This paper describes the work and methods used to compile monolingual Norwegian and Swedish academic word lists as well as a merged Norwegian-Swedish list. The resulting list is discussed with respect to similarities and especially differences between the two languages, in terms of concepts such as cognates, false friends and remote friends.
{"title":"A Bilingual Academic Word List: The Merging of a Norwegian and a Swedish List","authors":"Sofie Johansson, Kristin Hagen, J. Johannessen","doi":"10.5617/OSLA.5854","DOIUrl":"https://doi.org/10.5617/OSLA.5854","url":null,"abstract":"This paper describes the work and methods used to compile monolingual Norwegian and Swedish academic word lists as well as a merged Norwegian-Swedish list. The resulting list is discussed with respect to similarities and especially differences between the two languages, in terms of concepts such as cognates, false friends and remote friends.","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":"124112166","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 presents textography as a research strategy in writing research that enables texts and their surrounding contexts, practices and the relationships between these to be examined in detail. In order to illustrate the potential of textography, the paper explores how textography could be used to examine the relationships between writing in higher education and writing in the workplace. The paper argues that the time is ripe for the investigation of study-workplace connections for writing in plurilingual settings, such as in Nordic contexts.
{"title":"Textography as a Strategy for Investigation: Writing in Higher Education and in the Professions","authors":"Brian Paltridge, M. Stevenson","doi":"10.5617/OSLA.5846","DOIUrl":"https://doi.org/10.5617/OSLA.5846","url":null,"abstract":"This paper presents textography as a research strategy in writing research that enables texts and their surrounding contexts, practices and the relationships between these to be examined in detail. In order to illustrate the potential of textography, the paper explores how textography could be used to examine the relationships between writing in higher education and writing in the workplace. The paper argues that the time is ripe for the investigation of study-workplace connections for writing in plurilingual settings, such as in Nordic contexts.","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":"129096252","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}
In second language (L2) learning research, learners’ proficiency levels and progress are often investigated. Sometimes high-stakes tests, which are part of the school curriculum, are used for this purpose, but more often tests designed for the purpose of the specific research study are utilized. How do we know that tests of the latter kind actually show what learners know and can do, when they do not have any impact on school grades? In other words, how can we be sure that our informants do as well in low-stakes tests specifically designed for research purposes as they would in high-stakes tests that result in final grades, and thus have an impact on the individual’s future? The answer is, of course, that we can never know for sure. One way of finding out, though, is to compare results from high- and low-stakes tests. In this study, we examine whether students display similar levels of performance when writing in high- and low-stakes contexts, with regard to the use of English academic vocabulary and some other linguistic features, more precisely text length, word length and variation of vocabulary. Thereby, we indirectly explore whether students have put a similar amount of effort into high- and low-stakes writing assignments. We investigate this by analyzing and comparing texts written under high- and low-stakes conditions. The purpose of the study is, firstly, to validate results obtained in the low-stakes writing assignments used in the large-scale longitudinal research project Content and Language Integration in Swedish Schools, CLISS, focusing in particular on results regarding productive academic vocabulary and the linguistic features mentioned above. Secondly, we hope that this study will shed new light on validity in relation to writing assignments in high- and low-stakes contexts in a more general sense, for instance with regard to the role of effort and motivation.
