Change search
Refine search result
2345678 201 - 250 of 359
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 201.
    Moberg, Martin
    Karlstad University.
    Providence: H.P. Lovecraft and the puritan tradition2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 202.
    Moberg, Monica
    Karlstad University, Faculty of Arts and Education, Centrum för språk- och litteraturdidaktik. Karlstad University, Faculty of Arts and Education. Karlstad University.
    Responsgruppsarbete: - Är det en lämplig metod inom ämnet svenska?2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 203.
    Moldsvor, Anne-Toril
    Karlstad University, Faculty of Arts and Education.
    Barns tidiga skrivande i skolan: - en studie av barns ordval jämfört med ord i traditionella läseböcker2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this work was to investigate which words the pupils in the two first years in school use in their free writings. I wanted to check if these are the same words as used in ordinary reading books for the same level. If not, I wanted to find how they differ. With this in mind I analyzed some texts from free writings and compared them with texts from ordinary textbooks.

    The result from this investigation shows that the children's texts differ from the ordinary textbooks by that the children use much more words that are more difficult to read than they meet in the textbooks. The children use e.g. words with more syllables, more compound words and more words starting with a plosive compared to the ordinary textbooks.

    If you ask the children themselves, approximately 90 % say that they are able to write when they start school whereas only 15 % consider themselves as readers. This is supported by research that shows that for children between 5 and 9 years it is easier to approach the language through writing than through reading. If they are allowed to use the computer when writing, the motoric difficulties are diminished and the children can concentrate on the content in the texts. If you take the research seriously the free writing should get a larger space in the teaching from the beginning.

    When the children start school, it is important to meet each of them at their own stage of development and take care of their individual knowledge and experience. Because most children think they can write but not read when they start school, the most appropriate should be to start with the writing process when teaching the language.

  • 204.
    Monforte, Pernilla
    Karlstad University, Division for Culture and Communication.
    Upper Secondary Students' Opinions of the Value of Peer Response2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Peer response is a method which is widely used on higher levels of second-language learning in Sweden, such as universities. The approach is not used as much in upper secondary school; and, the aim of this paper is to investigate upper secondary students' opinions of the value of peer response. The aim is also to investigate if the teacher's grading differed between the first version of a text and the final vesrion that had been revised after peer response.

    Research has shown that there seems to be more negotiation of meaning when students are working collaboratively and this can lead to better revisions of written texts, especially in terms of content development. On the other hand, collaborative writing can also create anxiety in some students who therefore dislike peer response. This investigation has shown that students taking part in the investigation are generally positive towards the approach. They also believe that giving and receiving feedback can help them improve their writing. There are, however, a few students who dislike it and want the texts to be read only by the teacher. The investigation has also shown that students mainly focus on formal aspects such as spelling and grammar when giving feedback to each other, whereas content was rarely commented on. Moreover, the results have shown that many of the students' grades improved on the final version compared to the first version. In conclusion, this investigation indicates that peer response could be used as an alternative, or complement, to ordinary teacher-student feedback in upper secondary school.

  • 205.
    Måhl, Anna
    Karlstad University.
    Du kan, men du gör inget.: En studie av utvecklingssamtal på ett gymnasium.2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    In this essay I analyse three student care conferences to see whether their content agrees with what Cilla Lindblom Larsson is writing about student care conferences in high school; that they talk about how the boys are behaving at school and the advice and rec-ommendations given are moralizing and rebuking, and secondly study how the conversa-tional structure looks in this discussions.

    In the first part I study what is the main topic of this student care conferences and I find that it does not agree with what is advocated by the directions in the school documents; this talks are not dialogues nor democratic. Neither are they about the development in knowledge of the student thus about the lack of manners of the student instead.

    When comparing my research findings with that Lindblom Larsson describes of student care conferences in high school I find that the substance in two of the conferences (1 & 2) totally agree with her statement.

    In the third conference (3), however, the conditions are quite different; there they don’t talk to rebuke the boy for lack of manners, but nevertheless ten out of fifteen of the teacher opinions end up in what I have named the grey zone. The teacher opinions are ambiguous and can be seen as statements concerning behaviour just as well as knowl-edge. I do point out that due to this ambiguousness Cilla Lindblom Larsson might also have found that the content of the third conference also confirms her result since it is not unlikely that the boy in the third conference did see the teacher opinions I put in the grey zone as remarks concerning his lack of manners rather than his lack of knowledge. As far as I am concerned, in spite of this ambiguousness, the third conference (3) is a more suc-cessful conversation all together simply because in that conversation, in comparison with the other two, dialogue do occur and the talk is held in an atmosphere of positive cordial-ity.

    In the second part of this essay I examine how the conversational structure looks in this discussions and I find that all three of these student care conferences resemble of institu-tional conversations. I show how the distorted balance of power that appears in institu-tional conversations appears in these conversions as well and I exemplify the incidence of ruling skills.

    The whole lot I do to show that the outcome, of a student care conference which is lead by a teacher who has not been properly educated in how to conduct the kind of dialogue intended for this type of conversions, might be that the conditions under which the par-ticipants take part in the discussion are not equal at all.

  • 206.
    Nilsson, Kamilla
    Karlstad University, Faculty of Arts and Education.
    Han/Hon/Hen: en intervjustudie om genus, könsroller och könsneutrala ord2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this interview study I have used qualitative interviews to find out how educators in preschool reason about gender, gender roles and gender neutral words in preschool. The interviews are based on issues concerning awareness about language as a shaping factor of gender, how and what educators do to counteract traditional gender roles, and the use of gender neutral words in preschool.

    The result show that the educators look at children as individuals rather than as carriers of gender, and that the focus can be on a specific child's interest. It it also the individual focus not the language that the educators talk about when it comes to breaking the gender roles in preschool. When talking about gender neutral words they diskuss words that work just as well for both for girls and boys, the swedish gender neutral word “hen” is also mentioned. But in order for gender neutral words to work and be used by the educators in preschools they need more knowledge, it is ultimately the educators who must explain its meaning of it to both children and guardians.

  • 207.
    Nilsson, Martin
    Karlstad University, Faculty of Arts and Education.
    Skriv rätt - sammansätt!: ett arbete om särskrivningar2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 208.
    Nordin, Lynn
    Karlstad University, Division for Culture and Communication.
    "My Lonely Is Mine": Loss and Identity in Toni Morrison's SulaIndependent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this essay is to analyze how loss affects the identity of the main characters in Toni Morrison’s Sula. An examination of the African-American community in Sula reveals a history of collective loss, both material and non-material, which limits the identity formation of the individual. This burden challenges the protagonists of the novel, Sula and Nel, as they come of age in the 1920s and continues to trouble them throughout their lives. By first defining loss and identity and then examining how loss affects identity in the community, family and individual, this paper will argue that although loss can limit the individual, it can also act as a catalyst for personal growth. Furthermore, I will show that despite the fact that Sula and Nel react differently to loss they both gain a sense of selfhood in the end.

