Orientering om prosjektet "Norsk anglisismeordbok"

Ordboksprosjektet er en del av et større prosjekt som går ut på å kartlegge bruk av engelsk i norsk, og engelsk innflytelse på norsk språk, Ordboka skal dokumentere engelsk innflytelse på ordplanet, samtidig som den skal kunne brukes som en type fremmedordbok. Artikkelen tar opp sider ved ordbokas funksjon, materialet den er bygd på, og hvilke kriterier som ligger til grunn for utvalget av ord. Siste del av artikkelen presenterer utforminga av boka på mikrostruktur-nivå, med illustrasjoner i form av tenkte ferdige ordboksartikler

Om å lage norske avløserord. Rapport fra et dypdykk i Ordsmia

Artikkelen er en presentasjon av en masteroppgave (Torp 2007) som tar for seg detnorske Språkrådets nettbaserte diskusjonsforum for avløserord, Ordsmia. Torp(2007) har analysert samtlige diskusjonsinnlegg i perioden 2000–2007 for å finneut hva slags prinsipper deltakerne i forumet legger til grunn i sine diskusjoner.Hun finner at det legges stor vekt på relasjonen mellom importordenes ogavløserordenes denotative betydning, og formlikheten mellom importord ogavløserord, mens avløserordenes praktiske funksjonalitet i norsk ofte får for liteoppmerksomhet. Dette forholdet kan også være noe av svaret på det andrehovedspørsmålet hun stiller i oppgaven, nemlig hvorfor svært få av forslagene tilavløserord som kommer ut av diskusjonene i Ordsmia ser ut til å få noe liv utenomdette forumet. Artikkelen er en replikk til Pia Jarvads foredrag på det nordiskespråkmøtet i Helsingør

Ordbokbruk i engelskundervisningen: Fra norske lærerstudenters og lærerutdanneres perspektiv

Dette er forlagets versjon av en artikkel publisert i LexicoNordica. Lenke til tidsskriftets hjemmeside: http://sprogkoordinationen.org/aktoerer/andre-aktoerer/nordisk-forening-for-leksikografi/publikationer/This article presents an investigation of the use of dictionaries (both paper and electronic versions) as part of the teaching of English as a foreign language (EFL) in Norway, based on a questionnaire distributed to students in different teacher education programs. In addition, several teacher educators responded to a question about the focus on dictionary use in teacher education. Despite the removal of specific dictionary aims in the present national curricula, a majority of the informants want to include dictionary use in EFL teaching. However, the study also confirms varied aspects of knowledge, choice and attitudes related to dictionary use and teaching

Motion into and out of in English, French and Norwegian.

This is an article posted in the open Access journal Nordic Journal of English Studies (NJES) . The original article can be found here: http://ojs.ub.gu.se/ojs/index.php/njes/article/view/3087This paper presents a contrastive study of Norwegian predications of motion events with the compound prepositions ut av (‘out of’) and inn i (‘into’) and their translations into English and French. The motivation for choosing these two types of predication is that French, unlike English, is said to avoid the use of manner verbs with boundary-crossing events. The paper examines all occurrences in the Oslo Multilingual Corpus (OMC) of self-motion predications containing the two Norwegian prepositions, in all of which path is coded in the prepositional phrase. The verb may also code path, it may code manner, or it may be a neutral verb of movement. We first analyse the Norwegian originals with respect to their coding of path and manner and then turn to the two sets of translations and investigate the extent to which they retain the manner/path coding choices of the source predications and, if not, what sort of alterations they make. If the contention that French avoids manner verbs with boundary-crossing actions is correct, the French translations should exhibit a much greater degree of path or neutral motion coding in the verb than either the Norwegian originals or the English translations. The data show that this is indeed the case. There are also, however, more occurrences of manner verbs in French with boundary-crossing actions than one would expect given the language’s reputation in the literature for avoiding this construction

Ordbokbruk i engelskundervisningen – fra norske lærerstudenters og lærerutdanneres perspektiv

This article presents an investigation of the use of dictionaries (both paper and electronic versions) as part of the teaching of English as a foreign language (EFL) in Norway, based on a questionnaire distributed to students in different teacher education programs. In addition, several teacher educators responded to a question about the focus on dictionary use in teacher education. Despite the removal of specific dictionary aims in the present national curricula, a majority of the informants want to include dictionary use in EFL teaching. However, the study also confirms varied aspects of knowledge, choice and attitudes related to dictionary use and teaching

