Hilde Hasselgård

• Ebeling, Signe Oksefjell & Hasselgård, Hilde (2020). Intensification in dialogue vs. narrative in a corpus of present-day English fiction, In Ewa Jonsson & Tove Larsson (ed.),  Voices Past and Present - Studies of Involved, Speech-related and Spoken Texts. In honor of Merja Kytö.  John Benjamins Publishing Company.  ISBN 9789027207654.  chapter 18.  s 302 - 316 Vis sammendrag

  This chapter examines adverbial intensification of adjectives in present-day English fiction, with the aim of establishing whether dialogic and narrative passages differ in this regard. Although the corpus is relatively small, the study indicates that the frequency of intensification differs across these two subregisters of fiction. Findings of a more qualitative nature include slight differences in preferred choice of intensifiers in dialogue (very > so > too) vs. narrative (so > too > very). Moreover, dialogue has a preference for evaluative adjectives, while narrative shows more variation. A comparison with authentic speech uncovered few clear patterns except the predominance of some high-frequency adverb-adjective combinations. Nevertheless, the differences between fictional dialogue and narrative demonstrate that linguistic phenomena may vary both within and across registers.

• Hasselgård, Hilde (2020). Corpus-based contrastive studies: Beginnings, developments and directions. Languages in Contrast: International Journal for Contrastive Linguistics.  ISSN 1387-6759.  20(2)
• Hasselgård, Hilde (2020). In the case of theme: Topic identifiers in English and Norwegian academic texts. Contrastive Pragmatics: A Cross-Disciplinary Journal.  ISSN 2666-0385.  1(1), s 108- 135 . doi: 10.1163/26660393-12340001 Fulltekst i vitenarkiv. Vis sammendrag

  This paper investigates the use of clause-initial constituents prefaced by topic-identifying expressions such as in terms of, in the case of and their Norwegian counterparts. The focus is on the nature, frequency and discourse functions of these in a corpus of published academic writing in English and Norwegian and across three disciplines. Such expressions are rather infrequent overall, but medicine uses them the least and linguistics the most in both languages. The functions of the construction can be compared either to those of left dislocation or to other types of clause-initial adverbials depending on the degree of coreference between the theme and some element in the rheme. The pattern with coreference is more common in Norwegian than in English. Generally, topic identifiers are used for announcing explicitly a theme that represents a topic shift or a contrast with the preceding discourse. The study contributes to contrastive pragmatics through its focus on the discourse-pragmatic functions of the expressions under study and the cross-linguistic comparison of this type of information structuring device across two disciplines of academic writing.

• Larsson, Tove; Callies, Marcus; Hasselgård, Hilde; Laso, Natalia Judith; Van Vuuren, Sanne; Verdaguer, Isabel & Paquot, Magali (2020). Adverb placement in EFL academic writing. Going beyond syntactic transfer. International Journal of Corpus Linguistics.  ISSN 1384-6655.  25(2), s 155- 184 . doi: https://doi.org/10.1075/ijcl.19131.lar Vis sammendrag

  The present study looks at adverb placement in expert writing and in first-language and second-language novice spoken and written production. The extent to which first-language (L1) transfer is still present in advanced learners’ written production is also investigated. The study uses data from one expert corpus (LOCRA), two native-speaker student corpora (BAWE and LOCNEC) and two learner corpora (VESPA and LINDSEI). The results highlight the importance of taking register into consideration, as clear distributional differences were found between spoken and written production. In addition, while considerable differences could be noted across L1 background in the spoken data, factors such as presence/absence of auxiliary, verb type (e.g. intransitive, copular/linking) and lexis were found to be most important for predicting adverb placement in the written data. Only very limited evidence of L1 transfer was found in the learners’ writing, suggesting that advanced learners have largely mastered the distributional preferences of adverbs. Keywords: L2 writing, L1 transfer, learner corpus research, adverb placement, novice writing

• Hasselgård, Hilde (2019). Phraseological teddy bears: frequent lexical bundles in academic writing by Norwegian learners and native speakers of English, In Viola Wiegand & Michaela Mahlberg (ed.),  Corpus Linguistics, Context and Culture.  Mouton de Gruyter.  ISBN 9783110486728.  chapter.  s 339 - 362 Fulltekst i vitenarkiv.
• Hasselgård, Hilde (2019). "The nature of the essays": The colligational framework ‘the N of the N’ in L1 and L2 novice academic English.. Studies in Variation, Contacts and Change in English.  ISSN 1797-4453.  20 Vis sammendrag

  This study investigates the use of the colligational framework ‘the N1 of the N2’ in novice academic English. The material comes from the English literature discipline in the Norwegian component of the VESPA corpus (Varieties of English for Specific Purposes dAtabase) and the BAWE corpus (British Academic Written English). The research questions concern the frequency, distribution, lexical realizations and meaning of the colligation in L1 and L2 novice academic English. Although the L2 users were expected to underuse the colligation due to cross-linguistic differences between English and Norwegian as well as the fact that phrasal complexity requires a high level of proficiency, the frequency of the pattern was found to be relatively similar between the two corpora. The second noun in the colligation shows more discipline-specificity than the first. The colligation has a high degree of variability in both corpora: the most recurrent lexical pattern is that in which the N1 represents a part and the N2 a literary work, as in the end of the novel. However, there were qualitative differences between the two datasets, the most important of which concerned cases in which the N1 is a nominalization. These were used more in L1 than in L2 along with support nouns, while the learners used the pattern with partitive and possessive meaning slightly more than the native speakers.

