Relevant bibliographies by topics / Norwegian language – grammar

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Norwegian language – grammar'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Norwegian language – grammar"

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Haugan, Jens. "The importance of formal grammar skills: Reflections on Polish students learning Norwegian." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 15/1 (December 18, 2018): 107–32. http://dx.doi.org/10.26881/bp.2018.1.06.

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Norwegian and Scandinavian languages in general have grown quite popular among Polish students in recent years and more and more Polish universities are trying to offer Bachelor’s and even Master’s programmes in a Scandinavian language.
 Based on experience as a teacher of a Norwegian grammar course at the University of Szczecin and as a teacher of grammar at the Inland Norway University of Applied Sciences which in 2016/2017 hosted around twenty Erasmus+ students from Szczecin, some of the challenges for Polish students of academic Norwegian will be reflected upon, as well as some of the
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Brøseth, Heidi, and Mari Nygård. "First-year student teachers’ knowledge of L1 grammar." L1-Educational Studies in Language and Literature 23 (May 15, 2023): 1–30. http://dx.doi.org/10.21248/l1esll.2023.23.1.411.

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Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions:
 RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education?
 RQ2: Are there grammatical topics and structures that
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Nygård, Mari, and Heidi Brøseth. "Norwegian teacher students’ conceptions of grammar." Pedagogical Linguistics 2, no. 2 (2021): 129–52. http://dx.doi.org/10.1075/pl.21005.nyg.

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Abstract This paper explores the conceptions of grammar of first-year teacher students (N = 235) in Norway. A conventional content analysis is used to analyse the answers from the first part of a survey exploring the teacher students’ views of grammar through the following questions: Q1. How would you define the term grammar? Q2. Do you think grammar is an important part of Norwegian as a school subject? Q3. Do you feel confident in grammar? The second part of the survey is a grammar knowledge test. The results show that most students define grammar as writing correctly. Many answers also refe
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Olthof, Marieke. "Transparency in Norwegian and Icelandic: Language contact vs. language isolation." Nordic Journal of Linguistics 40, no. 1 (2017): 73–115. http://dx.doi.org/10.1017/s033258651700004x.

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This research studies language contact as a possible cause of differences between languages in their degree of transparency. As transparency is assumed to facilitate intelligibility and learnability, especially for adult L2 learners, it is hypothesized that in particular contact settings with many such learners, languages tend to show increasing transparency. The study tests this hypothesis by investigating transparency in Norwegian, which has been exposed to extensive contact with Low German and Danish, and the relatively isolated Icelandic language. Based on a set of opacity features formula
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Enger, Hans-Olav, and Tore Nesset. "The Value of Cognitive Grammar in Typological Studies: the Case of Norwegian and Russian Passive, Middle and Reflexive." Nordic Journal of Linguistics 22, no. 1 (1999): 27–60. http://dx.doi.org/10.1080/03325869950137045.

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This paper shows that Cognitive Grammar is valuable for typological studies. The Norwegian and Russian reflexive-middle-passive systems are analysed comprehensively and compared. Whereas Cognitive Grammar is compatible with the typological tradition (represented by Kemmer), it needs amendment in certain important respects. The main theoretical contribution of the paper is that the Cognitive Grammar notions of “instantiation”, “prototype”, “entrenchment” and “extension” are useful; without these notions, interesting generalizations about the Norwegian and Russian systems are inexpressible. The
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McLelland, Nicola. "Albertus (1573) and Ölinger (1574)." Historiographia Linguistica 28, no. 1-2 (2001): 7–38. http://dx.doi.org/10.1075/hl.28.1.04mcl.

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Summary This article adapts Linn’s ‘stylistics of standardization’ concept, which Linn (1998) has used to compare Norwegian and Faroese grammarians, to look at grammaticization processes in the first two grammars of German (Albertus 1573, Ölinger 1574). While both are clearly indebted to traditional Latin grammar and humanist ideals, these two grammars differ interestingly in the picture of the language that emerges from their metalanguage and structural principles. In his reflection on the language, his structuring and naming of linguistic phenomena and his attitudes to variation, Ölinger is
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Eik, Ragnhild, and Brita Ramsevik Riksem. "Compound-Internal Language Mixing in American Norwegian." Languages 7, no. 2 (2022): 85. http://dx.doi.org/10.3390/languages7020085.

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This paper investigates cases of compounding in the heritage language American Norwegian (AmNo), where elements from Norwegian and English are mixed word-internally, e.g., hoste-candy ‘cough candy’, where the Norwegian item hoste ‘cough’ is combined with the English item candy. Norwegian and English create compounds in similar ways, but with certain important differences, e.g., the use of linking elements. Based on data from the Corpus of American Nordic Speech, we investigate the encounter of these two languages within one word and find that both Norwegian and English lexical items occur as b
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Duinea, Raluca-Daniela. "Jan Erik Vold’s Concrete Poems: a Way to Enhance Students’ Creativity and Grammar Skills in Norwegian." Studia Universitatis Babeș-Bolyai Philologia 68, no. 2 (2023): 65–84. http://dx.doi.org/10.24193/subbphilo.2023.2.04.

