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  • 1.
    Abakumova, Olga
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    The use of the prepositions to and with after the verb to talk in British and American English: A corpus-based study2007Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This paper is a study of the use of the prepositions to/with after the verb to talk in British and American English. The research is based on the material from the COBUILDDirect corpus, Longman American Spoken Corpus and New York Times CD-ROM. The common and different features of the use of talk to/with in different genres of American and British English as well as in written and spoken English were studied; special attention was paid to the factors which influence the choice of the prepositions. The research has shown that generally talk with is used much less than talk to and probably is undergoing the process of narrowing of meaning. With after talk seems to be used most often to refer to two-way communication while talk to is used to refer to both one- and two-way communication and is, therefore, more universal than talk with.

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  • 2.
    Abrahamsson, Emelie
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Andersson, Emmy
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Datorprogram och läsförståelsestrategier: En kartläggning av datorprogrammen Bingel och SvenskaPortal2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie syftar till att undersöka läsförståelsestrategier utifrån datorprogrammen Bingel och SvenskaPortal samt verksamma lärares syn och tankar kring dessa. Studien genomförs via textanalyser av datorprogrammen och semistrukturerade personliga intervjuer med två verksamma lärare och tar sin utgångspunkt i det sociokulturella perspektivet. Studien utgår utifrån ett abduktivt förhållningssätt och pendlar mellan empiri och teori för att fastställa ett resultat. Resultatet av frågeställningarna sammanställs utifrån transkriberade intervjuer och analyser av datorprogrammen. I resultatet framkommer det att enbart Bingel tillhandahåller läsförståelsestrategier vilka är memoreringsstrategier. Resultatet för SvenskaPortal omfattar inga övningar där läsförståelsestrategier krävs eller övas, däremot övas bland annat ordförståelse. I resultatet framkommer det också att de båda verksamma lärarna har en varierande syn på arbetet med datorprogram där de lyfter flexibiliteten och möjligheten till självgående arbete under specifika tillfällen, till exempel under läsläxan. De intervjuade lärarna använder SvenskaPortal sporadiskt medan Bingel används kontinuerligt. Lärarna lyfter även negativa aspekter som att eleverna enbart klickar sig fram och inte gör det de ska.

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    Datorprogram och läsförståelsestrategier: En kartläggning av datorprogrammen Bingel och SvenskaPortal
  • 3.
    Abrahamsson, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Comment se porte le français au lycée suédois ?: Évolution du rôle des plans d’études dans l’enseignement des langues vivantes 2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Depuis au moins 17 ans la matière scolaire la langue française baisse en popularité au lycée suédois. Pendant la même période, des sondages internationaux comme l’enquête PISA ont montré que l’école suédoise n’accomplit pas de bons résultats. C’est la politique scolaire qui par ses directives forme le développement de l’enseignement, et, par conséquent, les connaissances chez les étudiants. Les directives très importantes pour les professeurs sont les plans d’études (en suédois ämnesplaner), et ceux-ci devraient être des soutiens pour les professeurs dans leur enseignement.

    Ceci dit, comment se porte le français, une des langues vivantes?

    Dans cette étude, nous cherchons à trouver comment le plan d’études pour les langues vivantes a influencé l’enseignement du français au lycée. La méthode utilisée est qualitative et phénoménologique. Nous avons étudié un nombre de documents sur le sujet pour obtenir une image factuelle.  Pour compléter l’étude nous avons également interviewé trois professeurs avec une grande expérience de l’enseignement. L’objectif était d’obtenir leurs points de vue sur l’importance qu’ils donnent aux plans directifs.

    Les résultats ont montré que le plan d’études actuel donne aux  professeurs une grande liberté sur comment former leurs enseignements. Comme conséquence, cette possibilité est favorable aux enseignants expérimentés mais elle donne moins de soutiens aux enseignants novices.  Nous pouvons aussi constater que ce manque de cursus consultatif peut apporter un enseignement moins efficace, surtout quand le système scolaire suédois manque de professeurs diplômés. En outre, après avoir étudié  des rapports sur la situation des langues vivantes, nous avons remarqué qu’il semble y avoir un manque de volonté politique de fortifier ces langues.     

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  • 4.
    Abrahamsson, Marcus
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    EFL teachers’ experiences with transitioning to online instruction: A study during the COVID-19 pandemic2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Teachers need to continuously develop their Information and Communication Technology (ICT) proficiency to keep up with the rapid development of technology, and the COVID-19 pandemic has only made this more apparent. This study aims to understand how EFL-teachers exercise their teacher agency and adapt their teaching in an environment where ICT is the basis for their teaching. Semi-structured interviews were conducted with six upper secondary school teachers and then analysed using thematic analysis. The results showed a significant decrease in professional development as a result of reduced contact between colleagues. Most teachers have focused on developing their toolspecific skills. Adaption of teaching strategies has seen the most success in the teaching of writing proficiency. Most teachers are familiar with integrating technology with writing. Most teachers have found strategies to increase the accessibility of information as well as increased clarity of tasks. However, teachers have found it difficult to motivate students who have a hard time working on their own. They have also found it difficult to follow students’ progress in more extensive tasks.