• Hasselgård, Hilde (2018). Corpora in English language teaching, In Henrik Bøhn; Magne Dypedahl & Gro-Anita Myklevold (ed.),  Teaching and Learning English.  Cappelen Damm Akademisk.  ISBN 9788202547615.  18.  s 322 - 342
• Hasselgård, Hilde (2018). Language Contrasts, Language Learners and Metacognition: Focus on Norwegian Advanced Learners of English, In Åsta Haukås; Camilla Bjørke & Magne Dypedahl (ed.),  Metacognition in Language Learning and Teaching.  Routledge.  ISBN 9781138633384.  6. Vis sammendrag

  This chapter discusses metacognitive cross-linguistic awareness in language learning with a focus on Norwegian advanced learners of English. It is argued that even rather proficient language learners can benefit from explicit knowledge of differences and similarities between their first language and their second, exploiting the potential for positive transfer and avoiding negative transfer. Three small-scale studies illustrate language contrasts and learner behaviour in the use of modal auxiliaries, modal combinations, and topic identifiers. A parallel corpus is consulted to uncover differences between English and Norwegian before corpora of Norwegian-produced L2 English and novice L1 English are explored to find out whether the cross-linguistic differences are reflected in the learner output. In a complementary investigation, a group of university students express their views on the value of L1/L2 comparisons in L2 learning. The predominant attitude is that knowledge of similarities and differences between the languages is beneficial, although linguistic self-consciousness and hypercorrection may also arise from such knowledge. It is suggested that the corpus techniques illustrated in the chapter may help teachers and learners notice relationships between the L1 and the L2, which in turn may foster cross-linguistic awareness and metacognition.

• Hasselgård, Hilde (2018). Sentence-initial indefinite subjects in English and Norwegian. Bergen Language and Linguistics Studies (BeLLS).  ISSN 1892-2449.  9(1), s 93- 114 . doi: 10.15845/bells.v9i1.1506 Fulltekst i vitenarkiv. Vis sammendrag

  The present study uses the English-Norwegian Parallel Corpus to investigate the frequency and use of indefinite noun phrases as subjects in English and Norwegian. Since subjects in both languages tend to appear clause-initially, indefinite subjects represent a deviation from the information principle. The clearest difference between the languages is the greater frequency of indefinite subject NPs in English. The lexicogrammatical features of the indefinite subjects and their immediate contexts are relatively similar in both languages. The indefinite subjects most commonly occur with intransitive verb phrases, and often in clauses with presentative or generic meaning. Translation correspondences of indefinite subjects show that the subject NP is retained in congruent form in the majority of cases, but more changes are made in translations from English into Norwegian than the other way round. This is taken to support the findings of the contrastive analysis and furthermore indicates that the light subject constraint is applied more strictly in Norwegian than in English.

• Hasselgård, Hilde & Ebeling, Signe Oksefjell (2018). At the interface between Contrastive Analysis and Learner Corpus Research: A parallel contrastive approach. Nordic Journal of English Studies.  ISSN 1654-6970.  17(2), s 182- 214 Fulltekst i vitenarkiv. Vis sammendrag

  This paper presents a model for combining contrastive analysis and interlanguage analysis. It can be seen as an extension of Granger’s (1996) Integrated Contrastive Model, but it explicitly requires a bidirectional parallel corpus for the contrastive analysis and matching learner corpora for the (multiple) interlanguage analysis. Thus, the model operates at the interface between Contrastive Analysis and Learner Corpus Research. Within the model, the contrastive, cross-linguistic analysis produces hypotheses for learner behaviour in the languages examined. Hence the learner corpus study of L2 data includes a cross-linguistic interlanguage analysis, based on comparable data produced by (at least) two learner groups (with different L1s and different L2s). As an illustration of the model, the English noun people and its typical Norwegian translation correspondences (FOLK and MENNESKE) are studied, with particular attention to postmodification patterns. The proposed Parallel Contrastive Model is shown to have the potential to throw new light on the cross-linguistic relationship between languages and interlanguages in a common framework.

• Hasselgård, Hilde (2017). Adverbial Clauses in English and Norwegian Fiction and News. Yearbook of Corpus Linguistics and Pragmatics.  ISSN 2213-6819.  5, s 119- 139 . doi: 10.1007/978-3-319-54556-1_6 Vis sammendrag

  This paper considers the placement of adverbial clauses in English and Norwegian with regard to their form, meaning, information status and semantic relation to the matrix clause proposition. The study is based on comparable original texts in both languages, representing two registers: fiction and news reportage. End position of adverbial clauses is most common in both languages, with initial position as an alternative in many cases. Positional freedom is found to differ greatly between finite and non-finite clauses, and also across different semantic types of adverbial clauses. For those types of adverbial clauses that vary across positions, mostly time and contingency clauses, information status (new vs. anchored) is found to have some influence. Iconic order was found to be less important, but was more noticeable in fiction than in news. The placement of adverbial clauses seems to be guided by similar principles in both languages. Register differences are identified in both languages, but they do not show consistent patterns.