{"title":"Validity in High- and Low-Stakes Tests: A Comparison of Academic Vocabulary and some Lexical Features in CLIL and non-CLIL Students’ Written Texts","authors":"E. Olsson, L. Sylvén","doi":"10.5617/OSLA.5852","DOIUrl":"https://doi.org/10.5617/OSLA.5852","url":null,"abstract":"In second language (L2) learning research, learners’ proficiency levels and progress are often investigated. Sometimes high-stakes tests, which are part of the school curriculum, are used for this purpose, but more often tests designed for the purpose of the specific research study are utilized. How do we know that tests of the latter kind actually show what learners know and can do, when they do not have any impact on school grades? In other words, how can we be sure that our informants do as well in low-stakes tests specifically designed for research purposes as they would in high-stakes tests that result in final grades, and thus have an impact on the individual’s future? The answer is, of course, that we can never know for sure. One way of finding out, though, is to compare results from high- and low-stakes tests. \u0000 \u0000In this study, we examine whether students display similar levels of performance when writing in high- and low-stakes contexts, with regard to the use of English academic vocabulary and some other linguistic features, more precisely text length, word length and variation of vocabulary. Thereby, we indirectly explore whether students have put a similar amount of effort into high- and low-stakes writing assignments. We investigate this by analyzing and comparing texts written under high- and low-stakes conditions. The purpose of the study is, firstly, to validate results obtained in the low-stakes writing assignments used in the large-scale longitudinal research project Content and Language Integration in Swedish Schools, CLISS, focusing in particular on results regarding productive academic vocabulary and the linguistic features mentioned above. Secondly, we hope that this study will shed new light on validity in relation to writing assignments in high- and low-stakes contexts in a more general sense, for instance with regard to the role of effort and motivation.","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":"133529989","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}
Research shows that L1 as well as L2 and L3 students in Danish tertiary education struggle with acquiring the necessary academic language skills for studying in Danish. Research also shows a tendency for educators in the Danish setting to treat academic language norms as implicit norms, making it much harder for students to grasp the language-related demands of academia. This article argues that in order to make the demands and norms of academic language explicit to the students, irrespective of linguistic background, we need more research-based knowledge about Danish academic language. Furthermore, focussing on one particular aspect of academic language, namely academic vocabulary, can be a step towards more explicit approaches to academic language norms. Academic vocabulary is here defined as a non-technical, general purpose vocabulary with distinct academic functions used across a range of academic disciplines. To come nearer an understanding of how we can make the academic language norms more tangible and accessible to both students and staff, the article begins with a review of existing research on Danish academic language and academic vocabulary with a particular focus on Danish SLA research. This is followed by an analysis of Danish guidance literature on academic writing for students. The article concludes with suggestions for further research in relation to teaching Danish academic vocabulary.
{"title":"From Implicit Norms to Explicit Skills – Focusing on Danish Academic Vocabulary","authors":"A. S. Jakobsen","doi":"10.5617/OSLA.5847","DOIUrl":"https://doi.org/10.5617/OSLA.5847","url":null,"abstract":"Research shows that L1 as well as L2 and L3 students in Danish tertiary education struggle with acquiring the necessary academic language skills for studying in Danish. Research also shows a tendency for educators in the Danish setting to treat academic language norms as implicit norms, making it much harder for students to grasp the language-related demands of academia. This article argues that in order to make the demands and norms of academic language explicit to the students, irrespective of linguistic background, we need more research-based knowledge about Danish academic language. Furthermore, focussing on one particular aspect of academic language, namely academic vocabulary, can be a step towards more explicit approaches to academic language norms. Academic vocabulary is here defined as a non-technical, general purpose vocabulary with distinct academic functions used across a range of academic disciplines. To come nearer an understanding of how we can make the academic language norms more tangible and accessible to both students and staff, the article begins with a review of existing research on Danish academic language and academic vocabulary with a particular focus on Danish SLA research. This is followed by an analysis of Danish guidance literature on academic writing for students. The article concludes with suggestions for further research in relation to teaching Danish academic vocabulary.","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":"133642317","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}
The main objective of this chapter is to present empirical evidence for transfer effects between Norwegian (as L1 or L2) and French (as L1 or L2). We start out with theoretical assumptions from a contrastive-comparative treatment of possessives in European languages (chapter 1, this volume) and develop hypotheses for L2-acquisition of possessive systems in Norwegian and French. The various degrees of complexity between the two linguistic sub-systems lead to different kinds of challenges in L2-acquisition based on morphological, syntactic and semantic criteria. Norwegian has a morphologically more complex possessive system than French. The French learner of Norwegian as L2 then has to acquire a system with more formal options than in her mother tongue, whereas the Norwegian learner of French as L2 acquires a system with less formal options. Based on empirical findings, the chapter shows why some parts of the possessive L2 systems are harder or easier to handle than others.