  • 209.
    Norlin, Helena
    Karlstad University, Faculty of Arts and Education.
    I Say 'tomeydo', You Say 'tomahto': American and British English pronunciation in EFL Learning2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Within the last few hundred years, English has gone from being a rather small peripheral language to what it is today – a world language, spoken by millions of people worldwide. The best-known dialects to Swedish learners of English are British English (RP, Received Pronunciation) and American English (GA, General American). Traditionally, British English has been the variety taught in Swedish schools, but due to the recent and growing influence of American English, more and more pupils are using the American dialect. The purpose of this essay is to determine which of these dialects is more common among students in one Swedish school. I have also investigated if the teachers’ English pronunciation and their opinions of the different dialects, as well as the students’ own, have an impact on what variety the students choose to use.

    The results of the study show that although all students mixed both dialects, American features were predominant. A small number of students spoke mainly British English. A majority of the students claimed to be influenced more by the media than by their teachers. When it comes to the students’ opinions of the two dialects it appeared that the students who used more features from one dialect proved to be more positive towards that dialect. Many students found British English to be snobbish. It was also seen as slightly more classy and beautiful than GA. American English was generally considered cool but cocky. It was not considered as intelligent-sounding as RP, but instead more friendly and reliable.

  • 210.
    Norlin, Helena
    Karlstad University, Faculty of Arts and Education.
    Macht Deutsch Spaß?: Eine Untersuchung der Attitüden zur deutschen Sprache unter Deutschschülern in einer schwedischen Schule2008Independent thesis Basic level (degree of Bachelor), 15 points / 22,5 hpStudent thesis
    Abstract [sv]

    Färre svenska elever än någonsin läser moderna språk i skolan och framför allt antalet elever som studerar tyska har minskat. Tyska har tidigare alltid haft en stark ställning i Sverige. Fram till år 1946 var tyska till och med det första främmande språket i den svenska skolan. Man kan fråga sig vilka orsakerna är till att tyskan idag har blivit mindre populärt som främmande språk i den svenska skolan. I denna uppsats har jag med hjälp av enkäter undersökt vilka attityder tyskelever i en svensk skola har till tyska som skolämne respektive tyska som språk. Jag har valt grupper med tre olika lärare.

    Resultatet av undersökningen visar att det är svårt att fastställa om tyska är omtyckt som språkval i den svenska skolan, då det ser så olika ut i tre grupper på samma skola. Jag tror dock att den positiva inställningen är något starkare, eftersom 67% av eleverna är nöjda med sitt val och 61% skulle välja tyska på nytt.

  • 211.
    Nykvist, Anna-Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Engelska i resursgrupper2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 212. Nyroos, Lina
    et al.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Code-switched repair initiation: The case of Swedish eller in L2 English test interaction2017In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 120, p. 1-16Article in journal (Refereed)
    Abstract [en]

    Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi, Raymond, & Sidnell, 2013b; Kitzinger, 2013, p. 241). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner & Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e. repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The ‘other-languageness’ (Gafaranga, 2000) of the momentary code-switch amplifies test-takers’ attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker’s stance or linguistic competence, which may be particularly relevant in a language testing context.

  • 213.
    Nyström, Paulina
    Karlstad University, Faculty of Arts and Education.
    "Man måste verkligen möta varje barn": - En undersökning om ämnet svenska som andraspråk sett ur ett lärarperspektiv2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract

    The purpose with this examination is to contribute with knowledge about teaching in Swedish as second language from teachers’ point of view and which materials the teachers’ choose to use while teaching. To reach the purpose, I have formulated questions that I have tried to answer through a qualitative study. The questions are: How do teachers’ describe their teaching in Swedish as second language? Which material do teachers’ feel that they use while teaching and is there any difference in teaching at schools that has many pupils needing second language teaching compared to schools with fewer pupils who needs second language teaching?

    I have interviewed three teachers’ in three different districts, who all work with second language teaching. The interviews were executed in the same way as I went to the teachers’ schools to accomplish the interviews. The informants have answered the same questions and the answers have been recorded.

    The result of the study shows that the teachers have a great liberty to choose how the teaching is organized and which materials to choose. The teachers mix different materials that they think help the pupils’ linguistic development.

    One conclusion in the study is that conversations have an important part in the teaching as well as literature that is adjusted to match the pupils’ interests and that are just enough challenging.

    Keywords: Swedish as second language, teaching, materials, communication

  • 214.
    Näs, Sandra
    Karlstad University, Faculty of Arts and Education.
    Moderna språk som tillval på gymnasiet: Vilka faktorer påverkar valet?2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose with this degree thesis is to find out why pupils choose, or do not choose, language as an optional subject. Mainly I want to see if there are any differences in motivation, attitudes and satisfaction/dissatisfaction with language teaching between the pupils who have chosen language and the pupils who have chosen another optional subject. Furthermore the investigation aims at finding out what improvements teachers and pupils find necessary. The method being used was both qualitative and quantitative in the form of interviews and two different questionnaires. Four pupils and two teachers were interviewed and the questionnaires were answered by 34 pupils with a language choice and 40 pupils with other choices. The result shows no specific differences except motivation between the two groups, however I found several possible reasons to why pupils tend to choose some other subject than language: lack of interest, tactical choices and an unsatisfying language teaching. The suggestions of improvements concerned to an extent organizational aspects, but mainly the actual teaching. The teaching in the upper level of compulsory school probably affects the fewer choices of language and we need to improve this teaching and introduce a new school system that rewards language choices to make more pupils choose language as an optional subject.

  • 215.
    Obed, Daniel
    Karlstad University, Faculty of Arts and Education.
    Ideologies in David Lodge's Nice Work2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Titel Ideologies in David Lodge’s Nice Work

    Författare Daniel Obed

    Årtal 2006

    Antal sidor 17

    Ämne Engelska

    Abstract

    Nice Work is a campus novel which is comic and ironic in its nature. David Lodge uses irony and comic to point out the dichotomies which are Patriarchy vs. Feminism and Capitalism vs. Marxism. In Nice Work, characters from different backgrounds and with different perception of society are forced to meet which enables them to see their own ideologies in contrast to the opposite ones. In this essay I will examine how the main characters relate to these ideologies, and if their interaction with each other has an impact on their ideological convictions. My focus is on the two main characters Robyn Penrose, a Marxist feminist, lecturer in women's writing and Vic Wilcox, MD at a big company, but I also look at the ideologies of other characters in the novel. By taking a closer look at the interaction between the characters, one is able to discover the ideological changes some of the characters go through. I have found that the characters benefit from interacting with each other and that interaction between people from different backgrounds is described as the key to a grater understanding of society as a whole. By being scrutinized by people of another conviction, the characters see the limitations in having one unbending ideology. Most characters are not true to their ideologies and they show signs of double standards. In conclusion, Nice Work helps the reader understand that there is not one single truth in life, and that life and society is more complex than one ideology can grasp. It also shows the reader the difficulties in combining one’s ideology with one’s life.

