Bibliografie tematiche / Norwegian language – grammar

Letteratura scientifica selezionata sul tema "Norwegian language – grammar"

Autore: Grafiati
Pubblicato: 25 luglio 2024

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Articoli di riviste sul tema "Norwegian language – grammar"

1

Haugan, Jens. "The importance of formal grammar skills: Reflections on Polish students learning Norwegian". Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, n. 15/1 (18 dicembre 2018): 107–32. http://dx.doi.org/10.26881/bp.2018.1.06.

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Norwegian and Scandinavian languages in general have grown quite popular among Polish students in recent years and more and more Polish universities are trying to offer Bachelor’s and even Master’s programmes in a Scandinavian language. Based on experience as a teacher of a Norwegian grammar course at the University of Szczecin and as a teacher of grammar at the Inland Norway University of Applied Sciences which in 2016/2017 hosted around twenty Erasmus+ students from Szczecin, some of the challenges for Polish students of academic Norwegian will be reflected upon, as well as some of the challenges for a teacher of Norwegian who has very little knowledge of Polish. The main purpose of this paper will be to argue for the importance of grammar skills in language education and especially in language teacher education. This study is a contribution to the Educational Role of Language network.
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Nygård, Mari, e Heidi Brøseth. "Norwegian teacher students’ conceptions of grammar". Pedagogical Linguistics 2, n. 2 (19 maggio 2021): 129–52. http://dx.doi.org/10.1075/pl.21005.nyg.

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Abstract This paper explores the conceptions of grammar of first-year teacher students (N = 235) in Norway. A conventional content analysis is used to analyse the answers from the first part of a survey exploring the teacher students’ views of grammar through the following questions: Q1. How would you define the term grammar? Q2. Do you think grammar is an important part of Norwegian as a school subject? Q3. Do you feel confident in grammar? The second part of the survey is a grammar knowledge test. The results show that most students define grammar as writing correctly. Many answers also refer to language structure. Among the less frequent definitions are: theoretical knowledge of language structure, precise communication, text, and constituent analysis. Nearly all students report that they consider grammar important. Moreover, most consider their own grammar competence to be relatively good. However, there is a discrepancy between this self-evaluation and the results from the knowledge test, which are quite poor. Our study contributes to the body of research on teacher students’ conception of grammar, which, in a Norwegian context, has been unexplored. We discuss our findings in the light of national and international literature, and we propose plausible contributing factors. We also reflect upon possible consequences for teacher education.
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Brøseth, Heidi, e Mari Nygård. "First-year student teachers’ knowledge of L1 grammar". L1-Educational Studies in Language and Literature 23 (15 maggio 2023): 1–30. http://dx.doi.org/10.21248/l1esll.2023.23.1.411.

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Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions: RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education? RQ2: Are there grammatical topics and structures that they master more or less? If so, what characterizes these topics? The results show that the grammar knowledge of student teachers, is rather poor. The students know the word classes verb, noun, adjective and pronoun, as well as the SC subject. Their knowledge is founded on semantics, while the structural features of language seem to be a blind spot. The study contributes to the international research on Knowledge of Language (KaL) from a Norwegian perspective. Due to the two written standards of Norwegian, our study will be the first to report student teachers’ grammar knowledge from such a context.
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Olthof, Marieke. "Transparency in Norwegian and Icelandic: Language contact vs. language isolation". Nordic Journal of Linguistics 40, n. 1 (20 aprile 2017): 73–115. http://dx.doi.org/10.1017/s033258651700004x.

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This research studies language contact as a possible cause of differences between languages in their degree of transparency. As transparency is assumed to facilitate intelligibility and learnability, especially for adult L2 learners, it is hypothesized that in particular contact settings with many such learners, languages tend to show increasing transparency. The study tests this hypothesis by investigating transparency in Norwegian, which has been exposed to extensive contact with Low German and Danish, and the relatively isolated Icelandic language. Based on a set of opacity features formulated in Functional Discourse Grammar, the degree of transparency of the two languages is compared. The results show that, as predicted, Norwegian is more transparent than Icelandic, which seems due to an increase in transparency in Norwegian and general opacity maintenance in Icelandic compared to their ancestor Old Norse. The study thus supports the hypothesized relation between language contact and transparency.
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Enger, Hans-Olav, e Tore Nesset. "The Value of Cognitive Grammar in Typological Studies: the Case of Norwegian and Russian Passive, Middle and Reflexive". Nordic Journal of Linguistics 22, n. 1 (giugno 1999): 27–60. http://dx.doi.org/10.1080/03325869950137045.