{"title":"An empirical L2 perspective on possessives: French/Norwegian","authors":"H. Helland","doi":"10.5617/OSLA.4767","DOIUrl":"https://doi.org/10.5617/OSLA.4767","url":null,"abstract":"The main objective of this chapter is to present empirical evidence for transfer effects between Norwegian (as L1 or L2) and French (as L1 or L2). We start out with theoretical assumptions from a contrastive-comparative treatment of possessives in European languages (chapter 1, this volume) and develop hypotheses for L2-acquisition of possessive systems in Norwegian and French. The various degrees of complexity between the two linguistic sub-systems lead to different kinds of challenges in L2-acquisition based on morphological, syntactic and semantic criteria. Norwegian has a morphologically more complex possessive system than French. The French learner of Norwegian as L2 then has to acquire a system with more formal options than in her mother tongue, whereas the Norwegian learner of French as L2 acquires a system with less formal options. Based on empirical findings, the chapter shows why some parts of the possessive L2 systems are harder or easier to handle than others.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128886015","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}
Anneliese Pitz, Oliver Bott, T. Solstad, R. Hörnig, Bergljot Behrens, C. Fabricius-Hansen
The present paper reports on two empirical studies concerning the acquisition of possessive systems by L2 learners of Norwegian and German respectively. The first study investigates comprehension and production in written translation while the second study is a set of offline experiments testing the interpretation of possessives by both native speakers and German learners of Norwegian. Norwegian distinguishes between reflexive and irreflexive possessives, while German does not. The reflexive stem form si* is phonologically similar to German sein*, but may correspond to ihr*, a feminine or plural possessor, as well. These differences make the acquisition of Norwegian and of German as a foreign language a complex procedure of restructuring both at the phonological and the grammatical level. Results of the study indicate that the only partly overlapping forms and structural constraints on possessives in the two languages are cognitively demanding in L2 acquisition and subject to transfer effects.
{"title":"An empirical L2 perspective on possessives: German/Norwegian","authors":"Anneliese Pitz, Oliver Bott, T. Solstad, R. Hörnig, Bergljot Behrens, C. Fabricius-Hansen","doi":"10.5617/OSLA.4765","DOIUrl":"https://doi.org/10.5617/OSLA.4765","url":null,"abstract":"The present paper reports on two empirical studies concerning the acquisition of possessive systems by L2 learners of Norwegian and German respectively. The first study investigates comprehension and production in written translation while the second study is a set of offline experiments testing the interpretation of possessives by both native speakers and German learners of Norwegian. Norwegian distinguishes between reflexive and irreflexive possessives, while German does not. The reflexive stem form si* is phonologically similar to German sein*, but may correspond to ihr*, a feminine or plural possessor, as well. These differences make the acquisition of Norwegian and of German as a foreign language a complex procedure of restructuring both at the phonological and the grammatical level. Results of the study indicate that the only partly overlapping forms and structural constraints on possessives in the two languages are cognitively demanding in L2 acquisition and subject to transfer effects.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116619451","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}
The present paper reports on results of two translation experiments conducted with eye tracking and keylogging. Norwegian and Danish professional and student translators have each translated a small English news text into their L1. The texts include possessives in different syntactic environments which affect choice between a reflexive and an irreflexive form in the targets. While native speakers are expected to make uniform choices which conform to regularities on local and non-local binding principles in Danish and Norwegian, we find disparate solutions among the participants in both groups. The study compares final products with process data, both in terms of edits and in terms of temporal measures indicative of translation effort. Results show a considerable amount of hesitation on choice in all non-finite clause constructions, although more so among students than among professionals. Questions of translation effects versus an unstable locality principle is taken up in the final discussion.