NEST - a corpus in the brooding box

This is a pdf-version of an online article.This paper describes the design and compilation of data for the Norwegian-English Student Translation corpus (NEST). Still in the beginning stages, the prospective corpus will contain translations from Norwegian into English produced by students of English at Norwegian colleges and universities. A brief discussion of learner translation corpora is followed by an outline of the principles and procedures applied in the collection of texts, the contributing students, and the source texts for translation. Some samples of data from the collection of student translations are given as an illustration and indication of possible future research applications

Motion into and out of in English, French and Norwegian.

This is an article posted in the open Access journal Nordic Journal of English Studies (NJES) . The original article can be found here: http://ojs.ub.gu.se/ojs/index.php/njes/article/view/3087This paper presents a contrastive study of Norwegian predications of motion events with the compound prepositions ut av (‘out of’) and inn i (‘into’) and their translations into English and French. The motivation for choosing these two types of predication is that French, unlike English, is said to avoid the use of manner verbs with boundary-crossing events. The paper examines all occurrences in the Oslo Multilingual Corpus (OMC) of self-motion predications containing the two Norwegian prepositions, in all of which path is coded in the prepositional phrase. The verb may also code path, it may code manner, or it may be a neutral verb of movement. We first analyse the Norwegian originals with respect to their coding of path and manner and then turn to the two sets of translations and investigate the extent to which they retain the manner/path coding choices of the source predications and, if not, what sort of alterations they make. If the contention that French avoids manner verbs with boundary-crossing actions is correct, the French translations should exhibit a much greater degree of path or neutral motion coding in the verb than either the Norwegian originals or the English translations. The data show that this is indeed the case. There are also, however, more occurrences of manner verbs in French with boundary-crossing actions than one would expect given the language’s reputation in the literature for avoiding this construction

Communication strategies used by Norwegian students of English

Fagfellevurdert artikkel publisert i Corpora and Language in Use, 2013. I "Twenty Years of Learner Corpus Research. Looking back, Moving Ahead - Proceedings of the First Learner Corpus Research Conference (LCR 2011)" Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (eds).This paper investigates the use of communication strategies by Norwegian learners of English, based on transcribed interviews recorded as part of the Louvain International Database of Spoken English Interlanguage (LINDSEI) (Gilquin et al. 2010). The data consists of 380 instances of communication strategies which have been categorized according to a taxonomy compiled from various pre-existing taxonomies of such strategies. The study reveals that the learners resort to achievement strategies in 96% of the cases. Among the achievement strategies, L2-based strategies are the most common, which makes sense considering the learners’ fairly high competence level in English. A substantial number of instances of L1-based strategies, such as code switching, can be attributed to the fact that the interviewers understand Norwegian perfectly despite being native speakers of English. This strategy type thus contributes positively to fluency, rather than disrupts communication. Other aspects that are analyzed include the tendency for different strategy types to occur in clusters, and the success of different types of cooperation strategies, where the learner implicitly or explicitly appeals to the interviewer for assistance

NEST - a corpus in the brooding box

This paper describes the design and compilation of data for the Norwegian-English Student Translation corpus (NEST). Still in the beginning stages, the prospective corpus will contain translations from Norwegian into English produced by students of English at Norwegian colleges and universities. A brief discussion of learner translation corpora is followed by an outline of the principles and procedures applied in the collection of texts, the contributing students, and the source texts for translation. Some samples of data from the collection of student translations are given as an illustration and indication of possible future research applications

Ordbokbruk i engelskundervisningen: Fra norske lærerstudenters og lærerutdanneres perspektiv

This article presents an investigation of the use of dictionaries (both paper and electronic versions) as part of the teaching of English as a foreign language (EFL) in Norway, based on a questionnaire distributed to students in different teacher education programs. In addition, several teacher educators responded to a question about the focus on dictionary use in teacher education. Despite the removal of specific dictionary aims in the present national curricula, a majority of the informants want to include dictionary use in EFL teaching. However, the study also confirms varied aspects of knowledge, choice and attitudes related to dictionary use and teaching