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  • 51.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Skillnad på språk och språk i språkens värld2006In: Nya Wermlands-TidningenArticle in journal (Other (popular science, discussion, etc.))
  • 52.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Snälla tåg och skärkötterier2007In: Nya Wermlands-TidningenArticle in journal (Other (popular science, discussion, etc.))
  • 53.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sollerömålet - ett Ovansiljansmål1996In: Sool-Öen. Solleröns hembygdsbok, ISSN 0281-6334, p. 5-12Article in journal (Other (popular science, discussion, etc.))
  • 54.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Språk handlar inte bara om rätt och fel2006In: Nya Wermlands-TidningenArticle in journal (Other (popular science, discussion, etc.))
  • 55.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Språket är både en bro och barriär2005In: Nya Wermlands-TidningenArticle in journal (Other (popular science, discussion, etc.))
  • 56.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Språklig äkthet hos några närkemålsdiktare2004In: Från språkfel till rättelse: En hyllning till Sigvard Aksén, Örebro: Örebro universitet , 2004, 1, p. 55-64Chapter in book (Refereed)
  • 57.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Starka femininer av stort intresse2002In: Nerikes allehandaArticle in journal (Other (popular science, discussion, etc.))
  • 58.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Ur mun på en Löksätterspôjk2002In: Från runtid till nutid: En hyllning till Per-Axel Wiktorsson / [ed] Föreningen O'din Örebro universitet, Örebro: Föreningen O'din Örebro universitet , 2002, p. 20-24Chapter in book (Refereed)
  • 59.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Vad är en dialekt egentligen?2006In: Nya Wermlands-TidningenArticle in journal (Other (popular science, discussion, etc.))
  • 60.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Vem har rätt – katten eller musen?2006In: Nerikes allehandaArticle in journal (Other (popular science, discussion, etc.))
  • 61.
    Bihl, Björn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Återkomst till dialektalt gränsland2003In: Svenska landsmål och svenskt folkliv, ISSN 0347-1837, Vol. 2002, p. 7-21Article in journal (Refereed)
  • 62.
    Bihl, Björn
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Grönvall, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Dialektala uppdateringar på Facebook2017In: Ideologi, identitet, intervention: Nordisk dialektologi 10 / [ed] Jan-Ola Östman, Caroline Sandström, Pamela Gustavsson, Lisa Södergård, Helsingfors: Helsingfors universitet och Nordica vid Finska, finskugriska och nordiska institutionen , 2017, p. 133-145Conference paper (Refereed)
  • 63.
    Bihl, Björn
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Nilsson, Nils-Erik
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Att skriva på dialekt2006In: Perspektiv på lärande i språk och litteratur: CSL:s konferensvolym / [ed] Solveig Granath, Karlstad: Karlstad University Press, 2006, p. 9-26Conference paper (Refereed)
  • 64.
    Bihl, Björn
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Nilsson, Nils-Erik
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Dialektarbete i skolan: Ett försök att öka den språkliga medvetenheten hos eleverna2007In: Nordisk dialektologi og sociolingvistik: Foredrag på 8. Nordiske dialektologkonferance, Århus 15.-18. august 2006 / [ed] Torben Arboe, Aarhus: Aarhus universitet , 2007, Vol. 8, p. 294-303Conference paper (Refereed)
  • 65.
    Bihl, Björn
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Nilsson, Nils-Erik
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Skriva på talets grund2006In: Svenskans beskrivning 28: Förhandlingar vid Tjugoåttonde sammankomsten för svenskans beskrivning, Örebro den 14 och 15 oktober 2005 / [ed] Per Ledin, Örebro: Örebro University Press , 2006, Vol. 28, p. 51-58Conference paper (Refereed)
  • 66.
    Bihl, Björn
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Nilsson, Nils-Erik
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Te skriv sôm en taL2006In: Lekt och lärt: Vänskrift till Jan Einarsson 2006 / [ed] Sofia Ask, Gunilla Byrman, Solveig Hammarbäck, Maria Lindgren, Per Stille, Växjö: Växjö University Press , 2006, p. 31-39Chapter in book (Other academic)
  • 67.
    Björkman, Angelica
    Karlstad University, Faculty of Arts and Education.
    Uttalssvårigheter i svenska som andraspråk hos personer med thailändsks som primärspråk2004Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention of this study is to compare difficulties of Swedish pronunciation of five  second-language learners with Thai as mother tongue. Thereafter make a comparison with previous research in pronunciation difficulties in people with the same primary language to see if the deviations are similar. I used both recorded material/recordings which I analyzed as well as experiences from pronunciation training that I observed at SFI. The pronunciation difficulties were documented and entered in tables. The recordings consist of 25 Swedish words and a text performed by five informants.

