Sandra Louise Halverson

• Liu, Xinyuan; Xiao, Weiqing & Halverson, Sandra Louise (2026). Effects of Translator-Computer Interaction Modes and Educational Levels on Textual Coherence Quality. Journal of Specialised Translation. 46, p. 95–116. doi: https:/www.jostrans.org/article/view/8284. Full text in Research Archive Show summary

  This study explored the effects of three features of translator-computer interaction modes (translation resources, text segmentation and task roles), together with student educational levels, on textual coherence quality in Chinese to English translations. Fifty-two students at bachelor’s and master’s levels were divided into 26 pairs to complete four translation assignments in a classroom setting. Of the total, 35 submitted individual reflections on the challenges and strategies adopted for textual problems in the assignments. The translations were coded for five aspects of translation qualityccuracy, Completeness, Coherence, Normativity, and Appropriateness. After we discussed the overall translation quality and error counts along the five dimensions, Generalised Logistic Regression Models of textual coherence quality indicated that only translation resources had consistent main effects on the three textual coherence quality variables: coherence error presence, frequency, and severity. A significant interaction effect between translation resources and task roles was observed on textual coherence error presence. Educational levels had significant interaction effects with translation resources and text segmentation, respectively, on textual coherence error severity. The follow-up qualitative results supported these findings that students’ ability to detect coherence errors varied due to their different strategies to address textual problems. The study concludes by discussing the methodological implications for controlling source text coherence features and theory-informed manipulation of educational levels in the research agenda on TCI modes.

• Bader, Monika; Halverson, Sandra Louise & Möller-Omrani, Christine (2026). Metalinguistic Awareness in the EFL Classroom and Beyond: Exploring the Potential of Translation Tasks. TESOL Quarterly. ISSN 0039-8322. p. 1–27. doi: 10.1002/tesq.70146. Full text in Research Archive Show summary

  Current trends encouraging a move away from monolingual teaching have sparked a renewed interest in the role of translation in language instruction. Yet, there are few theoretically and empirically grounded proposals regarding specific uses of translation in the language classroom. This study argues for the potential of translation in promoting learners' metalinguistic awareness, through metalinguistic talk. Based on the conceptualization of translation as an act of plurilingual mediation, we identify three features of translation that make it particularly suited for this purpose: (i) the separation of form and meaning, (ii) the comparison of linguistic resources across languages and (iii) the communicative objective of translating. We propose an operationalization of the identified features and explore it empirically using data from a project involving 64 young learners of English in Norway (age 8–10) who were audio‐recorded during collaborative translation tasks. Through qualitative analysis of interactions, we investigate ways in which the identified features are manifested in peer interactions. The findings indicate that translation has the potential to generate rich metatalk, making it an effective means for promoting metalinguistic awareness in additional language learning.

• Halverson, Sandra Louise & Nitzke, Jean (2025). Humans, machines, and embedded translation. Translation, Cognition and Behavior. ISSN 2542-5277. 8(2), p. 143–153. doi: 10.1075/tcb.00097.hal. Full text in Research Archive
• Hegrenæs, Claudia Förster & Halverson, Sandra Louise (2025). What characterizes default translations? Exploring the default translation hypothesis. Perspectives: Studies in Translation Theory and Practice. ISSN 0907-676X. p. 1–19. doi: 10.1080/0907676X.2025.2517263. Full text in Research Archive Show summary

  An important question in cognitive translation research concerns why some translation choices seem easier than others. Two hypotheses aim to explain this phenomenon. One emphasizes ‘literality’, suggesting similarity between source and target text segments activates shared representations (Schaeffer & Carl, Citation2013), while the other claims that ease of translation is based in the routinization of selections over time, without requiring structural similarity (Halverson, Citation2015, Citation2019). This study investigates keylogs from translations by four Norwegian subjects using the task segment framework (TSF; Muñoz Martín & Apfelthaler, Citation2022). Target text (TT) segments containing default translations are identified and several characteristics are explored, including structural completeness, syntactic type, and two types of structural correspondence with a source text (ST) segment. The first two analyses contribute to the further theorization of the default concept, while the latter test the alternative hypotheses against each other. Results show that default translations: contain structurally complete units; consist primarily of prepositional, noun, and verb phrases; word-to-word correspondence is lower in default segments than in non-default segments; and word order distortion is equally prevalent in default and non-default segments. This suggests a less prominent role for structural similarity than the literality account would predict.

