DOCSLIB.ORG

Teacher Cognition of Grade 8 Teachers on Teaching Speaking in English As

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher Cognition of Grade 8 Teachers on Teaching Speaking in English As Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies Kalpana Vijayavarathan-r PhD Thesis August 2017 The University of Aarhus The University of The Faroe Islands Supervisors Susana S. Fernández, ph.d. (main supervisor) Associate Professor Department of German and Romance Languages School of Communication and Culture The University of Aarhus Birgit Henriksen, ph.d. (co-supervisor) Professor at the Department of English Germanic and Romance Studies The Faculty of Humanities The University of Copenhagen ISBN: 978-87-7507-434-1 DOI: 10.7146/aul.287.201 Abstract Teaching is influenced by myriad factors and a significant player in this context is the teacher and his/her cognition. Teacher cognition is ‘the unobservable cognitive dimension of teaching – what teachers know, believe, and think’ (Borg, 2003). In recent decades, much research has been conducted on English as a foreign language teaching and teacher cognition, which continues to highlight the crucial significance of the role of teacher cognition in teaching. Research in teacher cognition covers various aspects of teaching language and language skills, with grammar enjoying predominance, while language skills, particularly speaking and listening, play second fiddle. Teaching speaking in English as a foreign language is important as foreign language learners desire to learn to speak the language and use it actively to communicate with peers and others. The purpose of my qualitative case study is to: glean teacher cognition about teaching speaking in English as a foreign language teaching of seven grade 8 teachers in The Faroe Islands; ascertain the impact of teacher cognition on their teaching speaking praxis; and attempt to identify the reflection of the ‘state of the art’ in teaching speaking in English as a foreign language. The case study attempts to identify themes and categorise teacher behaviour and events rather than testing theory or hypotheses. It is a collective parallel case study, where seven cases are viewed concurrently. This case study attempts to add to the significant and under-researched field of teacher cognition on teaching speaking. Semi-structured interviews, questionnaires, observations and document analysis were used to elicit data to fulfil research aims. The results show that teacher cognition of grade 8 teachers does impact teaching speaking and congruence between the two appears to be the norm, with lesser representation of incongruence. The congruence between teacher cognition and teaching speaking is a result of two factors: firstly, the strong influence of ‘apprenticeship of observation’ i.e. the influence of teachers’ personal experiences as students from years of school, university and teacher education, which influences the way they teach and think about teaching. Secondly, teacher interpretation of teaching speaking as facilitating student spoken performance in the classroom, i.e. ‘doing speaking’ instead of teaching speaking i.e. using specific strategies to teach students to speak. i The teacher education curriculum up to 2008 in the department of Education in The University of The Faroe Islands, to which most of the participants belong, did not include second language acquisition theories or language pedagogy. The incongruence therefore arises from the teachers functioning based on ‘apprenticeship of observation’ and experiential knowledge gleaned from teaching experience to create their models of teaching speaking. As for the post 2008 participants, new and inexperienced teachers are more likely to be concerned with classroom management before being able to practise subject pedagogy when teaching a language. Though congruence predominates, there is minor incidence of incongruence between teacher cognition and teaching speaking, which may indicate the core-peripheral beliefs dichotomy. Core beliefs find expression in teaching and are chosen over peripheral beliefs, which account for the gap between cognition and teaching. Phipps and Borg (2009) posit that core beliefs are experience-based and tend to be more stable. They exert an influence greater than