Grammatical gender in L2 Swedish in Finnish-speaking immersion students: A comparison with non-immersion students

Nyqvist, Eeva-Liisa; Lahtinen, Sinikka

doi:10.1017/s0332586520000256

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…Inlärningsresultaten är utmärkta både vad gäller de praktiska språkkunskaperna och attityderna till främmande språk (Lyster 2007;Bergroth 2015), men tidigare forskning (t.ex. Harley 1993;Nyqvist 2018abc;2020;2021ab;Nyqvist & Lahtinen 2021;Nyqvist & Lindström Tiedemann 2021) har visat att grammatiken utgör en utmaning även för språkbadselever. Fastän språkbadsmetoden betonar praktiska kunskaper och implicit inlärning, dvs.…”

Section: Inledningunclassified

Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser

Nyqvist,

Lindström Tiedemann

2023

10.1515/fsp

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This is a study of the use of generic pronouns in Swedish as a second language (L2) by L1 Finnish immersion students. We compare two groups, 12-year-olds, and 15-year-olds, to see if there is a difference and to identify which the most challenging cases are in both groups. Norm deviations are compared to see if they mainly consist of overuse of generic pronouns or more formal aspects, such as the pronoun which is chosen, and the understanding of the relation between the generic subject, object, possessive and reflexive pronouns. Both groups use generic pronouns in the subject position in a manner which mostly follows the standard, and mainly have problems with possessive pronouns in connection to generic pronouns. It is possible that object generic pronouns would also be problematic, but there are none in our data. Generic pronouns are sometimes left out as subjects, which is ungrammatical in Swedish. There is also occasional overuse of man where it is not idiomatic, and some mixed forms with man and s-passive. Results show possible transfer from the first language (L1) of the learners, but less in the older group. Furthermore, there also appears to be transfer from L3 English, which our informants are learning at school. This seems more present in the older group.

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Section: Inledningunclassified

Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser

Nyqvist,

Lindström Tiedemann

2023

10.1515/fsp

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Immersion teachers’ perspective on grammar instruction in language immersion in Finland

Nyqvist,

Åberg,

Björklund

2024

JICB

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Previous studies have shown that grammar is a central source of difficulty for immersion students and that their teachers often lack knowledge of how to integrate linguistic aims with content teaching. This descriptive, enquiry-based study reports on Finnish immersion teachers’ (n = 54) perspectives on grammar instruction in language immersion in Finland — a theme under-researched in Finland thus far. Our online questionnaire consists of 18 questions comprising three sections: the informants’ professional background, their views on the role of grammar in immersion and their views on correcting grammatical inaccuracies. We analyse our data using quantitative and statistical methods (Pearson’s χ² as a statistical test). Our findings show that most of our informants are experienced immersion teachers teaching languages to 13–15-year-old immersion students. They do not prioritise grammatical accuracy when planning their instruction, although they consider it an important aspect of second language proficiency. They also discuss grammatical accuracy to a greater extent with their students than with their colleagues and are more tolerant of inaccuracies in spoken output. Implications are discussed regarding the necessity of improving grammar instruction in immersion and immersion students’ grammatical accuracy.

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Surface transfer in the acquisition of grammatical gender in L2 Swedish. A longitudinal study

Długosz

2023

10.1515/fsp

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This longitudinal study explores two specific aspects of the acquisition of grammatical gender in L2 Swedish: the use of a default gender and surface transfer. Twenty-one L1 Polish university students of L2 Swedish were tested by means of an untimed gender assignment task after two, three, and four semesters of studying. The data were analysed using a two-way ANOVA for repeated measures. Participants had more success in assigning gender to Swedish nouns that shared gender across Polish and Swedish than to Swedish nouns that differed in gender across the two languages, regardless of length of experience in learning Swedish. Contrary to previous studies that observed overgeneralisation of uter gender forms in production, this study did not identify the tendency to use uter as a default, presumably because participants had unlimited time to perform the task. This finding points to a dissociation between the knowledge of grammatical gender and the ability to use it during processing.

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Grammatical gender in L2 Swedish in Finnish-speaking immersion students: A comparison with non-immersion students

Cited by 4 publications

References 22 publications

Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser

Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser

Immersion teachers’ perspective on grammar instruction in language immersion in Finland

Surface transfer in the acquisition of grammatical gender in L2 Swedish. A longitudinal study

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