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  • 51.
    Liedtke, Joachim
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Sprachenlernen und Individualität: Zur Relevanz kontextueller Parameter im Fokus einer interdisziplinären Fremdsprachendidaktik2009Conference paper (Refereed)
  • 52.
    Liedtke, Joachim
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Textualität versus lexikalität: zur computergestützten analyse und optimierung der lernkonditionen des kontextualisierten L2-lexikerwerbs2018In: Turns und kein ende?: Aktuelle tendenzen in germanistik und komparatistik / [ed] Elke Sturm-Trigonakis, Olga Laskaridou, Evi Petropoulou and Katerina Karakassi, Berlin, New York et al.: Peter Lang Publishing Group, 2018, 5, Vol. 5Chapter in book (Other academic)
  • 53.
    Liedtke, Joachim
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Was macht exzellente Lehre exzellent?: Grundkriterien und Schlüsselqualifikationen für das erfolgreiche Fremdsprachenlehren und -lernen2006Conference paper (Other academic)
  • 54.
    Liedtke, Joachim
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Zur Korrelation von Kontextualisierungsgrad, kognitiver Verarbeitungs­tiefe und lexikalischer Lernleistung beim Fremdsprachen­erwerb2013In: Text und sprache unter neuen perspektiven / [ed] Langner, Paul Martin, Berlin: Weidler Buchverlag, 2013Conference paper (Refereed)
  • 55.
    Liedtke, Joachim
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Zur Korrelation von Kontextualisierungsgrad, kognitiver Verarbeitungs­tiefe und lexikalischer Lernleistung beim Fremdsprachenerwerb2011Conference paper (Refereed)
  • 56.
    Liedtke, Joachim
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Zur Optimierung der pädagogisch-didaktischen Prämissen gelingenden Fremd­sprachen­lehrens und ‑lernens: Eine Vergleichsstudie zwischen den USA und Schweden2008Conference paper (Refereed)
  • 57.
    Lizhen, Fan
    Kristianstad University, Department of Teacher Education.
    Metonymic and Metaphorical Expressions Associated with White and Black 2010Student paper first term, 15 credits / 22,5 HE creditsStudent thesis
  • 58.
    Lundmark, Carita
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    ’Pun’ as a metalinguistic comment2014Conference paper (Refereed)
    Abstract [en]

    This paper is particularly inspired by the study of mixed metaphor carried out by Semino (2014, forthcoming), both in terms of methodology and of research questions. In a pun, two meanings are incongruously combined in the same utterance (Ross 1998: 8, Chiaro 1992: 34), making it similar to mixed metaphor, which also involves incongruity. Like mixed metaphors, puns have also been criticised, more specifically for constituting a simple and less sophisticated form of humour, although they have also been defended (cf. e.g. Nash 1985: 137). The present study is based on corpus material from The Corpus of Contemporary American English (COCA) and the British National Corpus (BNC), totalling some 550M words. The data is collected by searching for occurrences of the word pun in order to identify instances where the presence of a pun is either generally signalled or more specifically evaluated in terms of positive and negative qualities. The main focus is on spoken language, since metacomments there can be assumed to be more spontaneously produced. The material is analysed with respect to 1) the characteristics of the puns that are signalled, i.e. how the ambiguity is created (metaphor, metonymy, other type of polysemy, homonymy etc.) and what type of scenarios are involved (e.g. specific or schematic), and 2) what pragmatic motivation lies behind the metacomment. The reason for looking at the characteristics of the pun is that the quality is usually understood to depend on the relation between the two senses involved and the scenarios they invoke. By comparing the characteristics of the pun to the metacomments that are used, different patterns can be identified. In relation to the characteristics of the puns, there is a similarity to the mixed metaphors in Semino’s study, in that puns seem to display a sensitivity to “specific scenarios rather than broad source domains” (2014: 28). In terms of pragmatic motivation, preliminary results indicate that a negative evaluation is more common than a positive one and that metacomments are often made in connection with excuses. This is similar to the results obtained by Semino (2014), but apologies in connection with the use of puns seem to refer to the quality of the pun in terms of its effect, rather than to objectionableor incorrect language use.