• Hasselgård, Hilde (2017). Lexical patterns of place in English and Norwegian, In Thomas Laurence Egan & Hildegunn Dirdal (ed.),  Cross-linguistic Correspondences. From lexis to genre.  John Benjamins Publishing Company.  ISBN 9789027259561.  4.  s 98 - 119 Vis sammendrag

  This paper presents a contrastive analysis of the English noun place and the corresponding Norwegian nouns plass and sted. The study involves two stages. First the patterns of cross-linguistic correspondences of the nouns are established by means of translational data from the English–Norwegian Parallel Corpus. The correspondence patterns reveal both differences and commonalities between the words. Secondly, recurrent lexical bundles involving place, sted, and plass are investigated in order to discover their selectional preferences. The combined approach to the meanings and usage patterns of the words show the two Norwegian nouns to be almost in complementary distribution in many of their patterns. Place is broader in its meaning and shares senses and uses with both of the Norwegian nouns, although in certain contexts sted/plass correspond to different nouns (e.g. room or space), or to adverbs in -where. Certain idiomatic expressions are similar across the languages, but non-literal uses typically do not correspond to a spatial expression in the other language.

• Hasselgård, Hilde (2017). Stating the obvious: signals of shared knowledge in Norwegian-produced academic English, In Pieter de Haan; Rina De Vries & Sanne Van Vuuren (ed.),  Language, Learners and Levels: Progression and Variation..  Presses universitaires de Louvain.  ISBN 978-2-87558-595-0.  1.  s 23 - 44
• Hasselgård, Hilde (2017). Temporal Expressions in English and Norwegian, In Marketá Janebová; Ekaterina Lapshinova-Koltunski & Michaela Martinková (ed.),  Contrasting English and Other Languages through Corpora.  Cambridge Scholars Publishing.  ISBN 978-1-4438-9601-6.  3.  s 75 - 101 Vis sammendrag

  This study employs the n-gram method of data extraction to investigate temporal expressions in English and Norwegian. An aim is to find out what kinds of structures are used for expressing time in both languages, and more specifically, whether English uses more nominal expressions than Norwegian. Another aim is to test the n-gram methodology for cross-linguistic comparison within a specified semantic domain. The data comes from the fiction component of the English-Norwegian Parallel Corpus. Temporal n-grams are manually identified from bootstrapped lists of 2-4-grams in both languages, and these are further analysed in terms of their structure and function. Results are, however, inconclusive, not least due to systemic morphological and syntactic differences between the languages that influence recurrence. Norwegian is found to be less recurrent (i.e. have fewer frequent n-grams) than English, but a greater proportion of Norwegian n-grams are temporal. While the question of nominal vs. adverbial expressions could not be resolved, it was found that Norwegian has more clausal n-grams than English. Further research, using a mix of qualitative and quantitative methods, and preferably larger corpora, is needed in order to achieve a more reliable comparison of temporal expressions in English and Norwegian.

• Hasselgård, Hilde (2016). Conditional clauses in novice academic English: A comparison of Norwegian learners and native speakers. Nordic Journal of English Studies.  ISSN 1654-6970.  15(2), s 95- 112 Vis sammendrag

  This study concerns the syntactic, semantic and pragmatic features of conditional clauses in novice academic English. The material comes from the VESPA corpus, representing Norwegian advanced learners of English, and the BAWE corpus, representing English L1 students in British universities. The learners are shown to overuse conditionals in general, but to mostly master their syntactic and semantic features. The overuse may be associated with the interpersonal functions of conditionals. The epistemic use in argument building is more apparent among the native speakers.

• Hasselgård, Hilde (2016). Discourse-organizing metadiscourse in novice academic English, In Maria Jose Lopez-Couso; Belén Méndez-Naya; Paloma Núñez-Pertejo & Ignacio M. Palacios-Martínez (ed.),  Corpus linguistics on the move: Exploring and understanding English through corpora..  Brill Academic Publishers.  ISBN 9789004308077.  6.  s 106 - 131
• Hasselgård, Hilde (2016). The way of the world: The colligational framework “the N1 of the N2” and its Norwegian correspondences. Nordic Journal of English Studies.  ISSN 1654-6970.  15(3), s 55- 79
• Aijmer, Karin & Hasselgård, Hilde (2015). Cross-linguistic studies at the interface between lexis and grammar. Nordic Journal of English Studies.  ISSN 1654-6970.  14(1), s 1- 8
• Ebeling, Signe Oksefjell & Hasselgård, Hilde (2015). Cross-linguistic perspectives on verb constructions, In Signe Oksefjell Ebeling & Hilde Hasselgård (ed.),  Cross-Linguistic Perspectives on Verb Constructions.  Cambridge Scholars Publishing.  ISBN 978-1-4438-7808-1.  Chapter 1.  s 1 - 6
• Ebeling, Signe Oksefjell & Hasselgård, Hilde (2015). Learner corpora and phraseology, In Sylviane Granger; Gaëtanelle Gilquin & Fanny Meunier (ed.),  The Cambridge Handbook of Learner Corpus Research.  Cambridge University Press.  ISBN 9781107041196.  10.  s 207 - 230
• Ebeling, Signe Oksefjell & Hasselgård, Hilde (2015). Learners' and native speakers' use of recurrent word-combinations across disciplines. Bergen Language and Linguistics Studies (BeLLS).  ISSN 1892-2449.  6, s 87- 106
• Hasselgård, Hilde (2015). Coming and going to the future: Future-referring expressions in English and Norwegian, In Signe Oksefjell Ebeling & Hilde Hasselgård (ed.),  Cross-Linguistic Perspectives on Verb Constructions.  Cambridge Scholars Publishing.  ISBN 978-1-4438-7808-1.  chapter 5.  s 88 - 115 Vis sammendrag

