<p>The combination of the socio-political changes following 1989 and the current status ofEnglish as the language of international communication promoted dynamic transformations ofthe attitude and usages of English in Bulgaria. The purpose of this study is to investigate theforms, functions and symbolic value of English in the Bulgarian advertising and journalisticdiscourse. The emphasis is on non-established words as opposed to established borrowings.Two hypotheses encapsulating the possible relation between English usages in advertising andjournalistic discourses are in the centre of investigation:</p><p>Hypothesis 1 The use of the English language remains on the symbolic and visual level in theBulgarian advertising and journalistic discourses.</p><p>Hypothesis 2 The symbolic value of English usage in advertising discourse is the same as thatof journalistic discourse.</p><p>Prior to the analyses, the study introduces an overview of the Bulgarian linguistic situationand a summary of studies in the area of contact phenomena between English and Bulgarian.Special attention is paid to publications discussing advertising and journalistic discourse.On the base of two principles – genre and readership – six magazines have been selectedto provide the data for the study: Маниджър(Manager); Story, НашДом(Our Home),ЖенатаДнес(The Woman Today), ЖурналзаЖената(Women’s Journal), and Top GearБългария(Top Gear Bulgaria). Using a set of criteria the process of collecting data hasextracted the occurrences of English from all advertisements, section and column headings,article titles, and the featured article of each issue. English occurrences have been classifiedfirst according to their generic function and position in the textual unity, and then, accordingto symbolic value ascribed by English.The statistical data confirms that the use of English in advertising discourse is common;on average 66% of the advertisements contain English words. Cross-reference with the type offunction reveals, however, that only 17% of the English used in advertisements adds semanticvalue to the Bulgarian-English mixing. Therefore, in advertising discourse English remainsmainly a tool for adding symbolic value. As far as the journalistic discourse is concernedEnglish usages are not as frequent; nevertheless, great variations are exemplified. Suchvariation is observed in the heading data where one of the magazines contains no English inthe headings while another uses English in all but four of its headings. The findings of thestudy reject both of the hypotheses although variations are observed and have been describedin this study. The analyses demonstrate that advertising discourse uses English in order toexploit the value of English as the lingua franca of the world, while the journalistic discoursedraws on the symbolic associations of English as the language of popular culture.The results of this study provide a comparison between advertising and journalisticdiscourses. Furthermore, it offers a picture of the situation in Bulgaria twenty years after thepolitical changes and a good intermediate point in the process of spread of English, whichcontinues to modify the linguistic situation of the country.</p>

<p>Syftet med min undersökning är att genom kommunikationsetnografisk metod undersöka hur arbetet med manus går till på Ica Bokförlag. Vad händer med manustexten i redigeringen? På vilken nivå inleder redaktörerna sin redigering, och var lägger de mest arbete? Undersökningen baserar sig dels på intervjusvar och enkätsvar från anställda på förlaget, dels på analys av tre texter när de befinner sig i tre olika faser i redigeringsprocessen. Intervjuer och enkätsvar visar att det redaktörerna upplever att de arbetar mest med är stycken och samband, disposition och syntax. Resultaten av textanalyserna visar bland annat att det är på nivåerna lexikon, interpunk-tion och innehåll som flest ändringar sker. Vad redaktörerna granskar först varierar beroende på hur manuset ser ut.</p>

<p>This essay deals with bilingualism and how affectionate feelings are expressed. There seems to be a difference in meaning between the English phrase I love you and the corresponding Swedish jag älskar dig, where the English phrase is used more frequently and casually than the Swedish phrase. In this paper, affective emotions in Swedish-English bilingualism is examined on two levels: 1) the expression of affectionate feelings in general and 2) the translatability and meaning of I love you and jag älskar dig.</p><p>A qualitative study, with the purpose to investigate how two groups of Swedish-English bilinguals experience meaning and translatability in their affective repertoires, was carried out. 25 people participated in the study, of whom those in the first group are L1 speakers of English who have acquired Swedish as a second language, and those in the second are L1 speakers of both English and Swedish with at least one parent from an English-speaking country. The results of the study were compared with results derived from previous research on language and emotion and bilingualism. Furthermore, a few professional translators were interviewed about the translatability of I love you and jag älskar dig.</p><p>The results from the study show a tendency for late learners of Swedish to use English rather than Swedish when expressing affection, while the childhood bilinguals of both Swedish and English show a general preference for Swedish. However, respondents show a high degree of accommodation; they choose their language based on the L1 or preferred language of the interlocutor. A vast majority in both groups reported experiencing feelings of affection to be expressed differently in their English-speaking culture compared to the Swedish culture. A majority of respondents in the first group do not experience a difference in meaning between I love you and jag älskar dig, while a majority in the second group, with both Swedish and English as L1, do. The results from the study cannot be claimed to account for more than the experiences and opinions of the 25 respondents, but correspond with previous research results within the fields of language and emotion and bilingualism.</p>

