Hildegunn Dirdal

Associate Professor - Britisk-amerikansk
Image of Hildegunn Dirdal
Norwegian version of this page
Phone +47 22858274
Room NT 625
Visiting address Niels Treschows hus 6th floor Niels Henrik Abels vei 36
Postal address Postboks 1003 Blindern 0315 Oslo


I teach the following courses: ENG1100 English Grammar (lectures and groups), ENG2168 Words: English morphology and lexicology (seminars), ENG4112 Methods in English Language Research (seminars), ENG4116 Second Language Acquisition (seminars), and ENG1103 English Phonetics and Intonation (groups). Previously, I have also taught ENG1102 Translation and Practical Exercises, An Introduction, ENG2157/4157 Semantics and Pragmatics and ENG2158/4158 Translation into English.


My research interests lie mainly within the fields of second language acquisition, translation studies and contrastive linguistics.

I am currently leader of the research group TRAWL (Tracking Written Learner Language), which has members at both the University of Oslo (Eva Thue Vold) and the University of Agder (Ingrid Kristine Hasund - leader of TRAWL-UiA, Eli-Maria Danbolt Drange, Tale M. Guldal), and formerly also Inland Norway University of Applied Sciences (Anne-Line Graedler – leader 2016–2019, Susan Nacey, Sylvi Rørvik).

The aims of the research group is to explore the development of Norwegian pupils’ writing skills in their second language (L2), English, and the three most frequently chosen third languages (L3s) in Norwegian schools, French, German and Spanish. The investigation is based on authentic pupil texts written as part of regular school work, and involves the construction of a large corpus of learner texts.

Texts are collected from years 5–13 for English and years 8–13 for French, German and Spanish, and compiled into a genuinely longitudinal corpus. Versions with teacher comments are available for many of the texts, and Norwegian texts are also collected from some of the students to enable comparisons between L1, L2 and L3. The texts are annotated following the TEI conventions and the annotation includes metadata describing the pupils (age, gender, language background, etc.) and texts (format, task conditions, etc.). The corpus will be made available for other researchers, teachers and teacher educators upon completion, with the view to providing data for further studies, as well as material for teaching and teacher training. The corpus will be searchable through the Glossa search interface, created by the Text Laboratory at the University of Oslo.

The TRAWL research is underpinned by a functional and usage-based understanding of language, shared by cognitive and emergentist theories of language learning. We focus on development within the following areas:

  • Vocabulary and formality level
  • Morpho-syntax
  • Syntactic complexity
  • Text organization

Although it is widely acknowledged that all the languages of an individual can influence each other and should be seen as an interconnected system, there is still little research on the development across all the languages of a learner. At present, our attention is therefore also turning to the interactions between L1, L2 and L3 over time.

Tags: English, English language, Linguistics, Second language acquisition, Learner language, Contrastive linguistics, English-Norwegian contrasts, Corpus linguistics, Corpus development, Translation studies


  • Dirdal, Hildegunn (2021). L2 development of -ing clauses: A longitudinal study of Norwegian learners. In Pérez-Paredes, Pascual & Mark, Geraldine (Ed.), Beyond Concordance Lines: Corpora in Language Education. John Benjamins Publishing Company. ISSN 978 90 272 0989 4. p. 75–96. doi: 10.1075/scl.102.04dir. Full text in Research Archive
  • Dirdal, Hildegunn (2019). Factors influencing the translation of -ing participial free adjuncts: Semantic role, context and a translator's individual style. In Wiegand, Viola & Mahlberg, Michaela (Ed.), Corpus Linguistics, Context and Culture. De Gruyter Mouton. ISSN 9783110486728. p. 197–222. doi: 10.1515/9783110489071-008.
  • Dirdal, Hildegunn (2017). Student translators and the challenge of -ing clauses. In de Haan, Pieter; De Vries, Rina & Van Vuuren, Sanne (Ed.), Language, Learners and Levels: Progression and Variation.. Presses universitaires de Louvain. ISSN 978-2-87558-595-0. p. 203–225.
  • Dirdal, Hildegunn (2017). Sentence-initial "and/og" in English and Norwegian. In Janebová, Marketá; Lapshinova-Koltunski, Ekaterina & Martinková, Michaela (Ed.), Contrasting English and Other Languages through Corpora. Cambridge Scholars Publishing. ISSN 978-1-4438-9601-6. p. 102–129.
  • Egan, Thomas Laurence & Dirdal, Hildegunn (2017). Lexis in Contrast Today. In Egan, Thomas Laurence & Dirdal, Hildegunn (Ed.), Cross-linguistic Correspondences. From lexis to genre. John Benjamins Publishing Company. ISSN 9789027259561. p. 1–33. doi: 10.1075/slcs.191.01ega.
  • Dirdal, Hildegunn (2014). Individual variation between translators in the use of clause building and clause reduction. Oslo Studies in Language (OSLa). ISSN 1890-9639. 6(1), p. 119–142. doi: 10.5617/osla.711.

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  • Graedler, Anne-Line; Dirdal, Hildegunn; Guldal, Tale Margrethe; Hasund, Ingrid Kristine; Rørvik, Sylvi & Nacey, Susan Lee [Show all 7 contributors for this article] (2017). Tracking Written Learner Language (TRAWL): A longitudinal corpus of Norwegian pupils' written texts in second/foreign languages.
  • Graedler, Anne-Line; Rørvik, Sylvi; Dirdal, Hildegunn; Hasund, Ingrid Kristine & Drange, Eli-Marie D. (2017). "TraWL (Tracking Written Learner language): Corpus design and research plans".

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Published Sep. 23, 2010 12:00 PM - Last modified Feb. 12, 2021 3:25 PM