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  • 1.
    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
  • 2.
    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
  • 3.
    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.

  • 4.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature. Uppsala University.
    "I don't teach language": The linguistic attitudes of physics lecturers in Sweden2012In: AILA Review, ISSN 1461-0213, Vol. 25, no 1, p. 64-79Article in journal (Refereed)
    Abstract [en]

    From a disciplinary discourse perspective, all university courses can be said to involve content and language integrated learning (CLIL) even in monolingual settings. Clearly, however, things become much more complex when two or more languages are involved in teaching and learning. The aim of this paper is to introduce readers to the linguistic situation in Swedish universities, where two languages - English and Swedish - are commonly used in the teaching and learning of a number of disciplines. The paper describes the linguistic landscape of Swedish higher education and presents an illustrative case study from a single discipline (physics) with a hierarchical knowledge structure (Bernstein 1999). Semi-structured interviews were carried out with ten physics lecturers from four Swedish universities. The lecturers were asked about their disciplinary language-learning expectations for their students. These interviews were analysed using qualitative methods inspired by the phenomenographic approach. Six main themes resulting from the analysis are presented and discussed. From a CLIL perspective, one recurring theme is that none of the lecturers saw themselves as teachers of disciplinary Swedish or English. The paper concludes by discussing the generalizability of the findings to other disciplines with similar (hierarchical) knowledge structures.

  • 5.
    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)
  • 6.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature. Uppsala University.
    Lecturing in English2012In: CALPIU '12 Higher education across borders: Transcultural interaction and linguistic diversity, Roskilde University, Denmark, 1-4 April, 2012Conference paper (Refereed)
  • 7.
    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)
  • 8.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Talking about Teaching in English: Swedish university lecturers' experiences of changing their teaching language2011In: Ibérica, ISSN 1139-7241, Vol. 22, no fall, p. 35-54Article in journal (Refereed)
    Abstract [en]

    This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. The pairs of lectures were videoed and commented on by the lecturers themselves and the whole course cohort in an online discussion forum (an input of approximately 60 000 words). In addition, twelve of the lecturers were interviewed about their experiences of changing language in this way (total of 4 hours of recorded material).

     

    The paper presents a qualitative analysis of the thoughts and experiences expressed by the lecturers in their online discussions and in the interviews concerning the process of changing the language of instruction to English. These results are presented as nine themes. Nine recommendations for teachers changing to teaching in English are also presented. The findings replicate those of earlier studies with one notable exception: the lecturers in this study were acutely aware of their limitations when teaching in English. It is suggested that this may be due to the lecturers’ relative inexperience of English-medium instruction.

     

  • 9.
    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)
  • 10.
    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)
  • 11.
    Airey, John
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Linder, Cedric
    Uppsala University ; University of the Western Cape, South Africa.
    Bilingual Scientific Literacy2011In: Exploring the landscape of scientific literacy / [ed] C. Linder, L. Östman, D. Roberts, P.-O. Wickman, G. Ericksen & A. MacKinnon, London: Routledge , 2011, p. 106-124Chapter in book (Other academic)
  • 12.
    Airey, John
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Linder, Cedric
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Tvåspråkig ämneskompetens? En studie av naturvetenskaplig parallellspråkighet i svensk högre utbildning: Bilingual disciplinary literacy? A study of parallel language use in Swedish undergraduate science2010In: Språkvård och språkpolitik: Svenska språknämndens forskningskonferens i Saltsjöbaden 2008 = Language planning and language policy : proceedings of the Swedish Language Council Research Conference in Saltsjöbaden 2008 / [ed] Lars-Gunnar Andersson, Olle Josephson, Inger Lindberg, Mats Thelander, Stockholm: Norstedts Förlag, 2010, p. 195-212Chapter in book (Other academic)
  • 13.
    Alagic, Aida
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Error Analysis of the National Test in English coursesA and B2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper sets out to examine the most common errors in the national test and whether the students make the same errors in English course B as in English course A at Upper Secondary School in Sweden. The method used for this study is quantitative where nine grammatical features are used to count the errors made. Twenty national tests were used to carry out this study; ten national tests are from English course A and the other ten from English course B. Results from all features from English course A are compared with some features from English course B.

