Eva Thue Vold

• Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M. & Vold, Eva Thue (2026). Fluid multilingualism: Classroom talk in English and French classes in England, France and Norway. The Modern Language Journal. ISSN 0026-7902. 110(3), s. 794–811. doi: 10.1111/modl.70077. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle; Vold, Eva Thue & Haukås, Åsta (2025). Valuing multilingualism: teachers’ beliefs and practices in England, France and Norway. Language Learning Journal. ISSN 0957-1736. 53(5), s. 622–637. doi: 10.1080/09571736.2025.2549117. Fulltekst i vitenarkiv Vis sammendrag

  In many European countries, including France, England and Norway, policy documents encourage teachers to build on students’ linguistic repertoires in second and foreign language classrooms, for example by allowing the use of the language of schooling and of students’ various home languages. However, little comparative research exists on the use of students’ language resources in classrooms across contexts. Addressing this gap, this article investigates beliefs and practices concerning multiple language use among lower secondary French teachers in England and Norway, and English teachers in France and Norway. Practices were captured through video recordings, and beliefs were elicited through a questionnaire. The findings showed that despite individual differences, English teachers in France tended to believe in the benefits of using the target language only, whereas those in Norway were divided. French teachers in Norway and England were less likely to see the target language-only approach as an ideal. We also observed more frequent use of multilingual strategies in the French lessons than in the English lessons. These findings suggest that teachers hold varying beliefs and demonstrate different practices not only due to individual preferences, but also depending on the subject and teaching context.

• Dirdal, Hildegunn & Vold, Eva Thue (2025). Investigating writing development, cross-linguistic influence and feedback practices through a longitudinal corpus of children's school writing. Applied Corpus Linguistics. 5(2). doi: 10.1016/j.acorp.2025.100131. Fulltekst i vitenarkiv
• Vold, Eva Thue & Uvsløkk, Julie Casoli (2024). Comparing intercultural competence in lower secondary English and French classrooms in Norway: An overview study. Moderna Språk. 118(1), s. 23–44. doi: 10.58221/mosp.v118i1.15016. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study is to compare and analyze evidence of intercultural competence across 22 lower secondary English-as-a-second-language and French-as-a-foreign-language classrooms in Norway based on video observations of naturally occurring instruction. We recorded minimum four consecutive lessons in each classroom across two school years, totaling 90 lessons. Research on intercultural competence in second and foreign language classrooms has involved analyses of curricula, textbooks, literary texts in class, and intervention studies, but few scholars have observed naturally occurring instruction. Even fewer studies have used video observations to compare language subjects. This study aims to fill this gap by providing an overview of how intercultural competence is addressed in English and French instruction and identifying similarities and differences between the two subjects. Using the model elaborated in the Reference Framework of Competences for Democratic Culture (RFCDC) as an analytical lens, we found that the model’s area knowledge and critical understanding was most prominent in both subjects and that cultural stereotypes both occurred and were challenged by students across subjects. However, we found more, and more varied, evidence of intercultural competence in the English classrooms, where topics were studied in-depth, whereas the French classes often studied an array of topics more superficially.

• Vold, Eva Thue (2023). Language competences in lower secondary French-as-a-foreign language classrooms. Bergen Language and Linguistics Studies (BeLLS). 13(1). doi: 10.15845/bells.v13i1.3750. Fulltekst i vitenarkiv Vis sammendrag

  Current language education policies in Europe place a strong emphasis on skills and the ability to use language to interact with others. The Companion volume to the Common European Framework of Reference for Languages even states that in an action-oriented approach to language learning, “competence exists only in action”, thus rejecting the traditional competence/performance dichotomy (Council of Europe 2020, 139). In such an educational context, what is the role of language competences (i.e. grammar, vocabulary and pronunciation) in the language classroom? This article presents a classroom research study of French-as-a-foreign-language teaching in lower secondary schools in Norway. 45 French lessons in six schools were video recorded and analyzed to examine how and to what extent six teachers and their learners worked explicitly with the three components of linguistic competence. The findings show that grammar and vocabulary are explicitly taught in most classrooms, whereas pronunciation is rarely explicitly addressed.

• Peskova, Renata; Lindholm, Anna; Alholm, Maria; Vold, Eva Thue; Gunnþórsdóttir, Hérmina & Slotte, Anna [Vis alle 7 forfattere av denne artikkelen] (2023). Second Language and Mother Tongue Education for Immigrant Children in Nordic Educational Policies: Search for a Common Nordic Dimension. Nordic Studies in Education. ISSN 1891-5914. 43(2), s. 128–144. doi: 10.23865/nse.v43.3982. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this article is to investigate whether and how a common Nordic dimension underlies existing policies on second language (L2) and immigrant mother tongue (L1) education. Our research question was: What do policy documents in the five Nordic countries say about L2 and L1 instruction? The theoretical foundation lies in the research fields of language policies and social justice. Document analysis was used to analyze policy documents. Our results show that there is a common Nordic dimension regarding L2 and L1 instruction, demonstrated through an explicit ambition to provide opportunities for the education of immigrant students in L2 and L1. However, there are differences between the Nordic countries in their commitment to principles of social justice, and how the policies are implemented.

• Vold, Eva Thue (2023). Interaksjonsmønstre i språkklasserommet: Hvordan tilrettelegge for læring og bruk av målspråk? Nordic Journal of Language Teaching and Learning (NJLTL). 11(1). doi: 10.46364/njltl.v11i1.1039. Fulltekst i vitenarkiv
• Vold, Eva Thue (2022). Learner spoken output and teacher response in second versus foreign language classrooms. Language Teaching Research. ISSN 1362-1688. doi: 10.1177/13621688211068610. Fulltekst i vitenarkiv Vis sammendrag

  It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke the target language in class. Using categories and functions from classroom interaction research and corrective feedback research, L2 English and L3 French teachers’ response patterns to learner target language output were identified and compared. Findings indicated that L2 English teachers taught in a meaning- and fluency-oriented context, frequently ignoring errors and providing ample content-related responses, while L3 French teachers taught in a form-and-accuracy context, using varied strategies to correct errors and rarely engaging with the content of the learners’ utterances. The article discusses some consequences of this lack of context shifts within subjects and recommends an increased focus on contextual differences to facilitate mutual transfer of successful practices between contexts.