{"title":"Processing possessives in translation between unequal systems. An exploratory study","authors":"Bergljot Behrens","doi":"10.5617/OSLA.4769","DOIUrl":"https://doi.org/10.5617/OSLA.4769","url":null,"abstract":"The present paper reports on results of two translation experiments conducted with eye tracking and keylogging. Norwegian and Danish professional and student translators have each translated a small English news text into their L1. The texts include possessives in different syntactic environments which affect choice between a reflexive and an irreflexive form in the targets. While native speakers are expected to make uniform choices which conform to regularities on local and non-local binding principles in Danish and Norwegian, we find disparate solutions among the participants in both groups. The study compares final products with process data, both in terms of edits and in terms of temporal measures indicative of translation effort. Results show a considerable amount of hesitation on choice in all non-finite clause constructions, although more so among students than among professionals. Questions of translation effects versus an unstable locality principle is taken up in the final discussion.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126050486","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}
The present paper presents the contrastive background and the basic objectives of a cross-linguistic research project (POSS) that takes an L2-oriented perspective on possessives in English, Norwegian, German, French and selected Slavic languages. Our paper focuses on L1/L2 pairs involving Norwegian as L2 or L1. Section 1 outlines the rationale behind our project. The morphosyntactic (‘core’) systems of English, French, German, Norwegian and Russian 3rd possessives are described and compared in section 2 while section 3 draws attention to dimensions of contrasts that fall outside the scope of our project. Section 4 specifically addresses the L2 issue, presenting for selected L1/L2 pairs our basic assumptions concerning challenges to the acquisition of the L2 possessive core system. Section 5 contains a concluding summary.
{"title":"An L2 perspective on possessives: Contrasts and their possible consequences","authors":"C. Fabricius-Hansen, H. Helland, Anneliese Pitz","doi":"10.5617/OSLA.4762","DOIUrl":"https://doi.org/10.5617/OSLA.4762","url":null,"abstract":"The present paper presents the contrastive background and the basic objectives of a cross-linguistic research project (POSS) that takes an L2-oriented perspective on possessives in English, Norwegian, German, French and selected Slavic languages. Our paper focuses on L1/L2 pairs involving Norwegian as L2 or L1. Section 1 outlines the rationale behind our project. The morphosyntactic (‘core’) systems of English, French, German, Norwegian and Russian 3rd possessives are described and compared in section 2 while section 3 draws attention to dimensions of contrasts that fall outside the scope of our project. Section 4 specifically addresses the L2 issue, presenting for selected L1/L2 pairs our basic assumptions concerning challenges to the acquisition of the L2 possessive core system. Section 5 contains a concluding summary.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115663603","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}
Self-paced reading and eye-tracking studies have generally found that combining aspectual verbs (like ‘begin’ and ‘finish’) with entity nouns (like ‘the book’ or ‘the coffee’) is associated with increased reading times on and around the noun (McElree et al. 2001; Traxler et al. 2002; Pickering et al. 2005). This processing cost is widely interpreted as evidence of complement coercion—aspectual verbs semantically select for an event (like ‘dancing’ or ‘the dance’) and can take entity objects only if they are coerced into an event through a computationally costly process of type-shifting (Pustejovsky 1995; Jackendoff 1997). This paper presents an eye-tracking study of the Canadian English ‘be done NP’ construction, e.g., ‘I am done/finished my homework’ (not to be confused with the dialect-neutral ‘I am done/finished WITH my homework’) to mean ‘I have finished my homework’. Results suggest a processing penalty for entity-denoting nouns like ‘the script’ (compared to event description nouns like ‘the audition’) in this construction, which supports Fruehwald & Myler’s (2015) proposal that ‘done’ and ‘finished’ in this construction are aspectual adjectives that behave like aspectual verbs in requiring complement coercion and type-shifting for entity-denoting nouns.