    The results show that the most common errors made in the national test are subject verb agreement and tense. Those two features had also a worsening in the English course B. The genitive errors have also doubled in English course B. The best improvement happened with the capital letters. Other features either stayed the same or improved slightly. One of the solutions for grammatical errors could be that teachers and students pay more attention to it and that the teachers include more grammar in their lessons so that the students have an opportunity to improve.

  • 14.
    Albinsson, Emma
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    En glimt av Clint: En regissörs utveckling2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Alf, Kerstin
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    starck, erik
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Tillägnande av ordförråd hos sent anlända elever i nationella gymnasiekurser2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    It is unclear how L2 students acquire vocabulary – how is it taught – or wheather it can even be taught. In an SSL (Swedish as second language) program for young adults the ambition has been to integrate the L2 students’ into the national high school (gymnasium) courses as quickly as possible, in order to meet the students’ demands for subject education and to challenge them on an appropriate knowledge level. Teachers noticed quite early that the course – integrated L2 students seemed to have a deeper understanding of words and an easier flow in their speech. The study was conducted to map and learn more about the differences in vocabulary with L2 students who were integrated in the national L1 programs in several subjects and L2 students who have chosen to focus, in an isolated group, on SSL only. How does the students’ vocabulary evolve in relation to time? The study is based on the vocabulary knowledge scale as the methodological tool and Stephen Krashen’s monitor model as the theoretical practice, and in particular the input hypothesis and the hypothesis of acquisition and learning in combination with Pauline Gibbons’s methodologies in scaffolding. In the study the test results of eight SSL students are compared; four of the students have chosen to integrate with the L1 classes and four of them have chosen not to integrate with the L1 students. We will show that students that participate in national “high school” courses on the same premises as the L1 students will, through exposure to vocabulary in text books, lectures and post scaffolding, learn their vocabulary at a faster and higher rate than students who focus on the structural functions and, often non-contextual, vocabulary training alone.

     

     

     

  • 16.
    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.

  • 17.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Richardson, David
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Exploring Digital Literacy in Student Teacher ICT Projects2012In: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings / [ed] Linda Bradley and Sylvie Thouësny, Research-publishing.net, 2012, p. 5-9Conference paper (Other academic)
    Abstract [en]

    his paper reports on the evaluation of student teacher information and communications technology (ICT) projects in English language didactics in accordance with recently proposed frameworks of digital literacy in both language-teaching and wider working and educational contexts (Dudeney, Hockly, & Pegrum, forthcoming; Hockly, 2012; Pegrum, 2011). The challenge for teachers, regardless of what stage they are at in their careers, is to be able to operationalize in Hockly’s (2012) terms the notion of digital literacy in the foreign language classroom while at the same time encorporating these concerns into a task-based framework in which communication is balanced with a focus on linguistic form. Students in their second term of studies in language didactics were given the task of creating an ICT-based project in English, encorporating both internet and classroom-based inquiry activities aimed at either lower or upper secondary levels in the Swedish school system. The project brief given to the student teachers more VSHFL¿FDOO\DGGUHVVHGWKHLUDELOLW\WRSODQDQGRUJDQL]HDVHWRIOHDUQLQJDFWLYLWLHVDURXQGan extended webquest in addition to demonstrating the procedural usage of a wide range of ICT tools such as wikis, blogs, podcasts, etc. in English language teaching (ELT). The four areas of language-, information-, connection-, and re-design-based digital literacies, as proposed by Pegrum (2011), form the basis for the evaluation of the projects.

  • 18.
    Almgren, Anders
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Klippmakarna på YouTube: En uppsats om författarskap i nyare media2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En uppsats som reder ut vad en författare är och vilken roll denne intar i ett nytt medium som YouTube. Genom att undersöka forskning om författarens roll i äldre media och analyser av tre olika författarroller på YouTube utreder den här uppsatsen hur rollen ser ut i ett nyare media. Här analyseras en tydligt enskild uppladdare på YouTube, klipp skapade och uppladdade av ett produktionsbolag och ett fenomen där olika uppladdare använder samma ursprungsmaterial för att skapa nya kreationer.