• Vold, Eva Thue (2022). Development of lexical richness among beginning learners of French as a foreign language. Nordic Journal of Language Teaching and Learning (NJLTL). 10(2). doi: 10.46364/njltl.v10i2.1007. Fulltekst i vitenarkiv Vis sammendrag

  Vocabulary knowledge forms the basis of all the communicative skills and is a core component of language proficiency. In educational contexts in which target language input is limited, the acquisition of new vocabulary can be a challenging task for learners, and lexical development might be slow. This study explored the extent to which 14 upper-secondary students of French as a foreign language (FFL) in Norwegian schools showed signs of increased lexical richness in their written production over a period of approximately six months. The data were taken from the TRAWL (Tracking Written Learner Language) corpus, a digital collection of second and foreign-language learner texts. Two aspects of lexical richness were investigated: 1) lexical sophistication was measured using the MultiLingProfiler software for lexical frequency profiling and supplemented by a manual and more detailed analysis of five learners’ texts; 2) lexical diversity was measured using D_Tools v.2.0 and word family counts. The data revealed that although many learners showed signs of using a somewhat more varied vocabulary over time, it is difficult to find proof of productive vocabulary development among beginning learners of FFL within such a limited period. The study suggests that finer-grained measures of analysis could be added to existing automated tools to make these tools more useful for beginner levels.

• Dirdal, Hildegunn; Hasund, Ingrid Kristine; Drange, Eli-Marie D.; Vold, Eva Thue & Berg, Elin Maria (2022). Design and construction of the Tracking Written Learner Language (TRAWL) Corpus: A longitudinal and multilingual young learner corpus. Nordic Journal of Language Teaching and Learning (NJLTL). 10(2). doi: 10.46364/njltl.v10i2.1005. Fulltekst i vitenarkiv Vis sammendrag

  This article describes the design and construction of the Tracking Written Learner Language (TRAWL) Corpus. The corpus combines several features that are all rare for learner corpora: it is longitudinal, following individual pupils over several years; it has data from young learners from school years 5 to 13 (ages 10–18); it is multilingual, containing learners’ texts in several L3s (French, German and Spanish), L2 English and L1 Norwegian; and it includes teacher comments on a number of the texts. In addition, some of the texts exist in both a first and a second revised version, all tied to a rich set of meta-data. Not only does such a corpus offer new possibilities for research on language acquisition in general; it can also be used to provide valuable insights for teachers, teacher training and policymaking within the national context of Norway. In this article, we describe the design of the TRAWL Corpus and outline its uses and benefits for the research community. We also describe the compilation process in the hope that it may inspire and enable others to build similar corpora for their own national contexts.

• Vold, Eva Thue (2022). 3.3 Le rôle du jeu dans la formation des enseignants de langues : revue de la littérature. I Silva, Haydée (Red.), Regards sur le jeu en didactique des langues et des cultures Penser, concevoir, évaluer, former. Peter Lang Publishing Group. ISSN 9782875744012. Fulltekst i vitenarkiv
• Vold, Eva Thue (2021). Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake. Languages. 6(4). doi: 10.3390/languages6040210. Fulltekst i vitenarkiv Vis sammendrag

  Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner’s needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes in Norway. Using material from a longitudinal corpus of learner texts, including teacher feedback (the TRAWL corpus), the study investigates the written feedback practices of three L3 French teachers, and explores whether any signs of uptake can be identified in 27 learners’ new pieces of writings. The findings show that although the teachers followed best practice principles for formative assessment and written corrective feedback, less than half of the students showed any signs of uptake in subsequent pieces of writing. With one exception, these were students with an intermediate-high to very high proficiency level in French. The study emphasises the importance of strategies that could encourage learners to use the feedback they receive, thus moving the centre of attention from teacher practices to learner activities.

• Vold, Eva Thue & Brkan, Altijana (2020). Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use. System: An International Journal of Educational Technology and Applied Linguistics. ISSN 0346-251X. 93. doi: 10.1016/j.system.2020.102309. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates amounts and contexts of target language (TL) use by teachers and pupils in French-as-a-foreign-language classrooms in Norway, an educational context in which a communicative approach to language teaching is prescribed but target-language-only teaching has not been the prevailing idea. A total of 45 video-recorded French lessons from the last two years of lower secondary school were analyzed for language use and instructional activities. In most classrooms, the L1 was the language of instruction. TL use was restricted to speaking exercises, greetings, and vocabulary instruction and did not seem to increase with class level. The findings diverge in many respects from those in previous research conducted in other educational contexts. By adding data from an under-researched context to the existing body of knowledge, the present study nuances the debate on L1 use in second and foreign language learning and thus the recommendations for classroom practice commonly found in the literature. It also outlines a detailed methodological framework that can be adopted in future studies to obtain data that are comparable across contexts.

• Vold, Eva Thue (2020). Grammatikkundervisning i franskfaget. Viden om Literacy. ISSN 2246-6517. s. 106–114. Fulltekst i vitenarkiv
• Vold, Eva Thue (2019). L'atténuation à travers les langues et les disciplines: une approche plurilingue et interculturelle pour enseigner la rédaction scientifique dans des contextes multiculturels. I Huemer, Birgit; Lejot, Eve & Deroey, Katrien (Red.), Academic writing across languages: multilingual and contrastive approaches in higher education. Böhlau. ISSN 9783205207054. s. 79–102. doi: 10.7767/9783205208815.79. Fulltekst i vitenarkiv
• Dypedahl, Magne & Vold, Eva Thue (2019). Interkulturell kompetanse gjennom engelsk og fremmedspråk - et bidrag til bærekraftdidaktikk. I Kvamme, Ole Andreas & Sæther, Elin (Red.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. s. 117–133. Fulltekst i vitenarkiv
• Vold, Eva Thue (2018). Grammatikkens rolle i fremmedspråksundervisningen. I Bjørke, Camilla; Dypedahl, Magne & Haukås, Åsta (Red.), Fremmedspråksdidaktikk. Cappelen Damm Akademisk. ISSN 9788202566739. s. 172–193. Fulltekst i vitenarkiv Vis sammendrag