     

    In my study, you can distinguish a pattern in my five informants pronunciation difficulties complying with Bannert informants who also have Thai as primary language. The irregularities as they had in common is difficulties with lip rounding, liquid consonants, pronunciation of /u/, loss of consonant, word stress, word accent, clause accent and assimilation. I found that the mother tongue in all likelihood have some influence of the pronunciation of a second language

  • 68.
    Blakkisrud, Sara
    Karlstad University, Faculty of Arts and Education.
    Läs-och skrivsvårigheter/dyslexi: -nu och förr2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.

    The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.

    I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties.

  • 69.
    Blidstam, Linnea
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Folk säger köngen. Vi säger kungen: En kvantitativ och kvalitativ innehållsanalys av dialektmomentet i läromedel2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay to analyze the dialect section in textbooks using content analysis. What is studied is the selection that the text book authors have made and if one can detect a sociolinguistic or language historical perspective and how much the dialect section make up of the total matter of the textbook. The selection that the authors have made is also compared to what scientific manuals say. Moreover, the work exercises in the textbooks have also been examined. The focus when studying the exercises have been on how they are composed and why. Four textbooks and four scientific manuals have been selected inorder to answer the research questions. Then a quantitative and qualitative content analysis of the textbooks has been carried out. A coding scheme conducted by Niklas Ammert has been used as a guide for the qualitative study and a model by Stefan Selander has been used for the quantitative section.

    The result showed that the most common type of presentation in the textbook in the sections that include dialects is the confirming and explanatory type. Although, in the exercises it is the reflective and the analyzing type that is the most distinguished one. In the exercises the students are often asked to reflect and analyze dialects based on their dialect. The result showed that the dialect section seems to get an expanding range in the textbooks. The result also showed that there are language historical perspectives in the textbooks. However the result regarding the sociolinguistic perspective is not the same; it only occurs in one of the textbooks. 

  • 70.
    Blidstam, Linnea
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Vi har ingen direkt dialekt: En kvantitativ undersökning av attityd till den egna dialekten2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökningen är att jämföra attityd till den egna dialekten beroende på var man kommer ifrån och vilken dialekt som talas på orten man växte upp. För att undersöka har följande frågeställningar använts: Hur skiljer sig attityden till den egna dialekten mellan olika områden och spelar faktorer som om informanten bor kvar på orten eller ej och om föräldrarna har samma uppväxtort någon roll? Även frågan om vilken skillnad i attityd till den egna dialekten i jämförelse med tidigare forskning kring attityder till olika dialekter kommer besvaras.

    För att svara på syftet och frågeställningarna genomfördes en enkätundersökningen som delades på Facebook. Sammanlagt kunde det sammanställas resultat från tolv landskap och två större städer. Utifrån tidigare forskning var tanken att om många som flyttat från uppväxtorten vill flytta tillbaka till orten och om en eller båda föräldrarna kommer från samma uppväxtort som informanten har man antagligen en positiv attityd till den egna dialekten. Detta visade sig att det i vissa fall stämde, men dock inte i alla.

    En av de mest intressanta delarna var att undersöka om tidigare forskning kring attityder till andras dialekter stämde överens med attityden till den egna dialekten. Detta visade sig att det inte stämde. Många av de dialekter som klassas som dialekter som andra inte har en positiv attityd till hamnade i stället högt upp i denna undersökning. 

  • 71.
    Bolin, Elin
    Karlstad University, Faculty of Arts and Education.
    "Alla mysiga var de bumbibjörnarna": Some Early Swedish Learners' Reading Strategies in English2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Being a skilled reader makes it easier to learn a new language. It is important to teach students how the knowledge and use of reading strategies can facilitate learning. This study was made in a Swedish fourth grade class with eighteen participant pupils. They were asked to translate two texts from English into Swedish: one was a poem with nonsense words, and the other a prose text. The texts were taken from Through the Looking Glass by Lewis Carroll and The Garbage King by Elizabeth Laird. After this an interview was made with all of the pupils in pairs, where they were asked about their reading strategies normally and in this situation. The results found were that the reading strategies used were: likeness with their native language, previous vocabulary knowledge of the L2, syntactic knowledge, and guessing the meaning through the context. The result confirms previous research in that the pupils who liked reading and did so in their spare time, did better when it came to making syntactically correct translations.