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  • 5.
    Abrahamsson, Niclas
    et al.
    Stockholms universitet.
    Bylund, Emanuel
    Stockholms universitet.
    Andraspråksinlärning och förstaspråksutveckling i en andraspråkskontext2012In: Flerspråkighet – en forskningsöversikt / [ed] Kenneth Hyltenstam, Monica Axelsson, Inger Lindberg, Stockholm: Vetenskapsrådet , 2012, p. 153-246Chapter in book (Refereed)
  • 6.
    Adelmann, Kent
    et al.
    Malmö University, Sweden.
    Bergman, Lotta
    Malmö University, Sweden.
    Dahlbeck, Per
    Malmö University, Sweden.
    Hermansson, Carina
    Malmö University, Sweden.
    Jönsson, Karin
    Malmö University, Sweden.
    Nygård Larsson, Pia
    Malmö University, Sweden.
    Olsson Jers, Cecilia
    Malmö University, Sweden.
    Persson, Magnus
    Malmö University, Sweden.
    Thavenius, Marie
    Malmö University, Sweden.
    Widén, Pär
    Malmö University, Sweden.
    Språkutveckling, medier och demokrati2014In: Medie- och informationskunnighet i Norden: en nyckel till demokrati och yttrandefrihet / [ed] Ulla Carlsson, Nordicom, 2014, p. 117-121Chapter in book (Other academic)
    Abstract [sv]

    Vi som har skrivit denna artikel är alla verksamma inom forskningsmiljön Svenska med didaktisk inriktning (SMDI) vid Malmö högskola. Frågor om språkutveckling i bred bemärkelse står här i centrum. För närvarande är vi engagerade i projektet ”SMDI och lärande i medielandskapet 2.0”. Vår teoretiska plattform kan beskrivas som medieekologisk, vilket kortfattat uttryckt innebär att vi är intresserade av de mångfaldiga och komplexa relationerna mellan medier och kommunikativa kompetenser (Elmfeldt & Erixon 2007; Erixon 2012; Hayles 2002). Dessa relationer förstås därför inte, som så ofta annars i skolsammanhang, i termer av enkelriktad påverkan eller effekter (exempelvis datorns och internets negativa inverkan på skriftspråket). Vår huvudpoäng i denna artikel är att medie- och informationskunnighet, MIK, handlar om, borde handla om, framför allt två saker: språkutveckling och demokrati.

  • 7.
    Adolfsson, Helen
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    The British hedgerow in Sweden: Dealing with spatial differences and reader differences related to the author-reader relationship and culture-specific referents aided by a translation-oriented text analysis model2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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    The British hedgerow in Sweden: Dealing with spatial differences and reader differences related to the author-reader relationship and culture-specific referents aided by a translation-oriented text analysis model
  • 8.
    Adolfsson, Matilda
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Det är som en skattjakt – var är skatten?”: En kvalitativ studie om elevers användning av lässtrategier i årskurs 32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att undersöka vilka kognitiva och metakognitiva strategier elever i en årskurs 3 beskriver sig använda för att förstå text. Eftersom lässtrategier kan ge elever möjlighet att få förståelse för det som läses, fördjupa sig i text samt kontrollera sin läsförståelse är det angeläget att undersöka elevers användning av lässtrategier. Den teoretiska utgångspunkten för studien är modellen Reading as a Meaning-Constructed Process: The Reader (Ruddell & Unrau, 2013). Studiens material består av intervjusvar från 14 elever i en årskurs 3. Ett individuellt möte har genomförts av studiens författare med varje elev. Det individuella mötet har bestått av en läsaktivitet följt av en semistrukturerad intervju. Samtliga elevintervjuer har spelats in via röstinspelning och transkriberats. Transkriptionerna av intervjusvaren har kategoriserats i en innehållsanalys med kategorierna kognitiva strategier och metakognitiva strategier. Resultatet visar att eleverna beskriver sig använda de kognitiva strategierna att söka efter ledtrådar, göra textkopplingar och skapa inre bilder. Resultatet visar även att eleverna beskriver sig använda de metakognitiva strategierna att läsa om, läsa långsamt, läsa vidare och gå tillbaka, hoppa över och ta extern hjälp. Denna studie lyfter fram lässtrategiers betydelse för elevers läsförståelse redan i tidigare år i grundskolan samt vikten av undervisning i lässtrategier för elevers framtida skolframgångar. 

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  • 9.
    Adolfsson, Mikaela
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Digitale Hilfsmittel im Fremdsprachenunterricht: Glosor.eu kontra traditionelle Vokabellisten beim Erlernen neuer Wörter2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, pupils’ use of digital tools for learning vocabulary is compared to the use of a traditional way of learning vocabulary from a list in a book. The goal of the study is to find out if digital tools are more efficient than using vocabulary lists, when learning new words. Furthermore, this study investigates how the use of words in a context affects learning. The 40 pupils who took part in this study are learning German in the ninth grade in two different schools in the southern part of Sweden. Three vocabulary tests were conducted within four weeks. During the experiment the pupils were divided into two groups, where one used digital learning tools and the other ordinary vocabulary lists. The results in the first test did not differ much between the groups. The second test on the other hand shows a difference where many in the digital group got better results whereas several in the traditional group got lower results. In the third test both groups showed better results in the vocabulary test. The conclusion of this study is that there is no big difference between the use of digital learning tools and a traditional vocabulary list when it comes to learning new words. However, the use of words in sentences was seen to have an effect on the words that pupils remembered best. In this study, the pupils were also asked to fill in a questionnaire. This study also shows that a combination of traditional and digital learning is preferred by the pupils.

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  • 10.
    Adrian, Anderson
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Tystnad - talande tystnad: Luckor och möjlighetsutrymmen i Alice Munros novell "Hateship, friendship, courtship, loveship, marriage"2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 11.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Du skulle ta livet av dig. Du skulle det. Eller hur?”: Makt och maktlöshet i romanen Stöld utifrån en intersektionell analys med ett didaktiskt perspektiv2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aimed to investigate how power and powerlessness are created and portrayed

    in Ann-Helén Laestadius novel Stöld (2022) and what didactive implications the novel

    has for teaching at a high school level. Based on an intersectional perspective, it was

    analyzed when the axes of power gender, class ethnicity and age co-vary where power

    versus powerlessness occurs. For the analysis, the thoughts, acting and actions of three

    female and three male characters were studied. On an overall level, the analysis shows

    that Sámi as a minority group is powerless in relation to the majority society because of

    the historical context. On an individual level, the power perspective shifted depending on

    the characters age, gender or ethnicity. From a didactive perspective, the novel Stöld is

    relevant for teaching in upper secondary school partly based on the discourse they are in,

    and partly based on the possibility of applying several parts of the course syllabus with

    Stöld as a starting point.