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"Jan Erik Vold’s Concrete Poems: A Way to Enhance Students’ Creativity and Grammar Skills in Norwegian. The current paper aims to present the didactic use of the Norwegian concrete poems. The concept of concrete poetry will be approached through Jan Erik Vold’s literary perspective as the promoter of concretism in Norway. In order to prove the effectiveness of these poems in the teaching process, a survey was conducted including a questionnaire with closed-ended and open-ended questions. The respondents were 1st- and 2nd- year students of BA in Norwegian language and literature and a group of
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Leon, Crina. "A life dedicated to Romanian language. Interview with professor Arne Halvorsen." Romanian Journal for Baltic and Nordic Studies 6, no. 1 (2014): 207–11. http://dx.doi.org/10.53604/rjbns.v6i1_13.

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Professor Arne Halvorsen (1939-2014) was and remains a central figure when referring to Romanian-Norwegian cultural relations. In 2010 he was awarded the Order of Cultural Merit, in the rank of Commander, by the President of Romania, for his “exceptional contribution to promoting Romanian culture and language as well as Romania’s image in the Kingdom of Norway”. Due to his efforts, a Romanian language lectureship was established at the University of Trondheim (NTNU) in the period 2008-2011. Moreover, he wrote the first Romanian-Norwegian Dictionary (2001) and the first Romanian grammar in Norw
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Hasselgård, Hilde. "Thematic choice in English and Norwegian." Functions of Language 11, no. 2 (2004): 187–212. http://dx.doi.org/10.1075/fol.11.2.03has.

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Using material from a parallel corpus with originals and translations in both English and Norwegian, the present study sets out to explore the lexicogrammatical properties of Theme and thematic choice in the two languages. Theme is defined according to systemic-functional grammar as the first element that has a function in transitivity, plus any preceding element(s). The extent to which Themes are preserved or altered in the translation process is also studied. There are more similarities than differences between the two languages as regards thematic structure. Some differences are due to the
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Dissertations / Theses on the topic "Norwegian language – grammar"

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Barsalini, Luca. "Analyse des erreurs par approche contrastive d’un corpus de productions écrites franco-norvégiennes." Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL101.

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Ce travail de recherche doctorale est organisé en deux parties. Dans la première, nous avons fait le plaidoyer pour la redécouverte de l’analyse des « erreurs » et de la grammaire contrastive dans une finalité pédagogique. Dans la deuxième, nous nous sommes penché sur l’analyse des erreurs à proprement parler. L’étude porte sur des productions écrites non recevables d’apprenants norvégiens du français (corpus expérimental) ainsi que sur des productions non conformes d’apprenants non francophones du norvégien (corpus de contrôle). En vérité, nos ambitions originelles envisageaient la comparaiso
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Linn, Andrew Robert. "Constructing the grammars of a language : Ivar Aasen and nineteenth century Norwegian linguistics /." Münster : Nodus, 1997. http://catalogue.bnf.fr/ark:/12148/cb37542231b.

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Books on the topic "Norwegian language – grammar"

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Moen, Per. Norwegian grammar: Bokmål. Høyskoleforlaget, 2003.

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Strandskogen, Åse-Berit. Practical Norwegian grammar. Oris, 1986.

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Klouman, Sverre. Learn Norwegian: A practical course in spoken and written Norwegian. 7th ed. Aschehoug, 2002.

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Blom, Oivind. Norwegian in three months. DK Pub., 1999.

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Vinje, Finn-Erik. Riktig norsk. 4th ed. Vidarforlaget, 2014.

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Vinje, Finn-Erik. Norsk grammatikk, det språklige byggverket. Kunnskapsforlaget Aschehoug og Gyldendal, 2005.

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Fossestøl, Bernt. Norske grammatikker på 1800-tallet. Novus, 1987.

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Faarlund, Jan Terje. Norsk referansegrammatikk. Universitetsforlaget, 1997.

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Faarlund, Jan Terje. Norsk referansegrammatikk. Universitetsforlaget, 2004.

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Nordgård, Torbjørn. A GB-related parser for Norwegian. P. Lang, 1993.

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Book chapters on the topic "Norwegian language – grammar"

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Ferrara, Lindsay, Benjamin Anible, and Lena Mei Kalvenes Anda. "Chapter 3. Exploring sign-writing contact and multilingualism in the Norwegian Deaf community." In Advances in Sign Language Corpus Linguistics. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/scl.108.03fer.

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In this chapter, we detail the on-going work related to the Norwegian Sign Language Corpus and lexical database (Norwegian Signbank). In particular, we highlight the corpus’ interactional focus and discuss its implications for a description of Norwegian Sign Language grammar and lexicon. We then present an initial study that maps out the different types of fingerspelling (one type of sign-writing contact), observed in the corpus, focusing on non-lexicalized forms. Two analyses were performed to investigate whether fingerspelling is affected by sociolinguistic factors and principles of Audience
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Hellan, Lars, Dorothee Beermann, Tore Bruland, Tormod Haugland, and Elias Aamot. "Creating Norwegian Valence Resources from a Deep Grammar." In Human Language Technology. Challenges for Computer Science and Linguistics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66527-2_1.