  Denne boka gir en grundig innføring i de mest sentrale og aktuelle temaene innen fremmedspråksdidaktikk. Forfatterne bygger på forskning og teori om språklæring og språkundervisning og viser hvordan læreren kan arbeide målrettet og systematisk med å utvikle elevenes kunnskaper og ferdigheter. Dette er en fullstendig revidert utgave av boka, som første gang ble utgitt i 2014. Boka fokuserer nå først og fremst på læring og undervisning i faget fremmedspråk, mens den tidligere utgaven også inkluderte engelsk. For engelskfaget finnes det en tilsvarende bok, også utgitt av Cappelen Damm Akademisk: Teaching and Learning English. Sentrale temaer i boka Fremmedspråksdidaktikk er som sist utvikling av de grunnleggende ferdighetene lesing, skriving og muntlig bruk av fremmedspråket, ordinnlæring, grammatikk, interkulturell kompetanse, litteratur og ikke minst vurdering og refleksjon over egen praksis som lærer. I tillegg har boka fått flere nye kapitler som blant annet omhandler flerspråklighet, metakognisjon og språklæringsstrategier, tilpasset opplæring og digital kompetanse. Boka egner seg for alle som skal undervise i fremmedspråk eller er opptatt av fremmedspråksdidaktikk, for eksempel studenter i PPU, lektorprogrammer og andre lærerutdanninger, lærere og lærerutdannere. Redaktørene er ansatt ved Høgskolen i Østfold, Høgskolen i Sørøst-Norge og Universitetet i Bergen. Forfatterteamet inkluderer fagdidaktikere og forskere fra Høgskolen i Sørøst-Norge, Høgskolen i Østfold, NTNU, Universitetet i Agder, Universitetet i Bergen og Universitetet i Oslo.

• Vold, Eva Thue (2018). Tilpasset opplæring i fremmedspråk. I Bjørke, Camilla; Dypedahl, Magne & Haukås, Åsta (Red.), Fremmedspråksdidaktikk. Cappelen Damm Akademisk. ISSN 9788202566739. s. 270–287. Fulltekst i vitenarkiv Vis sammendrag

  Denne boka gir en grundig innføring i de mest sentrale og aktuelle temaene innen fremmedspråksdidaktikk. Forfatterne bygger på forskning og teori om språklæring og språkundervisning og viser hvordan læreren kan arbeide målrettet og systematisk med å utvikle elevenes kunnskaper og ferdigheter. Dette er en fullstendig revidert utgave av boka, som første gang ble utgitt i 2014. Boka fokuserer nå først og fremst på læring og undervisning i faget fremmedspråk, mens den tidligere utgaven også inkluderte engelsk. For engelskfaget finnes det en tilsvarende bok, også utgitt av Cappelen Damm Akademisk: Teaching and Learning English. Sentrale temaer i boka Fremmedspråksdidaktikk er som sist utvikling av de grunnleggende ferdighetene lesing, skriving og muntlig bruk av fremmedspråket, ordinnlæring, grammatikk, interkulturell kompetanse, litteratur og ikke minst vurdering og refleksjon over egen praksis som lærer. I tillegg har boka fått flere nye kapitler som blant annet omhandler flerspråklighet, metakognisjon og språklæringsstrategier, tilpasset opplæring og digital kompetanse. Boka egner seg for alle som skal undervise i fremmedspråk eller er opptatt av fremmedspråksdidaktikk, for eksempel studenter i PPU, lektorprogrammer og andre lærerutdanninger, lærere og lærerutdannere. Redaktørene er ansatt ved Høgskolen i Østfold, Høgskolen i Sørøst-Norge og Universitetet i Bergen. Forfatterteamet inkluderer fagdidaktikere og forskere fra Høgskolen i Sørøst-Norge, Høgskolen i Østfold, NTNU, Universitetet i Agder, Universitetet i Bergen og Universitetet i Oslo.

• Woldsnes, Anne-Kathrine & Vold, Eva Thue (2018). L'interlangue écrite de lycéens norvégiens : l’usage de connaissances explicites de grammaire dans la production libre. Synergies Pays Scandinaves. ISSN 1901-3809. s. 105–117. Fulltekst i vitenarkiv Vis sammendrag

  Cette étude examine le rapport entre connaissances explicites de grammaire et usage de ces connaissances dans la production écrite libre chez 40 lycéens norvégiens apprenants du français L3. Les questions de recherche prennent appui sur le phénomène de l’accord dans le syntagme nominal et le syntagme verbal, et sont les suivantes : 1) Dans quelle mesure les connaissances explicites sur l’accord se reflètent-elles dans la production écrite libre des apprenants ? 2) Le degré de correspondance entre connaissances explicites sur l’accord sujet-verbe et usage dans la production libre, varie-t-il en fonction de la complexité syntaxique du sujet ? La méthodologie repose sur l’analyse d’un corpus numérique de textes authentiques des apprenants ainsi que de tests de grammaire remplis par les mêmes élèves.

• Vold, Eva Thue (2018). Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk. I Haukås, Åsta; Bjørke, Camilla & Dypedahl, Magne (Red.), Metacognition in Language Learning and Teaching. Routledge. ISSN 9781138633384. doi: 10.4324/9781351049146-5. Fulltekst i vitenarkiv Vis sammendrag

  This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.

• Vold, Eva Thue (2017). Qualifying Foreign Language Teachers: Is Teacher Training Enough? International Journal of Educational Research. ISSN 0883-0355. 82, s. 40–53. doi: 10.1016/j.ijer.2016.12.002. Fulltekst i vitenarkiv Vis sammendrag

  This study examined emerging and experienced foreign language teachers’ sense of preparedness for teaching their subject in alignment with curricular intentions. A mixed-methods approach was adopted, in which semi-structured interviews preceded the distribution of a survey questionnaire. The findings revealed that the teachers felt relatively well prepared, and that their perception of solid competence stemmed from a combination of university studies, teacher experience and stays abroad. The latter factor proved especially important for oral skills and everyday culture – components which seemed insufficiently covered in academic studies. The article concludes with a discussion of issues that need to be addressed in order to develop language teacher education programs that are fully in line with the needs of society, schools and students.

