Photo: Torje Jenssen
Kristin Killie
Job description
My areas of responsibility are teaching, supervision and research within English language, language acquisition, and language didactics.
Dagmar Haumann,
Kristin Killie
:
Seriously, where do illocutionary adverbs come from?
Kristin Killie
:
Extravagance, productivity and the development of -ingly adverbs
John Benjamins Publishing Company 2022 DOI
Leah Bauke,
Dagmar Haumann,
Kristin Killie
:
Modeling reanalysis, naturally
Brill Academic Publishers 2022 DOI
Kristin Killie
:
'I are in New York’: om tilegnelsen av samsvarsbøyning i engelsk blant innlærere med norskspråklig bakgrunn
Kristin Killie
:
Omission or Generalization? Subject-Verb Agreement among Young Norwegian Learners of English
Journal of Linguistics and Language Teaching 19. December 2021 FULLTEKST
Kristin Killie
:
‘I are in New York’: Om tilegnelsen av samsvarsbøyning i engelsk blant innlærere med norskspråklig bakgrunn
Kristin Killie
:
The Acquisition of Subject-Verb Agreement Among Norwegian (Teenage) Learners of English: Focus on the Subject
Journal of Linguistics and Language Teaching 2019
Dagmar Haumann,
Kristin Killie
:
Bridging contexts in the reanalysis of NATURALLY as a sentence adverb: A corpus study
De Gruyter Mouton 2019 DOI
Kristin Killie
:
The grammaticalization of progressive constructions with a focus on the English progressive
Current issues in linguistic theory 2015 DOI
Kristin Killie
:
Secondary grammaticalization and the English adverbial -ly suffix
Language Sciences 2015 DOI
Kristin Killie
:
The development of the English be + V-ende/V-ing periphrasis: from emphatic to progressive marker?
English Language and Linguistics 2014 DOI
Kristin Killie
:
The development of colour adverbs in Norwegian and English: Similar paths, different paths
Peter Lang Publishing Group 2014
Kristin Killie
:
Language variation and why it occurs
2024
Kristin Killie
:
Ting du ikke visste om engelsk (og språk)
2024
Kristin Killie
:
Things you didn't know about English (and language)
2024
Nadia Sigvaldsen,
Kathrine Kristiansen,
Kristin Killie
:
The Effect of Spell and Grammar Checkers on Pupils’ English: A Study of Texts Written by Norwegian School Children Aged 13-14 Years
2024
Serine Dyrskog,
Kristin Killie
:
More Than Just Notes on Paper: Written Feedback Practices: A Corpus Study of English Teachers in Norwegian Lower Secondary Schools
2024
Dagmar Haumann,
Kristin Killie
:
Briefly, this is not how illocutionary adverbs developed
2024
Frode Fagerås Hansen,
Sondre Schløpke,
Kristin Killie
:
I kastet me down on the sofa: A dive into lexical errors and Norwegian influence in the English of pupils in Norway
UiT Norges arktiske universitet 2023 FULLTEKST
Kristin Killie
:
"We won't be able to get proper jobs”: variation in English and how it affects people’s life chances
2023
Kristin Killie
:
“You fick or summink?”: How English is really spoken and language attitudes
2023
Hannah Sigrid Larsen,
Kristin Killie,
Natalia Mitrofanova
:
English Teachers´ Attitudes, Opinions, and Methods for Grammar Instruction in School
UiT Norges arktiske universitet 2023 FULLTEKST
Amelie Isaksen,
Kristin Killie
:
Reading for Intercultural Competence in English Textbooks for EFL learners
UiT Norges arktiske universitet 2022 FULLTEKST
Sara Kristine Pulk,
Kristin Killie
:
English teachers' view on grammar teaching in Norway
UiT Norges arktiske universitet 2022 FULLTEKST
Ask Holstad,
Kristin Killie
:
English Vocabulary Development Through MMORPGs: A theoretic study on the impact of vocabularydevelopment through playing MMORPGs
UiT Norges arktiske universitet 2021
Dennis Andreas Hind,
Kristin Killie
:
Gaming in Second Language Acquisition: A literature review and discussion on gamingas a resource in the English classroom
UiT Norges arktiske universitet 2021 FULLTEKST
Dagmar Haumann,
Kristin Killie
:
The diachrony of grammatical non-identity: manner and speaker-oriented adverbs in English
2020
Dagmar Haumann,
Kristin Killie
:
The making of sentence adverbs, naturally
2019
Kristian Granås,
Kristin Killie
:
Differentiated Instruction in the English Subject: A qualitative study of teachers' approaches to differentiated instruction and the factors that affect their ability to differentiate
UiT Norges arktiske universitet 2019 FULLTEKST
Kristin Killie
:
Extravagant morphology: attaching -ly to present participles
2019
Kristin Killie,
Øystein Fimland
:
Underskriftskampanje mot kontor i landskap
21. March 2018 FULLTEKST
Kristin Killie,
Liv Rønnaug Bjerke Lilleåsen
:
Samler underskrifter for å si nei til åpent kontorlandskap