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  • 12.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Förstaspråks- och andraspråkselevers språkliga performans: En elevtextbedömning med performansanalysen som analysverktyg2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 13.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Genus & identitet i romanen Björnstad: En genusstudie med ett didaktiskt perspektiv2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftade till att undersöka hur genus skildras i Fredrik Backmans roman Björnstad (2016) samt vilka didaktiska implikationer romanen har för undervisningen på gymnasial nivå. Utifrån genusperspektivet som ser begreppet genus som sociala konstruktioner studerades karaktärernas egenskaper. För analysen valdes fyra unga vuxna karaktärer i romanen, två flickor och två pojkar. För att skildra karaktärernas genus användes Nikolajevas (2017) motsatsschema över kvinnliga och manliga egenskaper hos litterära personer. Analysen påvisade både stereotypa och icke stereotypa skildringar av karaktärerna vilka påverkades av romanens intrig som gjorde att karaktärerna omvandlades från stereotypa till icke-stereotypa karaktärer. Romanen skildrar teman som kärlek, sexualitet, vänskap, makt och normer vilka är teman somkan aktualiseras i undervisningen inom ramen för ett normkritiskt arbete. Det är teman som berör ungdomar och den diskurs de befinner sig i vilket gör romanen aktuell förläsning på gymnasial nivå.

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  • 14.
    Agebjörn, Jennie
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Stolt, Cecilia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Att bygga en bro mellan två språk: En språkanalys av två matematikläromedel för årskurs 32016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to perform a linguistic analysis of mathematics textbooks. Mathematical text exercises are built up of linguistic structures which are significant for the pupil’s understanding of text exercises. Two different mathematics textbooks for grade three are analysed: Prima matematikand Tummen upp. The aim is to investigate how text exercises in mathematics textbooks are linguistically structured. The study analyses the style, form and content of the text and its relation to the reader. The result shows that the content of the text exercises is close to the pupil’s everyday reality, which ensures a close and strong relationship between the writer and the reader. Something which can entail difficulties for reading comprehension, however, is that the form consists of meaning-bearing mathematical terms which it can be difficult to relate to. Since the mathematical language and the everyday Swedish language meet in text exercises, it is important that they interact well with each other.

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  • 15.
    Agebjörn, Jennie
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Stolt, Cecilia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Högläsning - bara att läsa högt?: En kvalitativ studie av tre lärares syn på högläsning2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading aloud is regarded in the study as an occasion where a teacher reads to pupils and where this involves both reading and conversation about what has been read. It is a learning activity in which everyone together shares an experience. Reading aloud is moreover a way to develop the pupil’s ability in reading and language. The aim of the study is to investigate teachers’ views of reading aloud in schools. Three different teachers were interviewed and observed in the study. They work at different schools in grades 1 to 3. The result is based on interpretations of interviews and observations, and it shows that relaxation and conversation ability are two main purposes of reading aloud. As regards the teachers’ methods there are similarities in the choice of book, the reading environment, and the work with the book. The result shows that the teachers see many advantages in reading aloud, but that the time aspect is significant for the extent to which they chose to work with reading aloud.

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  • 16.
    Aggerstam, Madeleine
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Jordens poesi: Biophilia-hypotesen som ekokritisk läsning av Wordsworth, Coleridge och Keats2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Jordens Poesi, Biophilia-hypotesen som ekokritisk läsning av Wordsworth, Coleridge och Keats
  • 17.
    Agnas, Katarina
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Piruetter2023Independent thesis Basic level (degree of Bachelor of Fine Arts), 20 HE creditsStudent thesis
    Abstract [en]

    Pirouettes is an investigation of how form, constraints and perspective affect a story and the possibility of telling it truthfully. It begins with a description of a short moment in time, a child ice skating alone late in the evening. A presentation of a tiny event which is subsequently told repeatedly in slightly different ways; a theme with 70 variations. By choosing forms with specific and unique rules that force the story to change, adjust and conform, and by shifting perspective and widening the underlying picture gradually, a much larger motive slowly emerges. Traditional and well-known forms and constraints, rhetorical devices and different points of view mixed with absurd, mathematical, and haphazard variants form a puzzle where the pieces don't say much on their own but juxtaposed and correctly placed, they illustrate a childhood that reaches far beyond the skating rink for a much longer period of time than the theme suggests.  

  • 18.
    Agnell, Emma
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Language choices in the EFL-classroom: The actions and perceptions of four secondary school teachers in Sweden2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish National Agency for Education encourages the exclusive use of the target language (TL) in the English language classrooms. However, one may question if this is observed, as the Swedish Schools Inspectorate, in their qualitative investigation of the Swedish schools, headlined the section on language use in their observation of English lessons in the years 6-9 as “too much English in Swedish”. They found that nearly half the lessons failed to provide sufficient opportunities for pupils’ communicative competence to develop and problematized this partly as a result of lack of pedagogical training among teachers. Nonetheless, the role of the first language (L1) in the foreign language classroom is controversial. Some favor an exclusion of the L1 while others believe the L1 has an important role. This essay problematizes four English teachers’ language choices in the classroom, with the theoretical approaches that the TL should be used extensively, but that neither teachers nor pupils should be prohibited from using the L1 as it can serve important purposes and facilitate language learning if used strategically. In this study, four English teachers were interviewed to investigate what determines their language choices. It was found that while teachers primarily based their language choices on pedagogical views and knowledge about language learning, for some the choice of language was not always strategic or pedagogical. In this study, the reasons for both their strategical and inadvertent uses are investigated. This study also investigated how the teachers perceive the pupils’ language choices, and what implications these perceptions may have.