  This study compares two future-referring expressions in English and Norwegian that are composed of a verb of motion and an infinitive, viz. 'be going to V' and 'komme til å V'. The meanings of the constructions are studied through the lens of their correspondences in the English-Norwegian Parallel Corpus (ENPC), which reveals some important differences. The constructions also differ in frequency of use and to some extent in their collocational preferences.

• Hasselgård, Hilde (2015). Lexicogrammatical features of adverbs in advanced learner English. ITL - International Journal of Applied Linguistics.  ISSN 0019-0829.  166(1), s 163- 189 . doi: 10.1075/itl.166.1.05has Vis sammendrag

  This paper explores the use of -ly adverbs by Norwegian advanced learners of English compared to that of native speakers. The investigation is based on two corpora of novice academic English: VESPA and BAWE. It considers features of lexis (frequencies, style, meanings, collocational patterns) as well as of syntax, i.e. whether the adverbs function as adjuncts, disjuncts, conjuncts or modifiers in adjective or adverb phrases. The learners make few clear mistakes with adverbs, but there are important frequency differences between the corpora concerning lexical choice and semantic and syntactic functions. Learners overuse adverbs with modal meaning but underuse phrase-modifying adverbs. Most adjunct types are also underused. At several points, the native speakers prove to have a greater lexical repertoire.

• Hasselgård, Hilde (2014). Additive conjunction across languages: ‘dessuten’ and its correspondences in English and French. Oslo Studies in Language (OSLa).  ISSN 1890-9639.  6(1), s 69- 89
• Hasselgård, Hilde (2014). Conditional clauses in English and Norwegian, In Hans Petter Helland & Christine Meklenborg Salvesen (ed.),  Affaire(s) de grammaire. Mélanges offerts à Marianne Hobæk Haff à l'occasion de ses soixante-cinq ans.  Novus Forlag.  ISBN 978-82-7099-753-4.  9.  s 185 - 204
• Hasselgård, Hilde (2014). Discourse-structuring functions of initial adverbials in English and Norwegian news and fiction. Languages in Contrast: International Journal for Contrastive Linguistics.  ISSN 1387-6759.  14(1), s 73- 92 . doi: 10.1075/lic.14.1.05has Vis sammendrag

  This paper explores the discourse-structuring functions of initial adverbial adjuncts in English and Norwegian news and fiction. Such discourse functions have to do with discourse linking and information management. The corpus study reveals frequency differences in the use of initial adjuncts across the languages, which are to some extent connected with an overall greater frequency of adjuncts in Norwegian. While initial adjuncts in fiction often signal cohesive relations, those in news are more typically due to backgrounding of less important information or to framing/scene-setting for the clause message. Norwegian initial adjuncts are even less likely than English ones to convey new information; on the other hand, initial position is to a lesser extent associated with contrastive focus in Norwegian. This, together with the higher frequency of initial adjuncts in Norwegian, suggests that initial placement of adjuncts carries a lower degree of markedness in Norwegian than in English. Keywords: discourse organization, English/Norwegian, cohesion, theme, adverbials

• Hasselgård, Hilde (2014). It-clefts in English L1 and L2 academic writing: The case of Norwegian learners, In Kristin Davidse; Caroline Gentens; Lobke Ghesquière & Lieven Vandelanotte (ed.),  Corpus Interrogation and Grammatical Patterns.  John Benjamins Publishing Company.  ISBN 9789027203717.  Part 4:2.  s 295 - 320 Vis sammendrag

  This paper examines it-clefts in five corpora representing Norwegian learners of English, novice L1 writers of English and specialist L1 academic writing. The comparison also concerns general argumentative writing vs. discipline-specific writing. The frequency of it-clefts varies across the corpora. The learners underuse clefts, but the results of the register comparison are inconclusive. The types of clefted constituent and the choice of subordinator in the cleft clause vary more in L1 than in L2 writing. There are also differences as to the syntactic environments of clefts and their discourse functions. For example, the learners overuse clefts in interrogatives in argumentative writing. In discipline-specific writing, the learners underuse clefts in that-clauses, particularly with the function of reporting previous research.

