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  • 1.
    Brännmark, Theres
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Konkurrerande språkuppfattningar. En studie av läroplaner för grundskolan i Finland, Norge och Sverige2022In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 16, no 3, article id 17Article in journal (Refereed)
    Abstract [sv]

    Denna artikel analyserar läroplaner för grundskolan i Finland, Norge och Sverige med fokus på hur språklig mångfald konstrueras och med intresse för vilka maktrelationer som kommer till uttryck genom läroplanerna. Språksituationen som förbinder språk och språkgrupper över riksgränserna och den språkliga mångfalden i respektive samhälle gör en analys av de tre läroplanerna särskilt intressant. Syftet är att beskriva och problematisera språklig mångfald samt de normer och ideologi som reflekteras i läroplanerna och organiserar språklig mångfald. Den kritiska diskursanalysen visar att den finska och norska läroplanen har en positiv inställning till och normaliserar språklig mångfald. Samtidigt har det betydelse vilka språk som ingår i den flerspråkiga kompetensen. I den svenska läroplanen är enspråkighet norm. Läroplanernas språksyn och hierarkiseringen av språk antyder att det råder konkurrensförhållande mellan olika språk. I studien framkommer att språkurvalet i läroplanerna bidrar till att upprätthålla ojämna maktrelationer mellan de som behärskar prioriterade språk och de som inte gör det. Diskussionen belyser vikten av att kritiskt ifrågasätta läroplanernas implicita särskiljande av språk och därmed talare av dessa språk.

  • 2.
    Evans, Alexander
    Luleå University of Technology, Department of Social Sciences, Technology and Arts.
    The Semantics of the Recorded Drum Kit and its Processing2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigated the terms used by drummers and audio engineers to describe the recorded drum kit and the processing applied to it. The main method consisted of semi-structured interviews with six professionals in the fields of drumming and audio engineering. The participants were asked to describe five musical samples of different drum kit mixes containing kick, snare and hi-hat sounds. Their descriptions along with explanations of their communication tactics were compared, resulting in explanations of fourteen semantic descriptors. The comparison of their use of the terms in the context of the samples revealed some differences depending on their professional backgrounds. The results suggested that, while audio engineers have a larger semantic lexicon in regards to the recorded drum kit, the differences in the definitions of terms had a larger degree of variation between individuals than between the respective professions. 

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  • 3.
    Ghahraman, Vahid
    et al.
    Institute for Humanities and Cultural Studies, Iran.
    Karlsson, Monica
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Kazemi, Ali
    University of Helsinki, Finland.
    Saeedi, Samira
    University of Melbourne, Australia.
    Elhami, Ali
    Universidad Autónoma de Madrid, Spain.
    On the functions of hedging in research articles (RAs): A study on RA discussions2023In: International Journal of Language Studies, ISSN 2157-4898, E-ISSN 2157-4901, Vol. 17, no 1, p. 165-187Article in journal (Refereed)
    Abstract [en]

    The current study aimed at finding probable differences between native-Persian-speaking (n = 72) and native-English-speaking (n = 72) academic writers’ use of hedging devices in the ‘discussion’ sections of research articles (RAs). 144 RA discussions from Persian-text Iranian academic journals published by Iranian state universities and English-text foreign academic journals published by several famous international academic publishers were randomly selected. The publication dates of the RAs ranged from 2017 to 2022. Using a counter-balanced design, two human coders identified and coded the functions of hedging devices in the corpus according to the theoretical framework proposed by Hyland (1998). Results indicated that Iranian authors of Persian-text RAs systematically use much fewer hedging devices in their discussions than their foreign counterparts. It is argued that this pattern might be due to Iranian RA authors’ (a) personality traits, (b) incompetence in academic writing, or (c) cultural mindset. The paper concludes that professional workshops in which native-Persian-speaking authors are taught to be aware of the importance of hedging devices in academic writing might be necessary and that journal editors should also have an eye on the use of hedging in the process of screening the manuscripts they receive for possible publication in the journals they edit.