  • 72.
    Brandt, Lindamarie
    Karlstad University, Faculty of Arts and Education.
    Tebjudningar och spetsgarnityr: Hur kvinnliga författare skildras i läromedel för gymnasiets svenska B2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    This paper tests the hypothesis raised by Yvonne Hirdman concerning the gender system, claiming that, in society, women and the female are being marginalized. The study deals with literary handbooks used in the high school course “Swedish B”. The purpose is to see whether or not these fulfil the intentions of gender equality in school set by the Swedish government.

    In the paper, four literary handbooks from the major Swedish publishing houses are analyzed. Based upon a gender perspective by Yvonne Hirdman the methodological approach is dual: the presentations and valuations of the female authors are scrutinized, as well as the number of presented female authors is compared to the number of male counterparts.

    It is found that there is a significant difference in numbers of female authors compared to male: far fewer women are presented. It should be noted, however, that , throughout history, fewer female than male authors have been published. It was also found that, when presented, female authors were often discussed in terms of home and family-related issues, whilst male authors are described as concerned with “heavier” issues. Furthermore, it became obvious that the idea of men being the norm is predominant, and that female and male authors are generally kept separated in the handbooks.

    The results show that the handbooks do not comply with the goals of the schools for gender equality. The images of female authors presented by the handbooks are merely stereotypical. I also found that male authors were represented in a much higher degree then females in all of the analyzed handbooks.

  • 73.
    Brax, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Pappa ICA har något att berätta för sin ICA-familj: En språkvetenskaplig undersökning om hur ICA-Stig genom intimisering, intertextualitet och retoriska övertalningsmedel övertygar oss att handla på ICA2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this essay is to map down how the language plays a part in the persuasion carried out by ICA-Stig – one of the most beloved characters from ICA’s commercial soap opera. Through a discourse analysis with a linguistic focus this study can provide one explanation to why the audience trust ICA-Stig and how he persuades them to do their grocery shopping at ICA. The study takes off from the rhetorical means of persuasion, ethos, logos and pathos, along with how ICA-Stig commits a linguistic intimisation and exploits intertextual strategies in order to approach the audience and their reality. The result shows that Stig uses personal pronouns in a way that enables him to commence intimisation in the sense of addressing his co-workers and the audience in a family-like manner. Regarding intertextuality, Stig uses a composition of different discourses in favour of his character since he is able to reach a large audience whilst nourishing the personal touch, combined with proving himself credible. Through his language, ICA-Stig reduces the gap between non-fiction and fiction, and in his transcendent role he becomes a factive character – neither real nor fictive.  This role allows him to become self-aware, which gives him an outside perspective on commercials in general. From a rhetorical perspective, the intimisation and intertextuality function as to have ICA-Stig relate to the reality, habits, and experiences of the audience. This creates the situation that Daddy-ICA has something to say to his ICA-family, which becomes the premise on which the commercial is founded. The intimisation enhances ICA-Stig’s ethos since he can prove to be a caring father and a knowledgeable shop manager. The appeals to pathos lie within his caring language. Appeals to logos can be found in the product placement of the groceries in an environment very much reminiscent of reality and everyday-life. Finally, the essay problematises the role commercial has and plays in today’s society due to the fact that this discourse is approaching the discourse of private life and communication, which, in turn,  paves the way for new ways of persuading the costumers.