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Jin, Fufen. "Chapter 7. Third Language Acquisition of Norwegian Objects: Interlanguage Transfer or L1 Infl uence?" In Third Language Acquisition and Universal Grammar, edited by Yan-kit Ingrid Leung. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691323-010.

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Liégeois, Vince, Pierre-Yves Modicom, and Lisa Bonne. "Chapter 6. Construction grammar in domain-specific discourse." In Constructional Approaches to Nordic Languages. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.37.06lie.

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Within various frameworks interested in domain-specific language, like language for specific purposes (LSP) research and discourse linguistics, the insights provided by CxG-theory have led to the question of whether constructions can have domain-specific manifestations. Even though many linguists would, intuitively, answer this question positively, little empirical research can be found to back up this hypothesis, which is especially true for Scandinavian linguistics. To this aim, we conducted a contrastive (Swedish – Norwegian – Dutch) corpus-based analysis of existential constructions (e.g.,
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Hagel, Anna. "Chapter 3. One man’s [ɕœtː] is another man’s [kʰøð̞]." In Constructional Approaches to Nordic Languages. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.37.03hag.

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The three Continental Scandinavian languages Danish, Norwegian and Swedish are closely related and share a large pool of Interscandinavian cognates, but a variety of phonological differences between the languages can obscure the lexical similarities and make spoken Interscandinavian communication a challenge for untrained listeners. It is therefore advantageous to know about sound correspondences, and applying sound correspondence ‘rules’ is thought to be one of the major strategies in Interscandinavian decoding. How speakers analyse, acquire and utilize such phonological patterns has not been
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Westergaard, Marit. "Grammatical Gender in American Norwegian Heritage Language." In Formal Grammar. Routledge, 2017. http://dx.doi.org/10.4324/9781315267050-15.

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Jin, Fufen. "Third Language Acquisition of Norwegian Objects:." In Third Language Acquisition and Universal Grammar. Multilingual Matters, 2009. https://doi.org/10.2307/jj.27710841.12.

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Zaenen, Annie, and Elisabeth Engdahl. "Four Swedish verbs and a functional distinction." In Modular Design of Grammar. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844842.003.0008.

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Dalrymple and Lødrup (2000) propose that (tensed) clausal complements have the OBJ function in some languages, the COMP function in others and both functions in still another set. They treat Swedish as a mixed language. In this chapter, Zaenen and Engdahl look more closely at Swedish data discussed in the chapter and supplement them as more electronic data have become available and some of the criteria used have been refined (as is also documented in more recent work by Lødrup (2002), Lødrup (2004), and Lødrup (2012) for Norwegian). Their investigation also illustrates that two related issues
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Laake, Signe, Eli Anne Eiesland, and Urd Vindenes. "«I Norge har vi valgt å fornorske disse ordene»: språkhistorie og språkendring i lærebøker for ungdomstrinnet." In Språkhistoriske muligheter i skole og utdanning. Cappelen Damm Forskning/NOASP, 2024. https://doi.org/10.23865/cdf.237.ch4.

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In this study, we look at how two widely used Norwegian textbooks for middle school (Fabel and Kontekst) cover the topic of language history and language change. We are particularly interested in the extent to which external factors such as language contact and political decisions are emphasized versus structural explanations of language change. In addition, we investigate the specific aspects of language that are covered in the textbooks. Language-external explanations are emphasized by both textbooks, and very few language-structural explanations are presented. Most attention is given to voc
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Ánte, Luobbal Sámmol Sámmol, and Jussi Ylikoski. "North Saami." In The Oxford Guide to the Uralic Languages. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198767664.003.0010.

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North Saami (known as “Norwegian Lappish” in older literature) is an indigenous language spoken by probably more than 25,000 people in Norway, Sweden, and Finland. North Saami today has an international standard form which is also used in literature, in the media, and in the education system, in areas with Saami majorities even in public and official interaction. Of the endangered Saami languages, North Saami is thus the most vigorous one; it also has a relatively strong research tradition. Taxonomically and geographically, North Saami is situated at the eastern end of the Western Saami subgro
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Conference papers on the topic "Norwegian language – grammar"

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Seile, Elza. "The Impact of Students’ Morphological Awareness: Systematic Literature Review." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.26.

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In the Latvian education system and society, concerns are growing about students’ language competencies, including grammar. The relevance of these problems is also reflected in societal concerns about insufficient grammar skills and a lack of systematicity in the teaching content. Grammar is a system that includes word formation, morphology and syntax. Mastery of the grammatical systems of native languages is one of the most critical conditions for fully developing a child’s/scholar’s speech and mental abilities; however, it is essential to understand how precisely the comprehension of some re
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