This study compares the political discourses of Silvio Berlusconi and Jens Stoltenberg. These two politicians represent different political ideologies and belong to two different countries—and, hence, to different cultures. However, both of them were in power for a long time and almost in the same historical period. What kinds of differences and similarities can be found in the language used in their discourses when talking to people? Three discourses produced by each politician under similar circumstances are analyzed. This paper focuses on the lexical items used in the discourses, describing them from a quantitative (frequency) and qualitative point of view. The differences in the use of metaphors is explained by affiliation to two different cultures, whereas the lexical choice is often based on linguistic and individual properties.
{"title":"La retorica politica contemporanea: analisi dei discorsi di Berlusconi e di Stoltenberg","authors":"Marit Viggen","doi":"10.5617/OSLA.6045","DOIUrl":"https://doi.org/10.5617/OSLA.6045","url":null,"abstract":"This study compares the political discourses of Silvio Berlusconi and Jens Stoltenberg. These two politicians represent different political ideologies and belong to two different countries—and, hence, to different cultures. However, both of them were in power for a long time and almost in the same historical period. What kinds of differences and similarities can be found in the language used in their discourses when talking to people? Three discourses produced by each politician under similar circumstances are analyzed. This paper focuses on the lexical items used in the discourses, describing them from a quantitative (frequency) and qualitative point of view. The differences in the use of metaphors is explained by affiliation to two different cultures, whereas the lexical choice is often based on linguistic and individual properties.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127871808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How are emotions are expressed in Italian and in Norwegian? What are the reasons that cause people to consider Italian a more emotive language compared to the Germanic languages? To answer these questions, two translations of Hans Christian Andersen’s fairy tales are analyzed: “The Emperor’s New Clothes” (Il vestito nuovo dell’Imperatore / Keiserens nye klaer) and “The Ugly Duckling” (Il brutto anitroccolo / Den stygge andungen). The analysis focuses on interjections and verbs of speech. In the Italian translations, more interjections are used and the verbs of speech are more expressive (in particular, esclamare ‘to exclaim’). In the Norwegian translations, interjections are rare, sometimes different constructions are used instead, and the verbs are often more neutral (in particular, a si ‘to say’).
意大利语和挪威语是如何表达情感的?是什么原因导致人们认为意大利语比日耳曼语更感性?为了回答这些问题，本文分析了安徒生童话的两个译本:《皇帝的新衣》(Il vestito nuovo dell 'Imperatore / Keiserens nye klaer)和《丑小鸭》(Il brutto anitroccolo / Den stygge andungen)。分析的重点是感叹词和动词。在意大利语翻译中，使用了更多的感叹词，并且言语动词更具表现力(特别是esclamare“惊呼”)。在挪威语翻译中，感叹词很少，有时会使用不同的结构来代替，动词通常更中性(特别是，一个si '说')。
{"title":"Emozioni in norvegese e in italiano: analisi linguistica delle favole di H.C. Andersen","authors":"Anne Flaen Anvik","doi":"10.5617/OSLA.6042","DOIUrl":"https://doi.org/10.5617/OSLA.6042","url":null,"abstract":"How are emotions are expressed in Italian and in Norwegian? What are the reasons that cause people to consider Italian a more emotive language compared to the Germanic languages? To answer these questions, two translations of Hans Christian Andersen’s fairy tales are analyzed: “The Emperor’s New Clothes” (Il vestito nuovo dell’Imperatore / Keiserens nye klaer) and “The Ugly Duckling” (Il brutto anitroccolo / Den stygge andungen). The analysis focuses on interjections and verbs of speech. In the Italian translations, more interjections are used and the verbs of speech are more expressive (in particular, esclamare ‘to exclaim’). In the Norwegian translations, interjections are rare, sometimes different constructions are used instead, and the verbs are often more neutral (in particular, a si ‘to say’).","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121784323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study describes Italian idiomatic expressions with musical lexis compared to Norwegian idioms from the same semantic field. Lexical and semantic criteria are used for the analysis. The corpus created for this purpose contains 157 expressions collected from different lexicographic sources. Several correspondences have been observed between Norwegian and Italian idioms: for example, string instruments are often used for expression describing moods, whereas wind instruments often have a negative connotation. At the same time, Italian idioms contain many key concepts that are often missing in Norwegian culture; for example, terms used to describe the liturgy and prayer (e.g., antifona ‘antiphon’, messa ‘mass’, gloria ‘glory’, vespro ‘vespers’, and litania ‘litany’). Another interesting observation concerns the particular use of some verbs in Italian idioms: for example, suonare can signify ‘to beat’, and cantare come un canarino means ‘to betray a secret’.
