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  • 51.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Musikaliteten i Gustaf Frödings diktning2011In: Svenskans beskrivning 31: Förhandlingar vid Trettioförsta sammankomsten för svenskans beskrivning, Umeå den 20 och 21 maj 2010 / [ed] Edlund, Ann-Catrine och Mellenius, Ingmarie, Umeå, 2011Conference paper (Refereed)
  • 52.
    Borg Carenlöv, Camilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Varför gråter du lille pojk? -För att jag är för liten för att svära: En studie av ungdomars attityder till svordomar och svärande2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 53.
    Bäcke, Maria
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Self, Setting, and Situation in Second Life2009In: Literary Art in Digital Performance: Case Studies in New Media Art and Criticism / [ed] Francisco J. Ricardo, New York: Continuum, 2009, p. 109-142Chapter in book (Refereed)
    Abstract [en]

    Linden Lab, the company behind the online world Second Life (SL), invites multiplic- ity with slogans like “Your World. Your Imagination.”1 Yet many SL residents’2 profiles give evidence of adjustment to group narratives or norms in various social spaces inside the world. They seem to favor already established social and cultural conventions when creating an online identity; hence they also adjust to already existing hierarchies. I argue that residents in SL recreate social orders and power structures similar to ones already existing outside SL, even though they are of course under no obligation to do so. In that sense social and cultural patterns are reproduced and in some cases even amplified. My aim here is to trace social dynamics evident in three groups within this digital space and my hypothesis is that the rules of these social spaces then function as a foundation and guideline for identity formation, and in fact almost seem to prescribe a certain way of acting or behaving. Two of the groups have a clear role-playing profile, based on books and movies, whereas role-playing is not required, although possible, in the third group. All of them are thus removed from the lifeworld by constituting either purely fictive or, conversely, historical constructs, but they can nevertheless provide clues to how the residents think in an environment that is not primarily “real life” based, and in which anything, even a utopia, can be possible. By reading group charters and profile descriptions found in the SL search engine, and studying articles and blogs functioning either as group information channels or journals for individuals in each community, I examine the motivations and power structures driving avatar and online identity construction in role-playing communities, with a focus on the interac- tion between the overarching “state” power, the Linden Lab, the three communities, their respective role-models, and the rules that govern them, as well as the individuals that are a part of them. 

  • 54.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Education, Department of Languages. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Kronparkska: multietniskt ungdomsspråk i Karlstad2006In: Perspektiv på lärande i språk och litteratur: CSL 2006 / [ed] Granath, S., Miliander, J., Nilsson, N-E., Thoursie S., Karlstad: Karlstad University Press, 2006, p. 79-93Chapter in book (Other academic)
  • 55.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Hjelde, Arnstein
    Högskolan i Östfold.
    Arntzen, Ragnar
    Högskolan i Östfold.
    Flerspråklig oppvekst i barnehage, förskole og skole2012Book (Other (popular science, discussion, etc.))
  • 56. Ekholm, M.
    et al.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Bedömning av det inre livet vid Södra centralortens skolområde i Åmål1997Other (Other (popular science, discussion, etc.))
  • 57.
    Elma, Sandra
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Voicing Oppression: A Rhetorical Reading of Ngugi wa Thiong'o's Devil on the Cross2010Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    Abstract

    This essay focuses on how taking a rhetorical approach to Ngugi wa Thiong’o’s Devil on the Cross facilitates both the understanding of its theme of oppression and its stylistic peculiarities. Content and form are intricately linked and in order to wholly understand the text, attention must be drawn to how it is written, why it was written and the effect of this composition. Lloyd Bitzer’s concept of the rhetorical situation is used as a framework for my discussion to further highlight the impact of rhetoric on the text and the fact that it is equally important that Devil on the Cross is read as a rhetorical as much as literary text. The rhetorical situation of the novel is the neo-colonial situation in the Kenyan society and the oppression of the marginalised masses at the hands of foreign multinational conglomerates and the Kenyan bourgeoisie. This paper shows that both the theme of oppression as well as the stylistical peculiarities in the novel is best understood in the light of a rhetorical reading. When examining the theme, one can detect how the situation of the poor is outlined according to a rhetorical model to invoke change and that the novel is directed both to listeners and readers. Stylistic features such as repetition, the creation of characters as types, and the use of the burlesque all make sense since the text operates on a level where memory support is crucial in order for a listener to collect the information given. At the same time, the text is directed towards a reading audience familiar with Western literary techniques. This paper further points to that in order to grasp the novel, emphasis must be placed on the importance of there being multiple audiences and that the best way to reach this comprehension and insight is through a rhetorical reading.