  • 59.
    Lundmark, Carita
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    What makes a good pun: a corpus analysis based on metacomments2015Conference paper (Refereed)
    Abstract [en]

    This paper was inspired by a study of mixed metaphor as a meta-linguistic comment (Semino 2015) and builds on a previous conference presentation based on the 176 instances of the word pun preceded by an adjective in the Corpus of Contemporary American English (COCA), totalling 450M words. The data for the present study includes all 784 instances of pun in the corpus, and the material is analysed with respect to the characteristics of the pun, i.e. how the ambiguity is created (metaphor, metonymy, homonymy etc.) and what type of scenarios are invoked by the two senses. This is then compared to the quality of the pun as expressed in the metacomment. In a pun, two meanings are incongruously combined in the same utterance (e.g. Ross 1998: 8), in cognitive linguistic terms invoking two scenarios or mental spaces that can either be very detailed or fairly schematic. Theoretically, the study shows how a more specific level of abstraction often is involved in conceptualisation processes, as suggested by Johansson Falck (2013), “making the schema more concrete and easier to refer to” (2013: 216), and enabling the construction of a blended space by providing two input spaces that are rich enough to share a generic space and allow cross-space mappings (Fauconnier & Turner 2002). The present study builds on the idea that puns, like mixed metaphors, display a sensitivity to “specific scenarios rather than broad source domains” (Semino 2015: 28), and further explores the earlier tentative conclusion that quality does not seem to be related to how the ambiguity is created, but to whether there is a meaningful connection between the two scenarios. A good-quality pun seems easier to achieve if certain types of scenarios are involved by virtue of the context.

  • 60.
    Nilsson, Marie
    Kristianstad University, School of Education and Environment.
    Utagerande och explosiva elever i grundskolan: Skolpersonalens kunskaper och kompetens och förväntningat på specialpedagogen2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att ta reda på skolpersonalens uppfatt-ningar om hur problembeteenden bemöts bland yngre elever i skolans lågstadium. Mer preciserat vill jag också kartlägga specialpedagogens roll. Följande frågor är i i fokus i arbetet: Vad menar skolpersonalen med utagerande/explosiva elever? Vilken kunskap och kompetens har skolpersonalen av att handskas med problembeteenden? Vad förväntas av specialpedagogen för att hjälpa arbetslaget i att hitta lösningar?

    Eftersom jag har varit i nära kontakt med utagerande/explosivt bete-ende hos elever relativt många gånger, och upplever att kunskaperna kring detta är bristande ute på fältet, kändes det naturligt att fördjupa mig i ämnet. Då jag ville få en helhetssyn på individ-, och skolnivå valde jag informanter som lärare, assistent, skolpsykolog, skolkurator, specialpedagog samt fritidspersonal. Studien genomfördes som en kvalitativ undersökning genom intervjuer. Det visade sig att skolper-sonalen anser att de har för lite kunskaper om hur de ska arbeta med explosiva/utagerande barn och vidare förväntas det av specialpedago-gen att göra observationer och dokumentera och handleda för att hjälpa arbetslaget att finna lösningar i att hantera utagerande/explosivt beteende hos elever.

    Resultatet av min studie får stor betydelse för mig i min yrkesroll som specialpedagog. Det som kommer att betyda mycket framöver är att jag blir mer lyhörd för vad skolpersonalen har för förväntningar på specialpedagogen. Konsekvenser av det innebär att min relation till ledningen kommer att stärkas och jag kommer att arbeta för att hand-ledning till arbetslagen ska utökas. På så sätt får skolpersonalen bättre stöd och hjälp i att finna lösningar i sina klassrum. Ytterligare en kon-sekvens kommer att vara att vi alla kommer att bli bättre på många olika sätt eftersom jag framöver tänker arbeta för att få möjlighet att fortbilda både mig och mina kollegor på olika sätt.