  • 216.
    Ohlén, Alexandra
    Karlstad University, Division for Culture and Communication.
    Talar du LunarStormska?: En undersökning om chattspråk2004Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Talar du LunarStormska? är en sociolingvistisk C-uppsats av Alexandra Ohlén vid Karlstads universitets lärarprogram med inriktning gymnasiet, höstterminen 2004.

    Uppsatsen beskriver Internet-fenomenet chattande och dess historiska bakgrund, identifierar och definierar olika typer av chattande och beskriver de forum för chattande som är populära bland svenska ungdomar år 2004. Mot bakgrund av de farhågor som i många sammanhang framkommit om att användande av Internet och chattande kan påverka ungdomars skriftspråk negativt diskuteras chattspråket ur ett lingvistiskt perspektiv.

    Med hjälp av en enkätundersökning genomförd i en gymnasieskola under hösten 2004 och en tidigare enkät med delvis samma innehåll från 2002 beskrivs ungdomarnas chattvanor med hänseende till omfattning, syfte etc. Genom att jämföra elevernas resultat vid de senaste nationella proven i svenska med den tid de uppger sig lägga ner på chattande undersöks huruvida chattande påverkar elevernas förmåga att hantera svenska språket.

  • 217.
    Olavison, Kristina
    Karlstad University, Faculty of Arts and Education.
    LUS - LäsUtvecklingsSchemat -en undersökning av ett kartläggningsinstruments tillförlitlighet2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    This research has been done in order to investigate the reliability of the chronological order of a Swedish reading development schedule – LUS. This method has been established by Allard, Rudqvist and Sundblad (2001). The reason why I chose this subject is that the school where I did my research uses LUS as their reading analysis tool; however, there are many questions as to the reliability of this tool among the teachers.

    My research is twofold – firstly, a direct observation of students during domestic science lessons, in order to see their capability to read, understand and perform a working instruction in several stages (phase 16 in the reading development schedule); and secondly, a study of the students’ results at LUS. Then I will compare the two in order to find out whether reading fluency, or a great desire to read (phase 15 and 18 in the reading development schedule) is necessary to solve a task in phase 16. The statement made by Allard and Askeljung (2003) that I will focus on, and call in question, is the following (in translation): In order to manage phase 16 in the reading development schedule, it is necessary to be a fluent reader. So the student should have reached phase 15 before he or she manages to read and follow a working instruction in several stages. Furthermore, is it possible that students who read a lot and reach phase 18 in the reading development schedule can fail in their attempt to accomplish phase 16?

    The result of my research is that there is a possibility for some students to manage a working instruction even though they lack reading fluency; and for those who are fluent readers, the working instruction can become a failure.

    The conclusion of my study is that nothing is black or white. There are some grey zones where some of the current students turned out to be at the moment. LUS is a good analysis tool, but it needs to be questioned, investigated and perhaps also be complemented with other instruments that diagnose the students’ reading ability.

    Key words: reading fluency, working instruction, LUS, reading development

  • 218.
    Olbacke, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Lärares syn på lässvårigheter: Att förebygga, upptäcka och åtgärda lässvårigheter2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study is about reading difficulties and how teachers work in the classroom to detect reading difficulties and how to prevent and work pre-emptively with the problems. In a PISA survey done in 2012 it is evident that the results for Swedish students have greatly improved in reading comprehension since the survey was first done between the years 2000-2012. It is mainly low achieving students who show an improvement. Also, Lärarnas Riksförbund (2014) did a survey regarding reading comprehension in Primary and Secondary School. In this survey it says that 40% of teachers in Secondary School believe students do not have sufficient reading abilities. To give the students the opportunity to succeed, in learning how to read; it is important that the teachers are aware of how they teach to make changes and improve their techniques to achieve better results with the students, and in addition be mindful of any difficulties.

    The study is built upon six semi-structured interviews of competent professional teachers who continuously teach the subject Swedish as well as learning how to read. The result shows that the respondents are relatively unanimous in their responses on how they work to encourage a positive development in reading comprehension and how to detect and pre-emptively deal with reading difficulties. Furthermore, they think reading out loud is positive for the development of the students reading comprehension skills and for vocabulary. However, it is not certain that one will promptly receive the tools which as a teacher they deem necessary to support the students in their reading development.

  • 219.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sweden: Fertile ground for digital fandoms2015In: Transformative Works and Cultures, ISSN 1941-2258, E-ISSN 1941-2258, Vol. 19Article in journal (Refereed)
    Abstract [en]

    We discuss the spread of fans and fandoms within Sweden. With a specific focus on fan fiction and video games, we describe Swedish fan activities in relation to the fact that Sweden is a connected country—that is, a highly technologically developed society. We also describe fan activities in relation to the fact that the level of English-language proficiency is high among Swedish children and teenagers.

  • 220.
    Olson, Anders
    Karlstad University, Faculty of Arts and Education.
    "Varför får vi aldrig göra något roligt?": En studie om gymnasieelevers attityder till skrivande i skolan2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this examination paper is to examine high school student’s attitudes to writing in school. The study contains six qualitative interviews with students at a Swedish IT-high school. The head results of the study are that the attitudes to writing are rather positive, but when it comes to writing in school the students are not that positive. The students get distressed and feel like they are under pressure when they are about to deal with a writing task. Sometimes they are critical to the subjects they are to write about. They are also sometimes critical to the way the tasks are designed. The students do not get enough help to develop their abilities to write. The study also shows that it is important that the students find writing interesting and meaningful; otherwise they do not get motivated and engaged. This will prevent them to develop as writers. The study illustrates that it exists a lack of teaching when it comes to writing. This makes it even harder for the students to develop. They need to be taught how to for instance arrange their texts. It also seems like the students does everything individual. It is important that the class works together as a group and that they discuss the texts they write.

  • 221.
    Olsson, Martin
    Karlstad University, Faculty of Arts and Education.
    Film och tv-program i engelskundervisningen2009Student thesis
    Abstract [en]

    The aim of this essay is to investigate to what degree films and TV-programs are shown in two Swedish 8th grade English classes today and to see if this is a fruitful teaching method. The investigation was carried out with the help of a student survey, two teacher interviews and interviews following directly on their viewing of the TV-show Goal.  The result was that the students do not seem to learn a great deal from watching films or TV-shows in English class. They hear words that they already know and this provides reinforcement, but they learn very few new words. However, watching films and TV-shows is a good way to motivate students to work with their ordinary classroom English. Films and TV-shows were shown regularly according to the interviewed teacher, but the students thought that they saw too few movies and TV-shows. The teachers saw movies and TV-shows as a useful teaching addition, but they thought that the students learned more by traditional methods. The students, on the other hand, thought that they learned a great deal from watching movies and enjoy doing so. The time used to show movies and TV-shows today seems to be sufficient. TV-shows and films should be used as motivation and as a complement to classroom instruction rather than as a teaching material in itself.