  • 4.
    Harde, Roxanne
    et al.
    Augustana Faculty of the University of Alberta.
    Kokkola, LydiaLuleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The Embodied Child: Readings in Children’s Literature and Culture2017Collection (editor) (Refereed)
    Abstract [en]

    The Embodied Child: Readings in Children’s Literature and Culture brings together essays that offer compelling analyses of children’s bodies as they read and are read, as they interact with literature and other cultural artifacts, and as they are constructed in literature and popular culture. The chapters examine the ideology behind the cultural constructions of the child’s body and the impact they have on society, and how the child’s body becomes a carrier of cultural ideology within the cultural imagination. They also consider the portrayal of children’s bodies in terms of the seeming dichotomies between healthy-vs-unhealthy bodies as well as able-bodied-vs-disabled, and examines flesh-and-blood bodies that engage with literary texts and other media. The contributors bring perspectives from anthropology, communication, education, literary criticism, cultural studies, philosophy, physical education, and religious studies. With wide and astute coverage of disparate literary and cultural texts, and lively scholarly discussions in the introductions to the collection and to each section, this book makes a long-needed contribution to discussions of the body and the child.

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  • 5.
    Holmberg Sjöling, Christian
    Luleå University of Technology, Department of Health, Education and Technology, Education, Language, and Teaching.
    Lexical complexity and assessment of EFL writing: a study of the assessment of English vocabulary in the Swedish national tests2023In: EUROSLA32 European Second Language Association: Book of Abstracts, University of Birmingham , 2023, p. 92-92Conference paper (Other academic)
  • 6.
    Holmberg Sjöling, Christian
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Using grammatical and syntactic complexity features to predict grades in student writing2023In: National Forum for English Studies, 26-28 April 2023: Abstracts, Västerås: Mälardalen University , 2023Conference paper (Other academic)
    Abstract [en]

    In this paper, I include a wide range of grammatical and syntactic complexity features to test the extent to which different features can predict grades in upper-secondary student writing. The data consists of a selection of graded example texts (n=142) provided by the Swedish National Agency for Education (SNAE) to teachers as examples for how to assess the tests and texts graded by teachers (n=190) during the actual exams. Grammatical and syntactic features mentioned by the SNAE to positively influence grades include, for example, varied sentence structure and the use of conjunctions. The aim of the paper is thus to try to better understand how the SNAE and teachers assess grammatical and syntactic complexity and how this is reflected in the grades that different texts receive. It is important to note that I am interested in identifying features that show a stable distribution in sequential order across different grades (i.e. that they exhibit a cline from A to F, or from F to A). Preliminary results show that very few grammatical complexity features predict grade in any meaningful way, suggesting that grammatical and syntactic complexity is largely overlooked in the assessment of national tests in Sweden. Also, the SNAE and teachers appear to value different aspects of grammatical and syntactic complexity. In the paper, I will also discuss the general implications of the findings on assessment of national tests, and the ways in which teachers can be helped with assessment moving forward.  

  • 7.
    Holmberg Sjöling, Christian
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Using lexical complexity measures to predict grades in student writing2023In: National Forum for English Studies, 26-28 April 2023: Abstracts, Västerås: Mälardalen University , 2023Conference paper (Other academic)
    Abstract [en]

    Writing is one of the key components of language proficiency. Every year in Sweden, upper secondary school students are required to take the national tests of English, which are created by the Swedish National Agency for Education (SNAE) and intended to establish to what extent the students’ proficiency is in line with the course expectations. This paper aims to study the role that lexical complexity measures play in the grading of such texts written by Swedish upper-secondary school students. The data consist of graded example texts (n=142) provided by SNAE to teachers in the assessment instructions to illustrate how the tests are to be assessed and a corpus consisting of student texts graded by teachers (n=190). The assessment instructions indicate that there should be a cline from the lowest to highest grade in terms of lexical and phraseological complexity. Therefore, a wide range of lexical (e.g., word frequency, dispersion and diversity) and phraseological measures (e.g., n-gram register and association strength) were applied to discern if a sequential distribution between different grades exists. Preliminary results show that very few complexity features predict grade in any meaningful way, suggesting that lexical complexity is largely overlooked in the assessment of national tests in Sweden. The SNAE and practicing teachers also appear to value different aspects of lexical complexity, which may have consequences for their classroom practice and the development of students’ writing proficiency. This discrepancy and its possible implications are further discussed in relation to ensuring a fair and reliable assessment practice. 

