Lenka Garshol

Førsteamanuensis

Institutt for fremmedspråk og oversetting

E-post: lenka.garshol@uia.no
Telefon: +47 38141078

Kontor 51109 (Universitetsveien 51, 4630 Kristiansand, Norway)

Prosjekter

Games and Active Learning Methods in Education (GAME)

Ansvarsområde

Fagkoordinator for engelsk i grunnskolelærerutdanning.

Member of:

ISLE – The International Society for the Linguistics of English
LCA – Learner Corpus Association

Forskning

Faglige interesser

språktilegnelse
språklæring
flerspråklighet
kodeveksling og kodeblanding
spillbassert læring

Undervisning

Aktuelle kurs:

Engelsk språkkunnskap og didaktikk 1 (GLU 1-7, 5-10)

Engelsk språk og læring (GLU master, 5-10)

Varierte undervisnings- og læringsmetoder i engelskklasserommet (GLU master, 5-10)

Vitenskapsteori og metode for den forskende lærer, engelsk (GLU master, 5-10)

Før:

Engelsk grammatikk (Oversetting og interkulturell kommunikajson)

Engelsk grammatikk (BA i engelsk)

Engelsk morfologi (BA i engelsk)

Garshol, Lenka & Føreland, Line Reichelt (2024). Gaming in the English Classroom. I Skulstad, Aud Solbjørg (Red.), Current issues in English Teaching . Fagbokforlaget. ISSN 9788245047189. s. 95–114.
Garshol, Lenka & Erdmann, Susan Lynn (2024). Reflektert bruk av digitale verktøy. Lærerstudentenes tanker. I Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Red.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727.
Garshol, Lenka (2019). Input vs. intake in formative assessment and explicit grammar teaching Do the students understand what we are talking about? Nordic Journal of Modern Language Methodology (NJMLM). ISSN 1894-2245. 7(1), s. 67–83. doi: 10.46364/njmlm.v7i1.529.
Garshol, Lenka (2019). We agreed to disagree: Agreement in L2 English written by young Norwegian learners. I Abel, Andrea; Glaznieks, Aivars; Lyding, Verena & Nicolas, Lionel (Red.), Widening the Scope of Learner Corpus Research Selected Papers from the Fourth Learner Corpus Research Conference. Presses universitaires de Louvain. ISSN 9782875588685. s. 237–252. Vis sammendrag
This paper investigates subject-verb agreement errors in a written L2 English corpus produced by young Norwegian learners. Agreement errors are divided into suppletive and affixal errors depending on the type of finite verb involved (BE or other). The affixal errors are further divided based on the type of subject involved. The analysis shows that young Norwegian learners of English both overproduce the 3rd person singular marker -s and produce incorrect suppletive agreement. It is argued that based on superficial similarity between the L1 and L2, the Norwegian learners might have misanalysed their English input creating an incorrect analogy with their L1.

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Erdmann, Susan Lynn; Garshol, Lenka; Päplow, Thorsten Manfred & Olsbu, Inger (2023). Editorial: Vol. 11, No. 2. Nordic Journal of Language Teaching and Learning (NJLTL). ISSN 2703-8629. 11(2), s. i–ii. doi: 10.46364/njltl.v11i2.1347.
Føreland, Line Reichelt & Garshol, Lenka (2023). Å spille seg til kunnskap om bærekraftig utvikling i språkfag.
Kostøl, Elin Marie Frivold; Matre, Marianne Engen; Schønberg, Hilde Wallerud; Øgård, Monika; Lund, Ingrid & Haldammen, Eva Nordby [Vis alle 32 forfattere av denne artikkelen] (2023). Stopp nedbemanningen i skolen. Fædrelandsvennen. ISSN 0805-3790.
Klockmann, Heidi Elizabeth & Garshol, Lenka (2023). Agreement errors in Norwegian L1, English L2 pseudopartitives.
Garshol, Lenka (2022). Developmental trajectories of subject-verb agreement errors in English written by Norwegian learners.
Garshol, Lenka (2022). Learning games as tools for learning and assessment in higher education.
Garshol, Lenka (2022). Learning games as tools for learning and assessment in higher education.
Erdmann, Susan Lynn; Päplow, Thorsten; Garshol, Lenka & Drange, Eli-Marie (2022). Editorial. Nordic Journal of Language Teaching and Learning (NJLTL). ISSN 2703-8629. 10(1), s. i–ii. doi: 10.46364/njltl.v10i1.1113.
Garshol, Lenka & Erdmann, Susan Lynn (2022). The use of digital tools in early instructed language learning.
Erdmann, Susan Lynn; Drange, Eli-Marie D.; Garshol, Lenka & Päplow, Thorsten (2021). Editorial Vol.9 No.2. Nordic Journal of Language Teaching and Learning (NJLTL). ISSN 2703-8629. 9(2), s. i–ii. doi: 10.46364/njltl.v9i2.981.
Garshol, Lenka; Drange, Eli-Marie D.; Palmer, Helen Suzanne; Vos, Pauline & Baartman, Desire (2021). Actionbound seminar.
Garshol, Lenka & Aanensen, Mariette (2021). Overordnet del av lærerplanen i engelsk. Nordic Journal of Language Teaching and Learning (NJLTL). ISSN 2703-8629. 9(1), s. 28–35.
Erdmann, Susan Lynn; Hasund, Ingrid Kristine; Päplow, Thorsten; Garshol, Lenka & Drange, Eli-Marie D. (2021). Editorial Vol.9 No.2. Nordic Journal of Language Teaching and Learning (NJLTL). ISSN 2703-8629. 9(1), s. i–ii. doi: 10.46364/njltl.v9i1.929.
Erdmann, Susan Lynn; Drange, Eli-Marie D.; Garshol, Lenka; Hasund, Ingrid Kristine & Päplow, Thorsten (2020). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). ISSN 1894-2245. 8(2), s. i–iii. doi: 10.46364/njmlm.v8i2.845.
Garshol, Lenka (2017). We agreed to disagree: Agreement patterns in learner English.
Garshol, Lenka & Haumann, Dagmar (2019). I just doesn’t know : Agreement Errors in English Texts by Norwegian L2 Learners: Causes and Remedies . Universitetet i Agder. ISSN 978-82-7117-921-2. Fulltekst i vitenarkiv
Garshol, Lenka & Haumann, Dagmar (2013). The acquisition of verb movement in first language acquisition : comparison of English and Norwegian. Universitetet i Agder.

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Publisert 16. apr. 2024 10:48