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  • 1.
    Andersson, Peter
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Force-dynamics in the history of Swedish modals2009Ingår i: Studies in Language and Cognition / [ed] Jordan Zlatev, Mats Andrén, Marlene Johansson Falck & Carita Lundmark, Cambridge Scholars Publishing, 2009, s. 487-503Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    The development of modal meanings has been an important topic in the literature on semantic change and evidence exists for a diachronic relation between root and non-root (epistemic) meanings. However, there is less certainty regarding the details and potential causes of this development. This chapter contributes to this discussion by considering the development of the Swedish modal 'may', arguing that the concept of force-dynamics can explain the relations among different modal meanings. The assumption is that a general image-schema in terms of forces and barriers underlies and motivates the root as well as the non-root meanings. Morever, I show how the schema may be transferred to and used in different kinds of semantic/conceptual domains.

  • 2.
    Andersson, Peter
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Modalitet och förändring: En studie av må och kunna i fornsvenska2007Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis investigates the development of root and non-root meanings of modal verbs through an empirical study of the verbs and kunna in Old Swedish. Modality is taken to refer domains in which possibility contrasts with necessity. In Old Swedish, (magha) and kunna 'may' and kunna 'can' have the potential to express most of the meanings relating to possibility and necessity, as well as lexical meanings.

    The two verbs are investigated in an Old Swedish corpus consisting of legal and religious texts. Certain default correlations between type of modal and semantic and syntatic enviroments, which have been proposed in the litterature, are investigated.

    The result shows that frequently expresses participant-internal possibility, 'ability' and deonic possibility, 'permission', whereas kunna is mainly associated with participant-internal and general external possibility. Of particular interest is the use of in conditions, which provides evidence that this construction type may have played a bridging role in the development on non-root modality.

    Using the framework of force dynamics, the development of modal meaning is analysed as a metamorphical transfer of one consistent image-schema between different conceptual domains. the schematic components are described in terms of forces and barriers. The proposed transfer from a physical to a social domain and further on to a mental and a conversional domain provides a good account of the diachronic development.

  • 3.
    Andersson, Peter
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Wilhelmsson Ramshage, Bitte
    Texter som inte räknas?: Om digitala läs- och skrivaktiviteter bland barn och unga2010Ingår i: Utbildning och lärande, ISSN 1653-0594, Vol. 4, nr 1, s. 14-33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the age of the Internet and a changing semiotic landscape, reading and writing become increasingly complex activities in school. ICT have to be considered as a partner in the daily pedagogies. Digital media and new forms of communication are of great interest for literacy researches, particularly within the area of research that has come to be called New literacies. This article presents the results of a survey in which we asked 320 pupils about their use of information technology as part of daily literacy activities in and outside school. The study is inspired by an American study among young adolescents in New York (Agee & Altarriba 2009), but based on a wider range of ages: between 10-16 years. Our results show some significant differences in the pupils’ literacy activities based on factors such as gender, age, and attitudes towards reading and writing. Of particular interest is one group that distinguishes itself by having a negative attitude to reading and writing even though spending much time on digital literacies in and outside school.

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