• Hasselgård, Hilde (2014). Verbal and nominal expressions in an English-Norwegian translation perspective, In Kerstin Kuntz; Elke Teich; Silvia Hansen-Schirra; Stella Neumann & Peggy Daut (ed.),  Caught in the Middle – Language Use and Translation. A Festschrift for Erich Steiner on the Occasion of his 60th Birthday.  Universitätsverlag des Saarlandes.  ISBN 978-3-86223-145-4.  10.  s 147 - 160
• Hasselgård, Hilde (2014). Å bruke korpus i språkundervisningen, I: Camilla Bjørke; Magne Dypedahl & Gro Anita Myklevold (red.),  Fremmedspråksdidaktikk.  Cappelen Damm Akademisk.  ISBN 978-82-02-42450-3.  10.  s 139 - 156
• Ebeling, Jarle; Ebeling, Signe Oksefjell & Hasselgård, Hilde (2013). Using recurrent word-combinations to explore cross-linguistic differences, In Karin Aijmer & Bengt Altenberg (ed.),  Advances in Corpus-based Contrastive Linguistics: Studies in honour of Stig Johansson.  John Benjamins Publishing Company.  ISBN 978 90 272 0359 5.  10.  s 177 - 199
• Hasselgård, Hilde; Ebeling, Jarle & Ebeling, Signe Oksefjell (2013). Introduction, In Hilde Hasselgård; Jarle Ebeling & Signe Oksefjell Ebeling (ed.),  Corpus Perspectives on Patterns of Lexis.  John Benjamins Publishing Company.  ISBN 978 90 272 0363 2.  Introduction.  s 1 - 9
• Paquot, Magali; Hasselgård, Hilde & Ebeling, Signe Oksefjell (2013). Writer/reader visibility in learner writing across genres: A comparison of the French and Norwegian components of the ICLE and VESPA learner corpora. Corpora and Language in Use.  ISSN 2034-6417.  s 377- 388
• Ebeling, Signe Oksefjell; Ebeling, Jarle & Hasselgård, Hilde (2012). Aspects of corpus linguistics: compilation, annotation, analysis - Introduction. Studies in Variation, Contacts and Change in English.  ISSN 1797-4453.  12
• Hasselgård, Hilde (2012). Crosslinguistic Differences in Grammar, In C.A. Chapelle (ed.),  The Encyclopedia of Applied Linguistics.  Wiley-Blackwell.  ISBN 978-1-4051-9473-0.  DOI: 10.1002/9781405198431.wbeal0290.
• Hasselgård, Hilde (2012). Facts, ideas, questions, problems, and issues in advanced learners’ English. Nordic Journal of English Studies.  ISSN 1654-6970.  11(1), s 22- 54
• Hasselgård, Hilde (2012). Kommentaradjunkter i kontrastivt perspektiv, I: Thomas Hestbæk Andersen & Morten Boeriis (red.),  Nordisk socialsemiotik : pædagogiske, multimodale og sprogvidenskabelige landvindinger.  Syddansk Universitetsforlag.  ISBN 978-87-7674-657-5.  9.  s 177 - 198
• Hasselgård, Hilde (2012). Possessive absolutes in English and their Norwegian correspondences, In Cathrine Fabricius-Hansen & Dag Trygve Truslew Haug (ed.),  Big events, small clauses : the grammar of elaboration.  Walter de Gruyter.  ISBN 978-3-11-028586-4.  Chapter 6.1.  s 229 - 259
• Hasselgård, Hilde & Johansson, Karl Albert Stig (2011). Learner corpora and contrastive interlanguage analysis, In Fanny Meunier; Sylvie De Cock; Gaëtanelle Gilquin & Magali Paquot (ed.),  A Taste for Corpora. In honour of Sylviane Granger.  John Benjamins Publishing Company.  ISBN 978-90-272-8708-3.  3.  s 33 - 62

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• Dypedahl, Magne & Hasselgård, Hilde (2018). Introducing English Grammar. Third Edition. Fagbokforlaget.  ISBN 9788245023688.  256 s. Vis sammendrag

  Introducing English Grammar describes and explains English grammar in light of current usage. It is aimed at students of English in teacher education and students who take an introductory course in English grammar at college/university level in Norway.

• Ebeling, Signe Oksefjell & Hasselgård, Hilde (ed.) (2015). Cross-Linguistic Perspectives on Verb Constructions. Cambridge Scholars Publishing.  ISBN 978-1-4438-7808-1.  266 s. Vis sammendrag

  This volume sheds new light on verb constructions by exposing them to cross-linguistic analysis based on multilingual corpora. It is composed of nine studies which provide insights into various aspects of cross-linguistic diversity, including showing that seemingly equivalent verb constructions may differ in their semantics, and that similar meanings may be expressed by different types of constructions. In other words, this book shows that different languages have different ways of lexicalising verb-based meanings, most notably by means of other, divergent verb constructions. A range of lexicogrammatical aspects of verb constructions are explored throughout the book, including time reference; modality; voice; light verb constructions; non-finite complementation of lexical verbs; posture-verb constructions; semiperiphrastic constructions; and the construction and semantic composition of verbs of putting. All of the contributions consider English in comparison with at least one of the following languages: Czech, German, Lithuanian, Norwegian, Spanish, and Swedish. As such, this volume offers a truly multilingual perspective on verb constructions. The diversity of comparisons also highlights the multi-faceted nature of the verb phrase, which seems to have virtually limitless potential for exploration in the fields of tense, aspect, modality, lexical semantics, syntax, and phraseology.