that of peripheral beliefs, which are theory-based and have not been tried and tested in practice by teachers to become part of the teaching repertoire. In the case of feedback, grade 8 teachers desist from using it actively as the core belief that feedback may discourage student participation in class overwhelms the peripheral belief about the usefulness of feedback for student learning. The ‘Teaching-speaking cycle’ of Goh and Burns (2012) has been chosen to identify the reflection of the ‘state of the art’ in grade 8 praxis in teaching speaking. It subsumes earlier teaching speaking models and advocates a holistic approach to teaching speaking with specific activities to be carried out successively to promote the teaching of speaking. There is sporadic reflection of aspects of the model in grade 8 teaching speaking praxis, emphasising that there is ‘doing speaking’ i.e. opportunities for speaking rather than teaching speaking. The study underlines the pivotal role of teacher education in equipping teachers for their profession and proactively helping pre-and post-service teachers to be critically self-aware of the influence of teacher cognition on their praxis. It pinpoints the importance of continued professional development for teachers during their careers and makes a case for educational research to impact teaching and make a difference in education. ii Resumé Undervisning er påvirket af et utal af faktorer og et væsentligt aspekt i denne kontekst er læreren og hans/hendes kognition. Lærerkognition er, “the unobservable cognitive dimension of teaching - what teachers know, believe, and think” (Borg, 2003). I de seneste årtier, er megen forskning om engelsk som fremmedsprogs undervisning og lærerkognition blevet udført, hvilket kontinuerligt fremhæver den afgørende betydning, lærerkognition har i forhold til undervisningen. Forskning i lærerkognition dækker over forskellige aspekter af sprogundervisning og sprogfærdigheder, hvor grammatikken udgør størstedelen, mens sprogfærdigheder, især tale og lytning, spiller anden violin. At undervise i at tale engelsk som fremmedsprog er vigtigt, fordi fremmedsprogs elever ønsker at lære at tale sproget og bruge det aktivt til at kommunikere med jævnaldrende og andre. Formålet med mit kvalitative casestudie er: at søge at identificere betydningen af lærerkognition hos lærerne i syv ottende klasser på Færøerne, i forhold til undervisning i at tale fremmedsproget, der bliver undervist i. Dette, for at stadfæste, hvorvidt der er nogen sammenfald mellem kognition og undervisning samt med henblik på at forstå årsagerne til misforholdene, såfremt der er nogen af disse. Case undersøgelesen forsøget på at identificere temaer og kategorisere lærer adfærd samt begivenheder hellere end at teste teorier og hypoteser. Det er en kollektiv parallel case undersøgelsen, hvor syv cases bliver observeret samtidig. Dette case undersøgelsen bestræber sig på at føje til det væsentlige område der er forsket for lidt i - af lærerkognition i forhold til at undervise i at tale engelsk som fremmedsproget. Semi-strukturerede interviews, spørgeskemaer, observationer og dokument analyser er blevet brugt til at fremkalde data til at opfylde forskningsmålene. Resultaterne viser, at lærerkognition hos ottende klasses lærere har indflydelse på undervisning i tale. Overensstemmelsen mellem de to, synes at være normen, med en mindre repræsentation af uoverensstemmelse. iii Overensstemmelsen mellem lærerkognition og undervisning i tale er et resultat af to faktorer: for det første, den stærke indflydelse lærernes personlige erfaringer som elever/studerende fra tiden som studerende i skole, på universitet og gennem læreruddannelsen ’apprenticeship of observation’, som påvirker måden, de underviser, samt tænker om det at undervise. For det andet er lærerens fortolkning af undervisningen i at tale fremmedsproget, det at gøre det lettere for eleverne at fremlægge talen i klasseværelset, det vil sige at tale sproget, i stedet for at undervise i at tale sproget ved at bruge særlige strategier til at lære eleverne at tale. Læreruddannelsens læseplan frem til 2008 i uddannelses institutionen på Færøernes Universitet, som de fleste deltagere tilhører, omfattede ikke andetsprogs tilegnelses teorier eller sprogpædagogik. Inkongruensen opstår derfor