BibTeX

@techreport{volodina-johanssonkokkinakis-2012-swedish-165964,
	title        = {Swedish Kelly: Technical Report.},
	author       = {Volodina, Elena and Johansson Kokkinakis, Sofie},
	year         = {2012},
	publisher    = {University of Gothenburg},
	address      = {Göteborg},
}

@inProceedings{volodina-johanssonkokkinakis-2012-introducing-154723,
	title        = {Introducing Swedish Kelly-list, a new free e-resource for Swedish},
	abstract     = {Frequency lists and/or lexicons contain information about the words and their statistics. They tend to find their “readers” among linguists, lexicographers, language teachers. Making them available in electronic format helps to expand the target group to cover language engineers, computer programmers and other specialists working in such areas as information retrieval, spam filtering, text readability analysis, test generation, etc. 
This article describes a new freely available electronic frequency list of modern Swedish that was created in the EU project KELLY. We describe the state of affairs for Swedish frequency lexicons; provide a short description of the KELLY project; mention the corpus the list has been derived from. Further, we dwell on the type of information the list contains, describe shortly the steps for list generation; provide information on the coverage and some other statistics over the items in the list. Finally, some practical information on the license for the Swedish Kelly-list distribution is given; potential application areas are suggested; and future plans for its expansion are mentioned. We hope that with some publicity we can help this list find its users.
},
	booktitle    = {LREC 2012 Proceedings},
	author       = {Volodina, Elena and Johansson Kokkinakis, Sofie},
	year         = {2012},
	volume       = {2012},
}

@inProceedings{charalabopoulou-etal-2012-building-168525,
	title        = {Building Corpus-Informed Word Lists for L2 Vocabulary Learning in Nine Languages},
	abstract     = {Lexical competence constitutes a crucial aspect in L2 learning, since building a rich repository of words is considered indispensable for successful communication. CALL practitioners have experimented with various kinds of computer-mediated glosses to facilitate L2 vocabulary building in the context of incidental vocabulary learning. Intentional learning, on the other hand, is generally underestimated, since it is considered out of fashion and not in line with the communicative L2 learning paradigm. Yet, work is still being done in this area and substantial body of research indicates that the usefulness of incidental vocabulary learning does not exclude the use of dedicated vocabulary study and that by using aids explicitly geared to building vocabularies (such as word lists and word cards) L2 learners exhibit good retention rates and faster learning gains. Intentional vocabulary study should, therefore, have its place in the instructional and learning context. Regardless of the approach, incidental or intentional, the crucial question with respect to vocabulary teaching/learning remains: which and how many words should we teach/learn at different language levels?  An attempt to answer the above question was made within the framework of the EU-funded project titled “KELLY” (Keywords for Language Learning for Young and Adults Alike) presented here. The project aimed at building corpus-informed vocabulary lists for L2 learners ranging from A1 to C2 levels for nine languages: Arabic, Chinese, English, Greek, Italian, Norwegian, Polish, Russian and Swedish. },
	booktitle    = {CALL: Using, Learning, Knowing. EuroCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings. Eds. Linda Bradley and Sylvie Thouësny. Research-publishing.net, Dublin, Ireland},
	author       = {Charalabopoulou, Frieda and Gavrilidou, Maria and Johansson Kokkinakis, Sofie and Volodina, Elena},
	year         = {2012},
	volume       = {2012},
	ISBN         = {978-1-908416-03-2},
}