• Hasselgård, Hilde; Ebeling, Jarle & Ebeling, Signe Oksefjell (ed.) (2013). Corpus Perspectives on Patterns of Lexis. John Benjamins Publishing Company.  ISBN 978 90 272 0363 2.  291 s.
• Dypedahl, Magne; Hasselgård, Hilde & Løken, Berit Helene (2012). Introducing English grammar. Fagbokforlaget.  ISBN 978-82-450-1291-0.  248 s.
• Hasselgård, Hilde; Lysvåg, Per & Johansson, Karl Albert Stig (2012). English Grammar - Theory and Use. Second edition. Universitetsforlaget.  ISBN 978-82-15-01894-2.  450 s.
• Hasselgård, Hilde (2010). Adjunct Adverbials in English. Cambridge University Press.  ISBN 978-0-521-51556-6.  320 s.

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• Hasselgård, Hilde (2020). Lexicogrammar Through Colligation: Noun + Preposition in English and Norwegian. Vis sammendrag

  This study uses sequences of PoS tags as a window into cross-linguistic syntactic differences. The selected tag sequence is noun plus preposition, most frequently realizing either noun with postmodifying PP or chance sequences of noun + PP with adverbial function, illustrated by (1) and (2) from the English-Norwegian Parallel Corpus (ENPC) on which this study is based. Both examples have congruent translations, indicating potential similarity between English and Norwegian PPs. Nor did he enjoy his meetings with Dr Forestier… (BC1) Han likte heller ikke konsultasjonene hos doktor Forestier … Og han hadde lagt klærne på en stein mye lenger opp. (HW2) And he had laid his clothes on a rock much nearer the grove. The research questions are as follows: What are the syntactic functions of PPs following a noun in Norwegian and English? What meanings do the PPs convey? Are there quantitative and qualitative differences between the languages? To what extent are translations congruent? English is expected to have more postmodifying PPs and Norwegian to have more adverbial PPs. This is based on a study of postmodifying of-phrases and their (frequently non-congruent) Norwegian correspondences (Hasselgård 2016). Furthermore, the claim that English is more nominal while Norwegian is more verbal/sentential (e.g. Nordrum 2007, Behrens 2014), might promote postmodifying PPs in English and clause-level adverbials in Norwegian. A novelty of this study is its use of tag sequences as a starting point for the investigation, which has not been common in cross-linguistic corpus studies (though see Wilhelmsen 2019 and monolingual studies of L1 and L2 performance, e.g. Granger & Rayson 1998, Granger & Bestgen 2014). Considering the high numbers of noun+preposition sequences in the ENPC and the need for manual post-processing of the data, random samples of 500 from either language were extracted through the Glossa search interface. As expected, the most important functions of the PPs were postmodifier and adverbial. The languages differ: in English the number of postmodifiers is about twice that of adverbials, but in Norwegian the number of adverbials is very close to that of postmodifiers. Other, infrequent, syntactic functions include complex prepositions and multi-word verbs not recognized by the tagger as such (e.g. in front of, legge merke til ‘make note of’). In addition there were some tagging errors concerning both nouns and prepositions. Locative meanings are more frequent in Norwegian than in English in both adverbial and postmodifiying PPs. English has more PPs modifying support nouns (Sinclair 1991) and PPs in possessive constructions. Larger proportions of the English adverbials have temporal and manner meanings. Other meanings are more similarly distributed. The degree of congruence in translation varies across translation directions and syntactic functions. Adverbials are translated congruently in 75-80% of the cases in both directions. Translations of postmodifiers are congruent more often from Norwegian to English (c. 75%) than from English to Norwegian (c. 55%). This indicates greater cross-linguistic differences in postmodifying than adverbial PPs.

• Hasselgård, Hilde (2019). Attribution in novice academic English.
• Hasselgård, Hilde (2019). Corpus-based contrastive studies: beginnings, developments and directions.
• Hasselgård, Hilde (2019). Idiomatikk på norsk og engelsk.
• Hasselgård, Hilde (2019). Integrating contrastive and interlanguage corpus studies.
• Hasselgård, Hilde (2019). Stating the obvious: signals of shared knowledge in academic English by advanced learners.
• Hasselgård, Hilde (2019). Time adjuncts in English and Norwegian News discourse.
• Hasselgård, Hilde (2019). Time adverbials in news reports - a short-term diachronic study.
• Hasund, Ingrid Kristine & Hasselgård, Hilde (2019). Writer/reader visibility in young learner writing. A study of the TRAWL corpus of secondary school texts.
• Ebeling, Signe Oksefjell & Hasselgård, Hilde (2018). Corpora et comparatio linguarum: Textual and contextual perspectives. Bergen Language and Linguistics Studies (BeLLS).  ISSN 1892-2449.  9(1), s 1- 4 . doi: 10.15845/bells.v9i1.1518 Fulltekst i vitenarkiv.
• Hasselgård, Hilde (2018). Corpus-based contrastive studies: beginnings, developments and directions.
• Hasselgård, Hilde (2018). Når det gjelder tema: Topikmarkører i norske og engelske akademiske tekster. Vis sammendrag