  • 61.
    Palviainen, Åsa
    et al.
    Finland.
    Johansson, Victoria
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Lunds universitet.
    Pause distribution in narrative production of L1 and L22013Conference paper (Refereed)
  • 62.
    Qian, Tingting
    Kristianstad University, School of Education and Environment.
    A Comparison between the Text-based Approach and the Dictionary-based Approach of Vocabulary Learning in a Chinese University2011Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The primary purpose of this study is to find out which approach is more effective, text-based approach or dictionary-based approach, in learners’ mastery of new words and the time duration in learners’ memory. Group A learners received a text containing ten target words with explanations. Group B learners received the material of the same target words with meanings and examples. Ten minutes later, both groups  were given the same test. Two weeks later, all of them took the same test as in the first test.  Learners in Group A showed statistically more significant gains in their vocabulary knowledge in both tests than Group B learners, and they retained the words for longer than Group B. This study thus demonstrates that the text-based approach is more effective than the dictionary-based approach in mastering and memorizing new words.

  • 63.
    Rahm, Henrik
    et al.
    Lunds universitet.
    Andersson, Magdalena
    Malmö Högskola.
    Edberg, Anna-Karin
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap II. Kristianstad University, Research Platform for Collaboration for Health.
    The collective voice: legitimation strategies in focus group discussion with nurses in municipal palliative care for older people in Sweden2014In: Communication & Medicine: An Interdisciplinary Journal of Healthcare, Ethics and Society, ISSN 1612-1783, E-ISSN 1613-3625, Vol. 11, no 2, p. 167-177Article in journal (Refereed)
    Abstract [en]

    This paper explores focus group discussions of registered nurses in municipal palliative care for older people, using data collected by researchers with an interest in health sciences. The linguistically based discourse analyis builds on a combination of Bakhtinian notions of dialogicity, the Other and addressivity, the use of quotations, and also van Leeuwen’s framework for legitimation in discourse. The aim is to investigate strategies of addressing and legitimizing palliative care. Three types of narrative are discerned: the cautionary tale, fictionalization of professional experiences and the enactment of a fictive dialogue. The other professions involved (physicians, assistant nurses) are positioned as the Other as a means of legitimizing the perspectives of the registered nurses. As the patients and their next of kin are the objects of professional activities, the notion of the Third (connecting to the Other) is proposed. The objectification is a manifestation of commitment with routinized and professional distance to the patients.

  • 64.
    Sapir, Yair
    Uppsala universitet.
    Bedrohtes sprachen in Europa: Älvdalisch2007In: GBS-Bulletin - Mitteilungen der Gesellschaft für bedrohte Sprachen, no 13, p. 15-21Article in journal (Refereed)
  • 65.
    Sapir, Yair
    Uppsala universitet.
    Elfdalian, the vernacular of Övdaln2006Conference paper (Refereed)
  • 66.
    Sapir, Yair
    Uppsala universitet.
    Linguistic purism in the shade of satellites: the cases of post-standardisation Finnish, Hebrew and Icelandic2003In: Útnorður: West Nordic standardisation and variation : papers from a symposium in Stockholm October 7th 2001 / [ed] Kristján Árnason, Reykjavík: Icelandic University Press , 2003Conference paper (Refereed)
  • 67.
    Sapir, Yair
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Språkpurism − berikande eller begränsande?: Förhållandena i finska, hebreiska och isländska2001In: Språkets gränser och gränslöshet: då tankar, tal och traditioner möts : humanistdagarna vid Uppsala universitet / [ed] Anju Saxena, Uppsala: Uppsala universitet , 2001, , p. 10p. 127-136Conference paper (Refereed)
  • 68.
    Sapir, Yair
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Nyström, Gunnar
    Introduktion till älvdalska2015 (ed. 2)Book (Other academic)
    Abstract [sv]