自定节奏阅读和眼球追踪研究普遍发现，将体动词(如“开始”和“完成”)与实体名词(如“书”或“咖啡”)结合起来，会增加对名词及其周围的阅读时间(McElree et al. 2001;Traxler et al. 2002;Pickering et al. 2005)。这种处理成本被广泛地解释为补语强制方面动词在语义上选择一个事件(如“跳舞”或“跳舞”)的证据，并且只有当实体对象通过计算上昂贵的类型转换过程被强制进入一个事件时，它们才能接受实体对象(Pustejovsky 1995;Jackendoff 1997)。本文对加拿大英语“be done NP”结构进行了眼动追踪研究，例如，“I am done/finished my homework”(不要与方言中性的“I am done/finished with my homework”混淆)表示“我已经完成了我的作业”。结果表明，在这种结构中，“脚本”等实体表示名词(与“试听”等事件描述名词相比)的处理会受到惩罚，这支持了Fruehwald和Myler(2015)的建议，即“done”和“finished”在这种结构中是方面的形容词，其行为类似于方面动词，需要补语强制和实体表示名词的类型转换。
{"title":"I'm done my homework: Complement Coercion and Aspectual Adjectives in Canadian English","authors":"Patrick M. Murphy","doi":"10.5617/osla.6674","DOIUrl":"https://doi.org/10.5617/osla.6674","url":null,"abstract":"Self-paced reading and eye-tracking studies have generally found that combining aspectual verbs (like ‘begin’ and ‘finish’) with entity nouns (like ‘the book’ or ‘the coffee’) is associated with increased reading times on and around the noun (McElree et al. 2001; Traxler et al. 2002; Pickering et al. 2005). This processing cost is widely interpreted as evidence of complement coercion—aspectual verbs semantically select for an event (like ‘dancing’ or ‘the dance’) and can take entity objects only if they are coerced into an event through a computationally costly process of type-shifting (Pustejovsky 1995; Jackendoff 1997). This paper presents an eye-tracking study of the Canadian English ‘be done NP’ construction, e.g., ‘I am done/finished my homework’ (not to be confused with the dialect-neutral ‘I am done/finished WITH my homework’) to mean ‘I have finished my homework’. Results suggest a processing penalty for entity-denoting nouns like ‘the script’ (compared to event description nouns like ‘the audition’) in this construction, which supports Fruehwald & Myler’s (2015) proposal that ‘done’ and ‘finished’ in this construction are aspectual adjectives that behave like aspectual verbs in requiring complement coercion and type-shifting for entity-denoting nouns.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129597395","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 is aimed at analyzing the markers of the topic, the focus, and discourse continuity in their coordination. The main problem of expressing the discourse continuity is that it is generally identical with the means designating the topic: there is no formal difference in either the corresponding pitch accents or the principles of the choice of the words to carry them. Nevertheless, certain strategies of marking the topic, the focus, and discourse incompleteness autonomously within a single clause where the topic, the focus, and discourse incompleteness have distinct words accent-bearers and the applicable pitch accents are found in a variety of languages. The parameters of such strategies are discussed. These patterns are exemplified below by the Russian, German, and English data.
{"title":"Word Order and Accent Placement in Topics, Foci, and Markers of Discourse Continuity","authors":"T. Yanko","doi":"10.5617/osla.3608","DOIUrl":"https://doi.org/10.5617/osla.3608","url":null,"abstract":"This paper is aimed at analyzing the markers of the topic, the focus, and discourse continuity in their coordination. The main problem of expressing the discourse continuity is that it is generally identical with the means designating the topic: there is no formal difference in either the corresponding pitch accents or the principles of the choice of the words to carry them. Nevertheless, certain strategies of marking the topic, the focus, and discourse incompleteness autonomously within a single clause where the topic, the focus, and discourse incompleteness have distinct words accent-bearers and the applicable pitch accents are found in a variety of languages. The parameters of such strategies are discussed. These patterns are exemplified below by the Russian, German, and English data.","PeriodicalId":143932,"journal":{"name":"Oslo Studies in Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127109024","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：