  Foredraget handler om en spesiell type setningstemaer, nemlig de som innledes med uttrykk som når det gjelder, med hensyn til, i forhold til, som illustrert i (1) og (2). Slike uttrykk markerer det eksperiensielle temaet eksplisitt, og jeg vil derfor bruke termen topikmarkør om dem. 1. Når det gjelder ordfølgen i Holbergs prosa, finner vi både direkte og invertert ordstilling godt belagt, … (KIAP-NO) 2. I forhold til den fullstendige, dynamiske relasjonen kan (3.1) da sies å lide av utelatte variabler. (KIAP-NO) Halliday nevner så vidt slike uttrykk i forbindelse med identifisering av topik når han skriver at eksperiensielt tema noen ganger blir annonsert eksplisitt ved hjelp av uttrykk som as for, with regard to (1994, 39). Syntaktisk sett er slike temaer adjunkter (av typen ‘matter’/‘sak’), og derfor markerte. Markeringen er både syntaktiskog tekstuell: topikmarkørene fremhever setningens tema og i tillegg at temaet er nytt eller innebærer en kontrast til, eller fortsettelse av, den foregående konteksten. Eksempel (3) og (4) viser to engelske setninger med topikmarkører. I foredraget vil jeg se nærmere på distribusjonen og funksjonen til disse markørene i både norsk og engelsk. 3. In terms of ESL materials, there is still not yet a book available on thesis and dissertation writing… (KIAP-ENG) 4. In the case of New Zealand, this stage would have lasted until approximately 1860. (KIAP-ENG) Tidligere studier jeg har gjort antyder at tematiske saksadjunkter, og dermed topikmarkører, er mer vanlige på norsk enn på engelsk – i alle fall bruker norske studenter dem mer enn britiske studenter i sine akademiske tekster på engelsk (Hasselgård, under utgivelse a og b). For å undersøke fenomenet nærmere, bruker jeg to korpuser: Engelsk-norsk parallellkorpus (ENPC), som inneholder originaltekster og oversettelser på både engelsk og norsk, og KIAP-korpuset, som inneholder akademiske artikler på engelsk og norsk innen lingvistikk, medisin og økonomi. Førstnevnte brukes for å etablere et sett av tilsvarende topikmarkører på norsk og engelsk. De mest frekvente markørene danner grunnlag for den egentlige undersøkelsen, hvor jeg ser på hvordan disse brukes i akademiske artikler på engelsk og norsk. Problemstillingene er følgende: Hvor frekvente er topikmarkører i engelske og norske akademiske tekster? Er det forskjeller mellom disiplinene i hvilke uttrykk som blir brukt? Hva er de tektstuelle funksjonen(e) til saksadjunktene som fungerer som markert tema? Hva slags likheter og forskjeller finnes det mellom språk og mellom disipliner? LITTERATUR Halliday, M.A.K. 1994. An Introduction to Functional Grammar. London: Arnold. Hasselgård, Hilde (under utgivelse). Phraseological teddy bears: frequent lexical bundles in academic writing by Norwegian learners and native speakers of English. Kommer i M. Mahlberg & V. Wiegand (red.), Corpus Linguistics, Context and Culture. Berlin: De Gruyter. Hasselgård, Hilde (2018). Language contrasts, language learners, and metacognition. I Å. Haukås, C. Bjørke and M. Dypedahl (red.), Metacognition in Language Learning and Teaching. Routledge. KORPUSMATERIALE Engelsk-norsk parallellkorpus: http://www.hf.uio.no/ilos/tjenester/kunnskap/sprak/omc/enpc/ KIAP-korpuset: http://www.uib.no/fremmedsprak/23107/kiap-korpuset

• Hasselgård, Hilde (2018). "The nature of the essays". The colligational pattern ‘the N of the N’ in L1 and L2 academic English.
• Xu, Xiuling & Hasselgård, Hilde (2018). An Interview with Hilde Hasselgård. Corpus Linguistics.  5(2), s 1- 12 Vis sammendrag

  http://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&filename=YLYY201802001&dbname=CJFDLASN2019

• Hasselgård, Hilde (2017). Corpus-based contrastive analysis: some methodological issues and a talking case study.
• Hasselgård, Hilde (2017). Idiomaticity in English and Norwegian: combining contrastive and interlanguage corpus studies. Vis sammendrag

  I will present some features of the project “Idiomaticity in English and Norwegian – A corpus-based approach”, discussing benefits as well as challenges of combining contrastive analysis with learner language analysis, as in the Integrated Contrastive Model (Granger 1996, Gilquin 2000/2001). Much previous contrastive and interlanguage research deals with individual lexemes or grammatical constructions. In contrast, the Idiomaticity project focuses on lexicogrammatical patterns, as phraseology is expected to (and to some extent has been shown to) vary across both languages and proficiency levels. I will further discuss the usefulness – and the feasibility – of adding a register dimension to the comparison. Finally I will show a case study, starting from the relatively frequent English 4-gram in the case of as an illustration of how the model can work.