• Pan, Jun; Halverson, Sandra Louise & Munday, Jeremy (2024). Introduction. In Pan, Jun; Halverson, Sandra Louise & Munday, Jeremy (Ed.), Interlingual Readings of Political Discourse. Translation, Interpreting and Contrastive Analysis. De Gruyter Brill. ISSN 9789004540224. p. 283–288. doi: 10.26034/cm.jostrans.2024.5995. Full text in Research Archive
• Halverson, Sandra Louise (2024). The gravitational pull hypotheses: status and prospects. In Marco, Josep & Tello, Isabel (Ed.), Towards an empirical verification of the gravitational pull hypothesis. Evidence from the COVALT corpus.. Peter Lang Publishing Group. ISSN 9783631903186. doi: 10.3726/b21674. Full text in Research Archive
• Halverson, Sandra Louise & Kotze, Haidee (2022). Sociocognitive constructs in Translation and Interpreting Studies: Do we really need concepts like norms and risk when we have a comprehensive usage-based theory of language? In Halverson, Sandra Louise & Garcia, Alvaro Marin (Ed.), Contesting epistemologies in Cognitive Translation and Interpreting Studies. Routledge. ISSN 9781003125792. p. 51–79. Full text in Research Archive
• Halverson, Sandra Louise & Garcia, Alvaro Marin (2022). Introduction. Scientific maturity and epistemological reflection in Cognitive Translation and Interpreting Studies (CTIS). In Halverson, Sandra Louise & Garcia, Alvaro Marin (Ed.), Contesting epistemologies in Cognitive Translation and Interpreting Studies. Routledge. ISSN 9781003125792. p. 1–8. doi: 10.4324/9781003125792-1. Full text in Research Archive Show summary

  An epistemological discussion entails challenging what we understand as valid or adequate knowledge, and also the representations, formal expressions and the explanations provided for that knowledge. Cognitive Translation and Interpreting Studies (CTIS) disciplinary status as an applied science is also discussed, drawing attention to objectives that include improving language mediators’ performance. CTIS scholars, seriously considering the validity of their findings, and the consistency and adequacy of the explanatory tools with which they described cross-linguistic cognitive phenomena, found themselves in a maturing field. In parallel, the CTIS community demonstrated increasing dissatisfaction with cognitivist models of the mind based on the “information-processing paradigm.” R. Martin Munoz explicitly links cognitive translatology to situated cognition in proposing it as an alternative research tradition or paradigm in CTIS. The chapter also presents an overview of the key concepts discussed in this book.

• Li, Yang & Halverson, Sandra Louise (2022). Lexical bundles in formulaic interpreting A corpus-based descriptive exploration. Translation and Interpreting Studies. ISSN 1932-2798. 19(1), p. 33–56. doi: 10.1075/tis.19037.li. Full text in Research Archive Show summary

  Inspired by Henriksen (2007), this article investigates some key characteristics of formulaic interpreting, understood as the recurrent use of linguistic formulae in interpreted texts. Using a Chinese-English corpus of consecutive interpreting in the political setting (CICPPC), the study quantitatively investigates some features of 4-gram lexical bundles in interpreted text, i.e., their discourse functions and relationships to the source text, and qualitatively studies characteristics of specific instances of lexical bundles. The patterns are described both in terms of equivalence, shifts, and additions, as well as ‘constraints on formulaicity,’ a generalization that captures the tension involved between frequency-driven selection and the need to establish a translational relationship. It is suggested that equivalence typical of formbased rendition and addition typical of meaning-based rendition are subject to lower constraints, while greater constraints pertain in the case of shifts.