fra lærerne, som arbejder på basis af eget erfaringsmæssig grundlag, som er hentet fra undervisnings erfaring til at skabe egne læringsmodeller. Hvad angår deltagerne efter 2008, er nye og uerfarne lærere formodentlig mere tilbøjelige til at beskæftige sig med klasseledelse, inden de praktiserer fagpædagogik, når de underviser i et sprog. Selvom kongruens er fremherskernde er der en mindre forekomst af inkongruens mellem lærerkognition og undervisning i at tale, hvilket kan indikere den kerne-perferale overbevisning dikotomi, som tegner sig for kløften mellem kognition og undervisning. Phipps og Borg (2009) argumenterer for, at grundlæggende overbevisninger er erfarings baserede og synes være mere stabile. De har en større indflydelse end de perifere overbevisninger, der er teori baserede og som ikke er blevet afprøvet i praksis af lærere til at kunne udgøre en del af undervisnings repertoiret. Hvad angår feedback, afstår lærerne fra ottende klasserne fra at bruge den aktivt, da den grundlæggende holdninger er,
Load more

Recommended publications
  • Germanic Standardizations: Past to Present (Impact: Studies in Language and Society)
    <DOCINFO AUTHOR ""TITLE "Germanic Standardizations: Past to Present"SUBJECT "Impact 18"KEYWORDS ""SIZE HEIGHT "220"WIDTH "150"VOFFSET "4"> Germanic Standardizations Impact: Studies in language and society impact publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. General Editor Associate Editor Annick De Houwer Elizabeth Lanza University of Antwerp University of Oslo Advisory Board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania Jan Blommaert Joseph Lo Bianco Ghent University The Australian National University Paul Drew Peter Nelde University of York Catholic University Brussels Anna Escobar Dennis Preston University of Illinois at Urbana Michigan State University Guus Extra Jeanine Treffers-Daller Tilburg University University of the West of England Margarita Hidalgo Vic Webb San Diego State University University of Pretoria Richard A. Hudson University College London Volume 18 Germanic Standardizations: Past to Present Edited by Ana Deumert and Wim Vandenbussche Germanic Standardizations Past to Present Edited by Ana Deumert Monash University Wim Vandenbussche Vrije Universiteit Brussel/FWO-Vlaanderen John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements 8 of American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data Germanic standardizations : past to present / edited by Ana Deumert, Wim Vandenbussche.
    [Show full text]
  • Looking for Parametric Correlations Within Faroese Höskuldur Thráinsson University of Iceland
    Looking for parametric correlations within Faroese Höskuldur Thráinsson University of Iceland Abstract: This paper first reviews some parameters that have been suggested to account for variation within Scandinavian, focussing for concreteness on the parameters proposed by Holmberg and Platzack (1995) and Bobaljik and Thráinsson (1998). As this review shows, Faroese is not as well behaved as the parametric approach to Scandinavian syntax would lead us to expect. In addition, the variation found within Faroese syntax is often gradient and not as categorical as the conventional parametric approach to variation would predict. Yet it can be shown that some of the correlations predicted by Holmberg and Platzack’s (1995) Agr Parameter and Bobaljik and Thráinsson’s (1998) Split IP Parameter are found in Faroese syntax and they are turn out to be statistically significant. In the final section it is argued that to account for facts of this sort we need to revise our ideas about parametric variation, language acquisition and the nature of internalized grammars — and that this will be necessary regardless of what we think of the particular formulation of parameters assumed by Holmberg and Platzack on the one hand and Bobaljik and Thráinsson on the other. 1. Parametric variation in Scandinavian syntax1 1.1. The agreement parameter and the case parameter In their comparative work on Scandinavian around 1990, which culminated in their influential book On the Role of Inflection in Scandinavian Syntax (1995), Holmberg and Platzack (henceforth H&P or P&H, depending on the order of authors in the relevant publications) divide the Scandinavian languages into two main groups, i.e.