    Både litteratur och filmforskningen har överlag fokuserat på den enskilda författarrollen men den här uppsatsen påvisar dock att kollektivt författarskap blir tydligare i ett medium som YouTube.

  • 19.
    Almgren White, Anette
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Gojor som gojar!?: En intertextuell belysning av Cornelis Vreeswijks ’Cloës goja'2012In: Ett specialnummer av HumaNetten, Våren 2012. Festskrift för Ulf Carlsson., ISSN 1403-2279, p. 25-32Article in journal (Other academic)
  • 20.
    Almgren White, Anette
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Intermedial narration i den fotolyriska bilderboken: Jean Claude Arnault, Katarina Frostenson och Rut Hillarp2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This bipartite thesis presents and implements an intermedial model for co-reading poems and photographs in paper books, a genre I call photo poetry. A survey of the genre in Sweden was carried out and presented in a selected bibliography in my licentiate thesis.

    Two well-established poets, Katarina Frostenson and Rut Hillarp, made their debut in the genre in the 1980s and have since produced three books each. Frostenson cooperates with photographer Jean Claude Arnault and Hillarp created the poems as well as the pictures herself. Scholarly studies up to now have focused on the poems, however, and have therefore neglected the impact of the photographic pictures.

    The first part of the thesis elaborates a model based on the framework of the picture book and adapted to the text genre of poetry and the epistemology of the photographic picture. Two different narrative reading strategies are developed and applied to the material: the metonymical and the metaphorical linking. The metonymical linking implies that the diegesis on the spread is perceived to be part of a larger diegesis and that that diegesis has direct virtual contact with the diegesis on the next spread. The metaphorical linking implies that the diegesis on the single spread is perceived to be part of a larger diegesis, but that that diegesis has no direct virtual spatial contact with the next spread.

    Whether or not a diegesis is perceived to have direct virtual spatial contact with spreads depends on the story’s display of the contingency of characters, time and place.

    The model is based on the relations tied to the book’s construction: the schematic, the synchronic and the diachronic relation. The schematic relation concerns meaning created on all spreads, the synchronic relation meaning on a single spread, and the diachronic relation meanings on spreads in a row. The schematic and the diachronic may appear to overlap somewhat but in the schematic relation the focus is on tracing different story schemes, and in the diachronic relation the focus is on how the narration progresses and alternates between different schemes.

    The findings show that with the co-reading model the impact of the photographs gives a deeper understanding of not only the narrative interplay of word and image but also of semiotic, intermedial and intertextual connections. The reading strategies applied show that Frostenson’s and Arnault’s works gain from a metonymically linked interpretation whereas

    Hillarp’s mainly gain from a metaphorically linked interpretation. The study also discusses the impact of the photographic picture and connects it to the semiotic theory of C. S. Peirce as well as to Western picture practices.

  • 21.
    Almgren White, Anette
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Nya perspektiv på bilderboken: exempel från Astrid Lindgrens samarbeten med Ingrid Vang Nyman och Ilon Wikland2011In: Starkast i världen!: Att arbeta med Astrid Lindgrens författarskap i skolan / [ed] Helene Ehriander och Maria Nilson, Lund: BTJ Förlag , 2011, p. 46-58Chapter in book (Other (popular science, discussion, etc.))
  • 22.
    Andersson, Chalotta
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Bland bloggar, forum och böcker: En studie av läsvanor hos några elever i skolår åtta och nio2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Flera rapporter de senaste åren har visat att eleverna i den svenska skolan läser allt mindre. Ärdet så eller väljer eleverna bara andra sorters texter än vi är vana vid? Den här uppsatsenssyfte är att undersöka om några elever i skolår åtta och nio läser, och vad de då väljer för sortstexter. Vidare skall det även undersökas om det finns några skillnader mellan flickors ochpojkars läsning och vad som skiljer sig mellan skolår åtta och nio.

    Undersökningen har gjorts med hjälp av en enkätundersökning i två klasser, en åtta och ennia. Enkäten tar upp elevernas läsvanor vad gäller sex olika sorters textforum, både trycktaoch digitala. Tidigare forskning har visat att flickor läser mer på sin fritid än pojkar. Det ärnågot som kan styrkas i den här undersökningen. Det visar sig att flickor läser mer än pojkaroch att både flickor och pojkar ofta väljer bort skönlitteratur till förmån för digitala medieroch forum.