• Xiao, Kairong & Halverson, Sandra Louise (2021). Cognitive Translation and Interpreting Studies (CTIS): Emerging trends in epistemology and methodology. Cognitive Linguistic Studies. ISSN 2213-8722. 8(2), p. 235–250. doi: 10.1075/cogls.00077.int. Full text in Research Archive
• Li, Yang & Halverson, Sandra L. (2020). A corpus-based exploration into lexical bundles in interpreting. Across Languages and Cultures. ISSN 1585-1923. 21(1), p. 1–22. doi: 10.1556/084.2020.00001. Full text in Research Archive
• Halverson, Sandra Louise (2020). Translation, linguistic commitment and translation. In Alves, Fabio & Jakobsen, Arnt Lykke (Ed.), Routledge Handbook of Translation and Cognition. Routledge. ISSN 9781138037007. p. 36–50. Full text in Research Archive
• Schaeffer, Moritz; Halverson, Sandra Louise & Hansen-Schirra, Silvia (2019). 'Monitoring' in translation: the role of visual feedback. Translation, Cognition and Behavior. ISSN 2542-5277. 2(1), p. 1–34. doi: 10.1075/tcb.00017.sch. Full text in Research Archive
• Halverson, Sandra Louise (2019). 'Default' translation a construct for cognitive translation and interpreting studies. Translation, Cognition and Behavior. ISSN 2542-5277. 2(2), p. 187–210. doi: 10.1075/tcb.00023.hal. Full text in Research Archive
• Halverson, Sandra Louise (2018). Metalinguistic Knowledge/Awareness/Ability in Cognitive Translation Studies: Some Questions. HERMES - Journal of Language and Communication in Business. ISSN 0904-1699. 57, p. 11–28. doi: 10.7146/hjlcb.v0i57.106191. Full text in Research Archive
• Halverson, Sandra Louise (2017). Multimethod approaches. In Schwieter, John & Ferreira, Aline (Ed.), Handbook of Translation and Cognition. Wiley-Blackwell. ISSN 9781119241430. p. 195–212. doi: 10.1002/9781119241485.ch11. Full text in Research Archive
• Halverson, Sandra Louise (2017). Gravitational pull in translation. Testing a revised model. In Sutter, Gert de; Lefer, Marie-Aude & Delaere, Isabelle (Ed.), Empirical Translation Studies. New Methodological and Theoretical Traditions.. De Gruyter Mouton. ISSN 9783110456844. p. 9–46. doi: 10.1515/9783110459586-002. Full text in Research Archive
• Halverson, Sandra Louise (2015). The status of contrastive data in translation studies. Across Languages and Cultures. ISSN 1585-1923. 16(2), p. 163–185. doi: 10.1556/084.2015.16.2.2. Full text in Research Archive
• Halverson, Sandra Louise (2015). Cognitive Translation Studies and the merging of empirical paradigms: the case of 'literal translation'. Translation Spaces. ISSN 2211-3711. 4(2), p. 310–340. doi: 10.1075/ts.4.2.07hal. Full text in Research Archive
• Halverson, Sandra (2014). Reorienting Translation Studies: Cognitive Approaches and the Centrality of the Translator. In House, Juliane (Eds.), Translation: a Multidisciplinary Approach. Palgrave Macmillan. ISSN 9781137025470. p. 116–139. doi: 10.1057/9781137025487_7. Full text in Research Archive
• Halverson, Sandra Louise (2013). Implications of Cognitive Linguistics for Translation Studies. In Rojo, Ana & Ibarretxe-Antunano, Iraide (Ed.), Cognitive linguistics and translation. Advances in some theoretical models and applications. De Gruyter Mouton. ISSN 9783110302943. p. 33–73. doi: 10.1515/9783110302943.33. Full text in Research Archive
• Halverson, Sandra Louise (2012). Metonymic extension and vagueness: Schengen and Kyoto in Norwegian newspaper language. In Andersen, Gisle (Eds.), Exploring newspaper language : using the web to create and investigate a large corpus of modern Norwegian. John Benjamins Publishing Company. ISSN 9789027203540. p. 285–306. doi: 10.1075/scl.49.13hal. Full text in Research Archive
• Halverson, Sandra Louise (2010). Cognitive translation studies: developments in theory and method, Translation and cognition. John Benjamins Publishing Company. ISSN 9789027231918. p. 349–369. Full text in Research Archive