• Vold, Eva Thue (2017). Meaningful and contextualised grammar instruction: What can foreign language textbooks offer? Language Learning Journal. ISSN 0957-1736. 48(2), s. 133–147. doi: 10.1080/09571736.2017.1357745. Fulltekst i vitenarkiv Vis sammendrag

  This article explores the methodological approaches offered in grammar exercises in a selection of French as a foreign language textbooks produced for the Scandinavian market. It investigates the extent to which developments within the research fields of second language acquisition and language pedagogy are reflected in current textbooks and thus to what extent these books can help teachers provide students with meaningful and varied grammar exercises. By using established typologies as the analytical framework, the range of different exercise types is examined. Findings reveal that the developments within the research fields concerning meaningful and contextualised grammar instruction are finally beginning to find their way into some of the teaching material. This trend is more prominent for lower secondary than for upper secondary textbooks. The study concludes that in most cases teachers must still add supplementary material in order to teach in accordance with research-based principles for grammar instruction. The final version of this research has been published in the Language Learning Journal. © 2017 Taylor & Francis

• Vold, Eva Thue (2016). Faire place au jeu dans la formation des enseignants de langues. Recherches & Applications-le français dans le Monde. ISSN 0994-6632. s. 37–49. Fulltekst i vitenarkiv
• Vold, Eva Thue; Eriksen, Harald; Kvamme, Ole Andreas & Scheie, Janne T. (2015). Integrerte uker ved ILS - intensjon, evaluering og videreføring. I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 170–185. Fulltekst i vitenarkiv
• Vold, Eva Thue (2015). La formation des enseignants de langues en Norvège − quelle place pour la didactique du FLE? Synergies Pays Scandinaves. ISSN 1901-3809. s. 127–138. Fulltekst i vitenarkiv
• Fløttum, Kjersti & Vold, Eva Thue (2015). O ETHOS AUTOATRIBUÍDO DE AUTORES (ALUNOS DOUTORANDOS) NO DISCURSO CIENTÍFICO Originaltittel: L'éthos auto-attribué d'auteurs-doctorants dans le discours scientifique. I Rinck, Fanny; Boch, Francoise & Assis, Juliana Alves (Red.), LETRAMENTO E FORMAÇÃO UNIVERSITÁRIA. Editora Mercado de letras. ISSN 9788575913697. s. 343–369. doi: 10.4000/lidil.3006. Fulltekst i vitenarkiv
• Rødnes, Kari Anne; Hellekjær, Glenn Ole & Vold, Eva Thue (2014). Nye språklærere. Fagkunnskap og fagdidaktiske utfordringer. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 9788215023557. s. 170–190. Fulltekst i vitenarkiv
• Vold, Eva Thue (2014). Metoder i grammatikkundervisningen. I Bjørke, Camilla; Dypedahl, Magne & Myklevold, Gro Anita (Red.), Fremmedspråksdidaktikk. Cappelen Damm Akademisk. ISSN 9788202424503. s. 125–139. Fulltekst i vitenarkiv
• Vold, Eva Thue (2014). Instrumentelt turistspråk eller interkulturell dannelse? Om fremmedspråkfagets formål i dag og frem mot 2030. Acta Didactica Norge. 8(2). doi: 10.5617/adno.1131. Fulltekst i vitenarkiv
• Vold, Eva Thue & Doetjes, Gerke (2012). Fremmedspråk i norsk arbeidsliv: gapet mellom behov og etterspørsel. Acta Didactica Norge. 6(1). doi: 10.5617/adno.1075. Fulltekst i vitenarkiv
• Haukås, Åsta & Vold, Eva Thue (2012). Internasjonale trender innen fremmedspråksdidaktisk forskning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 386–401. Fulltekst i vitenarkiv
• Fløttum, Kjersti & Vold, Eva Thue (2010). L'éthos auto-attribué d'auteurs-doctorants dans le discours scientifique. Lidil - revue linguistique et didactiques des langues. ISSN 1146-6480. 41, s. 41–58. Fulltekst i vitenarkiv
• Fløttum, Kjersti; Dahl, Trine; Kinn, Torodd; Gjesdal, Anje Muller & Vold, Eva Thue (2007). Cultural Identities and Academic Voices. I Fløttum, Kjersti (Red.), Language and Discipline Perspectives on Academic Discourse. Cambridge Scholars Publishing. ISSN 9781847180933. s. 14–39. Fulltekst i vitenarkiv Vis sammendrag

  The present paper addresses the question of whether it is possible to identify cultural identities in research articles written within different disciplines and different languages through a selection of various types of linguistic manifestations. The main focus is on person presence as realised through different academic voices, representing what we call the self- and the other-dimensions. By self we refer to the author and by other to the reader and other persons related in one way or another to the community in question. This approach is linked to a rhetorical view of scientific discourse as something which is created in a particular multivoiced communicative situation. Our aim is to show that in order to determine the complex constellations of academic voices present “behind” various obvious person manifestations, it is necessary to take into account both linguistic cotext and extralinguistic context. The choice of contextual dimensions to consider constitutes an issue closely related to our conception of cultural identity in the discipline and language perspectives. The issue presented above is related to the Norwegian research project “Cultural Identity in Academic Prose”, abbreviated by the Norwegian acronym KIAP (www.uib.no/kiap).

• Fløttum, Kjersti; Dahl, Trine; Kinn, Torodd; Gjesdal, Anje Müller & Vold, Eva Thue (2007). Cultural identities and academic voices, Language and discipline perspectives on academic discourse. Cambridge Scholars Publishing. s. 17–42. Fulltekst i vitenarkiv
• Vold, Eva Thue (2006). The Choice and Use of Epistemic Modality Markers in Linguistics and Medical Research Articles. I Hyland, Ken & Bondi, Marina (Red.), Academic discourse across disciplines. Peter Lang Publishing Group. ISSN 9783039111831. s. 225–250. Fulltekst i vitenarkiv
• Vold, Eva Thue (2006). Epistemic modality markers in research articles: a cross-linguistic and cross-disciplinary study. International Journal of Applied Linguistics. ISSN 0802-6106. 16(1), s. 61–88. doi: 10.1111/j.1473-4192.2006.00106. Fulltekst i vitenarkiv
• Vold, Eva Thue (2005). Expressions of uncertainty in scientific research articles. Akademisk prosa. ISSN 1503-5565. s. 113–128. Fulltekst i vitenarkiv
• Vold, Eva Thue (2004). Epistemisk pouvoir/kunne i vitenskapelige artikler. Tribune : Skriftserie for Romansk institutt, Universitetet i Bergen. ISSN 0333-1792. s. 229–240. Fulltekst i vitenarkiv
• Vold, Eva Thue (2004). Vers une conception philosophico-logique de la modalité en linguistique. Akademisk prosa. ISSN 1503-5565. s. 117–136. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Vold, Eva Thue & Hellqvist, Birgitta (2022). Rammeverket i korte trekk. En veiledning for språklærere. Fremmedspråksenteret. ISBN 9788281950917. 42 s. Fulltekst i vitenarkiv
• Ostad, Johanne & Vold, Eva Thue (2009). Fransk i verden. Nasjonalt senter for engelsk og fremmedspråk i opplæringen. ISBN 9788281950320. 35 s. Fulltekst i vitenarkiv
• Vold, Eva Thue; Lyse, Gunn Inger & Gjesdal, Anje Muller (2007). New Voices in Linguistics. Cambridge Scholars Publishing. ISBN 9781847180148. 271 s. Fulltekst i vitenarkiv Vis sammendrag