  • 222.
    Onsjö, Helena
    Karlstad University, Faculty of Arts and Education.
    "Lägg er tillrätta, sätt er skönt, gör er öppna för en stunds högläsning": högläsning som metod2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 223. O'Reilly, D.
    et al.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). University of Oslo.
    Wikström, Peter
    Karlstad University.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Nyroos, Lina
    The teacher as examiner of L2 oral tests: A challenge to standardization: OASIS Summary of Sundqvist et al. (2018) in Language Testing2018Other (Other academic)
  • 224.
    Ortfeldt, Malin
    Karlstad University, Faculty of Arts and Education.
    Det man gör med kroppen fastnar i knaoppen: Rörelselekens betydelse för barn språkutveckling och lärande2008Independent thesis Basic level (professional degree), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    Abstract

    In this essay I have focused on how children in preschool develop their language and learning through movement and play. With movement and playI mean both planned movement and play of preschool teachers, and all kinds of movement and play as the children do by themselves.

    The purpose with this essay has been to find out, through in-depth interviews with five different preschool teachers, if they think that movement and play have sense for children´s language and learning and how the preschool teachers use movement and play in preschool. I have also studied literature about movement and play, to see what research regarding these subjects has to say.

    All interviews have been conducted in four different preschools. At one preschool there were two preschool teachers from the same department present during the interview. On two of the preschools the children were 3 – 5 years old, and on the remained preschools the children were 1 – 5 years old and respectively 1 – 3 years old. I made this choice in order to see if these preschools worked differently with movements and play depending on the children´s age. I also wanted to get different perspectives about movement and play, and see if the teachers thought differently about the subject movement and play on the basis of the childrens age.

    When analysing the data/interviews, I noticed that all preschool teachers worked the same. They also think that movement and play is important to work with in such way that the children can develop their language and learning. Even when the preschool teachers thought that it is important to work with, I noticed that they could not tell in which situations they could see if movement and play had influenced the children, but they wanted to believe that it did. Three of the teachers also meant that much research interpret on that movement and play influence children in a positive way.

    Keywords: Movement, play, language, learning

  • 225.
    Oskarsson Carlander, Rebecca
    Karlstad University, Faculty of Arts and Education.
    Läsa skönlitteratur i skolan: Hur pedagoger motiverar och stimulerar alla elever2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose with this study is to find out how pedagogues, who teach in the early years of primary school, motivate and stimulate all pupils so they want to read a lot of fiction. The research also includes finding out more about why the pedagogues work as they do. The research starts with a study of current literature which deals with how teachers should work with motivation and stimulation in school. To find out how the pedagogues work in school I have made qualitative interviews with four pedagogues who work in the early years of primary school. The result shows that all of the pedagogues motivate and stimulate pupils in similar ways. The pedagogues are trying to adapt their work based on what is best for the individuals and the rest of the group. The conclusion is that literature and the interviewed pedagogues agree in how to work with pupils and fiction reading. There are some factors that are important for the pedagogues to work with. Fiction needs to be conformal with each pupils reading level and it needs to be interesting. The pedagogue should be a reading model and invite pupils to an inspiring reading-environment. It is also important that pupils can work with fiction in varied ways like individual reading and reading aloud.         

  • 226.
    Otter, Harriet
    Karlstad University, Faculty of Arts and Education.
    Får man ta en bulle?: En undersökning av elevers översättning av pronomenet man till engelska2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    One of the goals of the Swedish national curriculum is that students develop a communicative and social competence. According to the English B-level syllabus, the students should among other things develop their ability to adjust language use to the situation. The indefinite pronoun man is a frequent occurrence in the Swedish language. Translating this word requires an understanding of situation as well as register. The study examines how the students handle the translation of man and if they know when the situation requires formal or informal language. The result shows that they can handle the translation in most cases even though they have not been given much instruction on the problem. However, the choice of you as a correspondence to man is predominant, and since this choice signals informality communication might be affected.

  • 227.
    Persson, Christina
    Karlstad University, Faculty of Arts and Education.
    Mainly the same or mostly different?: A corpus study of the level of synonymity between the adverbs mainly, mostly, chiefly and principally2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to examine the adverbs mainly, mostly, chiefly and principally for their level of synonymity. Dictionaries commonly lists synonyms to their main entries without providing information about commonality, contexts or level of formality or even sample sentences. More often than not this is done in a circular fashion, one main entry is listed as synonym to another which in turn is listed as a synonym to the first. This is confusing to persons not knowing what word to use and when to use it. The adverbs mainly, mostly, chiefly and principally are listed as synonyms to each other in several dictionaries in this circular fashion. By using corpus research I have shown that these adverbs are not the absolute synonyms dictionaries indicate, but differ greatly in usage, context and level of formality. I have investigated real samples of how mainly, mostly, chiefly and principally are used in a British newspaper. From the results I have obtained, I have analyzed the usage of the adverbs and suggested new and improved definitions.

  • 228.
    Persson, Margareta
    Karlstad University, Faculty of Arts and Education.
    Marguerite de Navarre et le Miroir de l'âme pécheresse: Une étude sociohistorique de l'auteur et de l'œuvre2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 229.
    Persson, Maria
    Karlstad University, Faculty of Arts and Education.
    Dyslexi och dyskalkyli: Finns det några samband?2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This exam essay will look at dyslexia, dyscalculia and the connections that may exist between these two phenomena. My purpose, from the beginning, was to investigate if there might be any connections between dyslexia and dyscalculia, or if the consequences that appear as a result of dyslexia, might lead to problems and difficulties in mathematics.

       I found it very hard to find literature that deal with dyscalculia, both as a subject of its own and together with dyslexia. Therefore, I was more or less forced to focus on difficulties in mathematics as a result from dyslexia.

       From what I have found, dyslexia and dyscalculia cannot be connected, at least not without more research on the subject. Two consequences; an impaired short-term memory and also an impaired spatial ability are both common, both for persons with dyslexia and for persons with dyscalculia. Other than these, there are no connections, apart from the difficulties in mathematics that are directly, or indirectly, caused by dyslexia.

  • 230.
    Petersen, Helene
    Karlstad University, Faculty of Arts and Education.
    Anpassning av undervisnigen för elever med autism2008Independent thesis Basic level (professional degree), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    Sammanfattning

    Den här studien behandlar frågor om hur man som pedagog kan anpassa undervisningen för barn/elever med diagnosen autism. Syftet med det här arbetet är att ta reda på hur undervisningen för elever med autism kan se ut. Undersökningen är gjord med hjälp av tre pedagogers intervjusvar, två av dem är gjorda med hjälp av kvalitativa metodansatser. Jag valde att göra intervjuer på grund av att det verkade vara det lämpligaste sättet att få svar på min frågeställning. Undersökningen är utförd i två kommuner där ett mindre antal personer blivit intervjuade. Det är en förhållandevis liten studie inom ett stort område. (Till min hjälp i det här arbetet har jag läst litteratur och gjort intervjuer, på grund av att jag ansåg att det var det bästa sättet att få svar på mina frågor till den här studien).

