This study provides a reconstruction of the development of the Germanic stress and syllabification system (as reflected in Gothic and Proto-Nordic) up to the completion of the quantity shift in Late Old Swedish. By means of current prosodic theory it is established that a domain of two moras wordinitially is present at all stages of development, in Gothic, Old English and Proto-Nordic as well as in Modem Swedish. It is argued that this domain is the linguistic instantiation of word minimality, referred to as the bimoraic condition. The bimoraic condition is interpreted over different prosodic categories - the prosodic word, the foot and finally the main-stress syllable - at different language stages. This development reflects the transition from a quantity system permitting light and overlong syllables to a system where the main-stress syllable is obligatorily heavy. Various prosodically conditioned changes and processes take place in the early Germanic dialects. New explanations are proposed for several of them in terms of prosodic theory. The vowel/glide alternation (Sievers’s law) in Gothic is derived from regular syllabification of the archiphonemes III and /U/. Syncope in Proto-Nordic (corresponding to high vowel deletion in Old English) is analysed as mora-deletion in metrically weak positions. Vowel shortening and nasal loss are also analyzed as mora-deletion following destressing under stress clash. The long-standing problem of delayed syncope (in Proto-Nordic) or absence of syncope (in Old English) in light stems is explained as a minimal word effect. The deletion rule in the so called second syncope period in Proto-Nordic is a case of vowel deletion (not mora-deletion). The patterning known as vowel balance is analyzed as the result of interaction between the general trend of reduction and the development of a particular balance prosody. In balance prosody one main-stress position (a unipositional foot) dominates two light syllables. This prosody is directly reflected as level stress on the surface. Rules that relate directly to the metrical configuration of balance are vowel strengthening (läsa > läså ’to read’), and vowel levelling (läså > låså). The latter rule is rendered as parametrized projection of features onto the stress unit, and the vowel patterns of vowel levelling are thereby given a principled description. Finally, the quantity shift in Old Swedish is discussed in detail. Balance - argued to be a Scandinavian innovation - is shown to be directly linked to the quantity shift. The loss of balance necessarily leads to the implementation of the quantity shift. Moreover, it is argued that the particular Central Scandinavian lengthening pattern involving both vowel and consonant lengthening (in roughly complementary contexts) is due to the (former) presence of balance. Finally, the theory predicts that the Modem Swedish quantity system emerging after the quantity shift depends on distinctive consonant quantity, rather than distinctive vowel quantity.

Preaspiration—the production of glottal friction at the juncture of a vowel and a consonant—appears to be typologically rare but is an areal linguistic feature of Northwestern Europe. This study contains a survey of the known geographical spread of preaspirated stops, their phonological distribution and phonetic expressions in some Nordic dialects. The study also suggests a reconstruction of the phonetics of the Proto-Nordic stop contrasts based on synchronic data as well as a more general framework of historical sound change. Following an introduction (Chapter 1), Chapter 2 deals with the definition and typology of preaspiration presenting a global overview of the known geographical spread of preaspiration. The apparent rarity of preaspiration is considered. Proposed, perceptually based explanations of this rarity are evaluated. Chapter 3 offers a fairly detailed account of the known areal spread of preaspiration in Europe. Stop systems of several dialects in which preaspiration occurs are analysed in terms of voicing conditions. These analyses are based mainly on descriptions provided in the dialectological literature. Chapter 4 presents data on durational variation and other phonetic patterns of stop production in Central Standard Swedish, Tórshavn Faroese, Gräsö Swedish and Western Åland Swedish. The results reveal a greater degree of phonetic variation than has been assumed to date. In particular, speakers of Central Standard Swedish are shown to use preaspiration as a regular feature in their voiceless stop production. In Chapter 5, finally, the results of the data analysis are used in an attempt to reconstruct the phonetic expression of stop contrasts in Proto-Nordic. It is argued that Proto-Nordic stop production was largely similar to the stop production of today’s Central Standard Swedish. As regards phonological structure, however, the Proto-Nordic stop contrasts appear to have been largely preserved in all dialects considered. This conclusion is found to be compatible with an expansion/contraction (E/C) model of historical sound change. / <p>För att köpa boken skicka en beställning till exp@ling.su.se/ To order the book send an e-mail to exp@ling.su.se</p>

No description available.

I den här uppsatsen avser jag att undersöka fem sfi-läromedels sätt att presentera samhällskonstruktionen familj. Med tanke på att de texter som står i läromedlen kan vara den enda text en elev läser om Sverige kan läromedlet ha stor påverkan på elevens bild av Sverige. Att Sverige har en hög tolerans för t.ex. samkönade äktenskap, samboskap och skilsmässor gör det intressant att studera vad som skildras i läromedlen. Kan man se att läromedlen förändras över tid i takt med att samhället har förändrats? Mina undersökta läromedel sträcker sig från en period från 1989 till 2016 och visar upp stor skillnad i skildringen av familjen. I det äldsta läromedlet från 1989 är beskrivningen mycket mer traditionell. Läromedlet från 1991 har istället valt att presentera familjen med många litterära texter som utspelar sig i olika länder. De övriga läromedlen skildrar däremot många olika sätt som människor lever på idag.