  • 74.
    Bruns, Björn
    Karlstad University, Faculty of Arts and Education.
    schwimmen = svimma?: Die Vor- und Nachteile des Erlernens der schwedischen Sprache für deutsche Austauschstudenten2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 75.
    Bäcker, Bjarne
    Karlstad University, Faculty of Arts and Education.
    En skola för alla: Är denna skola integrerande eller segregerande för barn i behov av särskilt stöd2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In this paper integration and inclusion were analysed in both theory and practice to see what they mean for pupils who reqire special support or pupils who have Swedish as a second language in compulsory school. The purpose of this work was to investigate whether inclusion is the best way of reaching the goal of a school for all children. A literary study, was conducted to test this hypothesis. The literature used for this purpose includes non-fiction books, handbooks, newspaper articles, declarations, conventions, and learning and course plans. Qualitative interwiews were held whit a remedial teacher, a Swedish-as-a-second-language teacher, and a class teacher who contributed greatly to this work thoough their experiences and vast knowledge. The result showed that there is not only one solution to the problem; sevral ways of going about reaching the goal of a school for all children exist. To get even closer to presupposed goal, a school for alla children, teachers must remove obstacles in their approach so that all children feel that they are in meaningsful situations.

  • 76.
    Carina, Olsson Fahlén
    Karlstad University, Faculty of Arts and Education.
    Vi såg orangutangs: Interference in the Speech of two Bilingual Children2009Student paper other, 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    An increasing number of children grow up learning more than one language from infancy. Since there are several bilingual children in each class in most Swedish schools today, knowledge of how they manage to operate two languages at the same time can be useful for teachers. In my study, I have observed two bilingual children who live in the United States with Swedish-speaking parents. The study is based on 45 minutes of recordings of the children when they speak Swedish. I transcribed their speech and focused on code- switching and interference from English. In order to compare their proficiency of Swedish to their English skills, I also calculated their Mean Length Utterance (MLU) using the model developed by Roger Brown (1973). The results show that the children are fairly comfortable using both languages, but their Swedish contains a large number of interference mistakes. The interference observed was mostly on the structural and lexical level, where directly translated word order and prepositions were the most common mistakes.

     

  • 77.
    Carlswärd, Linda
    Karlstad University, Faculty of Arts and Education.
    La Quête de l'identité: dans L'Enfant de sable de Tahar Ben Jelloun2007Independent thesis Advanced level (degree of Magister), 10 points / 15 hpStudent thesis
  • 78.
    Clenow, Mathias
    University of Karlstad.
    Något om svenskt idrottsspråk1996Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
  • 79.
    Colin, Nathalie
    Karlstad University, Division for Culture and Communication.
    English and Swedish Animal Idioms: A Study of Correspondence and Variation in Content and Expression2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Idioms are found in every language and learning them is an important aspect of the mastery of a language. The English language is no exception as it contains a large number of idioms, which are extensively used. However, because of their rather rigid structure and quite unpredictable meaning, idioms are often considered difficult to learn. Although little research has been done to date on the nature of idioms as well as how they are used, a better understanding of variations in idioms can nevertheless be acquired by looking at some theories and thoughts about their use and their structure.

    The aim of this paper is to examine a number of animal idioms, focusing primarily on English idioms and the similarities and differences found in equivalent Swedish idioms, even when the Swedish idioms do not contain an animal. Two types of studies are presented. In the first one, the English and Swedish animal idioms collected are grouped into four categories. The results of such a categorization show that half of the English animal idioms found have an equivalent in Swedish containing an animal. In the second study, the content, structure, wording, semantics and metaphorical meaning of the animal idioms are analysed and compared. The results indicate that the Swedish animal idioms that correspond to the English animal idioms have, for the most part, the same structures and similar variations in degree of literalness, fixity, manipulation and transformation. Furthermore, the use of metaphor, personification and simile appears to be common both in English and Swedish animal idioms. The role of context and literal and figurative translation are also addressed in this study.

  • 80.
    Cronesberry, Marie
    Karlstad University, Faculty of Arts and Education.
    Läs- & skrivsvårigheter: Några effektiva sätt att hjälpa elever med läs- och skrivsvårigheter2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Jag har i min undersökning tittat närmare på hur pedagoger i dagens skolor arbetar för att hjälpa elever med läs- och skrivsvårigheter. Pedagogerna i de lägre stadierna har ett stort ansvar att lära sina elever läsa och skriva, men hur hjälper pedagogen de elever som inte knäcker läskoden innan de slutat årskurs två. Jag har valt att intervjua två pedagoger för att se hur de arbetar med läs- och skrivsvårigheter. Jag har också valt att diskutera med några elever och höra deras åsikter om att lära sig läsa och skriva.