  • 19.
    Agnell, Emma
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Terminology and function hybridity: A functionalist approach to the translation of an art history book2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay discusses two aspects of the retention of pragmatic text functions in translation. The functionalist approach that was used focuses on achieving congruence between the author’s intended function and the perception of the reader, i.e., the target text’s actual function. The first aim was to examine whether a focus on text functions can be beneficial when translating terminology. The second aim was to investigate if a functionalist approach can be used to assure that all functions are retained for instances where the source text encompasses more than one pragmatic function. For the purposes of this study, two excerpts from Fritz Eichenberg’s art history book The Art of the Print were translated. Individual terms as well as instances where the source text segment contained one than more pragmatic function were then analyzed with the above mentioned aims in mind. It was found that a functionalist approach, in combination with a conceptual approach to terminology, was beneficial when translating terminology. It was also observed that the surrounding co-text aided in the understanding of the author’s concept. In regard to the second aim, it was found that while a functionalist approach assured that the translator was made aware of the existing functions, the translation procedures suggested were too narrow and static to be applicable to all segments.

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  • 20.
    Agnevall, Paula
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    La dichotomie entre le centre et la périphérie dans "Le Ventre de l'Atlantique" de Fatou Diome2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    FULLTEXT01
  • 21.
    Ahlgren Andersson, Marie
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Att integrera konflikter i svenskämnet2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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  • 22.
    Ahlkvist, Martina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Grundskolans svenskämne: En systematisk litteraturstudie om svenskämnet som demokratiämne2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur demokratiundervisningen i svenskämnet beskrivs i aktuell forskning. Studien har genomförts som en systematisk litteraturstudie där studiens två forskningsfrågor har haft huvudrollen, nämligen frågan om vilken roll demokratiundervisning har i svenskämnet och frågan om hur lärare och elever ser på demokratiuppgiften. För att besvara frågorna har nio publikationer som innehåller svar på frågorna tagits fram via databassökningar och kedjesökningar. Studien påvisar fyra roller som demokratiundervisningen har i svenskämnet. En roll handlar om att eleverna ska ges möjligheten att uttrycka sina idéer, uppfattningar och tankar tillsammans med andra och bli lyssnade till och tas på allvar. En annan roll beskrivs som rätten till språket och handlar om att eleverna lär sig att läsa och skriva. En tredje roll gäller rätten till mångkulturalitet och elevernas möjlighet att se sig själva som en del av hela värden. Den fjärde och sista rollen som tas upp är rätten till kritiskt tänkande och källkritik som ska leda eleverna till att kunna gallra bland information. Några lärarröster som kommer fram i forskningspublikationerna påvisar vissa organisatoriska förhållanden som leder till problem i demokratiundervisningen medan andra påtalar att eleverna saknar kunskap för att vara med och bestämma. I de få elevröster som kommer till tals i forskningen framkommer att eleverna vill påverka och medverka på skolan genom klassråd och elevråd, men de upplever att deras förslag inte visas någon större hänsyn. Slutsatsen av studien är att ny forskning behöver göras om hur demokratifrågorna hanteras i praktiken, och särskilt behövs forskning om demokratiundervisning för elever i grundskolan.

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  • 23. Ahmed, Maaheen
    et al.
    Lund, Martin
    Lunds universitet.
    Apocalypse Why? The Neutralisation of the Antichrist in Three Comics Adaptations2012In: Scan: Journal of Media Arts Culture, E-ISSN 1449-1818, Vol. 9, no 1Article in journal (Refereed)
  • 24.
    Ahmed, Malika
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Genusframställning i barnböcker: Analys av sju barnböcker2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 25.
    Ahnelöv, Ingrid
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Att lära genom att skriva: Om samspelet mellan skrivande och research vid tilblivelsen av Mor Elisabeth2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Examensarbete-Ingrid Ahnelöv
  • 26.
    Aineström, Catharina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Kreativmetropole, Rundumsorgloswohlfühlpakete und Wunsch-Location: Berücksichtigung der Textfunktion und des Textstils bei der Übersetzung eines webbasierten Tourismustextes2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ABSTRACT

    This essay deals with translation issues, mainly in regard to text function and text norms, which arose during the transfer of a German source text, situated within the field of tourism, into a Swedish target text. Special attention was paid to anglicisms, a typical feature of German marketing language and also a key stylistic feature of the source text at hand.

    A challenge to translators in general is which textual and cultural considerations, besides considerations of language, should be taken into account in the translation process. In translation literature semantics and pragmatics have received considerable attention. The analysis in this particular essay was based on the skopos theory and Reiss’ translation-oriented text typology.

    The analysis showed that the source text has an operative function, meaning that it is aimed at influencing the reader in a specific direction, but at the same time fulfills an informative function. Both these functions must be reflected in the translation. The comparison of text norms of tourist texts showed that the use of anglicisms is less common in Swedish tourist texts than in German tourist texts, and therefore many of the anglicisms in the source text were exchanged for equivalent Swedish expressions in the target text. When an equivalent anglicism was not available, the denotation was expressed in accordance with the function of that particular linguistic element, which means that in some cases semantic equivalence was attained and in some cases priority was given to text-normative and pragmatic equivalence.

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    Kreativmetropole, Rundumsorgloswohlfühlpakete und Wunsch-Location
  • 27.
    Airey, John
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University, Sweden.
    EAP, EMI or CLIL?2016In: The Routledge Handbook of English for Academic Purposes, Routledge, 2016, p. 71-83Chapter in book (Other academic)
    Abstract [en]

    Introduction

    In this chapter I discuss the European-inspired notion of content and language integrated learning (CLIL). What makes CLIL different from English-medium instruction (EMI) on the one hand and English for academic purposes (EAP) on the other? A cursory examination of the acronym itself raises a number of questions. The Ls in CLIL-language and learning-are straightforward enough, but what about the I and the C? The I in CLIL stands for integrated: this signals CLIL’s dual emphasis on disciplinary learning outcomes along with language learning. Which brings us to the C in CLIL-content. More than anything else, it is this focus on the teaching of disciplinary content that makes CLIL unique. Can EAP professionals teach content? Can disciplinary experts teach language? Or does the CLIL approach necessarily imply collaboration between language and content teachers? These are some of the questions I address in this chapter.