El español es el idioma moderno que la mayoría de los alumnos suecos prefieren estudiar en la escuela secundaria y en el bachillerato. Debido a la falta de profesores de español, las escuelas suecas han estado obligadas a emplear profesores no titulados para cubrir la demanda. Esto ha llevado a que los alumnos obtengan bajos resultados académicos, la falta de motivación de estos y a que muchos abandonen sus estudios. Según el resultado de un estudio europeo, los alumnos suecos tienen un mejor dominio del inglés, a la vez que muestran los peores índices de dominio del español en toda la Unión Europea (ESLC, Commission of the European Communities, 2012). Este estudio se enfoca en ver cómo funcionan las clases de español desde la perspectiva de los alumnos que están estudiando su último semestre y exalumnos que han terminado sus estudios. Los datos extraídos de las entrevistas y encuestas muestran que los alumnos suecos dedican bastante tiempo a hacer ejecicios repetitivos de gramática y a memorizar el vocabulario durante las clases de español, además de que raramente hablan la lengua meta en las clases y en la vida cotidiana, lo cual afecta negativamente la motivación y el dominio del idioma.

No description available.

This qualitative study aims to investigate how gender is reflected through language in the two superhero movies Wonder Woman and Man of Steel. Emphasis is put on five linguistic markers that have been found to differ between female and male speakers. These markers are: amount of speech, interruptions, questions, minimal responses and hedges. The analysis investigates the transcribed “cross-sex” conversation between the superhero and his or her companion in each movie. The findings reveal that even though it is difficult to detect any clear patterns, there are correlations with previous research regarding the markers amount of speech, interruptions and questions. These correlations show that the conversations to some extent reflect results from earlier studies concluding that men speak and interrupt more, whereas women ask more questions. No notable difference was detected regarding the use of hedges and minimal responses. Although some time has passed between the publication of several studies regarding these five linguistic markers and the selected movies, the results show correlation between the findings on men- and women’s language use.

The qualitative case study has been conducted in a segregated preschool where the majority of all children had a common mother tongue and Swedish as a second language. The purpose was to study preschool staff's conceptions of mother tongue and Swedish as a second language. The issues concern the con-ditions for language development in mother tongue and Swedish as a second language and how the practical work is applied. Previous research indicates that mother tongue and Swedish as a second language is a complex problem area with contradictions. Therefore, it was interesting to find out what pre-school staff think about the matter in question. A semi-structured interview has been used as a data collection method. The analysis work was based on a phe-nomenographic strategy for identifying categories of the studied material. The identified categories that emerged are security, the mother tongue, time, moti-vation, visualizing, languaging and dividing. The main conclusion is that the mother tongue in general is seen as a means of achieving Swedish as a second language and that the Swedish language thus gets a higher priority and status.

No description available.