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This paper shows that Cognitive Grammar is valuable for typological studies. The Norwegian and Russian reflexive-middle-passive systems are analysed comprehensively and compared. Whereas Cognitive Grammar is compatible with the typological tradition (represented by Kemmer), it needs amendment in certain important respects. The main theoretical contribution of the paper is that the Cognitive Grammar notions of “instantiation”, “prototype”, “entrenchment” and “extension” are useful; without these notions, interesting generalizations about the Norwegian and Russian systems are inexpressible. The main empirical contribution of the paper is that a full-fledged analysis of the Russian system is presented. In addition, Kemmer's analysis of Norwegian is improved upon, partly because findings from the generative tradition are incorporated.
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McLelland, Nicola. "Albertus (1573) and Ölinger (1574)". Historiographia Linguistica 28, n. 1-2 (7 settembre 2001): 7–38. http://dx.doi.org/10.1075/hl.28.1.04mcl.

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Summary This article adapts Linn’s ‘stylistics of standardization’ concept, which Linn (1998) has used to compare Norwegian and Faroese grammarians, to look at grammaticization processes in the first two grammars of German (Albertus 1573, Ölinger 1574). While both are clearly indebted to traditional Latin grammar and humanist ideals, these two grammars differ interestingly in the picture of the language that emerges from their metalanguage and structural principles. In his reflection on the language, his structuring and naming of linguistic phenomena and his attitudes to variation, Ölinger is the practical pedagogue, who imposes systematicity and aims for a one-to-one form-function relationship. Albertus on the other hand, though he too envisages his grammar being used for learning German, has a more cultural patriotic motivation, celebrating the richness and variety of German, worthy to be ranked alongside Latin, Greek and Hebrew. Albertus and Ölinger thus come up with quite different versions of the (as yet arguably non-existent) High German language. Each grammar yields a different subset of possible forms, reminding us that grammar-writing is always a task of creative construction.
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Eik, Ragnhild, e Brita Ramsevik Riksem. "Compound-Internal Language Mixing in American Norwegian". Languages 7, n. 2 (31 marzo 2022): 85. http://dx.doi.org/10.3390/languages7020085.

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This paper investigates cases of compounding in the heritage language American Norwegian (AmNo), where elements from Norwegian and English are mixed word-internally, e.g., hoste-candy ‘cough candy’, where the Norwegian item hoste ‘cough’ is combined with the English item candy. Norwegian and English create compounds in similar ways, but with certain important differences, e.g., the use of linking elements. Based on data from the Corpus of American Nordic Speech, we investigate the encounter of these two languages within one word and find that both Norwegian and English lexical items occur as both left-hand and right-hand members of mixed compounds. Moreover, these mixed compounds are generally accompanied by Norwegian functional items. Hence, we argue that the overall structure of mixed compounds in AmNo is Norwegian, and English lexical items may be inserted into specific positions. This is successfully analyzed in a DM/exoskeletal model of grammar. We show that our results are in line with what we expect based on previous accounts of AmNo language mixing and Norwegian compounds, and our specific focus on compound-internal mixing provides a novel perspective and new insights into both the structure of compounds and the nature of language mixing.
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Duinea, Raluca-Daniela. "Jan Erik Vold’s Concrete Poems: a Way to Enhance Students’ Creativity and Grammar Skills in Norwegian". Studia Universitatis Babeș-Bolyai Philologia 68, n. 2 (25 giugno 2023): 65–84. http://dx.doi.org/10.24193/subbphilo.2023.2.04.

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"Jan Erik Vold’s Concrete Poems: A Way to Enhance Students’ Creativity and Grammar Skills in Norwegian. The current paper aims to present the didactic use of the Norwegian concrete poems. The concept of concrete poetry will be approached through Jan Erik Vold’s literary perspective as the promoter of concretism in Norway. In order to prove the effectiveness of these poems in the teaching process, a survey was conducted including a questionnaire with closed-ended and open-ended questions. The respondents were 1st- and 2nd- year students of BA in Norwegian language and literature and a group of 3rd-year students from The Centre for Language Industries, enrolled at the Faculty of Letters, at Babeș-Bolyai University. This research aimed at the effectiveness of using Vold’s concrete poems when teaching specific language structures in Norwegian. Thus, a survey was done at the end of one semester of experiment when I used Jan Erik Vold’s concrete poems for my students during my Norwegian language courses and seminars. The results showed that especially during these seminars students read, analyse and design concrete poems in Norwegian, including grammatical and typographical poems, ready-mades, tongue twisters and nursery-rhymes-like poems, in order to better understand and to revise a specific grammatical, syntactic or lexical structure in Norwegian. Keywords: Norwegian language, concrete poems, Jan Erik Vold, visual poem, grammatical poem "
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Hasselgård, Hilde. "Thematic choice in English and Norwegian". Functions of Language 11, n. 2 (13 ottobre 2004): 187–212. http://dx.doi.org/10.1075/fol.11.2.03has.