  • 28.
    Airey, John
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University, Sweden.
    From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in English2015In: English-Medium Instruction in European Higher Education: English in Europe. Volume 3 / [ed] Dimova, S. Hultgren, A-K. Jensen, C., Berlin: Walter de Gruyter, 2015, p. 157-176Chapter in book (Refereed)
    Abstract [en]

    This chapter summarizes my research work in Swedish higher education in the area of teaching and learning in English. Sweden makes for a particularly interesting case study since there are high levels of English competence in the general population and a large percentage of university courses have traditionally been taught through the medium of English.

    The work I have done falls into three broad categories:  University learning in English, University teaching in English and Disciplinary differences in attitudes to English language use.

    Over the years I have used a range of data collection techniques including video recordings of lectures, semi-structured interviews, questionnaires and stimulated recall. The research work is almost exclusively qualitative in nature adopting a case study approach.

  • 29.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning.2011In: Dynamic content and language collaboration in higher education: theory, research, and reflections / [ed] Jacobs, C., Cape Town: Cape Peninsula University of Technology , 2011, p. 57-65Chapter in book (Refereed)
  • 30.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    När undervisningsspråket ändras till engelska [When the teaching language changes to English]2010In: Om undervisning på engelska / [ed] Gunnar Enequist, Aija Sadurskis, Åsa Rurling, Stockholm: Högskoleverket , 2010, p. 57-64Chapter in book (Other academic)
  • 31.
    Airey, John
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Stockholm University.
    Tarja Nikula, Emma Dafouz, PatMoore and Ute Smit (Eds.). Conceptualising integration in CLIL and multilingual education. (2016),Bristol: Multilingual Matters. 276 pp., ISBN978-1-78309-613-8 (PBK).2017In: ESP Today - Journal of English for Specific Purposes at Tertiary Level, E-ISSN 2334-9050, Vol. 5, no 2, p. 297-302Article, book review (Other academic)
  • 32.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    The ability of students to explain science concepts in two languages2010In: Hermes - Journal of Language and Communication Studies, ISSN 0904-1699, E-ISSN 1903-1785, Vol. 45, p. 35-49Article in journal (Refereed)
  • 33.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    The relationship between teaching language and student learning in Swedish university physics2011In: Language and learning in the international university: From English uniformity to diversity and hybridity / [ed] B. Preisler, I. Klitgård & A. Fabricius, Multilingual Matters, 2011, p. 3-18Chapter in book (Refereed)
  • 34.
    Airey, John
    et al.
    Uppsala University.
    Eriksson, Urban
    Uppsala University.
    Fredlund, Tobias
    Uppsala University.
    Linder, Cedric
    Uppsala University.
    On the Disciplinary Affordances of Semiotic Resources2014In: Book of Abstracts: The First Conference of the International Association for Cognitive Semiotics (IACS-2014), September 25-27, 2014, 2014, p. 54-55Conference paper (Refereed)
    Abstract [en]

    In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

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  • 35.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Lauridsen, Karen M.
    Aarhus University, Denmark.
    Rasanen, Anne
    University of Jyväskylä, Finland.
    Salo, Linus
    Stockholm University.
    Schwach, Vera
    Nordic Institute for Studies in Innovation, Research and Education, Norway.
    The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?2017In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 73, no 4, p. 561-576Article in journal (Refereed)
    Abstract [en]

    Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinary-specific language-learning outcomes.

  • 36.
    Alantie, Sonja
    et al.
    University of Turku, Finland;Tampere University Hospital, Finland.
    Tyrkkö, Jukka
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Makkonen, Tanja
    University of Turku, Finland;Tampere University Hospital, Finland.
    Renvall, Kati
    University of Turku, Finland;Macquarie University, Australia.
    Is Old Age Just a Number in Language Skills?: Language Performance and Its Relation to Age, Education, Gender, Cognitive Screening, and Dentition in Very Old Finnish Speakers2022In: Journal of Speech, Language and Hearing Research, ISSN 1092-4388, E-ISSN 1558-9102, Vol. 65, no 1, p. 274-291Article in journal (Refereed)
    Abstract [en]

    Purpose:This study reports on how very old (VO) Finnish people without dementia perform in the Western Aphasia Battery (WAB) and two verbal fluency tasks and which demographic factors predict the performance.

    Method:The study included fifty 80- to 100-year-old community-dwelling Finnish speakers with no dementing illnesses or speech-language disabilities, who completed the WAB and two verbal fluency tasks. Multifactorial statistical analyses with recursive partitioning were carried out to determine the significant predictors out of five predictor variables (age, gender, education, dentition, and Mini-Mental State Examination [MMSE]) for four response variables (WAB Aphasia Quotient [AQ], Language Quotient [LQ], semantic, and phonemic word fluencies).

    Results:Overall, individual variation was notable in VO speakers. All predictor variables were statistically significantly associated with one or more of the language skills. Age was the most significant predictor; the critical age of 85–86 years was associated with a decline in WAB-AQ and semantic fluency. Poor dentition and the MMSE score both predicted a decline in WAB-LQ and phonemic fluency. A high level of education was positively associated with the skills of the best-performing individuals in WAB-AQ, WAB-LQ, and semantic fluency.

    Conclusions:VO age is a significant factor contributing to language performance. However, a younger age, a good cognitive performance, intact teeth, and a higher educational level also seem to have a preservative power as regards language skills. Gender differences should be interpreted with caution. The results of this study provide culture- and language-specific normative data, which aids in differentiating typical aging from the signs of acute or degenerative neuropathology to ensure appropriate medical and therapeutic interventions.

  • 37.
    Albrekt, Felix
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Lucas, Hedberg
    Återkoppling och bearbetning: En studie om framgångsfaktorer i läraresåterkoppling till elever på skrivna texter2023Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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  • 38.
    Albépart-Ottesen, Chantal
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Elaboration de l'énoncé chez l'apprenant de FLE: Répétitions et reprises2002Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Abstract

     

    L1 speech production is often interrupted by hesitations revealed through a variety of phenomena ranging from silent pauses to comments. Most of these interruptions are caused by the action of a control system, a  “monitor“, which checks our speech internally while it is produced or after the production has reached the articulatory level. Speech production is checked against an internal model of lexical and grammatical correctness. If the demands of the monitor are not met, a repair may take place so that the speaker’s production reaches the expected level of correctness. It would seem that the result of constant interruptions, followed by repairs, would bring disorder into our speech but, in most cases, the listener is not disturbed by these interruptions, since his perception system brings order and re-establishes the linearity of the propositional content.