  Boken har trykkeår 2006 men utgitt i 2007/tøf

Se alle arbeider i NVA

• Vold, Eva Thue (2025). L’acquisition du vocabulaire chez les apprenants débutants en FLE. Fulltekst i vitenarkiv Vis sammendrag

  Quelle est la taille du vocabulaire en français chez les collégiens en Norvège et comment celui-ci se développe-t-il au cours d’une année? Comment peut-on motiver les élèves à enrichir leur vocabulaire? Dans cette présentation, nous introduirons un nouveau test de vocabulaire développé spécifiquement pour le niveau débutant. Ce test vise à évaluer la connaissance des mots les plus fréquents par les élèves, tout en adoptant une approche motivante qui pourrait les inciter à apprendre davantage de mots.

• Vold, Eva Thue (2025). Multiwrite: Interactions between first, second, and third languages. Fulltekst i vitenarkiv
• Vold, Eva Thue (2025). Skriftlige tilbakemeldinger i språkfagene: Hvordan få elever til å bruke dem? doi: https:/www.hiof.no/fss/om/aktuelt/arrangementer/2025-innlegg/multiwrite_feedback_eva_thue_vold.pdf. Fulltekst i vitenarkiv
• Vold, Eva Thue & Neuve, Fanny Meunier, Université Catholique de Louvain la (2025). Fanny Meunier on the educational use of learner corpora. doi: https:/www.hf.uio.no/ilos/english/services/knowledge-resources/learning-of-multiple-languages/episodes/1-interview-with-fanny-meunier.mp3?vrtx=view-as-webpage. Fulltekst i vitenarkiv Vis sammendrag

  What is corpus research and what are the benefits of using corpora in language teaching and learning and in teacher education? In this episode, we discuss these issues with Professor Fanny Meunier, who has worked with corpora in research and teaching for decades and is a member of the Multiwrite advisory board.

• Vold, Eva Thue & Drange, Eli-Marie D. (2025). Teacher written feedback across languages: A comparative study from Norwegian secondary schools. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle; Vold, Eva Thue & Haukås, Åsta (2024). Valuing Multilingualism - Teachers’ beliefs and practices in England, France and Norway. Fulltekst i vitenarkiv
• Vold, Eva Thue; Drange, Eli-Marie D.; Haukås, Åsta; Johansen, Stine Hulleberg & Wesenberg, Mari Wærner (2024). Positive feedback across language subjects: Characteristics, similarities and differences. Fulltekst i vitenarkiv
• Dirdal, Hildegunn & Vold, Eva Thue (2023). Forskningsprosjektet Multiwrite - om skriveferdigheter på tvers av fag i videregående skole. Fulltekst i vitenarkiv
• Vold, Eva Thue (2023). Ordforråd hos unge nybegynnere i fransk: Hvordan måle det og hvor stort er det? Fulltekst i vitenarkiv
• Vold, Eva Thue (2023). The MULTIWRITE project: investigating interactions between first, second and third languages. Fulltekst i vitenarkiv
• Vold, Eva Thue (2023). The role of teacher feedback in writing development across languages. Fulltekst i vitenarkiv
• Vold, Eva Thue (2023). Gjør språklæring deg til et klokere menneske? Om interkulturell kompetanse og perspektivflytting. Fulltekst i vitenarkiv
• Vold, Eva Thue; Grung, Simen; Wold, Stephanie Hazel Grønstad & Brevik, Lisbeth M. (2023). Comparing students’ proficiency levels in English and French across contexts. Fulltekst i vitenarkiv Vis sammendrag

  The large-scale empirical research project LANGUAGES aims to compare language teaching policies, methodologies and outcomes for secondary school learners (aged 13-15) of English and French in three European countries: England, France and Norway. English and French have different statuses in these countries: depending on the context, they are first, second or foreign languages. In addition, students’ language proficiency in second and foreign languages is known to vary extensively across contexts (European Commission, 2012). In order to conduct meaningful cross-context comparisons, the LANGUAGES research team needed valid and reliable measures of language proficiency. Altogether, the selected tests needed to offer comparable data and be appropriate for adolescent learners of French and English in each country at different levels. In terms of the Common European Framework of Reference (CEFR) levels, we expected proficiency to vary from the pre-A1 level (Norwegian and English learners of French), via A, B and possibly C-levels (Norwegian and French learners of English), to native speaker competence. For feasibility reasons, the tests also needed to be relatively quick and easy to conduct. This paper discusses the challenges with selecting and using standardised tests developed for specific languages and contexts, and combining them into a battery of tests that would allow for cross-context comparisons. We will discuss how and why we decided to use standardised reading comprehension tests that were aligned with the CEFR levels (the Evalang tests for English) in combination with a new vocabulary test that we developed specifically for the LANGUAGES project in order to cover the pre-A1 level, building on existing resources and tests (Cobb, n.d.; Meara & Milton, 2003). In the paper, we present findings from the first year of the project, with data gathered from students (aged 13-15) in French and English classes. The contribution outlines key characteristics of each national context and presents a comparison of the estimated proficiency levels achieved in French and English by students in each country. Implications for the refinement of language attainment comparisons across national contexts are discussed, alongside the potential for such tests to inform language teaching policy and practice.