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• Pan, Jun; Halverson, Sandra Louise & Munday, Jeremy (2024). Interlingual Readings of Political Discourse. Translation, Interpreting and Contrastive Analysis. De Gruyter Brill. ISBN 9789004540224. 271 p. Full text in Research Archive
• Halverson, Sandra Louise & Garcia, Alvaro Marin (2022). Contesting epistemologies in Cognitive Translation and Interpreting Studies. Routledge. ISBN 9781003125792. 258 p. Full text in Research Archive
• Martín, Ricardo Muñoz & Halverson, Sandra Louise (2020). Multilingual Mediated Communication and Cognition. Routledge. ISBN 9780367340902. Full text in Research Archive

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• Nitzke, Jean & Halverson, Sandra Louise (2025). Humans, Machines, and Embedded Translation. doi: 10.1075/tcb.8.2. Full text in Research Archive
• Nitzke, Jean; Halverson, Sandra Louise & Gebbia, Chiara Astrid (2025). Exploring the low institutionalised professional translation practices in Norway. Full text in Research Archive
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2025). Promoting young learners' metalinguistic awareness: the potential of translation tasks. Full text in Research Archive
• Halverson, Sandra Louise; Afdal, Hilde Wågsås; Siddiq, Fazilat & Velden, Maja Van Der (2024). Argumenter mot akademisk boikott — kjente grep med lite hold. Khrono. Full text in Research Archive
• Halverson, Sandra Louise; Abdallah, Rasha & Gonzalez, Luis Perez (2024). Hvorfor vi vil ha akademisk boikott av Israel ved UiA. Fedrelandsvennen. Full text in Research Archive
• Halverson, Sandra Louise; Abdallah, Rasha & Gonzalez, Luis Perez (2024). Hva sier universitetsstyret ved UiA? Khrono. Full text in Research Archive
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2024). Promoting children's plurilingual competence and metalinguistic awareness through translation-based tasks. Full text in Research Archive
• Halverson, Sandra Louise (2024). Cognition in translation theory: Navigating across theories of language and cognition and their interfaces. Full text in Research Archive
• Halverson, Sandra Louise (2024). A usage-based theory of translation for cognitive translation and interpreting studies. Full text in Research Archive
• Nitzke, Jean & Halverson, Sandra Louise (2023). Simulating realistic translation workflows in translator education: The challenges of hybrid teaching and multilingual courses. Full text in Research Archive
• Nitzke, Jean & Halverson, Sandra Louise (2023). KI – gamle og nye spørsmål. Klassekampen. ISSN 0805-3839. Full text in Research Archive
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2023). Fostering the students’ plurilingual competence through translation tasks. Full text in Research Archive
• Bader, Monika; Halverson, Sandra Louise & Möller-Omrani, Christine (2023). Using translation tasks to assess and promote young learners’ metalinguistic awareness. Full text in Research Archive
• Velden, Maja van der; Halverson, Sandra Louise; Rommetveit, Kjetil; Skjeggedal, Terje; Myong, Lene & Walton, Stephen John [Show all 12 contributors for this article] (2023). Derfor trenger vi en akademisk boikott av Israel. Klassekampen. ISSN 0805-3839. Full text in Research Archive
• Halverson, Sandra Louise (2023). A mixed methods approach to indirect translation. A case study of the Finnish translations of modern Greek prose 1952–2004. Perspectives: Studies in Translation Theory and Practice. ISSN 0907-676X. doi: 10.1080/0907676X.2023.2221393. Full text in Research Archive
• Halverson, Sandra Louise & Selås, Magnhild (2023). Norsk fagspråk må telle på CVen. Khrono. Full text in Research Archive
• Halverson, Sandra Louise (2023). Oversetteren er språkpolitikkens våpendrager. Full text in Research Archive
• Kotze, Haidee & Halverson, Sandra Louise (2022). Building a usage-based theory of translation: foundations in and developments from Descriptive Translation Studies. Full text in Research Archive
• Halverson, Sandra Louise & Li, Yang (2022). Lexical bundles in formulaic interpreting: A corpus-based descriptive exploration. Full text in Research Archive
• Haugen, Kaja; Möller-Omrani, Christine Erna Elisabeth; Bader, Monika; Borg, Simon; Carlsen, Cecilie Hamnes & Halverson, Sandra Louise (2022). Education for plurilingualism: Metalinguistic awareness in early instructed language learning (MetaLearn). Full text in Research Archive