    The speech of L2 learners is controlled during and after production. Even if the monitor follows the same pattern of work when controlling L2 production, the repair is not necessarily done in a similar way because the learner’s internal grammar and lexicon are not complete and cannot be consulted as quickly as L1 lexicon and grammar. L2 learners rely on a certain amount of acquired knowledge but they also need to be given the time to refer to learned rules and patterns because the retrieval of these has not yet been automaticized.  As teachers, we often resent hesitations as disturbing and as an indication of the learner’s incapacity to produce correct speech.

    In this study, we observe the L2 speech production of learners of French and their behaviour when meeting linguistic problems. The study is concentrated on repetitions and recasts produced when the learner hesitates and shows signs of an effort to retrieve learned knowledge. These repetitions and recasts are presented as different hypotheses put forward by the learner in his/her attempts to reach a solution to a linguistic problem. They show the L2 speech production as a step-by-step process. The focus here is on repetitions and recasts in connection with French  -ment-adverbs.

  • 39. Albépart-Ottesen, Chantal
    L'auto-reformulation corrective: une stratégie dans la production orale de FLE2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this dissertation is to observe how Swedish learners of French monitor their speech output when confronted with a linguistic problem. The study is based on empirical data consisting of recorded interviews and tasks made with first year university students.

    L1 speech production is often interrupted by hesitations revealed through a variety of phenomena ranging from silent pauses to comments. Most of these interruptions are caused by the action of a control system, a “monitor” which checks our speech internally while it is produced or after the production has reached the articulation level. Speech is checked against an internal model of lexical and grammatical correctness. If the demands of the monitor are not met, a reparation may take place so that the speaker’s production eventually reaches the expected level of correctness.

    In the same way, the speech of L2 learners is controlled during and after production. The pattern of work of the monitor is much the same as for the L1, but the reparation is not necessarily conducted in a similar way because the learner’s internal grammar and lexicon are not complete and cannot be consulted as quickly as the L1 lexicon and grammar. L2 learners rely on a certain amount of acquired knowledge but they also need to be given time to refer to learned rules and patterns since the retrieval of these has not yet been made automatic.

    In this study, we observe the speech production of Swedish students learning French during the first semester of their academic studies. The recasts students make when trying to reach a correct solution to a linguistic problem are in focus. We can see a step-by-step process through which the speakers elaborates their production by putting forward hypotheses, each one usually containing a small modification, and try to reach an acceptable solution. In some cases we can see that the speaker might choose to focus on the communicative aspects instead of focusing on the formal correctness of the speech. On the background of L1 and L2 acquisition theories, this study focuses on two areas of difficulty for the Swedish learner: the production of –ment adverbs and the production of conjugated verbs.

     

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  • 40.
    Albépart-Ottesen, Chantal
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Reprises et répétitions chez l'apprenant de FLE2003Report (Other academic)
  • 41.
    Albépart-Ottesen, Chantal
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    "What Am I? What Do I Want?": An analysis of The Glassy Sea by Marian Engel2001Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay is a study of The Glassy Sea by the Canadian author Marian Engel. The novel focuses on the main character's self exploration ans her search for identity. A Jungian approach to this novel is particularly appropriate since the author makes use of several achetypes and symbols. Moreover, the novel is presented in an introspective manner that brings to the mind the method of self-examination used in psychoanalysis. The essay studies the development of the main character's identity, Rita. Her quest can be summed up in two questions: Who is she and what does she want to do with her life? We follow Rita through a series of steps that will lead her to maturity and to an independant life. Her development takes place in stages and the essay focuses on four of these. There is a regularity of pattern at each stage; Rita lives in different homes where she is under the influence of a mentor, whose role model she accepts at first, submits to and finally rejects. Among the archetypal images that appear in the novel, we find that the mother archetype is omnipresent and that Rita's growth progress is strongly connected to the mother complex. The author also makes use of the egg, the rose and the sea symbols to underline certain aspects of Rita's development. The essay seeks to connect Rita's developmental phases to the initiation rituals and the individuation process described by Jung.

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  • 42.
    Albépart-Ottesen, Chantal
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Élaboration de l'énoncé chez l'apprenant suédois de FLE2000In: Moderna Språk, ISSN 0026-8577, Vol. XC!V, no 2, p. 176-183Article in journal (Refereed)
  • 43.
    Aleid, Aiah
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Skrivundervisning i grundskolans tidigare år F–3: En systematisk litteraturstudie2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att med hjälp av nationell och internationell tidigare forskning kartlägga lärares undervisning i skrivandet i grundskolans tidigare år F–3. Studien är en systematisk litteraturstudie och tar sin utgångspunkt i de centrala begreppen: skrivande, undervisningsmetoder, språklig medvetenhet och stöttning. De databaserna som har använts är den nationella databasen SwePub, den internationella databasen ERIC och Google Scholar för att få publikationer inom det valde området. Det valde materialet består av 19 publikationer varav 11 internationella och 8 nationella. En innehållsanalys användes för att analysera materialet som resulterade i att 11 underkategorier skapades. Resultatet visar att lärare undervisar bokstäver, ord, meningar och genrer med hjälp av olika metoder, till exempel lekar, multimodalitet, teater, LTG-metod i skrivundervisningen. Det sammanställda resultatet visar att användning av dessa skrivundervisningsmetoder utvecklar elevernas kunskaper i skrivandet.