• Fohr-Prigent, Estelle; Haukås, Åsta; Brevik, Lisbeth M. & Vold, Eva Thue (2023). Languages in the classroom: teachers’ perspectives. Fulltekst i vitenarkiv Vis sammendrag

  Second and foreign language teaching has slowly started to steer away from the monolingual ‘dogma’ (Butzkamm, 2003), by welcoming the first language (L1) and students’ additional language resources in the second and foreign language classroom (De Angelis, 2011; Haukås, 2016; Macaro, 2001; Molway, 2021). Furthermore, governing bodies in countries such as France (MEN, 2020), England (Ofsted, 2021) and Norway (NDET, 2020) encourage teachers to use students’ multilingual repertoire. However, little is known about the connection between teachers’ beliefs about multilingualism and how it actually translates into the multilingual classroom. In this paper, we present findings from the international LANGUAGES project. Drawing on teacher surveys and video-recorded lessons, the presentation will focus on teachers’ perspective on multilingualism; English and French teachers’ attitudes towards multilingualism and their teaching practices in second and foreign language classrooms. We present findings among teachers of English as a second or foreign language in France and Norway, and teachers of French as a foreign language in England and Norway, based on two datasets: (1) the Multiteach survey, where teachers express their attitudes towards and experiences with multilingualism, and (2) video-recorded lessons, to see whether and how they encourage the use of L1 or other languages than the target language in their lessons. Comparing teachers’ perspectives on multilingualism and actual second or foreign language teaching, our analysis provides a unique perspective on two language subjects across three countries revealing traditions within each education system, as well as similarities and differences across contexts related to language policy, recommendations from national curricula, teachers’ beliefs, and actual classroom teaching. The findings provide important insight concerning opportunities and challenges for language teachers, teacher educators and policy-makers across multilingual contexts.

• Vold, Eva Thue & Myklevold, Gro-Anita (2022). Demokrati og medborgerskap i norske styringsdokumenter: språkfagenes rolle. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana & Vold, Eva Thue (2022). L’enseignement de la prononciation en classe de FLE dans des collèges en Norvège: quantité, pratiques d’enseignement et de correction. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana & Vold, Eva Thue (2022). Prononciation: quantité, pratiques d'enseignement et de correction. LMS : Lingua. ISSN 0023-6330. Fulltekst i vitenarkiv
• Bakken, Jonas; Brevik, Lisbeth M. & Vold, Eva Thue (2022). Flere vil bli språklektor. Bedre Skole. ISSN 0802-183X. s. 28–33. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Vold, Eva Thue & Myhill, Debra (2022). Å forske på språkundervisning – verdien av å sammenligne undervisning i ulike språkfag på tvers av land. Bedre Skole. ISSN 0802-183X. 3, s. 14–17. Fulltekst i vitenarkiv Vis sammendrag

  Ved å se på språkbruk, språkidentitet og språkundervisning i engelsk- og franskklasserom i Norge, England og Frankrike ønsker LANGUAGES-prosjektet å finne svar på hva som kjennetegner god språkundervisning på tvers av fag og kontekster.

• Brevik, Lisbeth M.; Myhill, Debra; Vold, Eva Thue & Bjermeland, Monica (2022). To be or not to be multilingual. [Internet]. Podcast Læring. Fulltekst i vitenarkiv
• Uvsløkk, Julie Casoli; Vold, Eva Thue & Brevik, Lisbeth M. (2022). Intercultural Competence in Language Subjects in Norwegian Lower Secondary Schools: A Classroom Video Observation Study. Fulltekst i vitenarkiv Vis sammendrag

  In precarious times, seeing each other and seeking to understand each other is a key competence. To deal with inequality and social injustice around the world, it is essential to acquire intercultural “knowledge”, “skills” and “attitudes”, and hence develop “critical cultural awareness” (Byram, 2020, p. 44). These elements are fundamental within the field of intercultural competence. Learning processes focusing on developing students’ intercultural competence are therefore central in making young people reflect on contemporary social challenges. This paper presentation will give an account of the role of intercultural competence in Norwegian lower secondary English and French classrooms. Based on video- observations of 60 English lessons and 45 French lessons in 9th and 10th grades (ages 14-15)—collected by researchers between 2015 and 2017 and showing naturally occurring instruction over two school years at seven lower secondary schools in Norway—we will first quantify the amount of time allotted to work on intercultural competence in these classrooms, then investigate the types of instruction and strategy use that take place in the classrooms. In the analysis of instructional practices, we particularly build on the works of Michael Byram, Darla Deardorff (Deardorff, 2011) and Hild Elisabeth Hoff (Hoff, 2020). Given that there are variations between the English and foreign language curricula in how explicitly they refer to intercultural competence, we expect to find variations between the two subjects when it comes to actual teaching and the extent to which intercultural awareness is an integrated part of classroom discourse. Questions we will explore are: To what degree is intercultural competence taught in French as a foreign language (L3) and English (L2) classes? What can we actually observe? Is intercultural competence an integrated part of foreign/second language teaching, or is it treated separately? Is the focus mainly on Great Britain, the USA, and France, or are other relevant language areas and/or minority cultures also included in the teaching? Are there any common characteristics across the subjects? Are there noticeable differences? Although there is a considerable body of research literature on the concept of intercultural competence and different theoretical models, few studies provide findings based on empirical observations of intercultural competence within second and foreign language classroom teaching. Even fewer studies have compared across different language subjects. Consequently, the findings from this study will contribute to filling a knowledge gap in Nordic educational research.

