<p>Adverbial connectors join together sentences and units in a text to signal logical relations. Appropriately used, they can help the reader to make sense of the text. The usage of adverbial connectors can create problems for foreign language learners, and is often shown as under- , over- and misuse of connectors. In this study, a quantitative analysis of connector usage of advanced EFL learners’ and native speakers’ student writing is presented. For the current corpus-based study, three sub-corpora of the SUSEC (<em>Stockholm University Student English Corpus</em>) were chosen. The sample includes 164 linguistic essays from students at Stockholm University and 82 linguistic essays from students at King’s College in London. The analysis, where the learners’ connector usage is compared to that of native speakers, is based on 69 connectors. The results show that both the learners and the native speakers rely on a rather small set of these connectors in their writing. As a group, the advanced Swedish EFL learners underuse connectors in their written production. Additionally, the learners significantly overuse 12 and underuse 6 connectors. Similarities between the learners and the native speakers were found in the positioning of the connectors. Both groups prefer the most frequently used connectors in the medial position of a sentence, and prefer mostly the same set of connectors in the different positions of a sentence, although some differences in the positioning were also found. The findings create a basis for future research where a qualitative analysis of the connector usage could be carried out in order to increase knowledge of the interlanguage of the learners. The findings could also be used for pedagogical purposes.</p>

<p> </p><p>Languages rely on grammatical rules, by which even such variable constituents as adverbials are affected. However, due to the many different positions in Old English sentences taken up by adverbials, it is easy to wrongfully assume that there is an absence of grammatical rules regarding adverbials in Old English. Hence, it may be possible to detect patterns of behaviour among Old English adverbs if their different position and movement within various clauses is studied systematically. This paper has been focused on examining two conjunct adverbs, and two disjunct adverbs, functioning as sentence adverbials in prose, in order to contribute information of where they are base-generated within the syntactic structure of Old English clauses, and thus hopefully contribute to a better understanding of the grammatical system of Old English. 120 sentences of prose containing sentence adverbials have been examined according to the Government and Binding Theory, as introduced in <em>Stæfcræft: An Introduction to Old English Syntax</em>, in order to establish where the different textual constituents of Old English are base-generated.</p>

<p>The aim of this study was to identify the strategies used to render the literary dialect in A State of Independence into the Swedish translation. In order to systematically study the translation solutions, a number of ‘coupled pairs’ consisting of source text ‘problems’ and target text ‘solutions’ were extracted from the original text and the translation. The ‘coupled pairs’ were then analysed in order to detect regularities in the translation solutions. The study showed that the major strategy used by the translator was the use of ‘eye-dialect’, i.e. non-standard spellings that simulate non-standard speech. Moreover, some passages in the translation had been standardised, whereas eye-dialectal spellings were found in other passages where the original did not contain any non-standard features. Finally, a comparative count of dialectally marked utterances in both texts was made. The count showed that the dialectal markers were in the majority in the translation, which might indicate that the translator has tried to compensate for the lack of equivalent target language features.</p>

No description available.

<p> </p><p>Most of the former African colonies achieved their independence in the 1960's. However, the language of the colonizer often keeps a firm grip on culture and society even today. The aim of this essay is to examine attitudes towards the colonial languages English and French in Tanzania and Algeria. Are Tanzanians generally more positively inclined towards English than Algerians are towards French? In order to examine this, 15 informants from each of the two countries were chosen to participate in a small survey consisting of six questions. The results suggest that there is indeed a difference in attitudes: the Algerians seem more emotionally engaged in the French issue, while the Tanzanians tend to see English as an effect of globalization rather than colonialism. In both of the countries, the colonial language is generally perceived as the language of the successful.</p>

<p>The aim of the study was to find out whether or not there is a difference in the type and number of errors made by L2 intermediate learners and beginners of English. Texts were gathered from two age groups, 9-10 year olds and 16-18 year olds, 16 texts from the younger beginner level learners and 9 from the older intermediate learners. From the errors made in the texts five categories were formed (six for the beginners): Grammatical errors, word missing errors, morpheme errors, word order errors and spelling errors that is unique to the beginners. It was found that intermediate learners make fewer errors overall but that they make the same types of errors as the beginners when they do make an error.</p>

<p>The aim of the study was to investigate the degree of usage of 15 English loanwords atthe Swedish broadsheets Dagens Nyheter and Svenska Dagbladet’s websites, during2002-2008. Three different aspects were investigated; total usage during 2002-2008,what kind of articles the loanwords occurred in and lastly, the gender of the journalistswho had written the articles containing any of these 15 loanwords. The result did notindicate any major usage of the 15 English loanwords; the highest usage was found insections like Sport and Culture & Entertainment and in the Economy section the usagewas very low. Some indications were found pointing at the idea that gender also plays apart in the frequency of usage of English loanwords with a greater use for men thanwomen.</p>

<p>This essay explores the choices and fates of three women in Thomas Hardy’s A Group of Noble Dames. The lives of Betty Dornell, Emmeline Oldbourne and Barbara Grebe are all influenced by chance, choice and the interference of their parents and lovers. Despite the similar circumstances of their lives as young, upper-class women, it is shown that their fates vary widely as a result of both choice and chance. Ultimately, however, this essay claims that Hardy allows chance to have the final say in each dame’s destiny.</p>

<p>This essay analyzes the difference between feminine and masculine narration in Stephanie Meyer's final novel in The Twilight Saga: Breaking Dawn. The methods used are Narratology, Reader-Response Criticism and Gender Theory. Breaking Dawn is divided into three different books and one of the main characters, Bella, is the narrator in the first and the last book, and the other main character, Jacob, is the narrator in the second book. Bella's and Jacob's narration styles are manifested in the title names and inside the text, and the analysis shows why Bella is a stereotypically female narrator and why Jacob is a stereotypically masculine narrator.</p>

<p><strong>Purpose</strong>: Investigate how fiction can be used in the intermediate school in order to give the students a chance to reach goals in the curriculum and the syllabus.</p><p><strong>Question formulation</strong>: How is fiction used today in order to reach goals in the syllabus and curriculum? How can fiction be used to reach the goals?</p><p><strong>Method</strong>: I have read three fictional books which are used in the intermediate school at two schools today and analysed how these books can be useful to be able to reach goals considering democracy, equality and fair treatment. I did a small interview with two teachers in Swedish who uses these books in their teaching to see how the books are used at the moment and what goals the teachers have set up for their students to reach.</p><p><strong>Conclusion</strong>: Seen to the analysis that I have made I find fiction to be very useful in school as a tool which can be used to reach goals in the syllabus and curriculum which is the foundation of our school today by using discussions as a method of making the students understand what they have read. Teachers who use fiction think that it is a good way of making the students aware of the different worldviews that exists.</p>