本文比较了具有音乐词汇的意大利习语和具有相同语义域的挪威习语。词法和语义标准用于分析。为此目的创建的语料库包含从不同词典来源收集的157个表达式。在挪威语和意大利语的习语中，我们发现了一些相似之处:例如，弦乐器经常被用来表达情绪，而管乐器通常有消极的含义。与此同时，意大利习语包含了许多挪威文化中经常缺失的关键概念;例如，用于描述礼拜仪式和祈祷的术语(例如，antifona“antiphon”，messa“mass”，gloria“glory”，vespro“晚祷”和litania“litany”)。另一个有趣的观察与意大利习语中一些动词的特殊用法有关:例如，suonare可以表示“殴打”，cantare come un canarino表示“泄露秘密”。
{"title":"Il lessico musicale nei modi di dire in italiano e in norvegese","authors":"Margrethe Førre Nardocci","doi":"10.5617/OSLA.6046","DOIUrl":"https://doi.org/10.5617/OSLA.6046","url":null,"abstract":"This study describes Italian idiomatic expressions with musical lexis compared to Norwegian idioms from the same semantic field. Lexical and semantic criteria are used for the analysis. The corpus created for this purpose contains 157 expressions collected from different lexicographic sources. Several correspondences have been observed between Norwegian and Italian idioms: for example, string instruments are often used for expression describing moods, whereas wind instruments often have a negative connotation. At the same time, Italian idioms contain many key concepts that are often missing in Norwegian culture; for example, terms used to describe the liturgy and prayer (e.g., antifona ‘antiphon’, messa ‘mass’, gloria ‘glory’, vespro ‘vespers’, and litania ‘litany’). Another interesting observation concerns the particular use of some verbs in Italian idioms: for example, suonare can signify ‘to beat’, and cantare come un canarino means ‘to betray a secret’.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133156758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the influence of L1 language-specific patterns on the acquisition of L2 structures. The lack of certain grammatical categories is often compensated for at another level of linguistic structure. This study analyses how Italian past tenses (connected with the category of aspect) are acquired by Russian and Norwegian learners. In Norwegian, in contrast to Russian and Italian, there is no grammatical aspect. The data analyzed contain a written narration of a short story presented through four pictures and were collected from several groups of informants: Russian and Norwegian native speakers, learners of Italian (levels B1 and C1), and Italian native speakers (the control group). The results obtained show that Norwegian learners, independently of their level, use more temporal connectors in their narratives. However, verbal semantics or temporal connectors (usually considered to be triggers of Italian past tenses) do not help them use the correct form. Russian learners performed better on the test. Their errors show that the textual function of the verb is more important for them than its semantics. However, they overuse coordinative connectors (e ‘and’ and ma ‘but’) at the beginning of sentences. These results lead to further discussion of textual features in the three languages and the role of the tense-aspect category in text structure.