    Jag har kommit fram till att pedagogerna arbetar på liknande sätt med alla elever, oavsett svårigheter eller inte. Undervisningen är anpassad till varje individ, pedagogerna använder olika inlärningsmetoder för att hjälpa sina elever. Resultatet av min undersökning visar att eleverna får den hjälp de behöver. Eleverna tycker själva att de inte har några svårigheter trots att pedagogerna anser att det finns i klasserna.

  • 81.
    Dahlén, Nova
    Karlstad University, Faculty of Arts and Education.
    Severus Snape and the Concept of the Outsider: Aspects of Good and Evil in the Harry Potter Series2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

     

    The concept of outsiders has been argued to be one of the main themes in childhood fairy tales in general and in J.K. Rowling's Harry Potter novels in particular. Severus Snape is one of the most evident outsider characters in the novels, described as an unpleasant, ugly man presented as a double agent with uncertain allegiances. When the truth is revealed, in the very last pages of the series, he is discovered to have been an undercover spy for the good side all along. This essay examines Snape as an outsider, and analyzes his effect on the novel, especially his relation to the three characters with whom he interacts most: Dumbledore, Voldemort and Harry. All three of these characters are main characters and are also outsiders themselves in different ways. Examining the relations between good and evil and showing that these concepts are closely tied to choices and reactions towards being an outsider, the essay argues that the analysis of Snape as an outsider helps distinguish between aspects of good and evil in the novel. By focusing on Snape and the concept of the outsider, different dimensions of the novels become visible. Snape is here an instrumental character on his own, and may well be seen as the main character. Although the series in some aspects has been described as a fairy tale, the complex character of Severus Snape gives the novels a further depth appealing not only to children, but to adults as well.

  • 82.
    Davidsson, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Kille och tjej, du och jag, lika eller olika?: En granskning av läromedels sociolektavsnitt och hur dessa kan användas för jämlikhetsarbete2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Skolan har ett stort inflytande på dagens ungdomar och enligt läroplanen har skolan ett tydligt jämlikhetsuppdrag att förmedla. Att hjälpa eleven att problematisera människors lika värde oavsett kön och etnicitet samt bemöta fördomar med kunskap ingår i de mål lärarna bör ha sett till läroplanens formuleringar. Dock besitter kanske inte alla lärare de kunskaper som behövs om bland annat jämlikhet, jämställdhet, genus och etnicitet, om ett genuint intresse inte finns hos den enskilda personen. Kan läroböcker då ge läraren stöd? I svenskämnet ska eleverna i svenska 1 bland annat arbeta med området sociolekter, ett avsnitt som i stor utsträckning ger utrymme till både diskussion och reflektion i nämnda frågor. Syftet med uppsatsen är att se hur ser det ut i 5 av de läromedlen som finns i skolan. Är de jämlika och uppfyller de ett jämlikhetssyfte?

     

    Undersökningen bygger på sociolektavsnittet i fem olika läromedel som är framtagna för gymnasiets kurs i svenska 1 respektive A. Till hjälp har två analysmodeller använts, genustrappan och etnicitettrappan. Resultatet visar att inget av de granskade läromedlen kan användas som hjälp i arbetet med jämlikhetsfrågor men att texterna kan nå ett jämlikhetssyfte om den enskilda läraren själv problematiserar och diskuterar exemplen. Samtidigt är de inte diskriminerande utan snarare könsneutrala, ett omdöme som dock inte är att sträva efter utifrån den forskning som gjorts inom jämställdhet. 

  • 83.
    Dornerus, Emma
    Karlstad University, Division for Culture and Communication.
    Breaking maxims in conversation: A comparative study of how scriptwriters break maxims in Desperate Housewives and That 70’s Show2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    When we converse we constantly fail to observe the rules of conversation in order to simplify and make dialogues more effective. The scriptwriters who work with TV shows use non-observances of maxims in order to evoke different feelings from their viewers. The aim of this paper was to investigate how frequently non-observances of maxims occurred in the TV shows Desperate Housewives and That 70’s Show. I examined where and why they were used as well as how often flouting was used compared to violations. The base of the study was a drama and a comedy show.

    Research has shown that the maxim of relevance is most frequently used to create different comical or dramatic situations. The scriptwriters have their characters ignore what is relevant to the situations in order to make them come off as flustered, odd and stupid in humorous situations and as mysterious, cowardly, respectful or bold in dramatic situations. Also research shows that flouting occurs more frequently than violations when it comes to breaking maxims. Violations occur most often with the maxim of quality when the characters lie to mislead in order to direct blame away from him/herself. In Conclusion, this investigation has shown that non-observances of maxims are important for scriptwriters in order to create humorous and dramatic situations in verbal interaction.