    Struktur och tydlighet med att anpassa undervisningen samt lärare som har goda kunskaper om elever med autism är bästa sättet att beskriva resultatet av den här studien. Lärarna som jag har intervjuat anser att det bästa sättet att hjälpa de här eleverna i skolan är att ha goda föräldrakontakter och arbeta utifrån varje elevs unika personlighet.

    Nyckelord: Anpassning,Undervisning,Struktur,Tydlighet

  • 231.
    Pettersson, Jessica
    Karlstad University, Faculty of Arts and Education.
    British, American or Mid-Atlantic English: What accent do Swedish learner use and where do they get their influences from?2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Titel: British, American or Mid-Atlantic English: What accent do Swedish learners use and where do they get their influences from?

    Författare: Jessica Pettersson

    Engelska C, terminsuppsats 2008

    Antal sidor: 38

    Abstract: The main purpose of this paper was to determine whether learners in lower secondary school used the British English accent, the American English accent, or if they perhaps mixed the two accents. I also wanted to find out from where the students got their influences. It is no longer prohibited in the Swedish curriculum to use other accents than the British one, and due to that it was interesting to see if the learners began to get their influences from somewhere else but their teacher. Teachers are also free to choose what accent they want to use. It often seems to be the case that learners take after their teacher’s pronunciation, but it is widely believed that they are also influenced by the English they hear in their spare time. Most of the learners in this investigation said in the survey that they preferred watching TV-shows and movies from the USA and therefore appeared to prefer an American accent. My informant study shows that most of the learners who took part in the test spoke with a British accent when reading single words, but when it came to reading sentences a mix of the two major varieties became noticeable. The results indicate that learners are first and foremost influenced by their teacher and what accent he or she uses and to a somewhat lesser extent by the English they come across when they are not in school.

    Nyckelord: British English, American English, Mid-Atlantic English, pronunciation, accents, influences.

  • 232.
    Pettersson, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Röst, kausalitet och läsbarhetsindex i historieläromedel från ett andraspråksperspektiv2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focuses on four different aspects of readability: voice, causality, advanced words and the LIX-value of words. Each of these four facilitates or aggravates reading comprehension for students, which is further defined in the paper. The study is an analysis of textbooks in history for 8th grade from a second language perspective. In terms of voice, causality, advanced words and the LIX-value of words, the study shows that books with higher grades of causality and voice and lower grades of advanced words as well as a low degree of LIX-value are better for students to work with.

  • 233.
    Reinholdsson, Jennie
    et al.
    Karlstad University, Faculty of Social and Life Sciences.
    Mithander, Annika
    Karlstad University, Faculty of Social and Life Sciences.
    Yrkesroll och konsumtion: En undersökning hur/om individen utifrån sin yrkesroll väljer att konsumera. 2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi ville i den här kvalitativa studien studera om individer konsumerar olika utifrån sina yrkesroller. Om individer t ex genom sin konsumtion försöker att kompensera ett arbete utan upplevelser eller tillfredställelser? För att få svar på våra funderingar så har vi intervjuat individer inom chefsyrken och arbetaryrken, för att få perspektiv på om och konsumtionen skiljer sig åt och hur. Vi har även visat på olika teorier som tar upp de teman som vi valt att förhålla oss till under studiens gång. Dessa teman går som en röd tråd genom hela uppsatsen och behandlar konsumtion, roll/performance, klass/status. Resultatet av studien visar på hur komplext begreppet konsumtion är och hur yrkesrollen påverkar människor på olika sätt. Vi påverkas både omedvetet och medvetet av vår konsumtion, och det är det vi fått ta del av i denna studie.

  • 234.
    Reinholdsson, Tommy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Learning non-Swedish speech sounds: A study of Swedish students’ pronunciation and ability to learn English phonemes2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous research has shown that L2 students have difficulties producing and even recognising sounds that do not exist in their mother tongue. It has also been concluded that accented speech not only compromises intelligibility but also makes the listener negatively biased towards the speaker. The present study explores how proficient Swedish students are in producing the speech sounds /dʒ/, /j/, /v/, /w/, /ʃ/and /tʃ/, of which /dʒ/, /w/ and /tʃ/do not exist in Swedish. In addition, it explores whether their pronunciation of these sounds improves after a brief pronunciation lesson, if this improvement is lasting and whether they tend to learn the pronunciation of words as separate units or are able to generalise the rules of pronunciation and appropriately apply them. It also investigates whether a difference in the structure of the pronunciation lesson affects the students’ results. The study revealed that the students do have difficulties with correctly producing in particular /tʃ/, /dʒ/ and /j/. More specifically, they tended to confuse /dʒ/ and /j/ whereas many students appeared to have been unaware that /tʃ/ exists and used the /ʃ/-sound instead, which exists in Swedish. After the pronunciation lesson, however, the students significantly improved their pronunciation. This improvement was shown to be lasting and the students were generalising rules rather than learning words as separate units. What the study failed to show was a significant difference in results caused by a difference in the structure of the pronunciation lesson.

  • 235.
    Ribeck, Judy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Do Scandinavian dictionaries take a stand on language policy?2018Conference paper (Refereed)
    Abstract [en]

    The Danish dictionary, the Norwegian Academy’s dictionary and the Swedish Academy glossary constitute central linguistic Scandinavian works of reference. However, users often want to check if a word really 'exists', and view the words included as approved by authorities.  Modern lexicography, however, builds on instances in major corpora.

    In Sweden, a debate on the use and the political connotations of the gender neutral pronoun 'hen' started in 2012 (e.g. Milles 2011, Ledin 2012, Parkvall 2012, Sabuni 2012, Språkrådet 2015, Språktidningen 2016). In 2015, however, the word 'hen' was used sufficiently for inclusion in the Swedish Academy glossary. The new edition was launched under the heading, 'Hen is here now', which ended the debate. Presently, the pronoun is relatively neutral in Sweden.

    High status dictionaries are doubtless political actors in a language community. What is the responsibility of the glossary editors? Would a representative corpus be a solution to linguicism?

  • 236.
    Ribeck, Judy
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Dyrvold, Anneli
    Uppsala university.
    Subject Language in mathematics textbooks: Verbal text fragments supplemented by other semiotic resources2019Conference paper (Refereed)
    Abstract [en]

    Different subjects have developed their own ways to construe meaning. To be able to convey the message, specific linguistic means are used in particular ways depending on the subject. The subject language in mathematics is characterized by the utilization of verbal language together with the semiotic resources mathematical notation and images. Each semiotic resource contribute to different functions of language and one resource can modulate the meaning made by another resource. Thus, adding one semiotic resource enhances the affordances of the other, a phenomenon referred to as meaning multiplication(e.g., Lemke, 1998). The intricacy of how the semiotic resources can be used together is indeed an asset, but at the same time this intricacy increases the demand on the reader. There are several reasons why students of mathematics must appropriate the subject language and learn to read mathematics. For example, language not only determines what is possible to communicate within a subject, but also modulates the way we think (e.g., Pederson, Danziger, Wilkins, Levinson, Kita, & Senft, 1998). In addition, texts with multiple semiotic resources are an important means to enhance students’ conceptual knowledge (e.g., Kilpatrick, Swafford, & Findell, 2001). 