Funksjonelle morfologije haastadihks munnjien orreme mubpiengïelen soptsestæjjine. Lohkehtæjjine leam vueptiestamme learohkh aaj seamma haestemh vuesehteminie gosse funksjonelle morfologijem lierieh jïh utnieh. Daennie mastereksamenetjaalegisnie gihtjem mejtie Bottleneckhypotese, Slabakova:n (2016) mietie, daejtie haestiemidie vaestede mubpiengïelen lohkehtimmesne, gosse saemien veljie morfologije mohte daaroen goh voestesgïele. Daennie tjaalegisnie sïjhtem vuartasjidh guktie mubpiengïelen soptsestæjjah objeektem mïerhkesjieh jïh guktie verbaalem subjeekten mietie sojjehtieh. Bottleneckhypotese gihtjie mah aelhkie mubpiengïelen lohkehtimmesne jïh mah geerve. Dan gaavhtan gihtjem mejtie aelhkemes subjeekte-verbaale kongruensem darjodh jallh objeektem mïerhkesjidh. Manne goerehtimmiem dorjeme, guktie pryövem vaastoeh dïsse åadtjodh. Manne mubpiengïelen soptsestæjjah nöörjen jïh sveerjen raedtesne gihtjeme. Dej illeldahkh leah referansedåehkien illeldahki vööste viertiestamme. Referansedåehkesne feadtagïelen soptsestæjjah, gïeh aaj aerpiegïelen soptsestæjjah. Dan gaavhtan vaenie åarjelsaemien soptsestæjjah jïh vaenie åarjelsaemien learohkh skuvline, dle vaenie goerehtimmielïhtsegh aaj sjïdti mov goerehtæmman. Læjhkan goerehtimmien illeldahkh Bottleneckhypotesem dåarjelieh. Stuerebh haestemh lohkehtimmesne jijhtieh gusnie voestesgïele jïh mubpiengïele joekehtedtieh duhtie mubpeste. Vaenebh haestemh jijhtieh gosse vaenie joekehtassh gïeli gaskem. Slabakova (2016) jeahta dle vihkeles dejtie haestiemidie mubpiengïelen lohkehtimmesne gaavnedh, jïh Slabakova juvnehte mijjieh tjiehtebe dej haestemigujmie skuvlesne barkedh jeanatjommes tïjjen. Goerehtimmiedåehkiej gaskemedtien illeldahkh vuesiehtieh haastadihks objeektem mïerhkesjidh, destie ij gååvnesh daaroengïelesne. Ij badth goerehtimmiedåehkide haastadihks nominatijvem utnedh, dan gaavhtan mahte seammalaakan gåabpaginie gïeline nominatijvem utnedh. Ij leah seamma kreajnas mejtie aelhkebe verbh subjeekti mietie sojjehtidh goh objeekth mïerhkesjidh, jalhts nemhtie aaj muvhtene våajnoes. Montrul (2016) aaj dam illeldahkem dåarjele gosse aerpiegïelen veljie morfologije jïh mubpiengïelen, goh jienebelåhkoegïele, dle vaenie funksjonelle morfologije. Montrul aerpiegïelen soptsestæjjaj haestemh iktedamme, jïh jeahta dle geervebe dam nominaale morfologijem haalvedh enn verbaale morfologijem. Daate goerehtimmie vuesehte referansedåehkie, åarjelsaemien aerpiegïelen soptsestæjjajgujmie, ij badth seamma illeldahkh vuesiehtieh goh jeatjah 5 aerpiegïelen soptsestæjjah veartanisnie. Daan goerehtimmien referansedåehkien illeldahkh feadtagïelen daltesisnie. Daate murreds, kaanna dan åvteste saemien gïele båatsose veadtaldihkie jïh båatsoe vihkeles mijjen jieliemisnie jïh kultuvresne. Men im leah daan bïjre goerehtamme. / Funksjonell morfologi har vært en utfordring for meg som andrespråkstaler, og som lærer så ser jeg at elevene har utfordringer når funksjonell morfologi skal læres og brukes. I denne mastereksamensoppgaven spør jeg om Flaskehalshypotesen, presentert av Slabakova (2016), kan gi oss svar på disse utfordringene i andrespråksopplæringen, når sørsamisk har rik funksjonell morfologi i motsetning til førstespråket norsk. Jeg har avgrenset oppgaven til markering av direkte objekt, og samsvarsbøyning mellom subjekt og verbal i sørsamisk. Da Flaskehalshypotesen spør om hva som er vanskelig i andrespråksopplæringen og hva som er lett, så har jeg valgt markering av direkte objekt og samsvarsbøyning, for å se om dette er like utfordrende eller om noe er enklere enn det andre. For å få svar på dette så har jeg gjort en undersøkelse blant andrespråkstalere av sørsamisk både på norsk og svensk side. Deres resultater er målt mot en referansegruppe av morsmålstalere, som per definisjon også er arvspråkstalere. Da det er få sørsamiske talere og få sørsamiske elever i skolen, så blir utvalget lite. Men likevel gir undersøkelsens resultater støtte til Flaskehalshypotesen. Der førstespråket og andrespråket skiller seg ad, så oppstår det større utfordringer i språkopplæringen. Det skaper lite eller mindre utfordringer for elevene der språkene skiller seg lite. Slabakova (2016) er opptatt av å finne utfordringene i andrespråksopplæringen, og hun gir en klar anbefaling om at det er her vi må bruke størsteparten av tiden i klasserommet. Ut i fra gruppenes gjennomsnittlige resultater så er det liten tvil om at markering av direkte objekt er blant de større utfordringene i andrespråksopplæringen, i motsetning til bruk av nominativ hvor norsk og samisk ikke skiller seg nevneverdig fra hverandre. Om markering av objektskasus er vanskeligere enn samsvarsbøyning mellom subjekt og verbal er ikke like entydig, selv om det langt på vei viser det i denne undersøkelsen. Dette funnet støttes av Montrul (2016), som har sammenfattet arvspråkstalernes utfordringer med å produsere arvspråkets morfologi når arvspråket har rik morfologi, og andrespråket, som er majoritetsspråket, har lite funksjonell morfologi. Hun påpeker at det er vanskeligere å få den nominale morfologien på plass enn den verbale morfologien. Denne undersøkelsen viser at referansegruppen med de sørsamiske arvspråkstalerne ikke oppviser samme resultater som arvspråkstalere generelt sett. De ligger på nivå med innfødte talere. Dette er interessant, og en viktig faktor kan være at sørsamisk språk har stått sterkt i båatsoeh/reindriften, en viktig del av vår livsform og kultur. Men det ligger utenfor denne oppgaven å gi svar på det.