22. March 2018 FULLTEKST
Kristin Killie,
Inga Skogvoll Rygg
:
850 har skrevet under mot åpne kontorlandskap
04. April 2018 FULLTEKST
Kristin Killie
:
Kriterier for evaluering av masteroppgaver i engelsk fagdidaktikk og i disiplinfaget engelsk
2018
Kristin Killie
:
Presentasjon av prosjektet "Knowledge of English among Norwegian adolescents and implications for teaching" (arbeidstittel)
2018
Tonje Kiil Bartholdsen,
Kristin Killie
:
Teaching English at multi-graded schools: A qualitative study on the effects that the school structure has on the English teachers
UiT Norges arktiske universitet 2018 FULLTEKST
Anna S. Eltoft,
Kristin Killie
:
Motivation in Language Learning: A qualitative study of teachers' views on the importance of including pupils' interests and real-life context in the teaching of English
UiT Norges arktiske universitet 2018 FULLTEKST
Kristin Killie,
Liv Rønnaug Bjerke Lilleåsen
:
Det er mulig kontorlandskap passer i enkelte sektorer. Akademia er ikke en slik sektor.
19. February 2018 FULLTEKST
Kristin Killie,
Annelise Brox Larsen,
Kirsten Sivertsen Worum
:
Åpne landskap passer ikke ved et universitet
www.universitetsavisa.no 19. February 2018 FULLTEKST
Kristin Killie,
Annelise Brox Larsen,
Kirsten Sivertsen Worum
:
Det er mulig at kontorlandskap passer i enkelte sektorer, men akademia er ikke en slik sektor.
Aftenposten (morgenutg. : trykt utg.) 14. February 2018 FULLTEKST
Sabine Volley,
Kristin Killie
:
Homework: based on tradition or research?
UiT Norges arktiske universitet 2017 FULLTEKST
Kristine Hauglid,
Kristin Killie
:
Ideals meet reality. A qualitative study of student teachers' thoughts on oral English
UiT Norges arktiske universitet 2017 FULLTEKST
Tonje Sollied Johansen,
Kristin Killie
:
Your English is Fucked Up, Man. A study of classroom breaches of pragmatic and sociolinguistic competence in Norwegian, upper secondary learners of L2 English
UiT Norges arktiske universitet 2017 FULLTEKST
Line Pedersen,
Kristin Killie
:
English as a third language in Norwegian schools. A study on English teachers' multilingual competence and knowledge of third language acquisition
UiT Norges arktiske universitet 2016 FULLTEKST
Stine Sørensen,
Kristin Killie
:
Teaching English in introduction classes: A qualitative research design about teaching English in introduction classes in Norwegian lower secondary schools
UiT Norges arktiske universitet 2016 FULLTEKST
Kristin Killie
:
English sentence adverbs in -ly - How did they develop?
2016
Kristin Killie
:
Hvem skaper verdiene?
Nordlys 2015 ARKIV
Kristin Killie
:
The importance of genre in studies of language change
2014
Kristin Killie
:
Situation report from an English grammar course: learning outcomes and teaching methods
2014
Kristin Killie
:
Old English–Late British language contact and the English progressive: the linguistic evidence
2013
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Research interests
Historical linguistics
I have for many years been carrying out research within historical linguistics. My studies focus on the development of three different constructions: the ‑ly suffix, the progressive, and adverbial –ing clauses. I have studied these constructions from various perspectives, such as grammaticalization, subjectification, language contact, and sociolinguistics. Some of the studies are contrastive. I am currently involved in a project about the development of sentence adverbs in English. This is joint work with Prof. Dagmar Haumann at the University of Bergen.
I am a member of the research group Language Data and Language Change (LDLC) at the University of Bergen.
Language acquisition and didactics
In addition to my research on language change, I have in recent years carried out research on second language acquisition and language didactics in the project TALE (Teaching and Learning English), which is a joint project with colleagues at the Department of Education at UiT. In TALE, we aim to throw light on the following research questions:
- Which points of English grammar, phonetics etc. are relatively easy to learn and consequently fall into place by themselves, and which points require focus in language teaching because they are difficult to learn on one’s own?
- How can we work with the difficult points in a way which is both motivating and goal-oriented/effective?
Teaching
I teach English language (grammar, phonetics, vocabulary, variation etc), language didactics, language acquisition, multilingualism, and academic writing and supervise students on their master's theses.