    Important contributions have been made to characterize the subject language in mathematics (e.g., Morgan & Tang, 2016; O'Halloran, 2005), but much is still unknown or needs further analysis. There are also features about the subject language in mathematics that are taken for true, but for which the empirical evidence is weak (Österholm, & Bergqvist, 2013). Since knowledge about the particular features of a subject language is a prerequisite for teaching the subject, there is a need to develop our understanding about how we communicate in mathematics to solidify the basis on which language-conscious mathematics teaching must be built. 

    One distinguishing feature of printed mathematics texts is the mixture of mathematical notation and words, even in short fragments of text (Ribeck, 2015). In this study, we aim at characterizing the subject language in mathematics by linguistically analysing such verbal text fragments(hereafter referred to as VTFs), sorting out how the totality of semiotic resources interact to make the message complete. The categories taken into account in the analysis concern information structure (i.e. Theme and Rheme) and semantic roles (i.e. Participant, Process and Circumstance). In line with this focus, the following research questions are posed:

     

    RQ 1) What characterizes VTFsin mathematics textbooks regarding their linguistic content?

    RQ 2) What role do VTFs and the semiotic resources mathematical notationand imagestake in relation to each other to make the message complete?

    The analysis of relations between the different semiotic resources is based on a functional perspective on language, with a particular focus on means that are used to create a mental representation of reality. Royce’s (2007) framework for intersemiotic complementarity between the semantic categories ProcessParticipantand Circumstance is used. Intersemiotic complementarity is a concept that catches how the means of different semiotic resources in a text interact to provide a coherent message. Since mathematical notation is an important resource in mathematics texts the framework is modified to include also mathematical notation (cf. Dyrvold, 2016). In addition, we use the notion of Theme and Rheme (Halliday 1994), which is seen as crucial to the organisation and construal of meaning from a reader’s perspective.

    Method

    The data used in this study builds upon previous results from Ribeck (2015), where VTFs are automatically extracted from a corpus of 5.2 million words originating from Swedish secondary and upper secondary textbooks. For every word in the VTFs, a parser has added information about part of speech and syntactic function. In the current study these VTFs are analysed quantitatively and qualitatively. Two different analyses are conducted, each relating to one research question. The first step aims at identifying the most common types of VTFs. Here, the VTFs are coded and analysed for their linguistic characteristics. This quantitative analysis will reveal patterns among the VTFs as to what information they convey. In the next step, the common VTFs that have been identified are analysed in relation to the other semiotic resources. The focus is laid on how meaning is construed around Themes and Rhemes and the means used to obtain cohesion between Participants, Processes and Circumstances represented by the different semiotic resources. In the analysis of the thematic progression between Themes and Rhemes (see e.g., Danes, 1974) the role of the VTFs is taken as the starting point for the message that is construed in the text. Thereafter, the roles of all semiotic resources are included in the analysis to describe the information structure throughout the text. The analysis of cohesion between Participants, Processes and Circumstances is bidirectional; first potential cohesive relations to other semiotic resources indicated by the VTFs are analysed, second the content represented by the other semiotic resources are analysed in relation to the VTFs.

    Expected Outcomes

    This study is expected to contribute knowledge about a particular feature that distinguishes the mathematical subject language from other subject languages in natural and social sciences, namely its substantial share of VTFs (cf. Ribeck, 2015). The utilization of two different analyses enables us to elucidate the subject language of mathematics from different point of views. It may be argued that verbal language in multimodal texts only makes sense in their context, and consequently is not meaningful to analyse separately. However, the VTFs are present in the textbooks and the reader needs an understanding of their textual function. Thus, we argue that a deepened understanding of the separate semiotic resources is a necessary first step towards understanding the intricacy in how they together construe subject-specific meaning. The analysis of the role of the VTFs in relation to the other semiotic resources is expected to offer a rich understanding of a crucial characteristic of the subject language in mathematics, namely how the semiotic resources complement each other. The combination of resources may either be necessary for a particular message or redundant to each other, something that will be highlighted by the bidirectional analysis. The results will contribute to characterize the subject language in mathematics, which is necessary to plan and implement teaching that strengthen students’ language competence.

    References

    Danes, F. (1974). Functional Sentence Perspective and the organization of the text. In F. Danes (ed.). Papers on Functional Sentence Perspective, (pp.106-28). The Hague: Mouton. Dyrvold, A. (submitted and preprint). Relations between various semiotic resources in mathematics tasks – a possible source of students’ difficulties. In Dyrvold, A. (2016). Difficult to read or difficult to solve? The role of natural language and other semiotic resources in mathematics tasks. Diss. Umeå universitet: institutionen för matematik och matematisk statistik. Halliday, M.A.K. (1994) An introduction to functional grammar. 2nd ed. London: Edward Arnold. Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. Lemke, J. L. (1998). Multiplying Meaning: Visual and verbal semiotics in scientific text In J. R. Martin & R. Veel (Eds.), Reading Science (pp. 87-113). London: Routledge Morgan, C. & Tang, S. (2016). To what extent are students expected to participate in specialised mathematical discourse? Change over time in school mathematics in England, Research in Mathematics Education, 18:2, 142-164, doi: 10.1080/14794802.2016.1174145 O'Halloran, K. (2005). Mathematical Discourse: Language, symbolism and visual images. London: Continuum. Pederson, E., Danziger, E. Wilkins, D., Levinson, S., Kita, S., & Senft, G. (1998). Semantic typology and spatial conceptualization. Language, Vol. 74, No. 3 (Sep., 1998), pp. 557-589 Published by: Linguistic Society of America. Royce, T.D. (2007). Intersemiotic Complementarity: A framework for multimodal discourse analysis. In Royce, T. & W. Bowcher, New Directions in the Analysis of Multimodal Discourse, New York: Routledge, 2007, pp. 63-109 Ribeck, J. (2015). Step by step. A computational analysis of Swedish textbook language. Diss. University of Gothenburg: Department of Swedish. Österholm, M. & Bergqvist, E. (2013) What is so special about mathematical texts? Analyses of common claims in research literature and of properties of textbooks. ZDM ‐ The International Journal on Mathematics Education, 45 (5), 751‐763.