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Using material from a parallel corpus with originals and translations in both English and Norwegian, the present study sets out to explore the lexicogrammatical properties of Theme and thematic choice in the two languages. Theme is defined according to systemic-functional grammar as the first element that has a function in transitivity, plus any preceding element(s). The extent to which Themes are preserved or altered in the translation process is also studied. There are more similarities than differences between the two languages as regards thematic structure. Some differences are due to the verb-second constraint that applies to Norwegian, but most are due to differences in frequency. Norwegian allows non-subject participants to be thematic more often than English does, while multiple Themes are more frequent in English. Within multiple Themes, the logical relations expressed by textual Themes differ between the languages. Translators tend to preserve the topical Theme of the original in the great majority of cases. When changes are made this may be due to lexicogrammatical differences between the languages or they may represent ‘normalization’ to a more frequent pattern in the target language. Translations are found to differ from original text in the same language as they borrow features from the source language.
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Leon, Crina. "A life dedicated to Romanian language. Interview with professor Arne Halvorsen". Romanian Journal for Baltic and Nordic Studies 6, n. 1 (15 agosto 2014): 207–11. http://dx.doi.org/10.53604/rjbns.v6i1_13.

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Professor Arne Halvorsen (1939-2014) was and remains a central figure when referring to Romanian-Norwegian cultural relations. In 2010 he was awarded the Order of Cultural Merit, in the rank of Commander, by the President of Romania, for his “exceptional contribution to promoting Romanian culture and language as well as Romania’s image in the Kingdom of Norway”. Due to his efforts, a Romanian language lectureship was established at the University of Trondheim (NTNU) in the period 2008-2011. Moreover, he wrote the first Romanian-Norwegian Dictionary (2001) and the first Romanian grammar in Norwegian (2012) – photos below.
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Tesi sul tema "Norwegian language – grammar"

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Barsalini, Luca. "Analyse des erreurs par approche contrastive d’un corpus de productions écrites franco-norvégiennes". Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL101.

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Ce travail de recherche doctorale est organisé en deux parties. Dans la première, nous avons fait le plaidoyer pour la redécouverte de l’analyse des « erreurs » et de la grammaire contrastive dans une finalité pédagogique. Dans la deuxième, nous nous sommes penché sur l’analyse des erreurs à proprement parler. L’étude porte sur des productions écrites non recevables d’apprenants norvégiens du français (corpus expérimental) ainsi que sur des productions non conformes d’apprenants non francophones du norvégien (corpus de contrôle). En vérité, nos ambitions originelles envisageaient la comparaison des « erreurs » produites par l’apprenant francophone du norvégien aux « erreurs » émanant de l’apprenant norvégien du français (corpora expérimentaux). Malheureusement, en raison des difficultés liées au repérage des données, nous n’avons pas pu atteindre cet objectif. L’analyse a été constamment conduite en poursuivant une démarche contrastive du couple linguistique franco-norvégien dans une optique à la fois heuristique et pédagogique. D’un point de vue qualitatif, nous nous sommes intéressé à la compréhension du phénomène d’interférence interlinguistique et à la constitution d’une cartographie des difficultés d’apprentissage chez les deux populations d’apprenants. L’analyse quantitative nous a aidé à mettre en évidence quels domaines de la grammaire des deux langues sont les plus touchés par l’ « erreur », nous permettant de réfléchir à des stratégies pédagogiques adaptées afin de garantir l’appropriation adéquate des structures de la langue d’apprentissage
This work is designed as an error analysis and is organized into two parts. In the first part, we make a defence of error analysis and contrastive grammar as teaching tools. In the second part, we proceed to the analysis of a corpus of errors. Although we originally aimed at comparing the errors produced by Francophone learners of the Norwegian language to those produced by Norwegian learners of French, we could not achieve this goal. Consequently, we conducted an error analysis of errors produced by Norwegian learners of French and by non-Francophone learners of the Norwegian language. Both qualitative and quantitative approaches have been adopted. The analysis has been consistently conducted from a contrastive perspective of the French and Norwegian languages. During our study, we analysed the phenomenon of interlinguistic interference, and the challenges related to learning the target language in the two populations of learners. We focused simultaneously on both the heuristic and the pedagogic aspects related to the teaching and the learning processes. The quantitative analysis provides an overview of the domains of grammar in the two languages most affected by errors. These results make it possible to conceive new teaching strategies aimed at promoting better integration of the target language's structures
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Linn, Andrew Robert. "Constructing the grammars of a language : Ivar Aasen and nineteenth century Norwegian linguistics /". Münster : Nodus, 1997. http://catalogue.bnf.fr/ark:/12148/cb37542231b.