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  • 44.
    Alexandersson, Alexandra
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Fantasy är inte bara verklighetsflykt: Att använda fantasy för att utveckla elevers läsförståelse och motivera till läsning av kanoniska texter2013Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att undersöka hur fantasy kan användas för att öka elevers läsförståelse. Min uppsats är teoretisk på så sätt att jag inte har gjort någon empirisk undersökning. Jag har istället använt mig av läsförståelseundersökningar, litteratur om läsning samt genomfört en litteraturanalys av Tolkiens Härskarringen.

     

    De undersökningar jag använt mig av, PISA-undersökningen från 2009 och IEA:s undersökning om läsförståelse, visar att pojkar generellt har sämre läsförståelse, framförallt på de berättande texterna, och därför har jag valt att fokusera på fantasy, som är en genre som Olin-Scheller (2006) i sin undersökning kommit fram till att pojkar föredrar.

     

    Pojkars sämre läsförståelse kan förstås som vilken läsarroll de intar vid läsningen, ett uttryck från Appleyard som Olin-Scheller använder sig av för att förklara elevers läsning. Då högre läsförståelse kräver att läsaren intar rollen som tolkare, har jag i min analys av Tolkiens Härskarringen gått in i den rollen och visat på de delar i verken som en lärare skulle kunna lyfta fram för eleverna. Eftersom pojkar inte lika ofta når upp till rollen som tolkare och därför avvisar texter som kräver den rollen vill jag visa hur de kan stanna i den genre de trivs med (här kommer motivationsaspekten in) och ändå utveckla sina läsarroller. Då Tolkiens verk även har så många referenser till andra texter, ofta kanoniska, är det min förhoppning att eleverna genom att komma till insikt om detta även ska motiveras till att läsa dessa texter och förstå hur ett litterärt verk bara kan förstås i sitt sammanhang.

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    Alexandersson, Alexandra: Fantasy är inte bara verklighetsflykt
  • 45.
    Alexandersson, Alexandra
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Från E till A i samma text: Hur sju svensklärares och fem svensklärarstudenters bedömning av en elevtext varierar i helhet och detalj.2017Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to investigate how Swedish teachers and student teachers of Swedish vary in their assessment of a pupil’s text, in judging both the text as a whole and its parts. In the study the informants were asked to assess a pupil’s text (a text presenting an argument) from the national examination in Swedish 1 with the aid of an assessment matrix and then complete a questionnaire assessing the text as a whole and in its parts. The responses to the questionnaire were analysed statistically with a focus on how the assessments varied. A sociocultural and situated perspective was applied in the study, along with psychometry and the theory of discourses of writing, to give more perspectives on the results. The study found that the assessments varied between grades C and A for the text as a whole and between E and A for the aspects of argumentation, content and critical reading, contextual signals and reference connectors, introduction, conclusion, situational adaptation and self-sustaining. The study also found that the student teachers were generally stricter in their assessment. The greatest variations in the student teachers’ assessment were found to concern aspects of the communication discourse, while in the teachers’ assessment it was aspects of the construction discourse that revealed the greatest variation. The greatest difference between the two groups concerned aspects of the correction discourse.

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  • 46.
    Alexandersson, Emma
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Frost, My
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Individuell läsning som undervisningsmetod: En studie om lärares och elevers upplevelser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersöker den individuella läsningen som undervisningsmetod. Syftet är att åskådliggöra lärares och elevers upplevelser av individuell läsning, med fokus på utformning och kunskapsinhämtning, för att sedan jämföra och belysa relationen dem emellan. Studiens teoretiska utgångspunkter är konstruktivism och fenomenologi, vilka betonar vikten av elevernas intresse och motivation för att lärande ska uppstå, samt att individernas uttalanden om det studerade fenomenet är sanningsbärande fakta. Studiens material består av 15 ljudinspelningar, där två lärare och 13 elever intervjuats om deras upplevelser av individuell läsning. Materialet transkriberades och analyserades med hjälp av en innehållsanalys. Resultatet visar att upplevelserna av den individuella läsningens utformning i vissa avseenden skiljde sig åt mellan lärarna och eleverna. Eleverna upplevde att det inte läggs så stor vikt vid den individuella läsningen, en upplevelse som inte delades av lärarna. Litteraturen var en av de faktorer eleverna upplevde som avgörande för att den individuella läsningen skulle fungera som lärandeaktivitet. Eleverna upplevde att motivation var det viktigaste för att utveckla kunskaper och läsintresse genom individuell läsning. Lärarna upplevde att eleverna genom den individuella läsningen skulle få möjlighet att utveckla läsintresse, läsförmåga, läsförståelse samt språklig förmåga. Eleverna menade att de genom att läsa utvecklade språklig förmåga, läsförmåga, läsförståelse, föreställningsvärldar samt skaffade sig faktakunskaper genom litteraturen. Jämförelsen mellan lärarnas och elevernas upplevelser visar att de i många fall liknar varandra. Tankarna skiljde sig i att eleverna upplevde att de utvecklade faktakunskaper och sina föreställningsvärldar, vilket lärarna inte nämnde. 

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  • 47.
    Alfredsson, Maria
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Attityder till ämnet svenska som andraspråk: Intervjuer med lärare och elever på en grundskola i år 7-9 om deras syn på sv2-ämnets roll, status och organisation2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka attityder till ämnet svenska som andraspråk i år 7-9 bland sv2-elever och svensk- och sv2-lärare i en svensk grundskola i Kronobergs län. Jag undersöker även om det finns någon skillnad i attityder hos de olika lärarna beroende på ämneskompetens. Undersökningen består av datainsamlingar baserade på intervjuer med sex lärare och tolv elever. Själva undervisningen i sv2 upplevs av lärarna som övervägande positiv. Det är utvecklande för eleven att läsa sv2, men undervisningen får dock inte isoleras för mycket från ordinarie klass. Samtliga lärare har påpekat att det finns brister inom ämnet sv2. Ämnet har låg status, det saknas en lokal kursplan och det brister även i lärarsamarbete. Vidare ges inte information om ämnet sv2 till berörda elever och föräldrar. Trots alla brister påpekar dock lärarna vikten av undervisning i sv2. Studien visar att eleverna är positivt inställda till ämnet sv2 eftersom de lär sig behärska det svenska språket. Eleverna i undersökningen upplever inte ämnet som segregerande. I undersökningen framgår det inte att eleverna skulle ha sämre framtidsutsikter för att de har läst sv2. Eleverna menar att sv2 har förbättrat deras språkliga förmåga och därmed även deras chanser att lyckas ute i arbetslivet.