  • 8.
    Ivanova, Krasimira
    Luleå University of Technology, Department of Arts, Communication and Education.
    Metaphors in the United states presidential election of 2016: An analysis of the usage of metaphorical expressions in selected political speeches2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 9.
    Karapostoli, Paraskevi
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    From election to insurrection: A Speech Act Theory study of Donald Trump’s tweets in the wake of the 2020 election.2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay utilizes Speech Act Theory to assess Donald Trump’s role in inciting the riot that took place in Washington D.C. on the 6th of January, 2021 and culminated with the attack on the Capitol building. For the purposes of the study a corpus was created with tweets collected from the Trump Twitter Archive. The tweets cover the span between the latest presidential election, on the 3rd of November, 2020, to the day of the attack. The corpus was read manually and sorted into themes. The themes that emerged show that: a) Trump was convinced of his victory, b) felt that the election was rigged, c) accused news networks, the Democrats and even prominent Republicans for his loss, and d) called the people for action. A quantitative method that identified the most common words in the corpus corroborated the identification of the described themes. The themes were compared to Speech Act Theory’s felicitous conditions for directive speech acts. The study found that Trump’s tweets satisfy the conditions for the successful directive speech acts of Order and Command, thus providing grounds to make the case that he was responsible for inciting the attack.  

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  • 10.
    Kariniemi, Emilia
    Luleå University of Technology, Department of Arts, Communication and Education.
    Litteratursamtal: en gynnsam metod för att öka flerspråkiga elevers läsförståelse2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
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  • 11.
    Kumar, Pradeep
    et al.
    Deptt of CSE, IIT, Roorkee, India.
    Saini, Rajkumar
    Deptt of CSE, IIT, Roorkee, India.
    Behera, Santosh Kumar
    Indian Institute of Technology Bhubaneswar, Bhubaneswar, Orissa, IN.
    Dogra, Debi Prosad
    Indian Institute of Technology Bhubaneswar, Bhubaneswar, Orissa, IN.
    Roy, Partha Pratim
    Indian Institute of Technology Roorkee, Roorkee, Uttar Pradesh, IN.
    Real-time recognition of sign language gestures and air-writing using leap motion2017In: Proceedings of the 15th IAPR International Conference on Machine Vision Applications, MVA 2017, IEEE, 2017, p. 157-160, article id 7986825Conference paper (Refereed)
  • 12.
    Lahtinen, Sinikka
    et al.
    University of Turku, Finland.
    Toropainen, Outi
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mäntylä, Katja
    University of Jyväskylä, Finland.
    Exploring the use of explicit grammatical rules with keystroke logging.2019In: The 4th international conference Thinking, doing, learning: Usage based perspectives on second language learning University of Jyväskylä, Finland, June 17–19, 2019: Abstract Book, University of Jyväskylä , 2019, p. 17-17Conference paper (Refereed)
    Abstract [en]

    In this case study, we discuss the possibility of detecting the use of explicit grammatical rules in written L2 Swedish, L2 English and L2 Finnish with the help of keystroke logging data and retrospective interviews. The role of the explicit form-focused instruction (FFI) on formal second language learners’ explicit and implicit knowledge has been widely studied (e.g. Ellis, R. 2015, Ellis, R. & Shintani N. 2014) but the usefulness of explicit knowledge of the second language is a matter of controversy in the field. In our study, we focus on how accurate and, on the other hand, consistent the participants are in producing different sentence structures and whether they consider explicit grammar rules when writing in the target anguage.

    In the present study, we used keystroke logging which is a method for recording keyboard activities during computer writing (Strömqvist & al. 2006). The writing can be replayed in real time, and pausing and revisions studied in detail. In this study, Scriptlog programme was used to record the data. Our hypothesis is that revisions and pauses (e.g. Chenoweth & Hayes 2001) can reveal when a learner stops to ponder on various linguistic aspects, for instance, explicit grammatical rules. The use of retrospective interviews gives additional information whether rules actually are considered by the learners and how they take advantage or decide to apply the rules.

    The texts were written by twelve learners of Swedish, English, and Finnish in Finland. The preliminary results show that there are differences between learners and between languages in the use of explicit grammar rules. We discuss how these findings help us to better understand the role of explicit knowledge in writing and FFI and what kind of implications this might have on teaching.

  • 13.
    Meng, Zhu
    et al.
    School of Education Science, Jiangsu Normal University, Xuzhou, People’s Republic of China; Faculty of Psychology, Tianjin Normal University, Tianjin, People’s Republic of China.
    Yan, Guoli
    Faculty of Psychology, Tianjin Normal University, Tianjin, People’s Republic of China.
    Marsh, John E.
    Luleå University of Technology, Department of Health, Education and Technology, Health, Medicine and Rehabilitation. School of Psychology and Humanities, University of Central Lancashire, Preston, UK.
    Liversedge, Simon P.
    School of Psychology and Humanities, University of Central Lancashire, Preston, UK.
    Effects of irrelevant speech on semantic and phonological judgments of Chinese characters2024In: Journal of Cognitive Psychology, ISSN 2044-5911, E-ISSN 2044-592XArticle in journal (Refereed)
    Abstract [en]

    This study investigated whether background speech impairs lexical processing and how speech characteristics modulate such influence based on task type. Chinese character pairs were displayed to native Chinese readers under four auditory conditions: normal Chinese speech, phonotactically legal but meaningless speech, spectrally-rotated speech (i.e. meaningless sound with no accessible phonological form), or silence. Participants were tasked with determining whether the presented character pair shared the same meaning (semantic judgment), or the same initial phoneme (phonological judgment). Participants performed better and faster in the semantic than in the phonological judgment task. Phonological properties of meaningless speech prolonged participants’ reaction times in the phonological but not the semantic judgment task, whilst the semantic properties of speech only delayed reaction times in the semantic judgment task. The results indicate that background speech disrupts lexical processing, with the nature of the primary task affecting the extent of phonological and semantic disruption.

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  • 14.
    Richardson, Beth
    et al.
    School of Psychology and Computer Science, University of Central Lancashire, Preston UK.
    McCulloch, Kathleen C.
    School of Psychology and Computer Science, University of Central Lancashire, Preston UK.
    Ball, Linden J.
    School of Psychology and Computer Science, University of Central Lancashire, Preston UK.
    Marsh, John Everett
    Luleå University of Technology, Department of Social Sciences, Technology and Arts, Humans and Technology. School of Psychology and Computer Science, University of Central Lancashire, Preston UK.
    The Fate of the Unattended Revisited: Can Irrelevant Speech Prime the Non-dominant Interpretation of Homophones?2023In: Auditory Perception & Cognition, ISSN 2574-2442, Vol. 6, no 1-2, p. 72-96Article in journal (Refereed)
    Abstract [en]

    Whether the post-categorical, semantic properties of task-irrelevant speech are processed has been a source of debate between two central accounts. The first, a structural account, proposes that the semantic content of irrelevant speech is filtered out early on, and thus remains unprocessed. The second account proposes that the semantic content of speech is, in fact, processed and can influence later behavior. The present research offers a resolution between these two prominent accounts by examining whether semantic processing of task-irrelevant speech occurs despite explicit instructions to ignore it. During a visual-verbal serial recall paradigm, participants were auditorily presented with non-dominant homophones plus their close associates, or close associates without the homophone itself and asked to ignore this irrelevant speech containing these semantic primes. In a subsequent “unrelated” phase, we assessed whether the spelling of homophones was influenced by the irrelevant speech that had occurred earlier in the serial recall phase. We found evidence of semantic priming in conditions wherein the homophone was present, as well as conditions wherein only associates of the homophone were present. Regardless of whether they were presented, homophones were more likely to be spelt in accordance with their non-dominant meaning, and most participants did not report awareness of this fact. We suggest that semantic processing of irrelevant speech occurs even when there is an explicit direction to ignore it and does not result in any material disruptive effect on serial recall performance.

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  • 15.
    Toolanen, Lina
    Luleå University of Technology, Department of Arts, Communication and Education.
    Lärares arbete för att främja läsmotivationen: en kvalitativ studie av hur lärare arbetar med skönlitteratur för att främja elevers läsmotivation2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
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  • 16.
    Toropainen, Outi
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lahtinen, Sinikka
    Åbo universitet.
    Apologising in Finnish and in Swedish as Learner Languages2019In: Studies in Comparative Pragmatics / [ed] Hartmut E. H. Lenk, Juhani Härmä, Begoña Sanromán and Elina Suomela-Härmä, Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing, 2019, p. 161-178Chapter in book (Refereed)
  • 17.
    Vega Mendoza, Mariana
    et al.
    Luleå University of Technology, Department of Health, Education and Technology, Health, Medicine and Rehabilitation. Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, Scotland, UK.
    Ivanova, Iva
    Department of Psychology, University of Texas at El Paso, USA.
    McLean, Janet F.
    School of Applied Sciences, Abertay University, Dundee DD1 1HG, Scotland, UK.
    Pickering, Martin J.
    Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, Scotland, UK.
    Branigan, Holly P.
    Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, Scotland, UK.
    Lexically-specific syntactic restrictions in second-language speakers2024In: Journal of memory and language (Print), ISSN 0749-596X, E-ISSN 1096-0821, Vol. 134, article id 104470Article in journal (Refereed)
    Abstract [en]