    [Show full text]
  • Indo-European Linguistics: an Introduction Indo-European Linguistics an Introduction
    This page intentionally left blank Indo-European Linguistics The Indo-European language family comprises several hun- dred languages and dialects, including most of those spoken in Europe, and south, south-west and central Asia. Spoken by an estimated 3 billion people, it has the largest number of native speakers in the world today. This textbook provides an accessible introduction to the study of the Indo-European proto-language. It clearly sets out the methods for relating the languages to one another, presents an engaging discussion of the current debates and controversies concerning their clas- sification, and offers sample problems and suggestions for how to solve them. Complete with a comprehensive glossary, almost 100 tables in which language data and examples are clearly laid out, suggestions for further reading, discussion points and a range of exercises, this text will be an essential toolkit for all those studying historical linguistics, language typology and the Indo-European proto-language for the first time. james clackson is Senior Lecturer in the Faculty of Classics, University of Cambridge, and is Fellow and Direc- tor of Studies, Jesus College, University of Cambridge. His previous books include The Linguistic Relationship between Armenian and Greek (1994) and Indo-European Word For- mation (co-edited with Birgit Anette Olson, 2004). CAMBRIDGE TEXTBOOKS IN LINGUISTICS General editors: p. austin, j. bresnan, b. comrie, s. crain, w. dressler, c. ewen, r. lass, d. lightfoot, k. rice, i. roberts, s. romaine, n. v. smith Indo-European Linguistics An Introduction In this series: j. allwood, l.-g. anderson and o.¨ dahl Logic in Linguistics d.
    [Show full text]
  • Gender Across Languages: the Linguistic Representation of Women and Men
    <DOCINFO AUTHOR "" TITLE "Gender Across Languages: The linguistic representation of women and men. Volume II" SUBJECT "Impact 10" KEYWORDS "" SIZE HEIGHT "220" WIDTH "150" VOFFSET "4"> Gender Across Languages Impact: Studies in language and society impact publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. General editor Annick De Houwer University of Antwerp Advisory board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania Laurie Bauer Elizabeth Lanza Victoria University of Wellington University of Oslo Jan Blommaert Joseph Lo Bianco Ghent University The Australian National University Paul Drew Peter Nelde University of York Catholic University Brussels Anna Escobar Dennis Preston University of Illinois at Urbana Michigan State University Guus Extra Jeanine Treffers-Daller Tilburg University University of the West of England Margarita Hidalgo Vic Webb San Diego State University University of Pretoria Richard A. Hudson University College London Volume 10 Gender Across Languages: The linguistic representation of women and men Volume II Edited by Marlis Hellinger and Hadumod Bußmann Gender Across Languages The linguistic representation of women and men volume 2 Edited by Marlis Hellinger University of Frankfurt am Main Hadumod Bußmann University of Munich John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements of American 8 National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984.
    [Show full text]
  • The Distribution of Definiteness Markers and the Growth of Syntactic Structure from Old Norse to Modern Faroese
    The Distribution of Definiteness Markers and the Growth of Syntactic Structure from Old Norse to Modern Faroese. A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2014 Pauline Harries School of Arts, Languages and Cultures List of Contents 1. Introduction 10 1.1 Aims and scope of the thesis 10 1.2 Background to Faroese 11 1.3 Introduction to the Insular Scandinavian 12 1.3.1 Ancestry and development 12 1.3.2 Faroese as an Insular Scandinavian language 14 1.3.3 The Noun Phrase in Faroese 18 1.4 Introduction to LFG 20 2. Definiteness Marking in Old Norse 23 2.1 Introduction 23 2.2 Previous literature on Old Norse 24 2.2.1 Descriptive literature 24 2.2.2 Theoretical literature 28 2.2.3 Origins of hinn 32 2.3 Presentation of Data 33 2.3.1 Zero definite marking 33 2.3.2 The hinn paradigm 37 2.3.2.1 The bound definite marker 37 2.3.2.2 The free definite marker 39 2.3.2.3 The other hinn 43 2.3.3 Demonstratives 44 2.3.3.1 Relative Clauses 48 2.3.4 Adjectival marking of definiteness 49 2.3.4.1 Definite adjectives in Indo-European 50 2.3.4.2 Definite adjectives in Old Norse 53 2.3.4.3 The meaning of weak versus strong 56 2.3.5 Summary of Findings 57 2.4 Summary and discussion of Old Norse NP 58 2.4.1 Overview of previous literature 59 2.4.2 Feature Distribution and NP structure 60 2.5 Summary of Chapter 66 3.