  • 84.
    Edberg, Ylwa
    Karlstad University.
    Tecken som stöd för läs- och skrivinlärning för hörande barn.: Intervjustudie med 8 pedagoger.2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to highlight the importance of sign language as a support for reading and writing of hearing students from preschool to the second year in school. An open aimed interview highlights individual experiences of the phenomena qualities. In the study there is eight teachers who work with sign language as support for reading and writing were interviewed. The study reveals that teachers agree that the evidence support literacy learning. They work with reading and writing in different ways through different activities. This study has used the literature and research available in this area. Comparisons have been made with the results of the interviews.

  • 85.
    Edvardsson, Maria
    Karlstad University, Faculty of Arts and Education.
    Topic shift and initiation from a gender perspective: A study of conversational topic shifts among second language learners of English2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Studies carried out by different scholars have shown that the social roles society assigns to women and men create differences in how the genders use language. However, there is little previous research in the domain of gender and topic shift or initiation. This essay aims to investigate possible gender differences in topic shift and initiation in multiparty conversation among second language learners of English in upper secondary school. The three group discussions were recorded in a classroom setting and the data collected was transcribed. The topical shifts in the transcripts were coded using the Topical Episode Analysis (TEA) and the episode shifts in each conversation were analyzed on the basis of gender distribution and type of shift. In addition, the findings of the three groups were compared and discussed. The main result of this study was that the boys initiated 100 percent more shifts than the girls. The boys took up more linguistic space and dominated the topical shifts in the conversation which indicates that gender differences in topic shift and initiation exists, a finding that is consistent with previous research within the field of gender and language. In conclusion, gender differences were found between how the girls and the boys participating in this study shifted and initiated topics. The boys initiated more shifts than the girls in the multiparty conversations.

  • 86.
    Eggert, Björn
    Karlstad University. Karlstad University, Faculty of Arts and Education.
    Global English and Listening Materials: A Textbook Analysis2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers,  does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.

     

  • 87.
    Ehrndal, Natasha
    Karlstad University, Faculty of Arts and Education.
    Femmes, révolution et effets comiques dans le Mariage de Figaro de Beaumarchais2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 88.
    Ek, Jennie
    Karlstad University, Faculty of Arts and Education.
    Det var en gång...: Ett arbete om barns estetiska lärprocessers befruktning av barns tidiga läs- och skriv inlärning2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Detta arbete handlar om hur estetiska lärprocesser kan befrukta barns tidiga läs- och skrivinlärning. Läs- och skrivinlärning är prioriterade mål i skolan och i läroplanen kan man läsa att undervisningen ska bygga på integrering av kunskap i olika former och lust, nyfikenhet och utforskande ska utgöra grunden. Jag tror att estetiska lärprocesser kan gynna de flesta elever och jag ville undersöka hur denna processer kan befrukta läs- och skrivinlärning.

    Min problemformulering är således: Hur kan estetiska lärprocesser befrukta barns tidiga läs- och skrivinlärning?

    Arbetet grundar sig på litteraturstudier och fyra intervjuer av vilka två av de intervjuade var förskollärare, en grundskollärare och en lärarutbildare.

    Resultatet av min undersökning visar att estetiska lärprocesser befruktar den tidiga läs- och skrivinlärningen, främst genom att det skapar trygghet och ger barnet självförtroende och därmed gynnas också också barnets läs- och skrivinlärning. Genom undersökning ser vi också att samtliga respondenter upplever att i estetiska lärprocesser skapas lust, vilket i sin tur leder till en gynnsam inlärningssituation. Alla som deltog i undersökningen är odelat positiva till estetiska lärprocesser och att dessa kan befrukta den tidiga läs- och skrivinlärningen.

  • 89.
    Ekelund, Elin
    Karlstad University, Faculty of Arts and Education.
    Grammatik och språkorientering på grundskolan2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Abstract

    The debate on grammar has been on the agenda for thousands of years. Several different arguments and theories have been used in order to explain the importance of grammar in school. Some newer arguments have been added, while others have stayed, either in their original version, or in a modernised one.