  • 237.
    Rone, Lena
    Karlstad University, Division for Culture and Communication.
    The Lord of the Rings in a Jungian Perspective2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The Lord of the Rings can be read as an interior journey through the psyche as Jung describes it. There are Jungian concepts like individuation, archetypes like the shadow, the devouring mother, the anima, the hero and the wise old man. The reader also recognizes concepts from Jungian psychoanalysis and several of Jung´s symbols. Evidently Tolkien and Jung have much in common as they both deal with matters that many people can relate to.

  • 238.
    Rosstorp Luff, Jeremy
    Karlstad University, Faculty of Arts and Education.
    The effects of online communication on English language acquisition: A study of teacher and student views2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The internet offers not only a vast amount of information and entertainment, but also allows for communication. Language learners around the world have the ability to hone their skills using online resources and connect with their peers in a way that was not possible prior to 1990 when the World Wide Web came to be. While technology improves in leaps and bounds, the schools that teach languages, such as Swedish schools teaching English, do their best to keep up. In online communities, language use may differ very much from the English taught in the classroom. Is the difference today so great that English language teachers need to reconsider their choice of model? Previous research suggests that online registers can coexist with standard English, and that the two can be mutually beneficial. However, there are factors to take into account in order for online communication to be an asset to an English language student.This paper is a qualitative study based on an interview with a teacher of English and a questionnaire survey with the teacher’s students. The aim is to identify different types of online communication, state their potential for students’ acquisition of English and then see how that potential corresponds with the teacher’s own experiences of how her students’ language development is affected. The study shows that some forms of online communication predominate and that not paying attention to all the forms available can affect a student’s school results in a negative way. The study also shows, in agreement with previous research, that the potential of online communication to influence the use of English is not to be ignored in view of the increasing rate at which people spend their time on the Internet.

  • 239.
    Rydahl, Susanna
    Karlstad University, Division for Culture and Communication.
    Oral Feedback in the English Classroom: Teachers' Thoughts and Awareness2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.

    I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.

    My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.

  • 240.
    Ryen, Maria
    Karlstad University, Faculty of Arts and Education.
    Ett vidgat textbegrepp i praktiken: Fem lärare om undervisning utifrån ett vidgat textbegrepp2007Independent thesis Advanced level (degree of Magister), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    This study deals with Swedish upper secondary school teachers' approaches to an expanded text concept. Attitudes mediated through media as well as “the new languages” that media give rise to, imply new conditions for the activities in school. As a necessary adaptation to the new conditions given by the media forces, the Swedish upper secondary school 1994 incorporated “an expanded text concept” in the syllabus for the Swedish language.

    The focus of the study is how Swedish upper secondary school teachers' work to meet and challenge the students' in an expanded text concept. The study is founded on interviews with five teachers, who to a greater extent integrate an expanded text concept in their teaching. In addition information about literary instruction is collected and analysed. The theoretical framework consists of theories that approach the Swedish schools discussion founded on a social and cultural context, in relation to media's effects on school.

    Findings indicate that the teachers based their teaching on a social and cultural context, where they promote dialogical teaching and made students' understandings the central focus. Teaching Swedish should, according to the teachers interviewed, be based on central human topics. Findings also indicate that the teachers own media habits settle the ways they integrate new media in their teaching. The teachers notice good possibilities to motivate and engage pupils by teaching on the basis of an expanded text concept. They also find that an expanded text concept works irrespective of course, age and gender. Further the teachers consider that traditional text hierarchies maintained by the school and the society are on the way to disappear.

  • 241.
    Sahlström, Camilla
    Karlstad University, Division for Culture and Communication.
    Upper Secondary Students' Assessment of Four Women Speaking Four Different Varieties of English2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Society exhibits a wide variety of different languages with various prominent features. At the same time as we honour diversity, however our civilisation is coloured with prejudice and preconceptions. Even if there is a rather liberal view on language use today, dialects and accents still carry positive and negative connotations for a majority of citizens. Research shows, that we are prejudiced and that we have predetermined ideas when it comes to certain language varieties.

    In this study, I take up four varieties of Standard English: American, English, Australian and Scottish. I focus on the associations Swedish students make when it comes to these four language varieties and how this transforms into attitudes towards the speakers. A language attitude study is carried out by using a modified Matched Guise Test. I explain the difference between dialect and accent, as well as societal attitudes to language varieties and present some prominent linguists and their methods. Finally, I draw some conclusions by comparing my results to previous findings.

  • 242.
    Samuelsson, Sara
    Karlstad University, Faculty of Arts and Education.
    Talet och tystnaden: En analys av hur kön, genus och sexualitet framställs i ett urval av läroböcker2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Syftet med min undersökning var att, utifrån genus- och queerteori, undersöka vilka föreställningar beträffande kön, genus och sexualitet som förmedlas genom läroböcker avsedda för gymnasiets A-kurs i svenska. Jag valde att använda mig av diskursanalysen som metod för genomförandet. Vid analysen visade det sig att samtliga läroböcker i urvalet knyter an till diskurser som reproducerar en heteronormativ ordning. Framställningarna är tämligen konservativa och samlas kring föreställningar om mannen som norm och kvinnan som ”den andra”. Transpersoner förekommer i regel inte alls. Ibland noterade jag trots allt en subversiv potential, särskilt i läroböckernas beskrivningar av flickors problematiska förhållningssätt till den egna kroppen. Vidare kunde jag konstatera hur läroböckerna presenterar heterosexualiteten som normal och eftersträvansvärd medan homosexualiteten helt osynliggörs eller fördrivs till särskilda homosexuella sfärer. Bisexualitet nämns inte överhuvudtaget. Genom studien fann jag därför att läroböckerna kan uppfattas som begränsande, exkluderande och diskriminerande, vilket strider mot de skrivningar som reglerar skolverksamheten.

  • 243.
    Sandberg, Malin
    Karlstad University, Faculty of Arts and Education.
    Utomhuspedagogik: En studie om utomhuspedagogik i samspel med svenska2007Independent thesis Basic level (degree of Bachelor), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    Abstract

    This study deals with outdoor education together with Swedish language teaching. In my future profession as a teacher I want to be able to offer my pupils varied, discovering and exploring lessons focused on nature. The aim of this study is to throw light upon outdoor teaching, hoping that more people will discover nature as the right place to learn.

    In my study I have asked these questions:

    • What is outdoor education?

    • How can Swedish be taught out of doors?

    • Why is this method a good complement to the traditional teaching in the classroom?

    With these questions in wiev I made three qualitative interviews with teachers with different backgrounds. In addition I have planned, taught and evaluated the lesson that is the basis of the result.

    Outdoor education should be given increasing time in school and be used as a complement to the traditional teaching in the classroom. The outdoor environment can offer a thematic and comprehensive method where the experience is the foundation for life-long learning. Nature is the best book for all school subjects and in this study Swedish occupies a special area in the boundless classroom that nature offers.