• Vold, Eva Thue & Brkan, Altijana (2021). Antall elever som velger fag som fransk, spansk og tysk har aldri vært lavere. Har elevene for mange valgmuligheter? Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Vold, Eva Thue (2021). Forskere i Norge, Frankrike og England skal finne svar på hva som er god språkundervisning. [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana & Vold, Eva Thue (2021). Foreign language prononciaiton instruction in a communicative language teaching context: amounts and practices. Fulltekst i vitenarkiv
• Dirdal, Hildegunn; Vold, Eva Thue; Haukås, Åsta & Evang, Kaja Helchie Sletten Østmo (2021). The MULTIWRITE project. Fulltekst i vitenarkiv
• Vold, Eva Thue & Straume, Ingerid (2017). Acta Didactica 10 år. Acta Didactica Norge. 11(3). Fulltekst i vitenarkiv
• Vold, Eva Thue (2013). La formation des enseignants de langues en Norvège − quelle place pour la didactique du FLE? Fulltekst i vitenarkiv
• Vold, Eva Thue (2013). Meningsfull form. Grammatikken i fremmedspråkfagene. Bedre Skole. ISSN 0802-183X. Fulltekst i vitenarkiv
• Doetjes, Gerard & Vold, Eva Thue (2013). Større fremmedspråktilbud forutsetter kvalifiserte faglærere. Utdanningsnytt.no. Fulltekst i vitenarkiv
• Doetjes, Gerke & Vold, Eva Thue (2011). Framandspråk i skulen. Situasjonen i dag og behov for språkkunnskapar i åra framover. I Aasbrenn, Magne (Red.), Aust i Vika 2010-2011. Årbok for Østfold Mållag. Østfold Mållag. ISSN 9788299361590. Fulltekst i vitenarkiv
• Vold, Eva Thue & Doetjes, Gerard (2010). "Behov for fremmedspråk - hva forteller jobbannonser oss?". Fulltekst i vitenarkiv
• Vold, Eva Thue (2009). We - Britain, We - the European Council. Pronoun reference and collective identity construction in Gordon Brown's speeches to the British Parliament. Fulltekst i vitenarkiv
• Vold, Eva Thue (2009). Tidlig start med fremmedspråk. Språk og språkundervisning. ISSN 0038-8521. s. 40–41. Fulltekst i vitenarkiv
• Vold, Eva Thue (2007). Force through Mitigation: Epistemic Modality as an Argumentative Strategy in the Genre of the Research Article. Fulltekst i vitenarkiv
• Fløttum, Kjersti; Dahl, Trine; Kinn, Torodd; Vold, Eva Thue & Gjesdal, Anje Muller (2006). Snapshots from the KIAP project. Fulltekst i vitenarkiv
• Vold, Eva Thue (2006). Epistemic modality and cross-disciplinary variation. Fulltekst i vitenarkiv
• Vold, Eva Thue (2005). Epistemic modality markers in scientific research articles - a cross-linguistic and cross-disciplinary study. Fulltekst i vitenarkiv
• Vold, Eva Thue (2005). Marqueurs d'atténuation dans des articles de recherche en médecine et en linguistique. Fulltekst i vitenarkiv
• Vold, Eva Thue (2005). Expressions of uncertainty in scientific research articles. Fulltekst i vitenarkiv
• Vold, Eva Thue (2004). Comment sélectionner ses observables dans l'analyse d'une catégorie sémantique? Fulltekst i vitenarkiv
• Wesenberg, Mari Wærner; Dirdal, Hildegunn & Vold, Eva Thue (2026). Metalinguistic Feedback in Multilingual Education: A Multimethod Study on Teachers’ Practices and Students’ Comprehension. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Metalinguistic awareness is important for language learning, and teachers’ provision of metalinguistic information (MI) is key for developing such awareness in students. Written feedback offers MI directly linked to students’ own language production, which they can process at their own pace. In previous research, MI has largely been treated as a uniform category yet operationalized inconsistently, and little is known about the forms metalinguistic feedback (MF) takes when provided in naturalistic classroom settings. This doctoral project uses a qualitative multimethod design to explore the nature of authentic MF (defined as feedback on language-related aspects, using some form of metalanguage) and students’ understanding of it. It draws on two datasets: 1) 592 student texts written by upper secondary students of L2 English and L3 Spanish with feedback from 32 teachers, and 2) stimulated recalls, think-aloud protocols and semi-structured interviews conducted with 13 students of L3 Spanish. Results reveal that L2 and L3 teachers provide MF to different extents and on distinct areas, and that this feedback type is considerably more varied and complex than previously suggested. Based on these findings, a typology of MF has been developed, consisting of two dimensions: the tools and the different levels of metalanguage teachers can employ. The typology aims to provide a framework for future research on this feedback type and a “toolbox” for teachers. Findings further demonstrate that students often struggle to understand MF, and point to several factors affecting comprehension. Different types of MI can be more or less challenging, indicating that teachers can use the typology in order to adapt feedback to individual students in different contexts. The thesis discusses implications for research and practice, and how enhancing students’ metalinguistic awareness is key to developing their feedback literacy in a context of multilingual education. It points to an untapped potential to consider students’ language learning more holistically through multilingual pedagogical approaches.