    This essay aims to clarify the role grammar play in school. In order to do that we have looked into its history, the curriculum, modern research and interviews made with active teachers.

    The results of the literary studies, the studies of the curriculum and the field studies show that the very presence of grammar in school is disputed. The curriculum of today speaks of an orientation in language, with grammar as a part of it, based on the students’ own language. This way of thinking is also visible in modern research. The field studies, on the other hand, show a more conservative view. The teachers that were interviewed for this essay were unfamiliar with the exact content of the curriculum and tended to teach based on old arguments and ways of thinking. The fact that modern research shows the disadvantages of traditional education in grammar is something that the interviewed teachers seem to be unaware of. Modern studies of grammar adapted to the language of the students’ demand an effort from the teachers as the teaching aids are not adapted to this way of thinking. One solution to this problem ought to be further training of the teachers, so that these get a fair opportunity to be up to date with newer research.

  • 90.
    Eklind, Annika
    Karlstad University, Faculty of Arts and Education.
    "Du taLar så illavåLet vart ä' du vårpen?": En didaktisk idé om kontrastiv undervisning2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The essay examines how language and dialect, relates to identity, and the direction of language change within a local dialect, Torsömålet, from 1950 to 2000. In addition, the essay discusses how language teaching can promote language proficiency, and identity. Results show that language is closely related to one´s identity through the socialization process, and therefore these cannot be separated. Furthermore, results show that the local dialect has gone through changes in all observed variables, which are language change related to time, language and sex, and language and age. As a result from these conclusions language teaching is suggested to illuminate all varieties of a language to support the development of language proficiency as well as identity. This language teaching, called contrastive teaching, is a methodology that has potential to promote both language proficiency, and the identity process. Furthermore contrastive language teaching also gives students the opportunity to learn more about local culture and history. Research, the national curriculum, and the syllabus support contrastive language teaching.

     

     

  • 91.
    Eklöf, Tobias
    Karlstad University, Faculty of Arts and Education.
    The Code of the Hero: in Ernest Hemingway's The Old Man and the Sea2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Title: The Code of the Hero in Ernest Hemingway's The Old Man and the Sea

    Author: Tobias Eklöf

    English C, 2006

    Abstract: By examining the depiction of Santiago, his actions, life style and role models as well as his close relation to the author I show how he grows from an old worn out man into a true hero by following a particular stance towards life; a code. The protagonist's approach to life and being put to the supreme test of overcoming bad luck, through the struggle with the marlin, creates a hero. In addition, the depiction of Santiago in terms of undefeated nature adds to his heroic proportions. The adversity of old age and the recent bad luck force the old man to challenge and defend his claimed championship. By catching and killing the ultimate opponent he recovers his selfhood. As I will show, there are two important role models providing the old man with strength and endurance during his battles. Joe DiMaggio gives the old man courage and stands as a symbol for the right way of living, a man who defied pain to achieve greatness. The boy Manolin provides the old man with strength as he plays the role of the observer, Santiago's audience. The boy is also the inheritor of the mastership, given by the protagonist. Both Joe DiMaggio and the boy Manolin fit Santiago's code and are therefore a direct source of inspiration. The results of Santiago's actions, of living according to his code, are illustrated through the ultimate sacrifice: crucifixion. The protagonist follows his code right to the very end, and is therefore undefeated, though facing physical defeat (loosing the fish to the sharks). The parallel between the old man and Christ's passion is created as a symbol for the inevitable; we are all going to die, what matters is how we live the life we are given. Christ never abandoned his belief and he eventually was crucified. Santiago chooses to stick to his code, and confront death with grace.

  • 92.
    Enarsson, Anna
    Karlstad University, Faculty of Arts and Education.
    New Blends in the English Language2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Titel: New Blends in the English Language

    Författare: Anna Enarsson

    Antal sidor: 29

    Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a dictionary online. A google search and a corpus investigation were also conducted. The investigation suggested that most of the blends were made by clipping and the second most common form was clipping and overlapping. Blends with only overlapping was unusual and accounted for only three percent. The investigation also suggested that the most common way to create blends by clipping was to use the first part of the first word and the last part of the second word. The blends were not only investigated according to their structure but also according to the domains they occur in. This part of the investigation suggested that the blends were most frequent in the technical domain, but also in the domain of society