  • 23.
    Andersson, Elin
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Att läsa och förstå: En studie av förstaspråks- och andraspråkselevers resultat på nationella provets läsförståelse för årskurs 92011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här undersökningen är att unersöka och analysera förstaspråks- och andraspråkselevers resultat på nationella provets läsförståelsedel i svenska och svenska som andraspråk för att se om det finns några skillnader och/eller likheter i deras läsförståelse och om de i så fall kan kopplas till forskningen om genrekunskapens och ordförrådets betydelse för läsförståelsen.

        I min undersökning använder jag mig av tjugo elevers läsförståelseprov från nationella provet 2010. Jag har rättat proven och analyserat både elevernas svar samt texterna och de tillhörande frågorna utifrån en analysmodell där jag undersöker och analyserar de genrer och ord som används.

        Andraspråkseleverna klarar av provet sämre än vad förstaspråkseleverna gör men man ser tydliga skillnader beroende på vilka genrer det gäller och även förstaspråkseleverna visar att de har problem med de mer abstrakta och kognitivt krävande uppgifterna. Min undersökning har visat att både genrekunskap, ordkunskap och kännedom om innehållet i en text är viktigt för hur bra man lyckas med läsförståelsen.

  • 24.
    Andersson, Emelie
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Eventbubblan i syd: En studie av Film i Skånes eventverksamhet2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen är en undersökning av eventkulturen i det regionala resurscentrumet Film i Skåne.

    Uppsatsens teoretiska utgångspunkter är befintlig forskning om den svenska filmproduktionens regionalisering, vilken är en förutsättning för Film i Skånes hela verksamhet, samt forskning om filmfestivalernas funktion för enskilda filmer och dess ursprungsland/region. Syftet med uppsatsen är att ta reda på hur eventkulturen främjar Film i Skånes verksamhet och vad eller vilka som gynnas av verksamhetens eventkultur.

    Tre stycken former av event som Film i Skåne arrangerar/samarrangerar förklaras och diskuteras i en analys med syftet att ta reda på hur eventkulturen fungerar och verkar. De utvalda eventen är CineSkåne, M:Dox och Filmbar. Med hjälp av de teoretiska utgångspunkterna utreds eventens funktion i Film i Skånes verksamhet.

    I slutdiskussionen argumenteras det för att eventkulturen i Film i Skånes verksamhet blir ett verktyg för att stärka sin egen position i filmsverige och säkra den egna tillväxten. Det argumenteras också för att eventkulturen gynnar filmklimatet i regionen genom ett brett arrangörsnätverk som når ut i stora delar av regionen samt att de möjligheter till möten och utveckling för filmarbetare som eventkulturen också bidrar med är till stor fördel för dem.

  • 25.
    Andersson, Helena
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Ett ögonblick i sänder och kollektivromanen2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 26.
    Andersson, Jens
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Metaphor in writing: A study on metaphor usage in the online sports sections of two British newspapers2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study seeks to investigate the use of metaphors in the sports section of two British newspapers; a broadsheet, The Telegraph, and a tabloid, The Mirror, and locate whether there are any differences between them in terms of metaphor usage. To accomplish this, a total number of twenty sports articles written by four different journalists – two from each newspaper – were analyzed for both conventional and novel metaphors. In order to properly locate and identify metaphors, a method known as MIP (Metaphor Identification Procedure) was used in coordination with the Macmillan Online Dictionary as well as the Oxford English Dictionary in order to deduce the conventionality of the investigated metaphors. The yielded results then showed that both newspapers were very similar in their use of both conventional and novel metaphors, with The Telegraph journalists being slightly more inclined to use novel metaphorical expressions than their colleagues from The Mirror.