• Halverson, Sandra Louise (2022). Oversetterens makt: hva ligger skjult i produksjonen og bruk av oversatt tekst? Full text in Research Archive
• Halverson, Sandra Louise (2022). Kognitive oversettelsesstudier: de viktigste utviklingsaksene. Mellom Tidsskrift for omsett litteratur. ISSN 2387-4880. p. 128–135. Full text in Research Archive
• Hegrenæs, Claudia Förster & Halverson, Sandra Louise (2022). What characterizes default translation? An (explorative) study of default translation segments. Full text in Research Archive
• Hegrenæs, Claudia Förster & Halverson, Sandra Louise (2022). Investigating default translation in keylogs: developing a method. Full text in Research Archive
• Halverson, Sandra Louise (2022). Disciplinary integration and the critical role of sociocognition in theorizing translation. Full text in Research Archive
• Halverson, Sandra Louise; Bjorvand, Agnes-Margrethe & Mustad, Jan Erik (2022). Colletts kafé: "Hva ligger skjult i produksjonen og bruk av oversatt tekst?" (Intervju m/Sandra L. Halverson. Intervjuet av Agnes-Margrethe Bjorvand og Erik Mustad.). Full text in Research Archive
• Halverson, Sandra Louise & Kotze, Haidee (2022). Theorization for empirical translation studies research: big questions and central concepts. Full text in Research Archive
• Halverson, Sandra Louise (2021). Cognitive grammatical constructs in translation research. Full text in Research Archive
• Halverson, Sandra Louise (2021). Exploiting metonymic potential in translation: some ideas for translators. Full text in Research Archive
• Halverson, Sandra Louise & Kotze, Haidee (2021). Theorising the sociocognitive synapse: usage-based linguistics and translation. Full text in Research Archive
• Halverson, Sandra Louise (2021). First, fast, and frequent: what makes some translation choices easy. Full text in Research Archive
• Halverson, Sandra Louise & Justnes, Årstein (2021). Digital research networks and collaboration: opportunities and challenges. Full text in Research Archive
• Halverson, Sandra Louise & Martín, Ricardo Muñoz (2020). The times they are a' changin: multilingual mediated communication and cognition, Multilingual Mediated Communication and Cognition. Routledge. ISSN 9780367340902. p. 1–17. Full text in Research Archive
• Halverson, Sandra Louise (2019). Cognition. In Baker, Mona & Saldanha, Gabriela (Ed.), Routledge Encyclopedia of Translation Studies. Routledge. ISSN 9781315678627. Full text in Research Archive
• Halverson, Sandra Louise (2019). Metalinguistic awareness and task and situation construal in translation: theoretical and empirical issues. Full text in Research Archive
• Halverson, Sandra Louise (2019). Kognitiv oversettelsesforskning: en rapport fra forskningsfronten. Full text in Research Archive
• Halverson, Sandra Louise (2019). Cognitive grammatical constructs in translation and interpreting studies. Full text in Research Archive
• Halverson, Sandra Louise (2019). Publishing internationally in translation and interpreting studies. Full text in Research Archive
• Halverson, Sandra Louise (2019). 'Default translation' in cognitive translation studies: a construct and methodological issues. Full text in Research Archive
• Halverson, Sandra Louise (2019). Developing and testing the gravitational pull hypothesis: theoretical status, methodological questions and interdisciplinary relationships. Full text in Research Archive
• Halverson, Sandra Louise (2019). Sociocognitive constraints in translation: the role of metalinguistic knowledge and task construal. Full text in Research Archive
• Halverson, Sandra Louise & Munoz, Ricardo (2019). Default cognition in the wild. Full text in Research Archive
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2018). Harnessing metalinguistic awareness to develop plurilingualism in the EFL classroom (MetaClass). Full text in Research Archive
• Halverson, Sandra Louise; Schaeffer, Moritz & Hansen-Schirra, Silvia (2018). 'Monitoring' in translation: the role of visual feedback. Full text in Research Archive
• Halverson, Sandra Louise (2018). Cognitive translatology and a theory of language. Full text in Research Archive
• Halverson, Sandra Louise (2018). The idealized reader in Translation (and Interpreting)Studies: reflections on a moving target. Full text in Research Archive
