Anne Dahl
Biographic Data
| ID | 6362242 |
|---|---|
| NAME | Anne Dahl |
| GIVEN NAMES | Anne |
| FAMILY NAME | Dahl |
| SIGNATURE | DAHL A |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0002-6413-4193 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
What impacts language learning and L2 confidence in a workplace setting? Experiences of international staff at a Norwegian university
This study investigates individual factors and workplace practices associated with self-perceived communication competence in the workplace (SPCCW) at a university in Norway. Via an online survey, 313 international academic staff members reported their SPCCW in Norwegian as a second language (L2). Although 92% of the permanent staff who responded reported having taken formal training in L2 Norwegian, only 54% of these felt that they knew enough N…
Singular NPs and the expression of genericity in Norwegian
This paper explores the capacity of singular noun phrases (NPs) to express genericity in Norwegian, examining how definite, indefinite, and bare singular forms map onto generic meanings. A timed acceptability judgment task was used to investigate how each form correlates with generic expressions, delving into the subtleties of their usage in native language. Thirty-three Norwegian native speakers completed the study. Our results indicate that all…
Acquisition of genericity in L2 English
This study explores the acquisition of genericity in English as a second language (L2) by analysing judgments of singular noun phrases' acceptability across generic contexts. We sampled three groups acquiring L2 English: L1-Norwegian L2-English learners, L1-Polish L2-English learners (bilingual group), and L1 Polish L2 English learners also acquiring Norwegian as a third language (multilingual group). Our findings confirm a selective effect of na…
Third language acquisition in the Nordic context
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Verb placement in L3 French and L3 German
This article explores cross-linguistic influence and the relationship between surface structure and underlying syntactic structure in L3 acquisition of verb placement in L1 Norwegian L2 English learners of L3 German or French, respectively. In these languages, verb placement varies systematically. Previous research has found transfer from both L1 and L2 in similar language combinations. Using an acceptability judgment task, we tested verb placeme…
Filler–gap dependencies and islands in L2 English production
Embedded questions (EQs) are islands for filler–gap dependency formation in English, but not in Norwegian. Kush and Dahl (2022) found that first language (L1) Norwegian participants often accepted filler–gap dependencies into EQs in second language (L2) English, and proposed that this reflected persistent transfer from Norwegian of the functional structure that licenses such filler–gap dependencies. However, their results do not conclusively esta…
French as a third language in Norway
The present study investigated the acquisition of verb movement in L3 French by L1 speakers of Norwegian with English as their L2. To investigate the impact of previously learned languages in L3 acquisition, we looked at two sentence types with lexical verbs where Norwegian, English, and French differ in systematic ways: a) non-subject initial declarative main clauses and b) subject-initial declarative main clauses with a short sentence-medial ad…
L2 transfer of L1 island-insensitivity
Norwegian allows filler-gap dependencies into embedded questions, which are islands for filler-gap dependency formation in English. We ask whether there is evidence that Norwegian learners of English transfer the functional structure that permits island violations from their first language (L1) to their second language (L2). In two acceptability judgment studies, we find that Norwegians are more likely to accept ‘island-violating’ filler-gap depe…
The acquisition of word order in L2 Norwegian
This article reports on a syntactic acceptability judgement study of 59 adult L2/Ln learners of Norwegian and a group of native controls, studying subject and object shift. These constructions involve movement of (mainly) pronominal subjects or objects across negation/adverbs. Both subject shift and object shift display considerable micro-variation in terms of syntax and information structure, dependent on factors such as nominal type (pronoun vs…
L2 transfer of L1 island-insensitivity
Norwegian allows filler-gap dependencies into embedded questions, which are islands for filler-gap dependency formation in English. We ask whether there is evidence that Norwegian learners of English transfer the functional structure that permits island violations from their first language (L1) to their second language (L2). In two acceptability judgment studies, we find that Norwegians are more likely to accept ‘island-violating’ filler-gap depe…
The acquisition of word order in L2 Norwegian
This article reports on a syntactic acceptability judgement study of 59 adult L2/Ln learners of Norwegian and a group of native controls, studying subject and object shift. These constructions involve movement of (mainly) pronominal subjects or objects across negation/adverbs. Both subject shift and object shift display considerable micro-variation in terms of syntax and information structure, dependent on factors such as nominal type (pronoun vs…
L2 transfer of L1 island-insensitivity
Norwegian allows filler-gap dependencies into embedded questions, which are islands for filler-gap dependency formation in English. We ask whether there is evidence that Norwegian learners of English transfer the functional structure that permits island violations from their first language (L1) to their second language (L2). In two acceptability judgment studies, we find that Norwegians are more likely to accept ‘island-violating’ filler-gap depe…
French as a third language in Norway
The present study investigated the acquisition of verb movement in L3 French by L1 speakers of Norwegian with English as their L2. To investigate the impact of previously learned languages in L3 acquisition, we looked at two sentence types with lexical verbs where Norwegian, English, and French differ in systematic ways: a) non-subject initial declarative main clauses and b) subject-initial declarative main clauses with a short sentence-medial ad…
Verb placement in L3 French and L3 German
This article explores cross-linguistic influence and the relationship between surface structure and underlying syntactic structure in L3 acquisition of verb placement in L1 Norwegian L2 English learners of L3 German or French, respectively. In these languages, verb placement varies systematically. Previous research has found transfer from both L1 and L2 in similar language combinations. Using an acceptability judgment task, we tested verb placeme…
Filler–gap dependencies and islands in L2 English production
Embedded questions (EQs) are islands for filler–gap dependency formation in English, but not in Norwegian. Kush and Dahl (2022) found that first language (L1) Norwegian participants often accepted filler–gap dependencies into EQs in second language (L2) English, and proposed that this reflected persistent transfer from Norwegian of the functional structure that licenses such filler–gap dependencies. However, their results do not conclusively esta…
Third language acquisition in the Nordic context
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Singular NPs and the expression of genericity in Norwegian
This paper explores the capacity of singular noun phrases (NPs) to express genericity in Norwegian, examining how definite, indefinite, and bare singular forms map onto generic meanings. A timed acceptability judgment task was used to investigate how each form correlates with generic expressions, delving into the subtleties of their usage in native language. Thirty-three Norwegian native speakers completed the study. Our results indicate that all…
Acquisition of genericity in L2 English
This study explores the acquisition of genericity in English as a second language (L2) by analysing judgments of singular noun phrases' acceptability across generic contexts. We sampled three groups acquiring L2 English: L1-Norwegian L2-English learners, L1-Polish L2-English learners (bilingual group), and L1 Polish L2 English learners also acquiring Norwegian as a third language (multilingual group). Our findings confirm a selective effect of na…
What impacts language learning and L2 confidence in a workplace setting? Experiences of international staff at a Norwegian university
This study investigates individual factors and workplace practices associated with self-perceived communication competence in the workplace (SPCCW) at a university in Norway. Via an online survey, 313 international academic staff members reported their SPCCW in Norwegian as a second language (L2). Although 92% of the permanent staff who responded reported having taken formal training in L2 Norwegian, only 54% of these felt that they knew enough N…
Linguistics (8 works) · Philosophy (7 works) · Computer Science (6 works) · Norwegian (6 works) · Psychology (5 works) · Artificial Intelligence (4 works) · Political science (4 works) · Syntax, Semantics, Linguistic Variation (4 works) · EFL/ESL Teaching and Learning (3 works) · Language Development and Disorders (3 works)