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Libri sul tema "Norwegian language – grammar"

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Moen, Per. Norwegian grammar: Bokmål. Kristiansand: Høyskoleforlaget, 2003.

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Strandskogen, Åse-Berit. Practical Norwegian grammar. Oslo: Oris, 1986.

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Rysst, Cathrine. Norwegian grammar dictionary. Bergen: Fagbokforlaget, 2006.

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4

Norwegian: An essential grammar. London: Routledge, 1995.

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Blom, Øivind. Norwegian in three months. Woodbridge, Suffolk: Hugo's Language Books, 1989.

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Janus, Louis. Norwegian verbs & essentials of grammar: A practical guide to the mastery of Norwegian. Lincolnwood, Ill: Passport Books, 1998.

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Klouman, Sverre. Learn Norwegian: A practical course in spoken and written Norwegian. 7a ed. Oslo: Aschehoug, 2002.

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Vinje, Finn-Erik. Riktig norsk. 4a ed. Oslo: Vidarforlaget, 2014.

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Vinje, Finn-Erik. Norsk grammatikk, det språklige byggverket. Oslo: Kunnskapsforlaget Aschehoug og Gyldendal, 2005.

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Fossestøl, Bernt. Norske grammatikker på 1800-tallet. Oslo: Novus, 1987.

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Capitoli di libri sul tema "Norwegian language – grammar"

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Ferrara, Lindsay, Benjamin Anible e Lena Mei Kalvenes Anda. "Chapter 3. Exploring sign-writing contact and multilingualism in the Norwegian Deaf community". In Advances in Sign Language Corpus Linguistics, 66–89. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/scl.108.03fer.

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In this chapter, we detail the on-going work related to the Norwegian Sign Language Corpus and lexical database (Norwegian Signbank). In particular, we highlight the corpus’ interactional focus and discuss its implications for a description of Norwegian Sign Language grammar and lexicon. We then present an initial study that maps out the different types of fingerspelling (one type of sign-writing contact), observed in the corpus, focusing on non-lexicalized forms. Two analyses were performed to investigate whether fingerspelling is affected by sociolinguistic factors and principles of Audience Design (Bell 1984). Basing this descriptive work on data from the corpus facilitates a better understanding of how these language contact forms contribute to expressions of social identity and illustrates one way that Norwegian signers leverage their multilingualism for meaning-making in conversation.
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Hellan, Lars, Dorothee Beermann, Tore Bruland, Tormod Haugland e Elias Aamot. "Creating Norwegian Valence Resources from a Deep Grammar". In Human Language Technology. Challenges for Computer Science and Linguistics, 3–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66527-2_1.

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Jin, Fufen. "Chapter 7. Third Language Acquisition of Norwegian Objects: Interlanguage Transfer or L1 Infl uence?" In Third Language Acquisition and Universal Grammar, a cura di Yan-kit Ingrid Leung, 144–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691323-010.

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Liégeois, Vince, Pierre-Yves Modicom e Lisa Bonne. "Chapter 6. Construction grammar in domain-specific discourse". In Constructional Approaches to Nordic Languages, 145–78. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.37.06lie.

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Within various frameworks interested in domain-specific language, like language for specific purposes (LSP) research and discourse linguistics, the insights provided by CxG-theory have led to the question of whether constructions can have domain-specific manifestations. Even though many linguists would, intuitively, answer this question positively, little empirical research can be found to back up this hypothesis, which is especially true for Scandinavian linguistics. To this aim, we conducted a contrastive (Swedish – Norwegian – Dutch) corpus-based analysis of existential constructions (e.g., Eng., there are some books on the table) within the specialized domain of weather reports. The analysis sets out to uncover (a) what their contextual-constructional features are, (b) how these can be linked to the domain and (c) whether these features appear across different languages.
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Hagel, Anna. "Chapter 3. One man’s [ɕœtː] is another man’s [kʰøð̞]". In Constructional Approaches to Nordic Languages, 55–80. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.37.03hag.