• Halverson, Sandra Louise (2018). Empirical and Conceptual Evolution in Cognitive Translation and Interpreting Studies. Full text in Research Archive
• Gujord, Ann-Kristin Helland; Halverson, Sandra Louise & Jensen, Bård Uri (2017). Subjektrealisering i norsk og engelsk i ulike språklege modusar. Full text in Research Archive
• Gujord, Ann-Kristin Helland; Halverson, Sandra Louise & Jensen, Bård Uri (2017). Subjektrealisering hos andrespråkinnlærere og oversettere. Full text in Research Archive
• Halverson, Sandra Louise (2016). Metalinguistic knowledge/awareness/ability in translation: some questions. Full text in Research Archive
• Halverson, Sandra Louise; Gujord, Ann-Kristin Helland & Jenset, Gard Buen (2016). Multicompetence and corpus data: comparing language production across language modes. Full text in Research Archive
• Halverson, Sandra Louise (2015). Translation as a specific bilingual mode. Full text in Research Archive
• Halverson, Sandra Louise (2015). Cognitive Translation Studies and the merging of empirical paradigms: the case of ‘literal translation’. Full text in Research Archive
• Halverson, Sandra Louise (2015). What’s in there vs what’s out there: cognitive and social domains in translation theory. Full text in Research Archive
• Halverson, Sandra Louise & Gujord, Ann-Kristin Helland (2015). Faktorar som påverkar leksikalske val i innlærerspråk og omsett språk - rapport frå en pilotstudie. Full text in Research Archive
• Halverson, Sandra Louise (2015). Review of Translation Theory and Development Studies: A Complexity Theory Approach, Translation Studies. Translation Studies. ISSN 1478-1700. doi: 10.1080/14781700.2015.1012739. Full text in Research Archive
• Halverson, Sandra Louise (2015). Cognitive Translation Studies and the merging of empirical paradigms: the case of 'literal translation'. Full text in Research Archive
• Halverson, Sandra (2015). Cognitive grammatical constructs in Translation Studies: enabling interdisciplinarity and multimethods research. Full text in Research Archive
• Halverson, Sandra Louise (2014). Cognitive translation and interpreting studies and the combination of data types and methods. Full text in Research Archive
• Simonnæs, Ingrid & Halverson, Sandra (2014). Translatøreksamen i stadig endring. Full text in Research Archive
• Halverson, Sandra Louise (2013). Studying translation in 2013. Some persistent questions and some new ways of trying to answer them. Full text in Research Archive
• Halverson, Sandra Louise (2013). The status of contrastive data in Translation Studies. Full text in Research Archive
• Halverson, Sandra Louise (2013). Mixed methods and data types in empirical Translation Studies: a couple of questions. Full text in Research Archive
• Halverson, Sandra (2013). Inne i oversetterens hode. Full text in Research Archive
• Halverson, Sandra Louise (2012). Meaning in translation. Lodz Studies in Language. ISSN 1437-5281. 24(1), p. 194–197. doi: 10.1075/target.24.1.20lew. Full text in Research Archive
• Halverson, Sandra Louise (2012). Review of Lewandowska-Tomaszczyk, Barbara and Marcel Thelen, eds. Meaning in translation. Lodz Studies in Language, vol. 19. Target. ISSN 0924-1884. 24(1), p. 194–197. Full text in Research Archive
• Halverson, Sandra Louise (2012). Sharing and contesting concepts in Translation Studies. Full text in Research Archive
• Halverson, Sandra Louise (2012). Is translated language unique? Crosslinguistic influence and its implications for Translation Studies. Full text in Research Archive
• Halverson, Sandra Louise (2012). Refining and testing the gravitational pull hypothesis: what corpus data can tell us. Full text in Research Archive
• Halverson, Sandra Louise (2012). Sharing and contesting concepts: social actions and mental phenomena. Full text in Research Archive
• Halverson, Sandra Louise (2011). Reflexivity and the particular self: what kinds of questions should we be asking? Full text in Research Archive
• Halverson, Sandra Louise (2011). Schematic networks in translation: bringing together process and corpus data. Full text in Research Archive
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2025). Bli språkmester: Utforsk språk med oversettelsesoppgaver. Høgskulen på Vestlandet. ISSN 9788284611976. Full text in Research Archive Show summary