{"title":"Speaking about the past from different perspectives: the acquisition of Italian L2 by Norwegian and Russian learners","authors":"E. Khachaturyan","doi":"10.5617/OSLA.6047","DOIUrl":"https://doi.org/10.5617/OSLA.6047","url":null,"abstract":"This study investigates the influence of L1 language-specific patterns on the acquisition of L2 structures. The lack of certain grammatical categories is often compensated for at another level of linguistic structure. This study analyses how Italian past tenses (connected with the category of aspect) are acquired by Russian and Norwegian learners. In Norwegian, in contrast to Russian and Italian, there is no grammatical aspect. \u0000The data analyzed contain a written narration of a short story presented through four pictures and were collected from several groups of informants: Russian and Norwegian native speakers, learners of Italian (levels B1 and C1), and Italian native speakers (the control group). \u0000The results obtained show that Norwegian learners, independently of their level, use more temporal connectors in their narratives. However, verbal semantics or temporal connectors (usually considered to be triggers of Italian past tenses) do not help them use the correct form. Russian learners performed better on the test. Their errors show that the textual function of the verb is more important for them than its semantics. However, they overuse coordinative connectors (e ‘and’ and ma ‘but’) at the beginning of sentences. These results lead to further discussion of textual features in the three languages and the role of the tense-aspect category in text structure.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132740676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An increasing number of Nordic university programmes are offered in English. Consequently, students are expected to carry out academic activities in English rather than the local language. Through ethnomethodological conversation analysis of video recordings of student project group meetings, this article explores how students orient to English in their everyday academic and linguistic practices, focusing on students’ orientations to language proficiency and language choice as resources for displaying academic competence and literacy.
{"title":"English as an Interactional Resource for Doing Being Academically Competent: Student Practices in Group Meetings","authors":"E. Kristiansen","doi":"10.5617/OSLA.5857","DOIUrl":"https://doi.org/10.5617/OSLA.5857","url":null,"abstract":"An increasing number of Nordic university programmes are offered in English. Consequently, students are expected to carry out academic activities in English rather than the local language. Through ethnomethodological conversation analysis of video recordings of student project group meetings, this article explores how students orient to English in their everyday academic and linguistic practices, focusing on students’ orientations to language proficiency and language choice as resources for displaying academic competence and literacy.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115750296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter discusses the specific challenges faced by Icelandic students trained in traditional English as a Foreign Language (EFL) when they enter university programs that are partially or entirely taught in English (English as a Medium of Instruction, EMI). This includes the measures taken by the Department of English to meet English majors’ and non-English majors’ growing demand for academic English support. The lack of academic English skills of Icelandic students is a “hidden challenge” (Ingvarsdottir and Arnbjornsdottir, 2014) caused by an overconfident perception of students’ English proficiency by University officials and by the students themselves. The goal of the Department of English is to bring students quickly to a level of academic English that allows them to access curriculum and instruction where ENL (English as a Native Language) norms are expected. As the identified challenges differ from those encountered in students’ previous EFL dominated environment with minimal writing experience, there is a critical need to adapt teaching and learning practices to a new linguistic context where English functions as an additional language. The article concludes with a description of a new intensive instructional approach that targets identified English academic literacy needs of students entering the University of Iceland. The foundation of the new approach is that all students can acquire skills in organizing ideas and composing clear and effective text in English across all genres. The approach accomplishes this by developing awareness of English writing conventions, knowledge about which strategies to employ and when to employ them, revision skills and the persistence to rewrite until the text authentically reflects the views of the author. The idea is that through writing, students also gain an awareness of the nature of English academic texts and thereby hone their reading skills.
