Lulea university of technology thesis


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Guest editors M. Berg and A. Member of board of Swedish Brain Institute, Member of the Swedish Steel Prize jury, —. Reviewer to Dutch Technology Foundation, Netherlands, Reviewer to Aalto University, Finland, and As for the informants in year seven, only one of them used a Swedish idiom to. It may in fact have been the other way around too, as.

English section. It is impossible to tell whether the English idiom or the Swedish idiom was. In addition, this was one of the. Due to. Yet another informant, from year. Despite the fact that this interpretation is far from the one considered established for this. Assuming this was due to the opaque characteristics of the idiom, i. On the other hand, an analysis of the total numbers of answers see Appendix ppendix 2 shows that. Figure , The percentage of acceptable cceptable answers given in comparison to the characteristics of the.

The complete. Among the high school informants a great number of the idioms mentioned were.

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It is unclear what the exact wording of the original idiom is since many. The substitution. The apparent use of a wide range of idioms denoting the same semantic. There are two more examples of less conventional, modified compositional idioms that were. These idioms have been subject to inversion and.

Among the year-nine informants, the Swedish idiom kasta inte sten i glashus, seemed to have. Some constituents of the former had been substituted which rendered. This particular change of words may be. Finally, some rather unexpected examples of figurative language were given by an informant.

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Nevertheless, they represent a variant of figurative. The vast majority of the pupils in year seven answered just a few questions each. This was not. As many as six pupils returned the.

Consequently, it is difficult to tell whether they truly have no. Another observation that needs to be taken into account is the fact that several of the pupils in. Yet another possible reason for the, generally, low rate of answers amongst the. It is reasonable to believe that the outcome of the questionnaire would have been different if. According to previous research, comprehension of. Hence, the kind of. It is impo impossible ssible to establish to what extent context would have. Some general differences between the age groups regarding believed knowledge of idioms,.

Comparing the percentage of acceptable answers from year seven and year nine clearly. They also make guesses that turn out to be incorrect to a higher. Occasionally, there are significant differences,. Apart from differences of comprehension of the idioms in the questionnaire, differences were.

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This may be due to the possibility that these idioms have come. To sum up, , a visible progression of idiomatic knowledge can be found between year seven. Regarding previous knowledge of other idioms than the ones listed in the questionnaire, the. The diffusion of knowledge knowledge, i. An analysis of the overall number of recognised idioms indicates a better knowledge of. English idioms in year nine and in high school school, whereas in year seven the understanding of.

Swedish idioms is slightly better than the understanding of English idioms see Figure Hence, it is possible that the younger. Here, the lower answering rates could support an. Another possible alternative would of course be an overall lack.

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They have proven. In sum, their idiomatic advantage may be due to improved English literal skills and the. Nonetheless, it must not be forgotten that the reasons underlying. Some of the idioms used in the questionnaire occur in the English section as well as in the. Swedish section. A way to find out if an informant is well aware of the concept of idioms.

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The consequence using such reasoning would be that the opposite is likely to occur as well,. In order to find possible correspondences between the knowledge of a Swedish. A summary of the results is given in Table below. The left hand most column describes the idiom pairs,. In the right columns, the number of the. Table , Results of the interpretation of idiom pairs, i. Swedish and English equivalents from 33 informants. As shown in Table , there are altogether 62 occasions where an informant knows none of.

Taken into. In addition,. Based on the overall findings of acceptable. The 31 occurrences. Similarly, if an idiom is unknown to an. As previously mentioned, successful interpretations of both idioms in a pair, i. Swedish and English equivalents, may occasionally be instances of interlingual identification.

One of the informants in year seven was perfectly aware of the correspondence between some.

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He or she did not just use the Swedish idiom to translate. The transparency of the idioms varied and altogether they represented both. In this sense it is not possible to draw. In addition, when asked for further. The aim of this essay was to shed light on the comprehension of idiomatic expressions among.

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  • The research and analysis particularly. By the means of a questionnaire, pupils in years seven and nine in secondary school and. Finally, three informants, one.

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    • A comparison of the percentages of correct or acceptable answers to the questionnaire clearly. On the other hand, comparisons. As for language skills, an analysis of the overall numbers of recognised idioms.