  Denne håndboken er en praktisk ressurs for språklærere og bygger på et forskningsprosjekt finansiert av Norges forskningsråd. Boken fokuserer på metaspråklig bevissthet – altså kunnskap om språk – i norsk grunnskole, og hvordan denne bevisstheten kan styrkes i klasserommet. Metaspråklig bevissthet er et sentralt element i læreplanene for engelsk, norsk og fremmedspråk, og forskning viser at den spiller en viktig rolle i elevers språklæring. Boken gir verdifull innsikt i hvordan oppgaver basert på oversettelse kan brukes til å utvikle metaspråklig bevissthet og fremme flerspråklighet hos elever. Den kombinerer en solid teoretisk forankring med praktiske tips og konkrete undervisningsopplegg. Oppgavene er ikke bare utviklet med utgangspunkt i aktuell forskning på språklæring, men også testet og videreutviklet i norske klasserom. Med utgangspunkt i den norske læreplanen og forskning fra norske klasserom, gir boken støtte til en flerspråklig tilnærming til språkundervisningen. Den viser hvordan lærere på en engasjerende måte kan arbeide med språk i klasserommet og hjelpe elevene til å bli mer bevisste på hvordan språk fungerer

• Wold, Stephanie Hazel & Halverson, Sandra Louise (2017). INGlish English. The progressive construction in learner narratives. Universitetet i Bergen. ISSN 9788230830345. Full text in Research Archive Show summary