{"title":"Preparing EFL Students for University EMI Programs: The Hidden Challenge","authors":"Birna Arnbjörnsdóttir","doi":"10.5617/OSLA.5848","DOIUrl":"https://doi.org/10.5617/OSLA.5848","url":null,"abstract":"This chapter discusses the specific challenges faced by Icelandic students trained in traditional English as a Foreign Language (EFL) when they enter university programs that are partially or entirely taught in English (English as a Medium of Instruction, EMI). This includes the measures taken by the Department of English to meet English majors’ and non-English majors’ growing demand for academic English support. The lack of academic English skills of Icelandic students is a “hidden challenge” (Ingvarsdottir and Arnbjornsdottir, 2014) caused by an overconfident perception of students’ English proficiency by University officials and by the students themselves. The goal of the Department of English is to bring students quickly to a level of academic English that allows them to access curriculum and instruction where ENL (English as a Native Language) norms are expected. As the identified challenges differ from those encountered in students’ previous EFL dominated environment with minimal writing experience, there is a critical need to adapt teaching and learning practices to a new linguistic context where English functions as an additional language. The article concludes with a description of a new intensive instructional approach that targets identified English academic literacy needs of students entering the University of Iceland. The foundation of the new approach is that all students can acquire skills in organizing ideas and composing clear and effective text in English across all genres. The approach accomplishes this by developing awareness of English writing conventions, knowledge about which strategies to employ and when to employ them, revision skills and the persistence to rewrite until the text authentically reflects the views of the author. The idea is that through writing, students also gain an awareness of the nature of English academic texts and thereby hone their reading skills.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126629685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Three different types of academic texts written by advanced learners of English were analysed to discover whether they differed from each other in terms of syntactic and lexical complexity. The writing tasks differed in formality and personal involvement. The results were in accordance with earlier studies on L2 writing, in that the most formal texts, the MA thesis conclusions, did not contain any more subordination than the less formal texts. By the same token, the thesis texts showed the longest clauses in the data, suggesting a strong reliance on complex phrases. Another feature previously discovered to characterize formal academic L2 writing, the proportion of general academic vocabulary, was also found in the present study to differentiate the formal thesis texts from the less formal text types.
{"title":"Linguistic Complexity in Academic Writing: Comparing Tasks in L2 English","authors":"Päivi Pietilä","doi":"10.5617/OSLA.5851","DOIUrl":"https://doi.org/10.5617/OSLA.5851","url":null,"abstract":"Three different types of academic texts written by advanced learners of English were analysed to discover whether they differed from each other in terms of syntactic and lexical complexity. The writing tasks differed in formality and personal involvement. The results were in accordance with earlier studies on L2 writing, in that the most formal texts, the MA thesis conclusions, did not contain any more subordination than the less formal texts. By the same token, the thesis texts showed the longest clauses in the data, suggesting a strong reliance on complex phrases. Another feature previously discovered to characterize formal academic L2 writing, the proportion of general academic vocabulary, was also found in the present study to differentiate the formal thesis texts from the less formal text types.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130682345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. N. Blom, Marianne Rathje, B. F. Jakobsen, A. Holsting, K. Hansen, Jesper Tinggaard Svendsen, Thit Wedel Vildhøj, Anna Vibeke Lindø
Danish university students are often criticised for a general lack of proficiency in orthography, punctuation and grammar in the academic register. However, there has been limited empirical substantiation to support the claim. In this paper, we present the results of a study of linguistic deviations in university assignments written by first-year Journalism and Danish students at the University of Southern Denmark (N = 100 students). The results show that the majority of both groups struggles with Danish orthography and punctuation when writing academically, which seems to confirm some of the assertions made by the critics. However, it is argued that the inherent conflict of orthographic and punctuation principles in Danish as well as the specific characteristics and challenges of academic writing are more probable causes than the claimed general decline in the writing proficiency of students.
