Camilla Bardel

Camilla Bardel
Stockholm University | SU · Institutionen för språkdidaktik

About

35
Publications
7,579
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
1,059
Citations

Publications

Publications (35)
Article
Full-text available
Academic vocabulary is generally regarded as indispensable for academic literacy, e.g., for reading and understanding academic texts. Assessment of academic vocabulary knowledge can be relevant in a range of educational contexts. The aim of this study was to validate a multiple choice test of receptive Swedish academic vocabulary. A Swedish academi...
Article
The study examines the role played by English and Romance languages (L2s) when learning grammatical aspect in Italian as additional language (Ln). Swedish university students of Italian ( n = 34), divided according to knowledge of a Romance L2 and English aspectual knowledge, completed an interpretation task of aspectual contrast in Italian. Eight...
Book
This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role their multilingual background plays in the process of language learning. The volume points out some current directi...
Article
Full-text available
This text comments on the Keynote article ‘Microvariation in multilingual situations: The importance of property-by-property acquisition’ by Marit Westergaard, who argues for Full Transfer Potential within the Linguistic Proximity Model in third language (L3) acquisition. The commentary points at some theoretical and methodological issues related t...
Chapter
In this chapter, five theoretical models of syntactic transfer in third language (L3) learning are presented together with results from studies that examine the role of the background languages (L1 and L2) in L3 syntax. The models are the Cumulative Enhancement Model (CEM, Flynn, Foley, & Vinnitskaya 2004), the L2 status factor hypothesis (Bardel &...
Article
Full-text available
This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and co...
Research
This is a presentation of the main results of project TAL in the framework of an overview of educational research funded by the Swedish Research Council. https://www.vr.se/download/18.247403aa16e8e5ca6b3574/1574937055230/Resultatdialog_VR_2019.pdf
Chapter
High-Level Language Proficiency in Second Language and Multilingual Contexts - edited by Kenneth Hyltenstam June 2018
Article
Full-text available
Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowled...
Article
The study attempts to investigate whether there is a relationship between individual differences in cognitive abilities, learners' perceptions about typology relations, and negative transfer in written production. To this aim, data were analyzed from Spanish/Catalan bilingual learners of L3 English (n= 47) aged 10-15, with German as L2. The cogniti...
Article
In this study, we analyze the kind of actions L1 and L2 speakers of Italian perform by prefacing their responsive turns with the discourse marker be’. As a baseline, the article begins with an analysis of how native speakers of Italian use be’ . We then carry out quantitative and qualitative analyses of the use of be’ in a number of L2 learners at...
Article
Full-text available
In this study, we analyze the kind of actions L1 and L2 speakers of Italian perform by prefacing their responsive turns with the discourse marker be’. As a baseline, the article begins with an analysis of how native speakers of Italian use be’. We then carry out quantitative and qualitative analyses of the use of be’ in a number of L2 learners at d...
Chapter
The present study examines lexical crosslinguistic influence (CLI) from L1 and L2 in two cases of L3 learning. It focuses on the role of the proficiency level of the background languages and of typological proximity in the activation of the background languages in L3 oral production. Earlier research has shown that both these factors play a role fo...
Article
Full-text available
In this study we explore the role of explicit metalinguistic knowledge (MLK) of first language (L1) in the learning of a third language (L3). We compare the oral production of 40 participants with varying degrees of explicit MLK of the L1, who are exposed to a completely new L3. In accordance with the second language (L2) status factor, which is fu...
Article
This article reports on the design and use of a profiler for lexical sophistication (i.e., use of advanced vocabulary), which was created to assess the lexical richness of intermediate and advanced Swedish second language (L2) learners’ French and Italian. It discusses how teachers’ judgments (TJs) of word difficulty can contribute to the methodolo...
Book
Full-text available
Contents: Is the heritage language like a second language? (Silvina A. Montrul); Contrasted and maintained information in a narrative task: Analysis of texts in English and Italian as L1s and L2s (Patrizia Giuliano); Pragmatic development in Chinese speakers’ L2 English refusals (Wei Ren); On the relationship between sociolinguistic and grammatical...
Article
This study investigates Swedish learners' lexical richness in French and Italian L2. A frequency-based measure was used to compare the lexical richness of learners at different proficiency levels to that of native speakers. Frequency bands based on oral L1 data were created for both languages to serve as a benchmark. For French, the results show th...
Article
This study is a follow-up to Lindqvist et al. (to press), where we investigated lexical frequency profiles of learners of French and Italian at different proficiency levels. By analyzing the proportion of low-frequency words used by the learners, we could distinguish proficiency levels that differ significantly at group level and correspond to morp...
Article
Several studies on L3 lexicon, and recently also some on L3 syntax, have convincingly shown a qualitative difference between the acquisition of a true L2 and the subsequent acquisition of an L3. Some studies even indicate that L2 takes on a stronger role than L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman and Cabrelli Ama...
Article
The aim of this article is to give an up-to-date picture of study of the role of the background languages (the first language, L1, and the second language, L2) in third language (L3) acquisition, mainly in the two areas of vocabulary and syntax. These seem to be the two linguistic levels on which there has so far been most research concerning cross...
Article
The aim of this article is to give an up-to-date picture of study of the role of the background languages (the first language, L1, and the second language, L2) in third language (L3) acquisition, mainly in the two areas of vocabulary and syntax. These seem to be the two linguistic levels on which there has so far been most research concerning cross...
Article
Full-text available
In this study of the placement of sentence negation in third language acquisition (L3), we argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3. Although there is considerable evidence for L2 influence on vocabulary acquisition in L3, not all researchers believe...
Article
This paper considers cross-linguistic influence from previously acquired second languages (L2) into L3 syntax. The object under study is the acquisition of the pre-verbal placement of sentence negation in Italian L3. Data was collected from a group of 16 year-old learners of Italian in a Swedish high school ; all were native speakers of Swedish, a...

Projects

Projects (2)
Project
This project aims at developing diagnostic resource materials regarding the construct Swedish academic vocabulary for general purposes. Drawing on an existing Swedish written academic word list (ESAO; Ribeck et al., 2014) and frequency-based vocabulary tests, the study intends to identify and validate a new Swedish Academic Vocabulary Test for measuring written receptive Swedish academic word knowledge. Furthermore, by building up a corpus of spoken academic Swedish, the study intends to develop a Swedish spoken academic word list with the aim to create diagnostic tools (e.g., vocabulary test, learner-autonomy materials). The targeted population is students preparing for university in Swedish-medium of instruction settings or students struggling with basic academic Swedish language.