    Nyckelord: sv2-elever, sv2-lärare, sv2, attityder

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  • 48.
    Alfredsson, Ulrika
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Sand, Carina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    "Det får i en barnbok absolut inte finnas nånting som bara vuxna tycker är roligt": - en undersökning om hur barnlitteratur väljs till förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår undersökning är att ta reda på hur pedagoger väljer litteratur till förskolan då den är viktig för läs och skrivinlärningen. Vi vill också undersöka vilket inflytande barnen har på valet av litteraturen. Vi har i undersökningen intervjuat tre pedagoger samt en barnbibliotekarie. Frågeställningarna är: Hur väljer pedagoger barnlitteratur till förskolan och vad styr valet? Har barn inflytande över litteraturvalet till förskolan? Hur ser i så fall detta inflytande ut? Resultaten av intervjuerna har bearbetats och diskuterats för att kunna presenteras. I diskussionen framkom att alla pedagogerna genom samarbete med bokbussar ser till att det finns barnlitteratur på förskolan och att denna byts ut regelbundet. Det visar sig att barnen har ett relativt stort inflytande över valet av litteratur, men att det ser ut på olika sätt och kunde utvecklas. Barnbibliotekarien hade ett aktivt och nära samarbete med förskolan. Det framkom att ingen av våra informanter gjorde någon utvärdering av barnlitteraturen. Det visade sig också att IKT är på stark ingång och konkurrerar med barnlitteraturen.

    Download full text (pdf)
    Alfredsson & Sand: Det får i en barnbok
  • 49.
    Alissandrakis, Aris
    et al.
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Reski, Nico
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Laitinen, Mikko
    University of Eastern Finland, Finland.
    Tyrkkö, Jukka
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Levin, Magnus
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Lundberg, Jonas
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Visualizing dynamic text corpora using Virtual Reality2018In: ICAME 39 : Tampere, 30 May – 3 June, 2018: Corpus Linguistics and Changing Society : Book of Abstracts, Tampere: University of Tampere , 2018, p. 205-205Conference paper (Refereed)
    Abstract [en]

    In recent years, data visualization has become a major area in Digital Humanities research, and the same holds true also in linguistics. The rapidly increasing size of corpora, the emergence of dynamic real-time streams, and the availability of complex and enriched metadata have made it increasingly important to facilitate new and innovative approaches to presenting and exploring primary data. This demonstration showcases the uses of Virtual Reality (VR) in the visualization of geospatial linguistic data using data from the Nordic Tweet Stream (NTS) project (see Laitinen et al 2017). The NTS data for this demonstration comprises a full year of geotagged tweets (12,443,696 tweets from 273,648 user accounts) posted within the Nordic region (Denmark, Finland, Iceland, Norway, and Sweden). The dataset includes over 50 metadata parameters in addition to the tweets themselves.

    We demonstrate the potential of using VR to efficiently find meaningful patterns in vast streams of data. The VR environment allows an easy overview of any of the features (textual or metadata) in a text corpus. Our focus will be on the language identification data, which provides a previously unexplored perspective into the use of English and other non-indigenous languages in the Nordic countries alongside the native languages of the region.

    Our VR prototype utilizes the HTC Vive headset for a room-scale VR scenario, and it is being developed using the Unity3D game development engine. Each node in the VR space is displayed as a stacked cuboid, the equivalent of a bar chart in a three-dimensional space, summarizing all tweets at one geographic location for a given point in time (see: https://tinyurl.com/nts-vr). Each stacked cuboid represents information of the three most frequently used languages, appropriately color coded, enabling the user to get an overview of the language distribution at each location. The VR prototype further encourages users to move between different locations and inspect points of interest in more detail (overall location-related information, a detailed list of all languages detected, the most frequently used hashtags). An underlying map outlines country borders and facilitates orientation. In addition to spatial movement through the Nordic areas, the VR system provides an interface to explore the Twitter data based on time (days, weeks, months, or time of predefined special events), which enables users to explore data over time (see: https://tinyurl.com/nts-vr-time).

    In addition to demonstrating how the VR methods aid data visualization and exploration, we will also briefly discuss the pedagogical implications of using VR to showcase linguistic diversity.

  • 50.
    Alissandrakis, Aris
    et al.
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Reski, Nico
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Laitinen, Mikko
    University of Eastern Finland, Finland.
    Tyrkkö, Jukka
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Lundberg, Jonas
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Levin, Magnus
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Visualizing rich corpus data using virtual reality2019In: Studies in Variation, Contacts and Change in English, E-ISSN 1797-4453, Vol. 20Article in journal (Refereed)
    Abstract [en]

    We demonstrate an approach that utilizes immersive virtual reality (VR) to explore and interact with corpus linguistics data. Our case study focuses on the language identification parameter in the Nordic Tweet Stream corpus, a dynamic corpus of Twitter data where each tweet originated within the Nordic countries. We demonstrate how VR can provide previously unexplored perspectives into the use of English and other non-indigenous languages in the Nordic countries alongside the native languages of the region and showcase its geospatial variation. We utilize a head-mounted display (HMD) for a room-scale VR scenario that allows 3D interaction by using hand gestures. In addition to spatial movement through the Nordic areas, the interface enables exploration of the Twitter data based on time (days, weeks, months, or time of predefined special events), making it particularly useful for diachronic investigations.

    In addition to demonstrating how the VR methods aid data visualization and exploration, we briefly discuss the pedagogical implications of using VR to showcase linguistic diversity. Our empirical results detail students’ reactions to working in this environment. The discussion part examines the benefits, prospects and limitations of using VR in visualizing corpus data.

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