    [Show full text]
  • Separatism and Regionalism in Modern Europe
    Separatism and Regionalism in Modern Europe Separatism and Regionalism in Modern Europe Edited by Chris Kostov Logos Verlag Berlin λογος Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de . Book cover art: c Adobe Stock: Silvio c Copyright Logos Verlag Berlin GmbH 2020 All rights reserved. ISBN 978-3-8325-5192-6 The electronic version of this book is freely available under CC BY-NC-ND 4.0 licence, thanks to the support of Schiller University, Madrid. Logos Verlag Berlin GmbH Georg-Knorr-Str. 4, Gebäude 10 D-12681 Berlin - Germany Tel.: +49 (0)30 / 42 85 10 90 Fax: +49 (0)30 / 42 85 10 92 https://www.logos-verlag.com Contents Editor's introduction7 Authors' Bios 11 1 The EU's MLG system as a catalyst for separatism: A case study on the Albanian and Hungarian minority groups 15 YILMAZ KAPLAN 2 A rolling stone gathers no moss: Evolution and current trends of Basque nationalism 39 ONINTZA ODRIOZOLA,IKER IRAOLA AND JULEN ZABALO 3 Separatism in Catalonia: Legal, political, and linguistic aspects 73 CHRIS KOSTOV,FERNANDO DE VICENTE DE LA CASA AND MARÍA DOLORES ROMERO LESMES 4 Faroese nationalism: To be and not to be a sovereign state, that is the question 105 HANS ANDRIAS SØLVARÁ 5 Divided Belgium: Flemish nationalism and the rise of pro-separatist politics 133 CATHERINE XHARDEZ 6 Nunatta Qitornai: A party analysis of the rhetoric and future of Greenlandic separatism 157 ELLEN A.
    [Show full text]
  • When Grammar Can't Be Trusted
    Department of Language and Culture (ISK) When grammar can’t be trusted - Valency and semantic categories in North Sámi syntactic analysis and error detection — Linda Wiechetek A dissertation for the degree of Philosophiae Doctor – December 2017 When grammar can’t be trusted - Valency and semantic categories in North Sámi syntactic analysis and error detection Linda Wiechetek A dissertation for the degree of Philosophiae Doctor Department of Language and Culture (ISK) December 2017 Für meine Eltern & buot sámegiela oahpahalliide Contents I Beginning 3 1 Introduction 7 2 Background and methodology 13 2.1 Theoretical background: Valency theory . 14 2.1.1 Syntactic valency . 16 2.1.1.1 Obligatoriness . 17 2.1.1.2 Syntactic tests . 19 2.1.2 Selection restrictions and semantic prototypes . 21 2.1.3 Semantic valency . 23 2.1.3.1 Semantic roles vs. syntactic functions . 24 2.1.3.2 Semantic roles vs. referential semantics . 25 2.1.4 Semantic verb classes . 25 2.1.5 Criteria for potential governors . 27 2.2 Valency theory in Sámi research . 28 2.2.1 Case and valency . 28 2.2.2 Rection and valency . 30 2.2.3 Transitivity and valency . 32 2.2.4 Syntactic valency . 34 2.2.5 Governors . 35 2.2.6 Selection restrictions . 36 2.2.7 Semantic valency . 38 2.3 Human-readable and machine-readable valency resources . 42 2.3.1 Human-readable valency resources . 42 2.3.2 Machine-readable valency resources . 43 2.4 Methodology and framework . 46 2.4.1 Methodology . 46 2.4.2 Framework . 50 2.4.2.1 The Constraint Grammar formalism .