    Sommaren 2005 hölls första akademiska kursen i älvdalska någonsin. Kursen hölls i Älvdalen i Uppsala universitets regi. Det föreliggande kompendiet författades våren 2005 av Gunnar Nyström och Yair Sapir i brist på lämpliga läromedel på en akademisk nivå. Verket användes även i vuxenkursen i älvdalska i Älvdalen sommaren 2006. Till kompendiet spelades även in en audio-CD där Gunnar Nyström läste upp större delen av kompendiets texter. Med anledning av Trið råðstemną um övdalskų (Tredje konferensen om älvdalska), som hålls vid Köpenhamn universitet 2015, och ett ständigt ökande intresse för älvdalskan, bestämde sig författarna för att digitalisera kompendiet och audiofilerna och göra dessa tillgängliga för allmänheten. Förutom dialoger, prosatexter, gloslistor, grammatikkommentarer och övningar innehåller kompendiet även en introduktion till den älvdalska standardortografin, som togs fram 2005 av Råðdjärum, älvdalska språkrådet. Grammatikbilagan har inte digitaliserats. Istället hänvisar författarna till Bengt Åkerbergs Älvdalsk grammatik (2012). Om man vill orientera sig kring lexikala frågor rekommenderas Lars Steenslands Material till älvdalsk ordbok (2010).

  • 69.
    Sapir, Yair
    et al.
    Uppsala University.
    Zuckermann, Ghil‘ad
    University of Queensland.
    Icelandic: Phonosemantic matching2008In: Globally speaking: motives for adopting English vocabulary in other languages / [ed] Judith Rosenhouse, Rotem Kowner, Cleveland: Multilingual Matters , 2008, p. 19-43Chapter in book (Refereed)
  • 70.
    Song, Wanlu
    Kristianstad University, School of Education and Environment.
    Learning vocabulary without tears: a comparative study of the jigsaw and information gap tasks in vocabulary acquisition at school2011Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The primary purpose of the present study is to compare the effectiveness of the jigsaw task and information gap tasks in understanding new words and retaining them. Sixteen pupils aged between eleven and twelve were involved in the study and divided into two groups. They were allocated either a jigsaw task or an information gap task. This study consists of a pre-test, immediate post-test, delayed post-test as well as a questionnaire. The pupils were required to carry out the chosen tasks, tested immediately and then one week later. The results of the questionnaire are also discussed in order to establish the pupils’ attitudes towards their allotted tasks.

     

    The results revealed marginally higher scores in the immediate post-test for pupils performing the information gap task in terms of recognizing the meaning of words. However, this advantage disappeared when it came to the depth of vocabulary knowledge and word meaning retention. Pupils performing jigsaw task outperformed group B in productive vocabulary knowledge and their retention. The gain in vocabulary among pupils who performed the jigsaw task is most evident in the delayed post-test. This result is consistent with the pupils’ assertion that they enjoyed doing the jigsaw task more than the information gap task. To sum up, the jigsaw task best promotes pupils understanding of words and their retention.

  • 71.
    van de Weijer, Joost
    et al.
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Åkerlund, Viktoria
    Lunds universitet.
    Sahlén, Birgitta
    Lunds universitet.
    Simon says… Can observational learning improve argumentative writing in students with hearing impairment?2014Conference paper (Refereed)
  • 72.
    Wallace Nilsson, Margaret
    Kristianstad University, School of Education and Environment.
    "Better a Railing at the Top of the Cliff than a Hospital at the Bottom!": the use of Edward Lear's nonsense ABC as a didactical tool in the development of  pronunciation skills in young lerarners of English2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The development and acquisition of English pronunciation in learners of English is a much neglected area of linguistic study. Research predominantly focuses on the pronunciation skills in adult English learners. However, there is no relevant data pertaining to the pronunciation skills in young English learners. Studies pertaining to pronunciation and oral proficiency are needed in order to fully assess the development and promotion of English language pronunciation in educational settings. It is necessary to encourage the active learning of pronunciation skills in young learners, in order for them to under pin the phonetical and phonological structures of the English language at the earliest stages of their language acquisition. The natural curiosity that young children display for sounds, rhymes and words is a resource that should be exploited by teachers in order to promote and encourage proficient pronunciation at the earliest stage of a child’s Second Language Acquisition (SLA).