  • 27.
    Andersson, Joline
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Meningslöshet och repetition i Cirkusdirektören och Ballerinan: En undersökning i den absurda teaterns stilistik2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 28.
    Andersson, Jonas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Du/Ni-tilltal i svensk dramadialog: En undersökning om tilltal i fyra pjäser från 1925 till 19972012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Svensk dramadialog under tre sekel är ett projekt framtaget vid Uppsala universitet och innehåller en dramakorpus av 45 pjäser från 1725–2000. Syftet med den här undersökningen är att undersöka utvecklingen av tilltal i fyra pjäser med utgångspunkt i fyra dramer ur Svensk dramadialog under tre sekel. Undersökningen har sin utgångspunkt i tilltalen du och Ni men andra tilltal som exempelvis titlar, förekommer. Undersökningen visar att samtidens tendenser för tillatalsbruk speglas i de fyra pjäserna mellan 1925 och 1997 och att miljöer och sociala förhållandena avgör vilket tilltal som används. Undersökningen visar även att författarna till dessa pjäser har möjlighet att använda tilltalet som en stilistisk resurs för att visa relationer mellan personer inom pjäsen. Undersökningen speglar även du-reformen och en utveckling av ett artigt nyniande som ersatt Ni.

  • 29.
    Andersson, Linnea
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Personal Pronouns in Editor’s Letters : A gender-based study2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Several studies have shown that women tend to use more personal pronouns and therefore show more involvement with the reader.

    This paper examines the differences between male and female editors’ letters in magazines. The study applied the method of corpus linguistics in order to examine forty editor’s letters twenty from the male-targeted magazine Gentlemen’s Quarterly and twenty from the female-targeted magazine Harper’s Bazaar. First person singular and second person singular pronouns were examined to determine whether the female editor showed more involvement with the reader than the male editor. The result shows that the male editor from the Gentlemen’s Quarterly shows more involvement with the reader than the female editor from Harper’s Bazaar, which clashes the findings of previous studies.

  • 30.
    Andersson, Madeleine
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Svenska för döva för elever med invandrarbakgrund i gymnasieskolan: (Ur ett lärarperspektiv)2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 31.
    Andersson, Robert
    et al.
    Linnaeus University, Police officer programme.
    Bruhn, Jørgen
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Gjelsvik, Anne
    The Wire og kriminalitetens afkroge2012In: Passage, ISSN 0901-8883, E-ISSN 1904-7797, no 68Article in journal (Refereed)
    Abstract [en]

    This article argues that the American TV-series The Wire poses complicated political and ideological questions rather than attempting to deliver clear-cut answers or solutions to the problems represented. The Wire is analysed both as an aesthetic phenomenon (narratological and thematic analysis) and as a representation of societal elements (which demands analysis based on sociological, historical and criminological perspectives). After a brief overview of the series, the authors aim to generalise the results of the analysis of a particular part of the five-season series, namely the “Hamsterdam-episode”.

  • 32.
    Andersson, Sandra
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    A study in second language vocabulary: Learning and teaching2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper investigates individual learning and teaching strategies by conducting a study among pupils and teachers on the topic. Pupils have answered a questionnaire where they were asked how they learn vocabulary. In addition, teachers have been interviewed where they were asked how they teach vocabulary. Finally, it was investigated what words pupils should learn. The study showed that pupils use a variety of different learning strategies. In addition, teachers use different teaching strategies when teaching vocabulary. It is stated that there are a number of different learning strategies pupils can use. The main teaching strategies should be to teach the words in different contexts but also present different meanings to the word. Finally, high-frequency words should be in focus as well as words of specific use to the pupils.

  • 33.
    Andersson, Sandra
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Internet im Fremdsprachenunterricht: Eine Untersuchung zur Verwendung vom Internet im Deutschunterricht2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 34.
    Andersson, Tobias
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Food, Sex and Violence: Carnival in Sir Gawain and the Green Knight  2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay discusses the aspects of Carnival in the poem Sir Gawain and the Green Knight and the opposition between ordinary official life and the Carnival. Peter Burke’s and Mikhail Bakhtin’s theories on the Carnival are used throughout the analyse of the poem mainly with focus on four different aspects; food, sex, violence and games. The essay also discusses the questioning of rank, which was central to the spirit of the Carnival where all were considered equal.  Gawain is the protagonist who throughout the poem manages to resist the spirit of the Carnival despite being challenged by three different antagonists who in their on ways symbolise the Carnival; the Green knight with aggressive and mocking speech, the Lady of the Castle who acts as the seducer and Lord Bertilak who in his three hunts shows that he embraces the spirit of the Carnival.