    [Show full text]
  • The Predictable Case of Faroese a Dissertation
    THE PREDICTABLE CASE OF FAROESE A DISSERTATION SUBMITTED TO THE DEPARTMENT OF LINGUISTICS AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Daniel Galbraith August 2018 iv Abstract This thesis concerns case-marking phenomena in Icelandic and Faroese. I argue that the best approach to case distinguishes the levels of abstract, morphosyntactic and morphological case, and permits mis- matches between levels in some grammars (Linking Theory, Kiparsky 1997, 2001); these mismatches are best handled by an Optimality Theoretic output harmonisation on the mapping from argument structure to morphosyntax (Prince and Smolensky 1993 et seq.). Such a theory provides a cogent account of predicates with non-nominative subjects in Insular Scandinavian, which present an interesting puzzle: in Icelandic, dative-subject verbs occur with nominative objects that trigger number agreement, whereas in Faroese the object in such sentences is marked accusative and occurs with default third person singular agreement (1). (1) a. Ice. Mér líka hundar me.dat like.3pl dogs.nom.pl ‘I like dogs’ b. Far. Mær dámar hundar me.dat likes.3sg dogs.acc.pl ‘I like dogs’ To date this difference has been poorly understood, and calls for in-depth analysis. The central hypothesis explored in this thesis is that the patterns in (1) are not language-specific idiosyncrasies, but the outcome of constraint interactions of a typical kind: namely, a pressure to index a nominative argument in the clause by number agreement, and a pressure to express structural accusative case on the object. I argue that similar constraint conflicts are responsible for the loss of lexical case in phenomena such as nominative substitution and case non-preservation, and correctly predict the availability of the passive in dative-subject predicates.
    [Show full text]
  • Reconstructing the Evolution of Indo-European Grammar
    RECONSTRUCTING THE EVOLUTION OF INDO-EUROPEAN GRAMMAR GERD CARLING CHUNDRA CATHCART Lund University University of Zurich This study uses phylogenetic methods adopted from computational biology in order to recon- struct features of Proto-Indo-European morphosyntax. We estimate the probability of the presence of typological features in Proto-Indo-European on the assumption that these features change ac- cording to a stochastic process governed by evolutionary transition rates between them. We com- pare these probabilities to previous reconstructions of Proto-Indo-European morphosyntax, which use either the comparative-historical method or implicational typology. We find that our recon- struction yields strong support for a canonical model (synthetic, nominative-accusative, head- final) of the protolanguage and low support for any alternative model. Observing the evolutionary dynamics of features in our data set, we conclude that morphological features have slower rates of change, whereas syntactic traits change faster. Additionally, more frequent, unmarked traits in grammatical hierarchies have slower change rates when compared to less frequent, marked ones, which indicates that universal patterns of economy and frequency impact language change within the family.* Keywords: Indo-European linguistics, historical linguistics, phylogenetic linguistics, typology, syntactic reconstruction 1. Introduction. 1.1. A century of indo-european syntactic reconstruction. More than a cen- tury has passed since the pioneering work on syntactic reconstruction
    [Show full text]
  • Language Distinctiveness*
    RAI – data on language distinctiveness RAI data Language distinctiveness* Country profiles *This document provides data production information for the RAI-Rokkan dataset. Last edited on October 7, 2020 Compiled by Gary Marks with research assistance by Noah Dasanaike Citation: Liesbet Hooghe and Gary Marks (2016). Community, Scale and Regional Governance: A Postfunctionalist Theory of Governance, Vol. II. Oxford: OUP. Sarah Shair-Rosenfield, Arjan H. Schakel, Sara Niedzwiecki, Gary Marks, Liesbet Hooghe, Sandra Chapman-Osterkatz (2021). “Language difference and Regional Authority.” Regional and Federal Studies, Vol. 31. DOI: 10.1080/13597566.2020.1831476 Introduction ....................................................................................................................6 Albania ............................................................................................................................7 Argentina ...................................................................................................................... 10 Australia ....................................................................................................................... 12 Austria .......................................................................................................................... 14 Bahamas ....................................................................................................................... 16 Bangladesh ..................................................................................................................