  The topic of the present thesis is the English progressive construction BE + V-ing; more specifically, as used by young L1 Norwegian learners of L2 English and same-age nativespeakers. The study is form-based and thus explores the developmental path from non-targetlike use of the -ing form to (more) target-like use of the progressive as a complete – and meaningful – construction. To this end, 165 learner narratives were collected using a website constructed to this end; 89 written by Norwegian L2 learners and 76 by L1 speakers of English. The learners were selected from two age groups, around 11 (N=83) and 15 (N=82), and texts written by the L2 learners were assessed to be at proficiency levels A1 (N=12), A2 (N=51), B1 (N=25) and B2 (N=1) of the Common European Framework of Reference for Languages (CEFR). The thesis is theoretically grounded in the framework of Cognitive Linguistics (e.g. Langacker 1987, 1991, 1999, 2008a, 2009, Taylor 2002, Croft and Cruse 2004, Radden and Dirven 2007), which comprises construction grammar (e.g. Goldberg 1995) and related learning theories (e.g. Tomasello 2003a, Robinson and Ellis 2008). In particular, this work draws on Slobin’s (1987b, 1996) thinking-for-speaking (TFS) theory, which states that language users select ways to represent a situation based on the linguistic tools available in their first language. Such TFS patterns are difficult to restructure in a second language, but it is possible, as found in studies and reference works that draw on Slobin’s theory (e.g. Jarvis and Pavlenko 2008, Pavlenko 2011b, Athanasopoulos 2011). In addition to more general language learning theory, one hypothesis specifically targeting the learning of tense/aspect morphology is addressed in the present work. This is known as the Aspect Hypothesis (AH), which posits a strong tie between the semantic category activities and progressive aspect: both L1 and L2 learners have been shown to display sensitivity to this connection early on, and only later expand the use of the progressive to the categories accomplishments and achievements, while refraining from use with states altogether. The data in the present study are analyzed with respect to these semantic categories, as well as the temporal category TENSE, the non-temporal category ING (the -ing form in non-finite contexts), and the extralinguistic categories L1 (Norwegian or English), age, gender and proficiency level. The analysis is quantitative and aims to find if differences in these variables lead to different frequencies in the use of the progressive; statistical significance is tested by means of a multivariate regression analysis. Finally, a more detailed semantic analysis is performed, to find out whether various previous claims about the semantics of the progressive have any explanatory power when it comes to learner usage in the dataset in this study. Traits that are said to be characteristic of verb types used with the progressive are duration, atelicity, agentivity, and the fact that they refer to observable situations. Such visual salience is seen as a very important characteristic in Durst-Andersen (2000), who claims that situations are perceived as still or moving pictures by language learners and that the progressive favours the latter. The above speaks to a universal learning path when it comes to progressive aspect, as do findings and theories related to the frequency and salience of the progressive (e.g. Ellis 2002, Goldschneider and DeKeyser 2005), as well as well-known studies on acquisition order (e.g. Brown 1973, Dulay and Burt 1974a). However, recent years have seen a rising interest in the role of L2 learners’ first language (e.g. Jarvis and Pavlenko 2008) and even in studies that mostly point toward a universal learning path, there is evidence of L1 influence on a more detailed level (e.g. Collins 2002, 2004b, Rocca 2007, Rohde 1996). A chapter section is therefore devoted to a partial contrastive analysis of Norwegian and English, in order to establish potential candidates for transfer. The analysis also seeks to detect any such transfer, based on the methodological criteria proposed by Jarvis (2000). The main findings of the present study can be summarized as follows: the single greatest predictor of frequent use of the progressive in a learner narrative is the presence of activity verb phrases. Other significant factors are L1, age, and proficiency level and tense, but none of these matches activities in explanatory power. Moreover, learners at proficiency level B1 and above master the use of the progressive construction on a level comparable to that of same-age native speakers; this includes the relative frequencies of the progressive and use of -ing in other constructions than the progressive. Their usage also bears witness of a gradual spread from more to less progressive-like constructions, while less proficient learners still struggle to use auxiliary BE. Finally, the semantic perceptions change with age and proficiency level, from an initial focus on observable or otherwise experienced events – what I call referential salience – via the expression of spatial as much as temporal extension, to giving telicity and agentivity more prominence. A chapter that summarizes and discusses the findings against the theories presented in the first part of the work follows the analysis, before the thesis ends with some concluding remarks. Among other things, suggestions are made as to how the findings in this study may inform pedagogical practice, and which areas of further research should receive attention.

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