  • 58.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Arbetslagsutveckling och lärande samtal2001Report (Other academic)
  • 59.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Det känns lättare i luften: utvärdering av Skolverkets utvecklingsdialog på Angeredsgymnasiet i Göteborgs kommun2003Report (Other academic)
  • 60.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Karlstads universitet och det livslånga lärandet: en kartläggning för fortsatt arbete2004Report (Other academic)
  • 61.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Ledares aktionslärande: att styra och följa lärandeprocesser i arbetslivet2007Licentiate thesis, monograph (Other academic)
  • 62.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Lära genom att göra2007In: Tidskriften LOOPArticle in journal (Other (popular science, discussion, etc.))
  • 63.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Lära Ute: upplevelser och lärande i naturen2002Book (Refereed)
  • 64.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Uterummets betydelse för det egna växandet2004Book (Refereed)
  • 65.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Varför ska man köpa en overall som inte passar när man kan gå till skräddaren och få en kostym som sitter snyggt?: utvärdering av Skolverkets utvecklingsdialog på Grevegårdsskolan i Göteborgs kommun2003Report (Other academic)
  • 66.
    Ericsson, Gunilla
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Why do some teachers in Sweden use outdoor education?: MA in Education research project1999Other (Other (popular science, discussion, etc.))
  • 67.
    Ericsson, Gunilla
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Fast, Gunnar
    Kamratgranskning av praktiken vid lärarutbildningen i Uppsala lå 94/951995Report (Other academic)
  • 68.
    Ericsson, Gunilla
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Lindvall, K
    Teknik i skolan och vardagslivet - en kartläggning bland pedagoger i Klarälvdalen1999Other (Other (popular science, discussion, etc.))
  • 69.
    Ericsson, Gunilla
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Sonntag, H.
    Westerdahl, K.
    Att leva med rovdjur: handledning2002Book (Refereed)
  • 70.
    Forsberg, Susanna
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    En skola för alla: att hjälpa barn med ADHD och Aspergers syndrom2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 71.
    Fröding, Jenne Iris
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Factores que influyen en la disciplina del aula y algunas estrategias de los profesores para mantener el orden y un buen ambiente de enseñanza.: Un estudio comparativo entre alumnos y profesores de octavo grado en Nicaragua y Suecia2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The present study examines the strategies teachers use to keep order and discipline in the classroom. For this reason, a survey has been done to two groups of eighth grade in Managua, Nicaragua and one in Karlstad, Sweden as well as an interview to their teachers. Totally seven teachers from both countries were interviewed.

    One conclusion from this study is that strategies used by teachers usually do not correspond to what students ask, who require an active presence of teachers when disorder happens in the classroom. Other than that, teachers many times decide to remain quiet to call the groups attention. This contrast arises due to the different expectations and roles that both teachers and students have about setting up discipline in the classroom.

    In the other hand, the stress on students is an important fact in the group discipline since most of them decide to talk about other issues away from the lesson among themselves. According to the interviews, another factor that affects harmony in the classroom is the amount of students, schedule and lesson plan among others.

    This way, one difference between teachers ́ perception on students discipline and their grades was noticeable. Teachers from Sweden stated that there is a relation, since undisciplined students had bad grades. Otherwise, the ones from Nicaragua mentioned that misbehavior or indiscipline were not directly related to grades. On the contrary, often indisciplined students had good grades.