• Hasselgård, Hilde (2017). Indefinite subjects in English and Norwegian.
• Hasselgård, Hilde (2017). Indefinite subjects in English and Norwegian.
• Hasselgård, Hilde (2017). Korpus og fremmedspråksundervisning.
• Hasselgård, Hilde (2017). Learner Corpus Research. What corpora can tell us about learner language, with special reference to some phraseological issues.
• Hasselgård, Hilde (2017). Phraseological teddy bears: Lexical bundles in academic writing by Norwegian learners and native speakers of English.
• Hasselgård, Hilde (2017). Writing different types of texts with structure and coherence suited to the purpose and situation.
• Hasselgård, Hilde (2017). Å bruke korpus i engelskundervisningen - og om hva korpus kan fortelle oss om engelsklæring.
• Hasselgård, Hilde & Ebeling, Signe Oksefjell (2017). The interfaces between LCR and contrastive analysis. A parallel contrastive experiment.
• Hasselgård, Hilde (2016). Maria Leedham, Chinese Students Writing in English. Implications from a Corpus-Driven Study (Book review). International Journal of Learner Corpus Research.  ISSN 2215-1478.  2(1), s 120- 124
• Hasselgård, Hilde (2016). Temporal expressions in English and Norwegian.
• Hasselgård, Hilde (2016). Å si det selvsagte: engasjementsmarkører i norske studenters akademiske tekster på engelsk.
• Nordrum, Lene; Ebeling, Signe Oksefjell & Hasselgård, Hilde (2016). Introduction - Languages in contrast 20 years on. Nordic Journal of English Studies.  ISSN 1654-6970.  15(3), s 1- 6
• Hasselgård, Hilde (2015). English-Norwegian contrasts and learner English. Vis sammendrag

  The main subject area “Language learning” in the curriculum for English states that learners should be able to see “relationships between English, one's native language and other languages”, presumably to facilitate English language learning. I will look into some areas where Norwegian and English are different and discuss how awareness of such differences can be beneficial to learners. Arguably, if knowledge about relationships between languages is to work as a strategy for learning English, learners need to be aware of relationships between linguistic forms and their meanings and functions.

• Hasselgård, Hilde (2015). Lexical patterns of place in English and Norwegian.
• Hasselgård, Hilde (2015). Stating the obvious: signals of shared knowledge in Norwegian-produced academic English.
• Hasselgård, Hilde & Ebeling, Signe Oksefjell (2015). The Norwegian component of the VESPA corpus – compilation, annotation and use.
• Hasselgård, Hilde (2014). Adverbial clauses in English and Norwegian.
• Hasselgård, Hilde (2014). “Phraseological teddy bears” - Frequent lexical bundles in academic writing by Norwegian learners and native speakers of English.
• Hasselgård, Hilde (2014). The way of the world: the collocational framework “the N1 of the N2” and its Norwegian correspondences.
• Ebeling, Signe Oksefjell & Hasselgård, Hilde (2013). Learners’ and native speakers’ use of recurrent word-combinations across disciplines.
• Hasselgård, Hilde (2013). Additive conjunction across languages: /dessuten/ and its correspondences in English and French.
• Hasselgård, Hilde (2013). Comment adjuncts in contrast.
• Hasselgård, Hilde (2013). Discourse-structuring functions of initial adverbials in English and Norwegian news and fiction.
• Hasselgård, Hilde (2013). Jim Feist: Premodifiers in English. Their structure and significance. ICAME Journal.  ISSN 0801-5775.  37, s 212- 217
• Hasselgård, Hilde (2013). Metadiscourse in novice academic English.
• Hasselgård, Hilde (2013). The usefulness of a meaning-based functional grammar for applied contrastive analysis.
• Hasselgård, Hilde (2012). Adjunct adverbials in English, and a comparison with Norwegian.
• Hasselgård, Hilde (2012). Den norske måten å skrive engelsk på. Bedre Skole.  ISSN 0802-183X.  (1), s 64- 67
• Hasselgård, Hilde (2012). It-clefts in English L1 and L2 academic writing.
• Hasselgård, Hilde (2012). The use of it-clefts in English L1 and L2 academic writing.
• Hasselgård, Hilde (2012). Vocabulary work: Collocations and the corpus. MAGAZINE. Cappelens tidsskrift for engelsklærere.  (2), s 7- 9
• Ebeling, Jarle; Ebeling, Signe Oksefjell & Hasselgård, Hilde (2011). Using recurrent word-combinations to explore cross-linguistic differences.
• Ebeling, Signe Oksefjell & Hasselgård, Hilde (2011). The VESPA corpus: status report and first explorations.
• Hasselgård, Hilde (2011). Adjunct adverbials in English and Norwegian.
• Hasselgård, Hilde (2011). Loving and hating in English and Norwegian Speech.
• Hasselgård, Hilde (2011). Using corpora in contrastive studies.
• Paquot, Magali; Hasselgård, Hilde & Ebeling, Signe Oksefjell (2011). Writer/reader visibility in learner writing across genres. A comparison of the French and Norwegian components of the ICLE and VESPA learner corpora.
• Hasselgård, Hilde (2010). Adjunct adverbials in English.
• Hasselgård, Hilde (2010). Arbeid med fagtekster i fremmedspråk - eksempler fra praksis og læreplaner - i Norge.
• Hasselgård, Hilde (2010). Cohesion and coherence in English writing. Vis sammendrag

  The English curriculum requires students to “express himself/herself in writing and orally with subtleness, proper register, fluency, precision and coherence” and to “write formal and informal texts with good structure and coherence on personal, interdisciplinary and social topics”. Some of the questions that will be discussed, are how fluency, cohesion and coherence can be recognised in a text, and not least how this can be achieved.

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