Negasjoner i norske lærebøker og bruk av ikke i forskjellige sammenhenger

Abstract

In this article I will present how the negative adverb not, and other negative structures, e.g. prefixes and suffixes are presented in different textbooks, and on the basis of this I try to get an answer to how students who learn Norwegian as a second or third language have difficulties in acquiring these structures. The hypothesis is that the focus on not and other negative structures in language books is not enough to keep negative structures in check.

In addition to presenting the structures that are given as examples in the aforementioned language books, I also reflect on Mental Space Theory, which provides an explanation for why it is difficult to acquire negative structures and expressions, and why it is a challenge on a semantic level to understand negative expressions.

The books that I have used for analysis are those that are used most in teaching at the Scandinavian Institute at Eötvös Loránd University (ELTE). In the survey, it appears that despite the fact that certain negative structures are already introduced at A2 level, it is much later, at B1 and B2 level that these are expanded with, for example, questions or different types of clauses.