  • 72.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    About that speakers don't follow the rules: That-clauses as complements of prepositions in English2003Conference paper (Refereed)
  • 73.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Contradictory Messages and Lies: Paralanguage in Televised Narratives2000In: Bergvall, Åke, Leffler, Yvonne & Conny Mithander (red). Berättelse i förvandlingArticle in journal (Refereed)
  • 74.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Corpus linguistics and the description of English2010In: Moderna Språk, ISSN 0026-8577, Vol. 104, no 2, p. 51-57Article, book review (Refereed)
  • 75.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Descriptive linguistics2012In: The Encyclopedia of Applied Linguistics / [ed] Carol A. Chapelle (editor-in-chief), Hoboken, New Jersey, USA: Wiley-Blackwell, 2012Chapter in book (Refereed)
  • 76.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Is that a fact?: A corpus study of the syntax and semantics of the fact that2001In: Rayson, Paul, Wilson, Andrew, McEnery, Tony, Hardie, Andrew & Shereen Khoja (red) Proceedings of the Corpus Linguistics 2001 Conference, Presenterad vid: Corpus Linguistics 2001Article in journal (Refereed)
  • 77.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Prepositions and that-clauses in English: The double-faced prepositions besides and beyond2006Conference paper (Refereed)
  • 78.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Review: Issues in Accents of English2010Other (Other (popular science, discussion, etc.))
  • 79.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Size matters - or thus can meaningful structures be revealed in large corpora2007In: Corpus linguistics 25 years on / [ed] Roberta Facchinetti, Amsterdam/New York, NY: Rodopi , 2007, p. 169-185Chapter in book (Refereed)
  • 80.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Size Matters: or Thus can meaningful structures be revealed in large corpora2004Conference paper (Refereed)
  • 81.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    The position of the adverb certainly will make a difference2002In: English Today 18:1, 25-30, 2002Article in journal (Refereed)
  • 82.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Thus began a long and distinguished career: Some observations on word order after sentence-initial thus2004In: / [ed] B. Gergh, J. Herriman & M. Mobärg, Göteborg: Acta Universitatis Gothoburgensis , 2004Chapter in book (Other academic)
  • 83.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Using corpora in teaching english syntax to EFL Students at the University Level1998In: Teaching and Language Corpora 1998 (conference proceedings), Presenterad vid: Teaching and Language Corpora, konferens, Keble College Oxford 24-27 Juli, 1998Article in journal (Refereed)
  • 84.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Verb Complementation in English: Omission of Prepositions before THAT-clauses and TO-infinitives1997Other (Other (popular science, discussion, etc.))
  • 85.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    What makes good questions good?: A quantitative and qualitative approach to 'modifier + question' in spoken American news discourse2007Conference paper (Refereed)
  • 86.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    What's so good about a "good question"?: A quantitative and qualitative approach to 'modifier + question' in spoken American news discourse2009In: Corpora and Discourse - and Stuff / [ed] Rhonwen Bowen, Mats Mobärg & Sölve Ohlander, Göteborg: Acta Universitatis Gothoburgensis , 2009, no 96Chapter in book (Other academic)
  • 87.
    Granath, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Who benefits from learning how to use corpora?2009In: Corpora and language teaching / [ed] Karin Aijmer, Amsterdam/Philadelphia: John Benjamins Publishing Company, 2009, p. 47-66Chapter in book (Refereed)
  • 88.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Bihl, BjörnKarlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Portar till språk och litteratur2007Collection (editor) (Refereed)
  • 89.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Estling Vannestål, Maria
    IT i språkundervisningen i teori och praktik2008In: Fönster mot språk och litteratur / [ed] S. Granath, B. Bihl, E. Wennö, Karlstad: Centrum för språk och litteraturdidaktik , 2008, 1, p. 125-149Chapter in book (Other academic)
  • 90.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Estling Vannestål, Maria
    IT som automat, verktyg och arena i språkundervisningen2009In: LMS : Lingua, ISSN 0023-6330, no 2Article in journal (Other (popular science, discussion, etc.))
  • 91.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Miliander, June
    Det räcker med engelska - räcker engelskan?: Funktionell förmåga och språklig korrekthet hos avancerade inlärare2007Chapter in book (Other academic)
  • 92.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Miliander, June
    Nilsson, Nils-Erik
    Thoursie, Stig
    Perspektiv på lärande i språk och litteratur2006Book (Refereed)
  • 93.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Miliander, June
    Wennö, Elisabeth
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    The Power of Words: Studies in Honour of Moira Linnarud2005Book (Refereed)
  • 94.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    P. Wherrity, Michael
    Prepositions with that-clause complements in tagged corpora, with a special focus on 'in that'2005Conference paper (Refereed)
  • 95.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Seppänen, Aimo
    Prepositions and that-clauses in English2004Conference paper (Refereed)
  • 96.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Wherrity, Michael
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    I'm loving it - and knowing it too!: Aspect in so-called stative verbs2012Conference paper (Refereed)
  • 97.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Wherrity, Michael
    Just what everybody is loving and wanting: A unified approach to so-called stative verbs in the progressive2008Conference paper (Refereed)
  • 98.
    Granath, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Wherrity, Michael
    Thinking in space: The lexis of thinking from a cognitive perspective2008In: English Today 93, vol. 24, nr 1Article in journal (Refereed)
    Abstract [en]

    An in-depth account of how English speakers think about thinking, using perspectives from etymology, metaphor and cognitive linguistics. Cognitive linguistics addresses how we conceptually structure and linguistically categorize experience in order to render our world coherent and accessible. One of the ways we do so is through the creation of spatial metaphors. In cognitive theory, language is not regarded as a representation of objective reality, but rather, as the product of our interaction with the world as entities in three-dimensional space. The metaphors we use to structure experience conceptually are grounded in this interaction. Our ability to generate metaphors makes it possible for us to get a mental and linguistic grip on abstract concepts by representing them as tangible, concrete entities situated in space. Hence, from a cognitive perspective, metaphors are much more than occasional ornamental figures of speech occurring primarily in literary contexts; rather, they are all-pervasive components of everyday language and reflections of how we cognitively structure our world. It should come as no surprise then that, as we shall see, metaphorical expressions are particularly prevalent in the lexis of that most abstract of realms, the realm of thinking

  • 99. Hansson, Heidi
    et al.
    Wennö, Elisabeth
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Closing the distance: Compensatory Strategies in Distance Language Education2005In: Distance Education and Language / [ed] B. Holmberg, M. Shelley, C.White, Clevedon: Multilingual matters , 2005Chapter in book (Refereed)
  • 100. Hansson, Heidi
    et al.
    Wennö, Elisabeth
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Universitetsengelska på distans: En studie av praktisk - estetiska lärares språkinlärningsprocess2000Report (Refereed)
1234567 51 - 100 of 332
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