (Schneider 2007: 86). However, recent research on complementation across PCEs using large corpora has focused mainly on the frequency distribution of standard patterns. This study aims to broaden the scope by conducting a corpus-based analysis using 12,000-token dataset drawn from The Corpus of Global Web-based English (GloWbE; Davies 2013) to identify possible innovative patterns in the complementation profile of remember. The varieties selected are the PCEs Indian, Bangladeshi and Sri Lankan Englishes, and British English as a reference variety. Following a holistic approach, the objective is not only to pinpoint possible instances of innovation but also explore the potential explanations of these. To do so, the complementation profile of the verb remember is considered from a diachronic perspective, mapping obsolete and regional complementation patterns and meanings (Visser 1963-1973; OED). Furthermore, the factors said to condition the linguistic evolution of PCEs are also discussed (Schneider 2007: 88-90, 99-10). The results show that there seem to be incipient traces, although very low in number, of non-standard complementation patterns in the varieties explored, both first and second language varieties. Moreover, the diachronic complementation profile of remember, plus the factors said to influence the development of PCEs, can be seen as potential explanations for most of the patterns found.","PeriodicalId":35119,"journal":{"name":"NJES Nordic Journal of English Studies","volume":"1 1","pages":"175"},"PeriodicalIF":0.0,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82911673","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

Does Focused Teaching of NP Elaboration Enhance Young Learners’ Narrative Writing Competence in English as a Second Language? NP精化教学能提高青少年英语叙事写作能力吗?

NJES Nordic Journal of English Studies Pub Date : 2020-06-12 DOI: 10.35360/NJES.518

M. Karlsson

引用次数: 1

Corpus Literacy and Applications in Norwegian Upper Secondary Schools: Teacher and Learner Perspectives 挪威高中语料库素养及其应用:教师和学习者视角

NJES Nordic Journal of English Studies Pub Date : 2020-06-11 DOI: 10.35360/NJES.500

P. Karlsen, Marte Monsen

{"title":"Corpus Literacy and Applications in Norwegian Upper Secondary Schools: Teacher and Learner Perspectives","authors":"P. Karlsen, Marte Monsen","doi":"10.35360/NJES.500","DOIUrl":"https://doi.org/10.35360/NJES.500","url":null,"abstract":"This study explores corpus literacy and pedagogical corpus applications among in-service teachers who have corpus linguistics in their educational background, along with their students of English in upper secondary school in Norway. In order to investigate the multifaceted nature of educational practice, the study took a wide perspective encompassing aspects of digitalization in education, general pedagogy, and corpus linguistics. The students (n=154) answered an online questionnaire and four teachers were interviewed. The data are discussed in light of a technology integration framework that takes into account teacher knowledge, resource availability, teacher beliefs, as well as student epistemologies. Findings show little to no corpus literacy among the students, with the exception of one student. The interviews show that the teachers have largely avoided corpora in their teaching practice. One reason why the teachers chose to do so was due to inaccessibility related to paywalls, registration requirements and functionality restrictions. Other potential reasons that were uncovered were tied to their perception of learner competencies, how the affordances of corpora fit their curricular focus, and how their epistemic beliefs about language learning influenced their choices.","PeriodicalId":35119,"journal":{"name":"NJES Nordic Journal of English Studies","volume":"1 1","pages":"118"},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90389356","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

Contrastive Analysis, Tertium Comparationis and Corpora 对比分析，Tertium comparations and corpus

NJES Nordic Journal of English Studies Pub Date : 2020-05-30 DOI: 10.35360/NJES.514

S. O. Ebeling, J. Ebeling

引用次数: 5

Prepositions in L2 Written English, or Why on Poses More Difficulties than in 二语书面英语中的介词，或Why on比in更难

NJES Nordic Journal of English Studies Pub Date : 2020-05-17 DOI: 10.35360/NJES.540

Inesa Šeškauskienė, Rita Juknevičienė

{"title":"Prepositions in L2 Written English, or Why on Poses More Difficulties than in","authors":"Inesa Šeškauskienė, Rita Juknevičienė","doi":"10.35360/NJES.540","DOIUrl":"https://doi.org/10.35360/NJES.540","url":null,"abstract":"The usage of English prepositions by non-native speakers is notoriously problematic. The debate about whether prepositions should be memorised as distinct cases or introduced in the teaching process by demonstrating their multiple meanings as a network of related senses is more likely to be resolved by adhering to the latter, sometimes referred to as the motivated polysemy approach. We claim that semantic (non-)congruence between prepositional senses in L2 and in L1 is no less important. The present paper focuses on two English prepositions, in and on, as they are used by Lithuanian learners of English representing different language proficiency levels ranging from B1 to C2 (Council of Europe 2001). Adhering to the approach of motivated polysemy and, more importantly, to the principle of semantic congruence between the senses of the above English prepositions and their prototypical Lithuanian equivalents, we have established that in, which demonstrates a high degree of semantic congruence with its prototypical equivalent in Lithuanian, the locative case, seems to be less problematic to Lithuanian learners of English than on, which lacks semantic congruence with Lithuanian. The results of the study suggest that the teaching of prepositions should take into account (non-)congruence of prepositional meanings between the learners’ mother tongue and their L2.","PeriodicalId":35119,"journal":{"name":"NJES Nordic Journal of English Studies","volume":"241 1","pages":"65"},"PeriodicalIF":0.0,"publicationDate":"2020-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75905041","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

Watching Captioned Authentic Videos for Incidental Vocabulary Learning: Is It Effective? 观看带字幕的原版视频学习词汇是否有效?

NJES Nordic Journal of English Studies Pub Date : 2020-05-16 DOI: 10.35360/NJES.539

Ekaterina Sinyashina

{"title":"Watching Captioned Authentic Videos for Incidental Vocabulary Learning: Is It Effective?","authors":"Ekaterina Sinyashina","doi":"10.35360/NJES.539","DOIUrl":"https://doi.org/10.35360/NJES.539","url":null,"abstract":"This article examines the effectiveness of watching captioned authentic videos for incidental vocabulary learning by comparing it to intentional learning of new lexis through a set of tasks and a control group. For this purpose, 32 Spanish learners of English were distributed among three groups: intentional, incidental and control. The intentional group took part in a one-hour classroom teaching session, whereas the participants from the incidental group were exposed to 5 hours of captioned authentic video. The control group was used as a reference. The performance of the three groups was compared in three vocabulary tests, which were developed to measure the learning of three different aspects of word knowledge: form recognition, meaning recognition and written use in a sentence. While no significant difference was observed between the performance of the incidental group and the control one, the intentional group demonstrated considerably higher scores in the three vocabulary tests. The effectiveness of incidental vocabulary learning through watching 5 hours of captioned authentic videos is discussed in terms of the variables that could have affected the learning process.","PeriodicalId":35119,"journal":{"name":"NJES Nordic Journal of English Studies","volume":"323 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80304467","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: 4