• Uvsløkk, Julie Casoli; Brevik, Lisbeth M. & Vold, Eva Thue (2024). From policy to practice. Framing intercultural competence in naturally occurring English and French instruction in Norway. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This article-based thesis explores the complexities of intercultural competence in Norwegian policy documents and in naturally occurring English and French instruction in lower secondary schools in Norway. The research aim is to investigate how policy documents reflect expectations toward developing English and foreign language students’ intercultural competence in Norwegian lower secondary education and how intercultural competence is addressed in English and French instruction across six schools over time. The thesis responds to several gaps in research on intercultural competence in language learning and teaching. First, it is innovative in systematically comparing intercultural teaching practices of English and French in Norway, which is an underexplored area. Comparing the teaching of the two languages in the Norwegian linguistic and educational context can be illuminating, as English is seen as transitioning from a foreign language to a second language in Norway, while French is seen as a foreign language. Second, it is one of the first studies to observe intercultural teaching practices in naturally occurring English and French instruction in Norway, thus contributing to the research field with findings on how intercultural competence is addressed in language classrooms. Third, it includes a longitudinal perspective: it systematically compares across two curricular reforms (2006 and 2020) and follows two teachers at different collection points over seven years. This longitudinal approach allowed the identification of similarities and differences between the two curricula (LK06 and LK20) and connections between policy and practice. The study has dialectical pluralism as its philosophical underpinning and uses a multimethod design as its overarching methodological principle. This methodological approach was chosen to make room for a variety of perspectives, voices, and contexts, which is essential in a comparative study. The thesis includes three articles that dialogue with one another in multiple ways. Article 1 conducts a thematic document analysis of the national core curricula LK06 and LK20 and the English and foreign language curricula, including preparatory documents. It investigates policymakers’ expectations toward developing students’ intercultural competence in the two subjects and compares the presentations of intercultural competence in the English and foreign language curricula over time. The aim was both to reflect on policymakers’ conceptions of intercultural competence in the curricula and to provide a basis for the observation studies in Articles 2 and 3. The study found that the focus on intercultural perspectives was more important in LK20 than in LK06, but that intercultural competence was equally important in the two subjects for both LK06 and LK20. The study also showed that there was more emphasis on decentering and edifying aspects of intercultural competence than on political aspects and critical cultural awareness in the subject curricula. Article 2 maps which intercultural competence areas are addressed and how in 90 English and French lessons at six schools over two school years, following the same classes in Grades 9 and 10. It systematically compares across the English and French subjects and presents qualitative examples of instructional intercultural topics. The article aims to provide an overview of how intercultural competence is addressed in English and French instruction at the six schools and to prepare the grounds for the case study conducted in Article 3. The study identified intercultural competence in 70 of the 90 lessons. The category of intercultural knowledge and critical understanding was prioritized over the categories of intercultural skills, attitudes, and values, with more diversity in English than in French lessons. The qualitative examples mainly showed that stereotypes were present as well as challenged in both subjects. Article 3 is a case study focusing on the classrooms of one English teacher and one French teacher at one school where intercultural competence was more prominent than in the other schools. The study analyses four consecutive lessons in each language subject each school year during the school years 2015–16, 2016–17, and 2021–22 and includes individual interviews and a focus group interview with the two teachers. The article investigates in-depth how the two teachers use intercultural approaches in their teaching and identifies similarities and differences across the two language subjects from a longitudinal perspective. The study found that teachers’ intercultural approaches to English and French classroom instruction were more prominent and more complex in the English lessons than in the French lessons. Both teachers used strategies that enabled students to adopt intercultural skills and explore intercultural attitudes and values. In sum, the thesis found that intercultural competence was addressed in almost all observed classrooms, both in English and French lessons, with extensive variation across schools and subjects. However, intercultural teaching approaches were more prominent and complex in the English classrooms than in the French classrooms. There is thus a discrepancy between the expectations in LK06 and LK20 – which attribute equal importance to intercultural competence in the English and foreign language curricula – and the observations of more evidence of intercultural competence and instructional approaches addressing such competence in the English lessons than in the French lessons.

• Funova, Adéla; Vold, Eva Thue & Brevik, Lisbeth M. (2023). MA thesis: Exploring Multilingualism in the English Classroom: A comparative study of students’ linguistic repertoires, teacher beliefs about the use of such repertoires and language use in English classrooms in Norway and England. Universitetet i Oslo. Fulltekst i vitenarkiv
• Grung, Simen; Brevik, Lisbeth M. & Vold, Eva Thue (2023). MA thesis: Comparing English reading literacy across borders: A comparative study in Norway, England, and France. Universitetet i Oslo. Fulltekst i vitenarkiv
• Doetjes, Gerard; Carrai, Debora & Vold, Eva Thue (2017). Språk uten grenser. En rapport om nettbasert språkopplæring. Kompetanse Norge. ISSN 9788277242644. Fulltekst i vitenarkiv
• Doetjes, Gerke & Vold, Eva Thue (2012). Valg av fremmedspråk i videregående opplæring - en kartlegging. Fremmedspråksenteret. ISSN 9788281950580. Fulltekst i vitenarkiv
• Vold, Eva Thue (2008). Modalité épistémique et discours scientifique Une étude contrastive des modalisateurs épistémiques dans des articles de recherche français, norvégiens et anglais, en linguistique et médecine. Universitetet i Bergen. ISSN 9788230805060. Fulltekst i vitenarkiv Vis sammendrag

  Epistemic modality markers are linguistic expressions that explicitly qualify the truth value of a proposition, by marking the informational content as either certain or uncertain. The present thesis focuses on epistemic modality markers indicating uncertainty, and explores the use of such markers in academic discourse. The material used is compiled within the larger KIAPcorpus and is a selection of research articles written in three different languages (French, Norwegian and English) and belonging to two different disciplines (linguistics and medicine). Carried out within the framework of the Norwegian KIAP project (Kulturell Identitet i Akademisk Prosa (Cultural Identity in Academic Prose), the study adopts a doubly contrastive approach, focusing on variation across languages as well as across disciplines. Gender differences are also examined. The first part of the thesis forms the theoretical basis for the analyses and is to a large extent devoted to a discussion of the concept of modality and to relevant previous research. It is argued that the linguistic category of modality is traditionally quite poorly defined in the literature. Consequently, there is not always coherence between its definition and the linguistic items actually included in it. Considerable emphasis is put on the delimitation of the category of epistemic modality and the ways in which it differs from and overlaps with related categories such as alethic modality, sporadicity and hedging. The second part of the thesis explores the frequency (ch.6) and pragmatic functions (ch.7) of a selection of epistemic modality markers in the corpus. The study shows that French-speaking authors use significantly fewer such markers than do English-speaking and Norwegian authors, suggesting that language background has a large influence on the authors’ use of hedges. As far as frequency is concerned, no major differences were observed between the disciplines, nor between male and female authors. However, the factors of discipline and language seem to be interrelated, in the sense that differences between languages are larger within linguistics than within medicine, thus illustrating the fact that medicine is a more internationalised discipline than linguistics. Moreover, the two disciplines seem to prefer different types of markers, and there are notable differences when it comes to the pragmatic functions the markers tend to have. In the medical texts, the occurrences most often have a content-oriented function, i.e. they are used to indicate hypotheses, to hedge conclusions or to signal methodological limitations. These usages, except for the latter (which seems to be typical of experimental articles), are also frequent in the linguistic texts, but in addition the linguists make use of more interpersonal functions. For example, they use epistemic modality to mitigate criticism put forward against the work of others and to signal precaution while interpreting other researchers’ texts or findings. These observations reflect the fact that the norms for argumentation differ between disciplines. Overt and direct argumentation is more recurrent in linguistics than in medicine, and thus the use of epistemic modality or hedging as a politeness strategy is more frequent in linguistic articles than in medical ones. The findings are relevant for teachers and students of academic writing as well as for anyone involved in cross-cultural communication between researchers.

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