    The current study focuses on the use of nonsense language in Second Language educational settings in order to introduce phonology and phonetics at the earliest stage of English language acquisition to encourage correct pronunciation in young L2 learners of English. The materials chosen for the study are selected verses from Edward Lear’s nonsense ABC. The nonsense ABC is introduced as a teaching/learning tool to help young primary school children in Sweden develop their pronunciation skills and avoid fossilized language patterns at a later stage of Second Language Acquisition. Young language learners need a solid foundation on which to build their language skills in order to develop as mature Second Language learners.

    The findings of this investigation showed that the introduction of nonsense language as a practical and didactical tool for the development of pronunciation had a positive effect on the development of pronunciation skills in the beginner English Language Learners (ELL) who actively participated in the study.

  • 73.
    Wengelin, Åsa
    et al.
    University of Gothenburg.
    Johansson, Roger
    Lund University.
    Johansson, Victoria
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Lund University.
    Expressive writing in Swedish 15-year-olds with reading and writing difficulties2014In: Writing development in children with hearing loss, dyslexia, or oral language problems: implications for assessment and instruction / [ed] Barbara Arfé, Julie Dockrell & Virginia Berninger, Oxford: Oxford University Press, 2014Chapter in book (Refereed)
  • 74.
    Wengelin, Åsa
    et al.
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Writing difficulties in Swedish university students with reading and writing difficulties2012Conference paper (Refereed)
  • 75.
    Wengelin, Åsa
    et al.
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Writing processes and text characteristics of texts produced in a triple-task situation2014Conference paper (Refereed)
  • 76.
    Wengelin, Åsa
    et al.
    Lunds universitet.
    Johansson, Victoria
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Lunds universitet.
    The relation between language and literacy skills in Finnish-Swedish children2013Conference paper (Refereed)
  • 77.
    Wengelin, Åsa
    et al.
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Writing dynamics and text quality in first and second language2014Conference paper (Refereed)
  • 78.
    Xia, Yan
    Kristianstad University, School of Education and Environment.
    Efficient reading in standardized tests for EFL learners: a case study of reading strategies used by Chinese English major students in TEM-42011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the reading strategies used by Chinese English major students in the reading component in standardized national tests of TEM-4 with regard to reading efficiency. The research questions include: 1) what strategies are used by the students in TEM-4 test context; 2) whether there is a significant correlation between strategy use and efficient reading in the test; 3) what kinds of reading problems are revealed in the students’ use of processing strategies; 4) what can teachers do to promote efficient reading in classrooms. The data were collected from 25 English major students, including their reading efficiency indicated in the test performance, a reading strategy checklist and a questionnaire about the students’ perception of reading strategy and obstacles to their efficient reading. Both qualitative and quantitative analyses were used for comparisons between proficient students and non-proficient students.

    The findings indicate that the students in general rely on metacognitive and test-wiseness strategies in their reading practice. There is no significant relationship between strategy use and test performance. The difference between proficient and non-proficient students lies in the automaticity and fluency at lower-level skills rather than a mere use of metacognitive strategies. The reading problems common students are facing include inadequate language proficiency with limited vocabulary and a lack of automaticity, low reading speed and a lack of background knowledge. Suggestions are given for future reading teaching to promote efficient reading in these aspects.

  • 79.
    Yang, Jie
    Kristianstad University, School of Education and Environment.
    Storytelling as a Teaching Method in ESL Classrooms2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Until now, a lot of work has been done to explore methods for teaching English as a Second Language (ESL). Considering the nature of human beings as storytellers, teachers can use storytelling as a teaching method in English classrooms. The aim with this study is to discuss the storytelling teaching method adopted in ESL Classroom. The study is based on class observations on three Internet lessons, namely lessons of English vocabulary, grammar and spoken English. Videos on the Internet are wacthed and the narrative parts in these lessons are recorded. Previous studies related to this subject is on narration in the field of rhetoric and on methods for second language teaching and learning. Some earlier studies concern about  children’s education and military training. The main focus of present study is to analyze stories told by the teacher in the three classes—what they consist of, what effects they would achieve, and how many types of stories are used. In a classroom setting, the teacher is the narrator, students are the audience. Five types of stories are used: stories that are made up by the teacher, cultural backgrounds, stories told with physical responses, personal experiences and everyday life experiences. Anyway, narration is helpful in making the teacher and students closer.