{"title":"Linguistic Deviations in the Written Academic Register of Danish University Students","authors":"J. N. Blom, Marianne Rathje, B. F. Jakobsen, A. Holsting, K. Hansen, Jesper Tinggaard Svendsen, Thit Wedel Vildhøj, Anna Vibeke Lindø","doi":"10.5617/OSLA.5855","DOIUrl":"https://doi.org/10.5617/OSLA.5855","url":null,"abstract":"Danish university students are often criticised for a general lack of proficiency in orthography, punctuation and grammar in the academic register. However, there has been limited empirical substantiation to support the claim. In this paper, we present the results of a study of linguistic deviations in university assignments written by first-year Journalism and Danish students at the University of Southern Denmark (N = 100 students). The results show that the majority of both groups struggles with Danish orthography and punctuation when writing academically, which seems to confirm some of the assertions made by the critics. However, it is argued that the inherent conflict of orthographic and punctuation principles in Danish as well as the specific characteristics and challenges of academic writing are more probable causes than the claimed general decline in the writing proficiency of students.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121928210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the use of pronouns in student academic writing in L1 Norwegian and L2 English. Three aspects of pronoun use are examined: general pronoun frequency, pronoun reference, and the uses of ‘I’ and ‘we’. Students of English are typically advised to avoid being explicitly present in their academic texts (Lysvag & Stenbrenden 2014), while students writing in Norwegian are often encouraged to use first-person pronouns. However, the results show that both sets of students use explicit self-reference in similar ways. Frequent uses of ‘I’ and ‘we’ are as conductors of research and as guides or navigators assisting the reader through the text.
{"title":"Pronoun Use in Novice L1 and L2 Academic Writing","authors":"Marte Monsen, Sylvi Rørvik","doi":"10.5617/OSLA.5849","DOIUrl":"https://doi.org/10.5617/OSLA.5849","url":null,"abstract":"This paper explores the use of pronouns in student academic writing in L1 Norwegian and L2 English. Three aspects of pronoun use are examined: general pronoun frequency, pronoun reference, and the uses of ‘I’ and ‘we’. Students of English are typically advised to avoid being explicitly present in their academic texts (Lysvag & Stenbrenden 2014), while students writing in Norwegian are often encouraged to use first-person pronouns. However, the results show that both sets of students use explicit self-reference in similar ways. Frequent uses of ‘I’ and ‘we’ are as conductors of research and as guides or navigators assisting the reader through the text.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122665739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on the opportunities and challenges afforded by teacher talk in Grade Six (10 and 11 year old students) English as an Additional Language, Maths, and Science classes in an international school context in Germany. Teachers recorded their classroom discourse for one week of classes three times in one academic year in each subject. The data shows that high frequency vocabulary prevails in all three subject areas, and Science has a higher vocabulary load than the other two subjects overall. The amount of academic vocabulary, measured by Coxhead’s (2000) Academic Word List, and science vocabulary, measured by Coxhead & Hirsh’s EAP Science List (2007), were lower over the teacher talk than over secondary school textbooks. This means that teacher talk is lexically easier than textbooks. Over the course of the year, the vocabulary load of the teacher talk increases in all three subjects. This article looks at opportunities and challenges presented by the lexis of teacher talk in these subjects for second and foreign language students in these classes and their teachers. Suggestions for further research are presented by way of a conclusion.
{"title":"Academic Vocabulary in Teacher Talk: Challenges and Opportunities for Pedagogy","authors":"Averil Coxhead","doi":"10.5617/OSLA.5845","DOIUrl":"https://doi.org/10.5617/OSLA.5845","url":null,"abstract":"This article focuses on the opportunities and challenges afforded by teacher talk in Grade Six (10 and 11 year old students) English as an Additional Language, Maths, and Science classes in an international school context in Germany. Teachers recorded their classroom discourse for one week of classes three times in one academic year in each subject. The data shows that high frequency vocabulary prevails in all three subject areas, and Science has a higher vocabulary load than the other two subjects overall. The amount of academic vocabulary, measured by Coxhead’s (2000) Academic Word List, and science vocabulary, measured by Coxhead & Hirsh’s EAP Science List (2007), were lower over the teacher talk than over secondary school textbooks. This means that teacher talk is lexically easier than textbooks. Over the course of the year, the vocabulary load of the teacher talk increases in all three subjects. This article looks at opportunities and challenges presented by the lexis of teacher talk in these subjects for second and foreign language students in these classes and their teachers. Suggestions for further research are presented by way of a conclusion.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122727370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：