<p>The aim of this paper is to explore the features that combine to make up the distinctive accent of the actor Sir Sean Connery. This study outlines the subject’s basic vowel system and compares it to data collected on the vowel systems of Received Pronunciation (RP) and Scottish Standard English (SSE) from previous research (Stuart-Smith 1999, Hawkins & Midgely 2005, Fisk 2006). Furthermore, this essay examines the degree to which other elements associated with SSE are present in the subject’s accent. These features include the Scottish Vowel Lengthening Rule (SVLR), the presence of dark /l/, rhoticity and T-glottalling. It is hypothesised that the subject speaks a modified variety of SSE yet retains the aforementioned qualities typically associated with SSE.</p><p>The speech analysis software programs Wavesurfer (version 1.4.7.) and Praat (version 4.4.33.) were used to analyse sections of sound taken from a speech given by the subject at an awards ceremony. Instrumental analysis of this nature was deemed appropriate in order to establish a high degree of objectivity in this study. Of the wide range of recorded material available the subject’s acceptance speech was judged most suitable for analysis. This is a passage of spontaneous speech as opposed to a movie script, where the subject talks of his background and career.</p><p>Having analysed the subject’s accent in this way, certain sociolinguistic implications can be drawn. The results suggest that Sir Sean Connery does indeed speak a variety of SSE however rather surprisingly the subject’s accent appears quite typical of his Edinburgh origins. The vowel system not only identifies the subject as an SSE speaker but also indicates traces of his working-class background e.g., the frontal quality to Connery’s realisation of /u/ and his low /I/ are typical of a working-class SSE speaker. Moreover, the general low quality found in Connery’s basic vowel system can be interpreted as revealing a little of his working-class origins.</p><p>Evidence of the other features associated with SSE was also found in the subject’s accent. Durational evidence indicates (albeit tentatively at this stage) that the SVLR operates within his accent while dark /l/ and t-glottalling were also observed.</p><p>While it is also apparent that Connery speaks a rhotic variety of English it is the nature and variety of his /r/ production that is most interesting. The subject appears to produce a retroflex realisation of /r/ which affects other consonants in its environment. This /r/ may be indicative of an earlier Irish influence over Connery’s accent.</p><p>It should be stated that due to the nature and the limited size of this study, all findings are preliminary and more research is needed into this area before any firm conclusions can be drawn.</p>

<p>This paper examines the distribution of corrective feedback in the Swedish EFL classroom, and the relationship between the context of teacher-student exchanges and the provision of feedback. Corrective feedback was categorized in six types as being ‘recasts’, ‘explicit feedback’, ‘repetition’, ‘elicitation’, ‘metalinguistic feedback’, and ‘clarification requests’. In parts of this study, the latter four types were classed together as ‘prompts’ because they aim at pushing the students to say the correct forms of language. Student exchanges were defined in four ways: content, communication, management, and explicit language-focused exchanges. The results show the number of moves per category of corrective feedback type used by each of the teachers, the overall number of feedback moves per context, and even the overall number of feedback moves provided by each teacher in each context. The findings indicated that recasts yielded the highest number of feedback moves. Recasts were also the favored feedback type provided by the teachers. However, when recasts were compared to prompts, prompts were used often by teachers, and thus suggesting that at least two of the teachers usually pushed their students to say the correct form. The findings also indicated that explicit language-focused exchanges yielded the highest number of feedback moves, whereas management exchanges had the fewest. In conclusion, this study suggests that context plays a role in the provision of corrective feedback, and teachers appear to favor recasts over any other single feedback type. The findings also confirmed that similar results which have been found in other cultural and educational contexts can be yielded in the Swedish EFL classroom.</p>

No description available.

<p>The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.</p>

<p>Detta arbete handlar om grammatikens roll i språkundervisningen. Syftet med arbetet är att undersöka hur grammatikens ställning i språkundervisningen har utvecklats från 1960-talet fram till idag. För att få en inblick i detta ämne, har jag studerat och analyserat innehåll i styrdokument från 1965 till 2000 och i franska läromedel för nybörjarspråk på gymnasiet från motsvarande period. Med stöd av litteratur om språkundervisning, har jag försökt att ta reda på hur denna utveckling ser ut genom att titta på grammatiken som produkt, d v s att tala om språket, och på grammatiken som process, d v s att använda språket i sitt rätta sammanhang. Dessa två sätt att se på grammatiken utgör en bra utgångspunkt för att få en helhetsbild av grammatik, och när det gäller att utveckla språkförmågan är samspelet dem emellan viktigt. I denna studie har jag försökt visa hur de båda begreppen grammatiken som produkt och som process har följts åt på varierande sätt under ovan nämnda period</p>

<p>Mitt syfte med studien var att ta reda på lärares uppfattningar gällande ämnet svenska som andraspråk på utvalda lärosäten. l litteraturdelen bearbetas det flerspråkiga perspektivet genom nationell och internationell forskning och styrdokumenten.</p><p>Jag valde en kvalitativ ansats och telefonintervju som metod. Fem lärare med en gedigen kompetens i mångfaldsfrågor deltar i studien. Resultatet visar att ämnet svenska som andraspråk fortfarande behövs som ett eget ämne. Svenska som andraspråk är alla lärares ansvar enligt informanterna och det krävs att utbildningen förändras mot att möta samhällets ökade språkliga och kulturella mångfald.</p><p>I diskussionen vävs litteraturen samman med lärarnas uppfattningar om ämnet svenska som andraspråk. Litteraturen visar och lärarna i studien anser att det krävs en förändrad syn gällande det interkulturella perspektivet på landets lärosäten. En överensstämmelse finns även i synen på att ämnets status behöver höjas och att kompetensutveckling krävs för skolledare och lärare i grundskolan.</p>

<p>This essay is predominantly a qualitative piece of research by which I mean it is mainly based on my own observations and analysis of the material. To do this I will cover the theories of <em>communities of practice</em> together with gendered language and apply it to the community and language of the online game World of Warcraft.</p><p>Through using collected chat logs, I will analyse conversations held in World of Warcraft with a specific focus on gender and identity, I will then compare these to examples of face-to-face conversations. My analysis will draw on the works of theorists such as Holmes (2006), Sunderland and Litosseliti (2002), Eckert and McConnel-Ginet (1992) amongst others. This study will show that although Netspeak within World of Warcraft is written and not spoken, the strategies for creating gendered identities are not very different from real life discourse. The essay will be a general study of gendered language in a virtual community and will discover that there is an extremely nuanced language within the limited communication medium of <em>chat</em>, and lays the ground for more extensive research on the subject.</p>