    Hopefully with the help of present study on the selected lessons, one can find out how teachers use narration in general classroom settings.

  • 80.
    Zhou, Ningjue
    Kristianstad University, School of Education and Environment.
    Learning how to Learn: a study of English vocabulary learning strategies among English major students at a Chinese university2011Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This paper reports on the study of the strategy use of Chinese English majors in vocabulary learning; the individual differences between effective and less effective learners in employing vocabulary learning strategies and the relationship between their strategies and their outcome in English learning. In this research, 118 junior English majors inChineseUniversitywere investigated. The participants were asked to take a vocabulary test and complete a vocabulary-learning questionnaire.

     

    The data collected was analyzed using the SPSS (the Statistical Package for Social Science) and the result indicates that there are significant differences between effective and less effective learners. Effective learners use strategies more frequently and flexibly, while less effective learners turn out to be rote learners. They employ repetition strategy more often and they rely more on their mother tongue, Chinese, in vocabulary learning. Thus the translation strategy was extensively used among them. The result also shows that seven strategies, namely applied, categorization, self-monitoring, cooperation, media, elaboration and dictionary strategy are positively correlated with the vocabulary test scores and the Test for English Majors (Grade 4) scores. The above findings have certain implication for both learners and teachers.

  • 81.
    Zhou, Ying
    Kristianstad University, School of Education and Environment.
    IELTS Preparation Courses in China: the Reading Comprehension Task2011Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    More and more private language schools provide IELTS preparation courses for candidates who want to sit the test for admission to undergraduate and postgraduate courses in English-speaking countries. This essay investigates whether the IELTS preparation course in a language school in China offers an adequate preparation for candidates. The study focuses on one preparation course for the IELTS reading test (other modules are beyond the scope of the present study). A questionnaire and interview questions concerning both the IELTS reading test and the preparation course were given to 20 candidates and two teachers by e-mail.This study first analyzed the reading skills tested in the IELTS reading test and discussed possible test difficulties. It then investigated the IELTS reading preparation course by means of candidate feedback on course expectations, course structure, teaching materials and teaching methods. The feedback shows that the course fulfilled the candidates’ expectations, i.e. it taught them useful test-taking techniques and reading skills. The teachers’ responses indicate that the course achieved its objective to familiarize candidates with the IELTS reading test. The study results demonstrate that the preparation course is test-based, teaching candidates IELTS test-taking strategies, which effectively prepare candidates for the IELTS test. Candidates and teachers also offered suggestions for future course improvement.

  • 82.
    Ågren, Linda
    Kristianstad University, School of Education and Environment.
    "Den stora kvarnen drivs av fågelsång": en studie av tid i tre av Tranströmers diktsamlingar2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien analyserar Tranströmers diktsamlingar 17 dikter, Hemligheter på vägen och Klanger och spår utifrån tematiken kring tid. Detta genom närläsning av dikterna och application av kognitiv lingvistik på metaforerna kopplade till tid. Resultatet av studien är att all tid existerar samtidigt i Tranströmers poesi, enligt T.S. Eliots teori att både dåtid och framtid finns här och nu, vilket syns på diverse historiska aspekter i nuet såsom ordval och porträttdikter. Tiden i dessa dikter tar formen av insekter såsom ett armbandsur och ett fjärilsmuseum. Fåglarna i dikterna vaktar tiden, olika fågelarter har hand om olika tidsperioder och de kan även misslyckas med tiden. Utöver detta kan tiden även ha en rumslighet likt en labyrint, schakt eller sjukhusbyggnader samt att den kan flöda i en nedåtgående rörelse. Vanliga konceptuella metaforer förekommer i Tranströmers poesi men oftast på ett nyskapande sätt som strider mot den allmänna definitionen av tid som kronologisk, linjär och uppdelad i mindre enheter.

  • 83.
    Ågren, Linda
    Kristianstad University, School of Education and Environment.
    Linguistic sexism in mermaid tales: a study of linguistic sexism involving the mermaid figure in films2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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