  • 93.
    Engvall, Cecilia
    Karlstad University. Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Arts and Education, Centrum för språk- och litteraturdidaktik.
    A study of the VAKT learning styles and their importance for Swedish EFL students2009Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This is a paper about Swedish upper secondary students’ awareness of the four learning styles in the acronym VAKT (visual, auditory, kinesthetic and tactile) and whether they are important for getting a certain grade in English. In my study I investigate learning styles of students of English as a second language at upper secondary school in Sweden. I also investigate the students’ awareness of their own learning style and to what extent they feel that all learning styles are represented in their classrooms. My results show that learning styles are of some importance and should be mentioned in teacher education today. This essay also brings up motivation and a discussion on how the VAKT learning styles and similar learning styles can help students feel motivated in and outside the classroom. There are also results on how students see their own use of English in their future and what their goals with learning English are.

  • 94.
    Ericsson, Anna
    Karlstad University, Faculty of Arts and Education.
    "Dialekter är charmiga": Hagforselevers syn på sin egen och andras dialekter- en enkätstudie2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 95.
    Ericsson, Ulrika
    Karlstad University, Faculty of Arts and Education. Karlstad University. Karlstad University.
    Läsinlärningsmetoder 1950-2010: Learning to read methods 1950-20102010Independent thesis Basic level (university diploma), 15 credits / 22,5 HE creditsStudent thesis
  • 96.
    Eriksson, Julia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    "Dom flästa lärare behöver lära sig mer om datorer": En studie om lärares och elevers attityder till datoranvändning i svenskundervisningen2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen har till syfte att undersöka elevers och lärares attityder till att använda datorn som pedagogiskt verktyg. Undersökningen bygger på en enkätundersökning riktad till elever i årskurs sex, sju och nio samt en enkätundersökning riktad till lärare oavsett undervisningsämne på skolan. I undersökningen ingår också intervjuer med fem verksamma svensklärare på samma skola. Genom intervjuerna förtydligades lärarnas åsikter kring datoranvändning i svenskundervisningen.

    Uppsatsen syftar också till att undersöka hur lärarna använder datorn och internet i undervisningen samt hur lärarna använder sig av datorn för att underlätta svenskämnet.

    Enkäterna visar en positiv syn till datoranvändning både från elever och lärare men både elever och lärare poängterar att det inte enbart är en fördel att använda datorn men att det i många fall kan underlätta lärandet och undervisningen. Genom enkätundersökningen och genom kompletterande intervjuer med svensklärarna menar många lärare att det ofta är krångligt och tidsödande att använda datorer i undervisningen i dagsläget medan eleverna anser att de borde få använda datorerna mer. Både elever och lärare är positiva till tanken att eleverna i framtiden ska ha var sin dator. Lärarnas attityder till datoranvändningen är varierande och en del är mycket positiva till utvecklingen medan andra är rädda för att den nya tekniken ska ta över och därmed ersätta penna, papper och böcker. 

  • 97.
    Eriksson, Maria
    Karlstad University, Faculty of Arts and Education.
    Feedback and Error Corrections: on Swedish Students' Written English Assignments2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.

    The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.

    Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.

  • 98.
    Eriksson, Michaela
    Karlstad University, Faculty of Arts and Education.
    En skola för alla - en sanning med modifikation2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Public School - a qualifield truth

  • 99.
    Erlandsson, Fredrik
    University of Karlstad.
    Gatunamn i Karlstad1995Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
  • 100.
    Fagerberg, Ida
    Karlstad University, Faculty of Arts and Education.
    English Spelling in Swedish Secondary School: Students' attitudes and performance2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    English spelling is without a doubt a complicated matter, and learners around the world have trouble getting the letters right. My aim in this paper is to investigate what words are particularly difficult to spell for Swedish students in the ninth grade, what they think about spelling and English as a subject in general, and how important they consider correct spelling to be. In order to find this out, I distributed a questionnaire in two classes at secondary school. According to my study, a large number of the students find it important to spell correctly, and they also believe that their teacher would agree. A high percentage of the participants are positive towards studying English. Their most common way of getting in contact with English on a regular basis is via TV and movies. 97% of the students wrote that TV was their biggest source of contact with English. The results show no differences in spelling skills between the sexes and neither did the origin of the parents have any effect. The respondents find both Swedish and English spelling easy, but a number of frequently misspelled words have been identified.

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