  • 35.
    Angbäck, Gustaf
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Yippie Kay Yay Motherfucker: En uppsats om den manliga protagonisten i amerikansk 80-tals actionfilm2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 36.
    Angelfors, Christina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Féminitude et négritude: discours de genre et discours culturel dans l'oeuvre de Calixthe Beyala2010In: Présence francophone, ISSN 0048-5195, no 75, p. 32-50Article in journal (Refereed)
    Abstract [en]

    This article examines how Calixthe Beyala, by using two key concepts, féminitude and négritude, engages in a dialogue with different European or Occidental feminist movements on the one side and the myths and traditions of the African continent on the other side. She adresses, one could say, Simone de Beauvoir's question "What is a woman?", as well as the question asked by the négritude writers, "What is a negro?". The analysis of the opposition between the universal and the particular will show the complexity of the question of identity in Calixthe Beyala's work.

  • 37.
    Ankarberg Lagergren, Hanna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Les activités utiles pour apprendre le français en classe2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Pour apprendre une nouvelle langue, comme le français, il faut travailler et être sérieux. Comme étudiante on a aussi besoin de trouver des activités différentes pour apprendre la langue. Je suis professeur depuis 2002. Pendant les années j’ai réfléchi comment les élèves apprennent pour le mieux dans la classe. Ce mémoire est une manière pour moi de développer mon enseignement et d’utiliser les bonnes activités avec les élèves.

    Mon but dans ce mémoire est de savoir comment les élèves apprennent le français pour le mieux dans la classe mais aussi de savoir quelles activités ils utilisent pour apprendre. Mon but est aussi de savoir pourquoi ils utilisent précisément ces activités.

    Les résultats dans ce mémoire montrent quelles activités les élèves utilisent pour apprendre à écrire le français, à parler le français et à comprendre le français. Enseigner quelque chose à quelqu’un exige que je connaisse les élèves, que j'aie une bonne relation avec les élèves mais aussi que j'évalue mon enseignement. En sachant quelles activités les élèves utilisent je peux adapter mon enseignement d’une autre manière.

  • 38.
    Arciniega Sandberg, Martha Elena
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    PROJECT C.E.R.O Clases de español rompen obstáculos.: Estudio del acoso en las clases de ELE2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to analyze how bullying affects Spanish education at Swedish schools. We want to know if bulling affects the process of learning Spanish as a second language, as well as if it has any other consequences for the students. With the help of previous studies and the perception of a group of students , this study aims at verifying the relationship between the perception of bullying and the difficulties of learning.

     For this purpose we have designed a questionnarie so that students can inform about their perceptions and attitudes regarding bullying during the Spanish lessons. 152 pupils have been able to answer the questions. We have introduced the answers of the questionnarie to a data based so that we can be able to analyze the statistics and its correlations. We have used the Fisher test to verify if bullying has a relationship with differenr issues such as motivation, concentration and participation regarding the learning of Spanish.

    If students feel secure among their environment, it is assumed that the pupils' learning process in the Spanish lessons will be more effective. The conclusion of this study is that there is a relationship between bullying and the pupils' motivation, concentration and participation in the lessons, something that affects the pupils' result in a negative way. Another conclusion is that there is a difference between girls and boys perception of bullying.

  • 39.
    Areyuna-Villalobos, Héctor (published under the name Santini Adrián)
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Los tres Antonios, en El sueño de la historia, de Jorge Edwards2011In: Anales de literatura chilena, ISSN 0717-6058, Vol. 12, no 16, p. 207-221Article in journal (Other academic)
    Abstract [en]

    This text focuses on three historical characters: "The three Antonios", with emphasis on the third character, who was born in Chile and whose name is Jose Antonio de Rojas. The three characters come from the novel The Dream of History (2000), by Jorge Edwards. Two ofthem were French and the third one was Chilean. The thing that they had in common was that they were influenced by the French Enlightenment. They lived in Chile during Spanish Colonialism at the end of the 18th century and at the beginning of the 19th century. This historical period was full of political, social and military conflicts, which led to the establishment of aRepublic in Chile. However, this process of liberation was not unique for this country but took place in the whole American Continent.

