<p>This essay examines the differences and similarities, weaknesses and strengths of the two Cognitive Semantic theories Conceptual Metaphor Theory and Principled Polysemy Approach to Meaning Analysis. To illustrate the two theories, the Swedish verb-particle construction "gå upp" is examined and analyzed accordingly. The results showed differences in the number of polysemous meaning found. The methodological evaluation showed that the differences in the underlying ideas concerning meaning-construction behind these two theories make them incompatible.</p>

<p>Syftet med denna undersökning är att ta reda på huruvida generaliseringar om kön påverkar uppfattningen om texter. 1979 gjordes en undersökning som visade att en och samma text blev mottagen på olika sätt beroende på vem som sades vara textens källa. Genom att upprepa 1979 års undersökning ämnar denna uppsats att ta reda på om det har skett någon förändring gällande generaliseringarna sedan dess, samt att vidare diskutera orsaker samt eventuella risker med detta. Undersökningen 2008 kan konstatera försämrade eller oförändrade resultat för den kvinnliga källan gällande samtliga egenskaper, medan den kan påvisa förbättringar för den manliga. Det går dock att diskutera det faktum att det i mitt material finns tendenser till att skillnaderna i resultaten mellan den kvinnliga källan och den manliga tycks ha minskat.</p>

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<p> </p><p>Taboo language is a broad definition, and researchers have defined it in various categories. Using taboo language, to a great extent, is widely considered as offensive and inappropriate, as well as a specialty of men rather than women. Men and women are often said to use taboo language differently. This study aims to analyze the use of taboo language in conversations of women’s, men’s and mixed-gender talk in some episodes from the American TV series <em>Sex and the City</em>. The study will examine the differences and similarities of using taboo language in male and female speech in terms of gender differences, and conversational strategies in general. <strong> </strong></p><p> </p>

<p>This study aims to investigate whether incidental methods are used in learning English vocabulary by non-English students at college in China, and in teaching English vocabulary by their oral English teachers. It also finds out what kinds of incidental strategies are used. Then based on the results of the investigation, this study puts forward some pedagogical implications for teachers.</p>

<p>The purpose of this paper is to examine the adverbs <em>mainly</em>, <em>mostly</em>, <em>chiefly</em> and <em>principally</em> for their level of synonymity. Dictionaries commonly lists synonyms to their main entries without providing information about commonality, contexts or level of formality or even sample sentences. More often than not this is done in a circular fashion, one main entry is listed as synonym to another which in turn is listed as a synonym to the first. This is confusing to persons not knowing what word to use and when to use it. The adverbs <em>mainly</em>, <em>mostly</em>, <em>chiefly</em> and <em>principally</em> are listed as synonyms to each other in several dictionaries in this circular fashion. By using corpus research I have shown that these adverbs are not the absolute synonyms dictionaries indicate, but differ greatly in usage, context and level of formality. I have investigated real samples of how <em>mainly</em>, <em>mostly</em>, <em>chiefly</em> and <em>principally</em> are used in a British newspaper. From the results I have obtained, I have analyzed the usage of the adverbs and suggested new and improved definitions.</p>

The complicated task of deciding whether reading and writing difficulties in a second language learner stem from dyslexia or from problems associated with second language learning serves as the primary theme of this study. The theoretical framwork of dyslexia-related issues is a phonological cause model (Ramus, 2004). Generally, the study is based on psycholinguistically oriented research of reading in a second language (eg. Kulbrandstad, 1998) and dyslexia in second language learners (Frederickson &amp; Frith, 1998; Geva, 2000; Miller Guron &amp; Lundberg, 2003). The overall aim of the study is to contribute to our knowledge of how reading and writing difficulties in bilingual adolescents could be expressed, characterised and delimited, in order to enhance our understanding of how various prerequisites effect literacy development and to facilitate identification and handling of dyslexia in bilinguals. The study is based on data from ten Spanish-Swedish speaking adolescents with reading and writing difficulties. The multiple case study perspective has made it possible to investigate a number of linguistic and cognitive parameters in both languages. Furthermore, comparisons were made with a bilingual group of ten Spanish-Swedish speaking adocelscents without reading and writing difficulties as well as with a group of ten monolingual Spanish and Swedish speaking adolescents with dyslexia. Dyslexia has been defined and delimited in a bilingual dyslexia profiles continuum. This continuum is one of the significant theoretical-methodological contributions of the thesis. Another important contribution is the research design, that is, the use of a bilingual matched comparison group (without reading and writing difficulties) as the norm. Furthermore, quantitative and qualitative analyses have been summarised as various profiles, such as reading profiles, writing profiles and oral discourse profiles. The results are discussed on both group and individual levels and show that language dominance ha a major impact on the manifestations of the reading and writing difficulties. The differences between the two orthographies are also of importance. Furthermore, advantageous results in both languages co-vary with extensive L1 education in the bilingual participants both with and without dyslexia.

English and Swedish, which are both Germanic languages spoken in similar cultures in the Western World, display many similarities with regard to the conceptual metaphors reflected in them. However, the way that the same conceptual metaphor is linguistically instantiated in both languages may be somewhat different. This chapter is a corpus-based analysis of metaphorical ‘path’, ‘road’, and ‘way’ sentences in English produced by speakers with British English as their first language (L1) and Swedish university students with Englishas their second language (L2). The aim is to see how these L2 speakers of English deal with differences at the level of linguistic metaphor in the two languages, and find out how important this level of organization really is. / Embodiment of Motion Metaphors

<p>This essay investigates cases of Swedish-English code-switching in a bilingual discussion forum on the Internet. Code-switching is a linguistic term used to describe switches from one language to another in discourse. The material consists of excerpts from the forum which have been analyzed and presents various cases of code-switching which appeared in the forum. The examples from the forum presented in this essay are chosen due to their relevance to code-switching and bilingualism. The examples were analyzed according to Romaine’s (1989) and Klintborg’s (1999) classifications of code-switching.</p><p>The research questions sought to find out if, how and why the bilingual users in this forum code-switch when communicating. The results proved that the bilingual users do code-switch, and that the most common switch is the insertion of one word, or several words, in another language into an otherwise monolingual sentence. The discussion part also consists of a summary of the switches in the forum.</p><p>The conclusion of the study is that code-switching does exist in this forum, and the participants code-switch in different ways, however mainly to show hospitality and to signal a belonging to the group.</p>