    Keywords: Outdoor education, Swedish, learning to read and write, lesson

  • 244.
    Sandlund, Erica
    Karlstad University, Division for Culture and Communication.
    Feeling by Doing: The Social Organization of Everyday Emotions in Academic Talk-in-Interaction2004Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    The present dissertation is concerned with the social organization of emotions in talk-in-interaction. Conversation analytic procedures were used to uncover the practices through which participants in social interaction convey, understand, enact, and utilize emotions that are made relevant to the interaction. The central aim is to describe such practices and the contexts in which they are deployed, and to link emotions to the social actions that they perform or contribute to performing within situated activities. Conversation analytic work has generally not addressed emotions explicitly for reasons discussed in the dissertation, and a second aim was therefore to test the applicability of conversation analysis to emotion research, to theoretically bring together separate fields of inquiry, and to discuss advantages and limitations of a talk-in-interactional approach to emotions. Furthermore, the analytic approach to emotions is restricted to displays and orientations that are made relevant by participants themselves.

    Data consists of video recordings of six graduate school seminars at a large university in the United States, as well as interviews with all 22 participants. From the analyses, three themes emerged; "frustration", "embarrassment", and "enjoyment", and within each, an assortment of practices for doing emotions were found. Frustration was primarily located in the context of violations of activity-specific turn-taking norms. Embarrassment was found to do multiple interactional work; for example, in contexts of repair, teasing, and culturally delicate matters. Enjoyment was found to be collaboratively pursued between and within institutional activities; for example, through reported speech dramatizations, utilization of activity-transitional environments, and playful 'mock' emotions. Timing of gaze aversion, laughter, and gestures were also found to be key to the display and perception of emotions.

    The findings indicate that emotion displays can be viewed as transforming a situated action, opening up alternative trajectories for a sequences-in-progress, and also function as actions in themselves. Furthermore, it was concluded that conversation analysis is indeed a fruitful empirical route for understanding emotions and their role in social interaction.

  • 245.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Att tala under test och testa tal: Prov i muntlig färdighet är en komplex historia2013In: LMS : Lingua, ISSN 0023-6330, no 2, p. 21-25Article in journal (Other (popular science, discussion, etc.))
  • 246.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Codeswitching as a task management resource in EFL speaking tests: Testwiseness, resistance, and task instructions2013Conference paper (Refereed)
    Abstract [en]

    In foreign language speaking tests, testees are instructed to stick to the target language and repeated instances of codeswitching (CS) to testees’ L1 during the test often impact test scores negatively (cf. Hasselgren, 1997). However, as conversation analysts have shown (e.g. Auer, 1999; Cromdal, 2000; Wei, 2002), CS is a complex interactional phenomenon, and the dismissal of CS as lacking competence risks resulting in unfair assessment. In the present paper, we discuss the deployment of CS in EFL speaking tests, with the question “Why that, in that language, right now?” (Ustunel & Seedhouse, 2005, p. 321) in focus. Using conversation analysis, we have examined all instances of CS in a dataset of 38 dyadic speaking tests for ninth graders in Sweden. For this presentation, we have focused on instances that appear when testees orient to the task-at-hand (Sandlund & Sundqvist, 2011). By examining the systematics of CS in sequences where the instructions for test-taking are, in some way, unclear to the testees, we discuss how their language choice in situ (L1 or English) becomes part of the task-as-process (cf. Breen, 1989). Aside from testees’ EFL competence, CS can be linked to matters like testwiseness, problem-solving, and disalignment with the task. As such, CS in speaking tests can be viewed as a multi-faceted phenomenon and as a powerful resource for testees, in particular in contexts where they are faced with the challenge of producing assessable talk on pre-set topics they are unfamiliar with. Our findings indicate that it is important for teachers and examiners to have knowledge of CS and its variants in EFL speaking tests in order to conduct valid assessments, since a testee’s deployment of CS may reflect interactional concerns rather than poor oral proficiency skills.

  • 247.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Diverging task orientations in L2 oral proficiency tests: a conversation analytic approach to participant understandings of pre-set discussion tasks2013In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 2, no 1, p. 1-21Article in journal (Refereed)
    Abstract [en]

    Presumably most students strive to do well in school and on national tests. However, even in standardized tests, students’ and examiners’ expectations on what it means to ‘do well’ may diverge in ways that are consequential to performance and assessment. In this paper, we examine how students and teachers in an L2 English peer–peer speaking national test (9th grade) display their understandings of appropriate ways of dealing with pre-set discussion tasks. Using conversation analysis and 38 recorded national tests in English in Sweden, we demonstrate, e.g., how teachers’ displayed understandings of how tasks should be appropriately handled steer the interactional trajectory between students in particular directions. The analysis shows that participants spend much time on negotiating understandings of the task-at-hand. We argue that in terms of valid assessment of oral proficiency, task understandings merit more attention, as task negotiations inevitably generate different conditions for different dyads and teachers.

  • 248.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Equity in L2 English oral assessment: Criterion-based facts or works of fiction?2016In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 2, p. 113-131Article in journal (Refereed)
    Abstract [en]

    For assessment to be equitable, it is central that teachers/raters perceive and apply grade criteria similarly. However, in assessing L2 oral proficiency in paired tests, raters mustgrade test-takers individually on a joint interaction performance. With a conversation analytic approach, we examine closely one recording from a 9th-grade national test of L2English with an aim to uncover some aspects that underpin vastly divergent assessments (as assigned by three raters) of one test-taker. Findings pointing to issues such as moral stance, rater experiences, and the interlocutor effect are discussed in light of equity in L2 oral proficiency testing and assessment.

  • 249.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Nyroos, Lina
    Uppsala universitet, Institutionen för nordiska språk.
    Testing L2 talk: A review of empirical studies on second language oral proficiency testing2016In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 10, no 1, p. 14-29Article in journal (Refereed)
    Abstract [en]

    In this review article, empirical studies published from 2004 through 2014 on second-language (L2) oralproficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests.Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peertests as an organizing principle for the studies examined, recent developments in L2 oral proficiencytesting research are situated, reviewed, and discussed, with a particular focus on tests conducted in face-to-face contexts. Findings from the review of selected journals, databases, monographs, and edited collec-tions indicate (1) a prevalence of studies of the OPI format, but a growing research base on paired andgroup tests, (2) an absence of oral test studies in discourse journals, and (3) an emphasis on assessment,validation, and rater perspectives, as opposed to detailed analyses of interaction in L2 tests.

  • 250.
    Scheffer, Susanne
    Karlstad University, Faculty of Arts and Education.
    "Satanic Harry": How a Wizard Has to Fight the Church2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The paper's aim is to show the fight of the church against the Potter book series of Joanne K. Rowling and the actual situation which is presented in the books. This fight is based on the acrimonious claims and heated-up discussions which were made by some church members who sued the books as "being evil" and a "seduction to the bad side" for children as well as "having a satanic content" etc. At the same time, positive comments of several church leaders and the author's declared opinion are stated. Finally, book four "Harry Potter and the Goblet of Fire" is interpreted regarding the claims of the church and a neutral observation of the story.

2345678 201 - 250 of 359
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf