<p>The aim of this paper was to investigate what linguistic markers indicate that wedding magazines are written for women. The advertisements were divided into groups according to the target of the product advertized: targeted at women, at men and at both men and women. It was determined that the majority of the advertisements were aimed at women.</p><p>All the advertisements were checked for certain linguistic features: adverbs, evaluative and non- evaluative adjectives, gender marked words and titles. Since the material comprised very few advertisements targeted at men, the focus is on advertisements for women and advertisements targeted at both men and women.</p><p>The results of the study show that the language in the magazines confirms that they are aimed at women. Therefore, this paper can come to the conclusion that wedding magazines are for women, both in terms of language, which this paper investigated, pictures and the products advertised.</p>

No description available.

<p>This study focuses on how the heritage of slavery has affected the mothering of two mothers in Toni Morrison's novels <em>Sula </em>and <em>Beloved </em>and how this is portrayed in the novels. It has made a comparison between the mothers and many similarities are found in the lives of these women although they live in different time periods. The essay also elucidates aspects of power and powerlessness as well as the consequences of motherlove.</p>

<p>This essay deals with the issue of readability, the term <em>readability</em> referring to what it is that makes a reader perceive a text as difficult or easy. Some factors are related to the reader but there are also those which depend on the text as such, one such factor being style which is the one that will be focused on in this essay.</p><p>The investigation is based on the analysis and comparison of a complete version and an abridged version of Charlotte Brontë’s <em>Jane Eyre, </em>and the questions to be investigated are whether the author of the abridged version has succeeded in making it less complicated, and<em> </em>if he or she has done so by considering stylistic features said to be affecting readability.</p><p>Further, this essay is divided into four chapters. The first chapter contains the background for the analysis and is divided into 4 parts dealing with the following aspects: the definition of readability, early research on readability, later research on readability, and difficult and easy language. Chapter two describes the limitations made and the method used for the analysis which involves looking at the noun phrase, the verb phrase, and the clause. Chapter three gives a detailed description of the corpus investigated. Moving on to chapter four, this is where the results of the investigation are presented. This is done by dividing it into four different subchapters, each of them dealing with issues related to the different areas described in the method. Each of the subchapters then begins with the presentation of the results for each edition which is then followed by a comparative discussion. The essay ends with a conclusion part where conclusions regarding the four areas presented in the analysis are made along with the answering of research questions.</p>

No description available.

This corpus-based study of the use of expressions of future in English has two aims: to examine how certain expressions of future are used in Present-day English, and to explore how electronic corpora can be exploited for linguistic study. The expressions focused on in this thesis are five auxiliary or semi-auxiliary verb phrases frequently discussed in studies of future reference in English: will, ’ll, shall, going to and gonna. The study examines the patterned ways in which the expressions are used in association with various linguistic and non-linguistic (or extra-linguistic) factors. The linguistic factors investigated are co-occurrence with particular words and co-occurrence with items of particular grammatical classes. The non-linguistic factors examined are medium (written vs. spoken), text category, speaker characteristics (age, sex, social class, etc.), region and time. The data for the study are exclusively drawn from computer-readable corpora of Present-day English. Corpus analyses are performed with automatic and interactive methods, and exploit both quantitative and qualitative analytical techniques. The study finds that the use of these expressions of future varies with a number of factors. Differences between spoken and written language are particularly prominent and usage also varies between different types of text, both within spoken and written corpora. Variation between groups of speakers is also attested. Although the linguistic co-occurrence patterns are similar to some degree, there are nonetheless differences in the collocational patterns in which the expressions are used. Methodological issues related to corpus-based studies in general are discussed in the light of the insights gained from this study of expressions of future.

<p>The purpose of this study was to investigate if any linguistic differences between the sexes can be found in Swedish students’ compositions in English. My aim was also to investigate what features students perceive to be typically male or female. By studying a number of Swedish students’ English compositions, I was able to detect differences between boys’ and girls’ language and also compare my discoveries with earlier research. I investigated both the features that separate the genders in their writing and also what students identified as female and male language use. In my investigation, I found some linguistic differences between the sexes which were more distinct than others; for example their use of stative and dynamic verbs. But, on the other hand, I found no noticeable difference between boys’ and girls’ use of adjectives; words which are often said to be more commonly used by girls.</p>

<p>High school students of today frequently come into contact with the English language through</p><p>radio and television. Many students even manage to read instruction manuals and understand</p><p>how technical devices work, such as, for example, computer games. However, most teachers</p><p>underestimate their students’ ability and persist in using Swedish to explain how the English</p><p>language works. I have analysed how high school students manage when they take an English</p><p>grammar test in English. My results show that the students manage very well. Learning is</p><p>rather about the meta cognitive ability of the students which, is what both teachers and</p><p>students should spend more time on in order to achieve successful learning.</p>

<p>Research has shown that children who have English as a first language acquire grammatical morphemes in a predictable order. Many researchers claim that second language learners also follow a predictable pattern when learning English grammatical morphemes regardless of their linguistic background, and that the same mechanisms are responsible for both first and second language acquisition.</p><p>The aim of this paper was to study Swedish students’ knowledge of English grammatical morphemes, and to compare their knowledge with that of second language learners from other countries as well as with that of first language learners.</p><p>The results show that Swedish students seem to acquire morphemes in a similar way to that of second language learners in general and that they make errors similar to those made by first language learners. For example, the copula was almost fully acquired, while the third person regular and irregular constituted a problem for the students. The most notable exception was the possessive ´s, which Swedish students seem to acquire at an early stage compared to other second language learners.</p>

<p>In Sweden we come in contact with the English language almost daily; in television shows, radio commercials and at work. English is also mandatory in the Swedish curriculum; therefore it is important that the students learn as much as possible in school, to be able to use English in their daily life. Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. My aim in this study is therefore to investigate if students find oral feedback in the classroom valuable and if not, how they would like it to be changed. To investigate this I handed out a questionnaire to five classes. The questions were divided up into three categories: if the students had noticed oral feedback being given to them, what their experiences of oral feedback were and how they would like the feedback to be delivered. I also made observations and recorded three classes. The results of this investigation showed that the students were positive to oral feedback in the classroom. Most of the students had noticed oral feedback being given to them, and the teachers had mostly corrected the students’ grammar and pronunciation. These were also the areas where the students felt they had developed the most from oral feedback. In the questionnaire the students pointed out that they wanted the feedback to be delivered privately and that the teachers have to be careful how they give the feedback, they have to always remember to give positive feedback as well as corrective feedback.</p>