    [Show full text]
  • Searchable Version
    SAGA-BOOK OF THE VIKING SOCIETY Vol. XIII 1946-1953 ('U:\TE:\TS PAGE SAXO GRA:\Il\IATICUS AND SCA:--lDI~AYL\" HISTO- RICAL TRADITIO:--l. A. Campbell I :\IABINOGI AND EDDA. Gwyn Jones 23 Review of A. S. C. Ross: THE TERFINNAS .\.'."D BEORMAS OF OHTHERE. Ursula Brown 48 Review of ANDRE MANGUIN: Au TDIPS DES VIKINGS: LES ~A\'fRES ET L.\ :\I.\RIXE NORDIQUES D'APRES LES vrz.rx TEXTES. ]. E. Turville-Petre 49 THE SAGA OF HROMUND GRIPSSO" A~D PORGILS- SAGA. Ursula Brown 51 AUDUNN AND THE BEAR. A. R. Taylor SIR ALDINGAR AND THE DATE OF THE E"GLISH BALLADS. W]. Entwistle 97 "J OLAKOTTUR ". "YUlLLIS Y ALD" AND SIMILAR EXPRESSIONS: A SUPPLEMENTARY :\OTE. A. S. C. Ross II3 THE ENGLISH CONTRIBUTION TO THE EPISTOLARY USAGES OF THE EARLY SCANDINAVIA" KINGs. Florence E. Harmer IIS THE BATTLES AT CORBRIDGE. F. T. Wainwright 156 RUDOLF OF Bos A:\D RUDOLF OF ROUEN. Dr. Jon Stefansson .. 174 THE ORIGINS OF GfSLASAGA. Ida L. Gordon 183 STURLUSAGA AND ITS BACKGROUND. P. G. Foote 207 PAGE KNl.lTS SAGA. A. Campbell.. 238 THE LANGUAGE AND CULTURE OF THE FAROE ISLANDS. W. B. Lockwood 249 THE BEGINNINGS OF RUNIC STUDIES IN ENGLAND. J. A. W. Bennett 269 Review of R. H. KINVIG: A HISTORY OF THE ISLE OF MAN. R. Quirk 284 HISTORY AND FICTION IN THE SAGAS OF ICELANDERS. Gwyn Jones 285 SOME EXCEPTIONAL WOMEN IN THE SAGAS. R. G. Thomas 307 ERLING SKAKKE'S DISPUTE WITH KING VALDEMAR. G. M. Gathorne-Hardy 328 THE PLACE-NAMES OF BORNHOLM.
    [Show full text]
  • Agreement and Verb Movement
    Agreement and Verb Movement The Rich Agreement Hypothesis from a Typological Perspective Published by LOT phone: +31 30 253 6111 Trans 10 e-mail: [email protected] 3512 JK Utrecht http://www.lotschool.nl The Netherlands Cover photo: Brilliant trees, by Alen Djozgić ISBN: 978-94-6093-228-1 NUR: 616 Copyright c 2017 Seid Tvica. All rights reserved. Agreement and Verb Movement The Rich Agreement Hypothesis from a Typological Perspective ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. ir. K.I.J. Maex ten overstaan van een door het College voor Promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op woensdag 1 maart 2017, te 14.00 uur door Seid Tvica geboren te Priboj, SFR Joegoslavië Promotiecommissie: Promotores: Prof. dr. P.C. Hengeveld Universiteit van Amsterdam Prof. dr. F.P. Weerman Universiteit van Amsterdam Copromotores: Dr. O.N.C.J. Koeneman Radboud Universiteit Nijmegen Prof. dr. H.H. Zeijlstra Georg-August-Universität Göttingen Overige Leden: Dr. S.P. Aalberse Universiteit van Amsterdam Prof. dr. E.O. Aboh Universiteit van Amsterdam Prof. dr. H.J. Bennis Universiteit van Amsterdam Prof. dr. J.D. Bobaljik University of Connecticut, USA Prof. dr. A. Holmberg Newcastle University, UK Dr. J.M. van Koppen Universiteit Utrecht Faculteit der Geesteswetenschappen To my parents Contents Acknowledgments . xi Glossary . xiii 1 Introduction 1 1.1 The Rich agreement hypothesis (RAH) . .2 1.2 Beyond Indo-European . .6 1.3 Overview . .6 2 Theoretical approaches to the RAH 9 2.1 Bidirectional RAH .
    [Show full text]