Syftet med examensarbetet var att undersöka hur den språkliga dräkten i matematiska textuppgifter inverkar på elevernas förmåga att lösa uppgiften. Fokus i undersökningen har lagts på elever i matematiksvårigheter.   Utifrån teorier om olika svårigheter som språkets utformning kan ge inom matematik och svenska, fokuserades i den följande undersökningen på kategorierna signalord, kontextualisering och förstärkning av bild. Sex uppgifter valdes ut från läromedel för att omformuleras i ytterligare två varianter vardera. Undersökningen inleddes som en kvantitativ undersökning i årskurs fyra där eleverna fick lösa sex uppgifter. Utifrån resultatet valdes elever ut för kvalitativa intervjuer om textformuleringar. De intervjuade eleverna ingick i den definierade målgruppen.   Resultatet visar att eleverna har lättare att hitta svar när det finns ett signalord i uppgiften. De reagerar olika inför lösandet av en textuppgift, en del känner tilltro medan andra konstaterar att uppgiften inte går att lösa. Elever i matematiksvårigheter undviker att skriva uträkningar och enheter i svaren. / The purpose of this study was to examine how the linguistic costume in mathematical tasks affects students' ability to solve the task. The focus of the investigation was on students with mathematics difficulties.   Based on the theories of various difficulties in language design and how it can effect in Mathematics and Swedish, the investigation was focused on the categories signal words, contextualization and the strengthening of the illustration. Six tasks were selected from textbooks to be reformulated in two variants each. The investigation began as a quantitative survey in year four, where students were to solve six tasks. Based on the results pupils were selected for interviews about mathematical texts. The interviewed pupils belonged to the defined group.   The results show that the pupils easier can find answers when there is a signal word in the task. They react in different ways when they have to solve a task in mathematic. Some pupils have enough confidence to think they can solve it, while others feel that the task can not be solved. Students with mathematics difficulties avoid writing calculations and units of the answers.

<p>Syftet med examensarbetet var att undersöka hur den språkliga dräkten i</p><p>matematiska textuppgifter inverkar på elevernas förmåga att lösa uppgiften.</p><p>Fokus i undersökningen har lagts på elever i matematiksvårigheter.</p><p> </p><p>Utifrån teorier om olika svårigheter som språkets utformning kan ge inom</p><p>matematik och svenska, fokuserades i den följande undersökningen på</p><p>kategorierna signalord, kontextualisering och förstärkning av bild. Sex uppgifter</p><p>valdes ut från läromedel för att omformuleras i ytterligare två varianter vardera.</p><p>Undersökningen inleddes som en kvantitativ undersökning i årskurs fyra där</p><p>eleverna fick lösa sex uppgifter. Utifrån resultatet valdes elever ut för</p><p>kvalitativa intervjuer om textformuleringar. De intervjuade eleverna ingick i den</p><p>definierade målgruppen.</p><p> </p><p>Resultatet visar att eleverna har lättare att hitta svar när det finns ett signalord i</p><p>uppgiften. De reagerar olika inför lösandet av en textuppgift, en del känner</p><p>tilltro medan andra konstaterar att uppgiften inte går att lösa. Elever i</p><p>matematiksvårigheter undviker att skriva uträkningar och enheter i svaren.</p> / <p>The purpose of this study was to examine how the linguistic costume in</p><p>mathematical tasks affects students' ability to solve the task. The focus of the</p><p>investigation was on students with mathematics difficulties.</p><p> </p><p>Based on the theories of various difficulties in language design and how it can</p><p>effect in Mathematics and Swedish, the investigation was focused on the</p><p>categories signal words, contextualization and the strengthening of the</p><p>illustration. Six tasks were selected from textbooks to be reformulated in two</p><p>variants each. The investigation began as a quantitative survey in year four,</p><p>where students were to solve six tasks. Based on the results pupils were selected</p><p>for interviews about mathematical texts. The interviewed pupils belonged to the</p><p>defined group.</p><p> </p><p>The results show that the pupils easier can find answers when there is a signal</p><p>word in the task. They react in different ways when they have to solve a task in</p><p>mathematic. Some pupils have enough confidence to think they can solve it,</p><p>while others feel that the task can not be solved. Students with mathematics</p><p>difficulties avoid writing calculations and units of the answers.</p>