    In two structural priming experiments, we investigated the representations of lexically-specific syntactic restrictions of English verbs for highly proficient and immersed second language (L2) speakers of English. We considered the interplay of two possible mechanisms: generalization from the first language (L1) and statistical learning within the L2 (both of abstract structure and of lexically-specific information). In both experiments, L2 speakers with either Germanic or Romance languages as L1 were primed to produce dispreferred double-object structures involving non-alternating dative verbs. Priming occurred from ungrammatical double-object primes involving different non-alternating verbs (Experiment 1) and from grammatical primes involving alternating verbs (Experiment 2), supporting abstract statistical learning within the L2. However, we found no differences between L1-Germanic speakers (who have the double-object structure in their L1) and L1-Romance speakers (who do not), inconsistent with the prediction for between-group differences of the L1-generalization account. Additionally, L2 speakers in Experiment 2 showed a lexical boost: There was stronger priming after (dispreferred) non-alternating same-verb double-object primes than after (grammatical) alternating different-verb primes. Such lexically-driven persistence was also shown by L1 English speakers (Ivanova, Pickering, McLean, Costa, & Branigan, 2012) and may underlie statistical learning of lexically-dependent structural regularities. We conclude that lexically-specific syntactic restrictions in highly proficient and immersed L2 speakers are shaped by statistical learning (both abstract and lexically-specific) within the L2, but not by generalization from the L1.

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  • 18.
    Wilhelmsson, Emma
    Luleå University of Technology, Department of Health, Learning and Technology.
    ”Jag har det i arvet”: Tredjeklassares språkporträtt och språkrepertoar2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study highlights the linguistic repertoire of primary school students in a rural municipalitywith a strong connection to Sami culture. The study is based on a phenomenological theory, andtwo data collection methods employed in the study are visual linguistic portraits and semistructured group interviews. The data collection was conducted with two different third-gradestudents from two different schools. Language portraits represent a creative work process thathas not been previously used to explore the linguistic repertoire of primary school students. Thestudy's findings summarize that language and non-traditional languages hold significantimportance for the students' linguistic repertoire. Furthermore, the results demonstrate thesignificance of Sami language for the third-grade students, as 18 out of 26 language portraitsincluded one of the Sami languages, and these languages occupied a prominent place in thestudents' language portraits. This highlights the importance of language for the students. Thesignificance of these findings lies in the fact that a similar study is not represented in currentresearch. Thus, the study contributes an important voice in understanding the linguisticrepertoires of students and their experiences with the Sami languages. 

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  • 19.
    Xia, Lihua
    et al.
    Huazhong University of Science and Technology, Wuhan, China; The University of Edinburgh, Edinburgh, Scotland.
    Bak, Thomas H.
    The University of Edinburgh, Edinburgh, Scotland.
    Vega Mendoza, Mariana
    Luleå University of Technology, Department of Health, Learning and Technology, Health, Medicine and Rehabilitation. The University of Edinburgh, Edinburgh, Scotland.
    Sorace, Antonella
    The University of Edinburgh, Edinburgh, Scotland.
    A longitudinal investigation of the effects of language instruction versus immersion on cognitive functions in young adult Chinese speakers learning English2023In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 45, no 1, p. 189-211Article in journal (Refereed)
    Abstract [en]

    The current study examined cognitive effects of two pathways of second language (L2) acquisition longitudinally in Chinese speakers learning English in an L2-dominant environment. Thirty-nine participants who attended an intensive 10-week English course (L2-instruction group) were compared to 38 participants who attended regular university courses taught in English (L2-immersion group). Four repeated assessments were conducted over 10 weeks: precourse (baseline) and postcourse assessments, and two interim assessments every 3 weeks. Both groups matched on background variables (e.g., intelligence) and showed comparable cognitive performance in all measures at the baseline. The longitudinal results showed a similar improvement in both groups for most cognitive measures, such as visual and auditory inhibition. The only significant group difference was observed in the auditory inhibition test, where the L2-instruction group outperformed the L2-immersion group. Taken together, our results suggest a specific effect of language experience and an overall effect of linguistic context on cognitive functions.

  • 20.
    Åberg, Anne-Maj
    et al.
    University of Turku, Finland.
    Mäkilä, Mari
    University of Turku, Finland.
    Toropainen, Outi
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Visualisointi kirjoituprosessin tutkimuksen tukena2022In: AFinLAn syyssymposium 2022: Tiivistelmät: [AFinLA höstsymposium 2022: Abstrakt] [AFinLA Autumn Symposium 2022: Abstracts], University of Helsinki , 2022, p. 92-92Conference paper (Other academic)
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