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The three Continental Scandinavian languages Danish, Norwegian and Swedish are closely related and share a large pool of Interscandinavian cognates, but a variety of phonological differences between the languages can obscure the lexical similarities and make spoken Interscandinavian communication a challenge for untrained listeners. It is therefore advantageous to know about sound correspondences, and applying sound correspondence ‘rules’ is thought to be one of the major strategies in Interscandinavian decoding. How speakers analyse, acquire and utilize such phonological patterns has not been investigated so far, however – neither theoretically nor empirically. Using example correspondences between Danish and Swedish, the chapter illustrates how the acquisition of sound correspondence rules could look like from a Construction Grammar perspective, more precisely, from the perspective of Diasystematic Construction Grammar (Höder, 2018). It models knowledge about sound correspondences as a combination of two language-specific constructions and one cross-linguistic language-unspecific construction capturing the equivalence relation between the two language-specific ones. Besides specific sound correspondence constructions, also the acquisition of more abstract constructions presenting a generalization over several specific correspondences is illustrated. The cognitive plausibility of sound correspondence constructions at different levels of abstraction is discussed against the background of an ongoing debate in the CxG community about higher-order schemas.
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Westergaard, Marit. "Grammatical Gender in American Norwegian Heritage Language". In Formal Grammar, 413–42. Routledge, 2017. http://dx.doi.org/10.4324/9781315267050-15.

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Zaenen, Annie, e Elisabeth Engdahl. "Four Swedish verbs and a functional distinction". In Modular Design of Grammar, 125–35. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844842.003.0008.

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Dalrymple and Lødrup (2000) propose that (tensed) clausal complements have the OBJ function in some languages, the COMP function in others and both functions in still another set. They treat Swedish as a mixed language. In this chapter, Zaenen and Engdahl look more closely at Swedish data discussed in the chapter and supplement them as more electronic data have become available and some of the criteria used have been refined (as is also documented in more recent work by Lødrup (2002), Lødrup (2004), and Lødrup (2012) for Norwegian). Their investigation also illustrates that two related issues need further study: the status of agent phrases in the various forms of passive in Swedish and the status of DP complements in some of the alternations with sentential complements.
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Ánte, Luobbal Sámmol Sámmol, e Jussi Ylikoski. "North Saami". In The Oxford Guide to the Uralic Languages, 147–77. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198767664.003.0010.

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North Saami (known as “Norwegian Lappish” in older literature) is an indigenous language spoken by probably more than 25,000 people in Norway, Sweden, and Finland. North Saami today has an international standard form which is also used in literature, in the media, and in the education system, in areas with Saami majorities even in public and official interaction. Of the endangered Saami languages, North Saami is thus the most vigorous one; it also has a relatively strong research tradition. Taxonomically and geographically, North Saami is situated at the eastern end of the Western Saami subgroup. It is characterized by rich and complex phonology and morphophonology and considerable dialectal variation, which makes the relationship between the standard orthography and pronunciation very complicated. In this chapter, the main features of the structure, grammar, and lexicon of North Saami are briefly described. The chapter ends with a glossed text example.
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"Norwegian main clause declaratives: variation within and across grammars". In Linguistic Universals and Language Variation, 327–60. De Gruyter Mouton, 2011. http://dx.doi.org/10.1515/9783110238068.327.

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Lødrup, Helge. "Deagentivizing Norwegian verbs with reflexive and body part objects". In Modular Design of Grammar, 136–48. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844842.003.0009.

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Abstract (sommario):
Norwegian allows two groups of agentive verbs to change their argument structure when they occur with a simple reflexive or a definite body part noun without a possessor. Examples are skade seg/ryggen (‘hurt REFL/back.DEF’) and operere seg/ryggen (‘operate REFL/back.DEF’). The subject is then no longer an agent, but the affected participant in the event. A corresponding option can be found in other languages, for example with English ‘hurt’. However, the Norwegian situation raises questions of the distribution of simple reflexives and definite body part nouns without a possessor that have no direct parallel in English. The simple reflexive is argued to be thematic, and not a marker of intransitivization. The deagentivization constructions are shown to give evidence for the grammatical affinity between simple reflexives and definite body part nouns that was argued in Lødrup (1999, 2007, 2010).
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