One of the prominent questions in modern psycholinguistics is the relationship between the grammar and the parser. Within the approach of Generative Grammar, this issue has been investigated in terms of the role that Principles of Universal Grammar may play in language processing. The aim of this research experiment is to investigate this topic. Specifically, this experiment aims to test whether the Minimal Structure Principle (MSP) plays a role in the processing of Preposition-Stranding versus Pied-Piped Constructions. This investigation is made with a self-paced reading task, an on-line processing test that measures participants’ unconscious reaction to language stimuli. Monolingual English speakers’ reading times of sentences with Preposition-Stranding and Pied-Piped Constructions are compared. Results indicate that neither construction has greater processing costs, suggesting that factors other than the MSP are active during language processing.

The present dissertation investigates grammatical gender representation and processing in Modern Standard Arabic (MSA) as a first (L1) and a second (L2) language. It mainly examines whether L2 can process gender agreement in a native-like manner, and the extent to which L2 processing is influenced by the properties of the L2 speakers’ L1. Additionally, it examines whether L2 gender agreement processing is influenced by noun animacy (animate and inanimate) and word order (verb-subject and subject-verb). A series of experiments using both online and offline techniques were conducted to address these questions. In all of the experiments, gender agreement between verb and nouns was examined. The first series of experiments examined native speakers of MSA (n=49) using a self-paced reading task (SPR), an event-related potential (ERP) experiment, and a grammaticality judgment (GJ) task. Results of these experiments revealed that native speakers were sensitive to grammatical violations. Native speakers showed longer reaction times (RT) in the SPR task, and a P600 effect in the ERP, in responses to sentences with mismatched gender agreement as compared to sentences with matched gender agreement. They also performed at ceiling in the GJ task. The second series of experiments examined L2 speakers of MSA (n=74) using an SPR task, and a GJ task. Both experiments included adult L2 speakers whom were divided into two subgroups, -Gender and +Gender, based on whether or not their L1s has a grammatical gender system. The results of both experiments revealed that both groups were sensitive to gender agreement violations. The L2 speakers showed longer RTs, in the SPR task, in responses to sentences with mismatched gender agreement as compared to sentences with matched gender agreement. No difference was found between the L2 groups in this task. The L2 speakers also performed well in the GJ task, as they were able to correctly identify the grammatical and ungrammatical sentences. Interestingly in this task, the -Gender group outperformed +Gender group, which could be due to proficiency in the L2 as the former group obtained a better score on the proficiency task, or it could be that +Gender group showed negative transfer from their L1s. Based on the results of these two experiments, this dissertation argues that late L2 speakers are not restricted to their L1 grammar, and thus, they are able to acquire gender agreement system of their L2 even if this feature is not instantiated in their L1. The results provide converging evidence for the FTFA rather than FFFH model, as it appears that the -Gender group was able to reset their L1 gender parameter according to the L2 gender values. Although the L2 speakers were advanced, they showed slower RTs than the native speakers in the SPR task, and lower accuracy in the GJT. However, it is possible that they are still in the process of acquiring gender agreement of MSA and have not reached their final stage of acquisition. This is supported by the fact that some L2 speakers from both -Gender and +Gender groups performed as well as native speakers in both SPR and GJ tasks. Regarding the effect of animacy, the L2 speakers had slower RT and lower accuracy on sentences with inanimate nouns than on those with animate ones, which is in line with previous L2 studies (Anton-Medez, 1999; Alarcón, 2009; Gelin, & Bugaiska, 2014). The native speakers, on the other hand, showed no effect of animacy in both SPR task and GJT. Further, no N400 effect was observed as a result of semantic gender agreement violations in the ERP experiment. Finally, the results revealed a potential effect of word order. Both the native and L2 speakers showed longer RTs on VS word order than SV word order in the SPR task. Further the native speakers showed earlier and greater P600 effect on VS word order than SV word order in the ERP. This result suggests that processing gender agreement violation is more complex in the VS word order than in the SV word order due to the inherent asymmetry in the subject-verb agreement system in the two-word orders in MSA.