    The text is characterized by a very parodic language and this parody has a specific function, i.e., to highlight identity related factors such as nation, language, class, gender and ethnicity. This is achieved by questioning and making illegitimate (invalid) the CUlTent discourse ofhistoriography.

     

     

  • 40.
    Arnell, Alfrida
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    The use of ICT in the teaching of English Grammar: The views and experiences of six teachers of English in Sweden2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study looks at how six teachers work with English grammar with and without the use of ICT. The aim is to investigate how teachers use ICT in English grammar and compare it with a more traditional approach. The primary source of the case study is interviews conducted with five secondary teachers and one primary teacher in southern Sweden. The teachers work in three different schools with different approaches to ICT. One school has been using ICT for three years, the second school has recently started using it and the third school does not use ICT in English grammar teaching at all. The teachers’ experiences and thoughts on grammar teaching and on ICT are presented and discussed. The results show that only one of the teachers has a sound understanding of how to integrate ICT in English grammar teaching. All interviewed teachers are positive towards the use of ICT but most of them are not aware of the resources available or how to organise the teaching to make use of ICT in the best way. More and more Swedish schools provide laptops for all their pupils but it is clear that the teachers need more training to use ICT in English grammar teaching successfully.

  • 41.
    Arnman, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Harry Potter och skräckfilmen2012In: Ett trollspö på katedern: Att arbeta med fantasy i skolan / [ed] Helene Ehriander och Maria Nilson, Lund: BTJ förlag , 2012, p. 48-63Chapter in book (Other academic)
  • 42.
    Arnman, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Into purer realms: En studie av de esoteriska dragen i Clive Barkers The Hellbound Heart2010In: Förborgade tecken: esoterism i västerländsk litteratur / [ed] Mattias Fyhr och Per Faxneld, Umeå: H:ström - Text & Kultur , 2010Chapter in book (Other academic)
  • 43.
    Arvidsson, Carina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Hitta språket i ämnet: Språkutvecklande arbetssätt i SO-undervisningen2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 44.
    Arvidsson, Emma
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Lärares språk i skolan: En grupp gymnasieelevers uppfattningar om lärares sätt att tala i undervisningen2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En förutsättning för att elever ska kunna tillägna sig kunskap är att de förstår det som lärarna säger. I denna studie har en grupp gymnasieelever fått delge sina uppfattningar om sina lärares sätt att tala i undervisningen genom att besvara en enkät. Syftet har varit att undersöka elevernas uppfattningar om undervisningsspråket, vilka eventuella skillnader som finns mellan olika lärares språk och om lärarnas undervisningsspråk påverkar elevernas studier.

    Studien visar att eleverna generellt är positiva till lärares sätt att tala, men att många av dem inte alltid förstår vad lärarna säger. Eleverna ger därmed uttryck för att vara beroende av lärarnas undervisningsspråk och menar att det påverkar deras motivation, lust att lyssna och i slutändan också deras inlärning. 

  • 45.
    Asp, Tina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Las normas de lo femenino y la transgresión femenina: Análisis de los personajes femeninos en tres obras de María Luisa Bombal2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 46.
    Assaad, Christel
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    La femme entre tradition et modernité dans le roman Une si Longue Lettre de Mariama Bâ2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 47.
    Axbrink, Eva
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Catalina contra Andrés, el combate por el título: Un análisis de los conflictos conyugales de la novela"Arráncame la vida"2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ABSTRACT

    This essay deals with the matrimonial conflicts of Andrés Ascencio and Catalina Guzmán de Ascencio in the novel

    Arráncame la vida (1985), by the Mexican author Àngeles Mastretta. The essay uses two points of departure. The society of classes is still alive today and the patriarchal society oppresses women. Taking departure from this base the essay analyses the marriage of the novel´s two protagonists. The goal has been to show that Catalina and Andrés use love and sexuality as arms in their marital battle and that Catalina is oppressed both by the patriarchal society and by her origin in the working class.

    Keywords: la transgresión, el sistema binario, el patriarcado, el movimiento social, las normas.

  • 48.
    Axéll Olofsson, Carina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    En litterär kanon: En studie om lärares och elevers förhållningssätt till arbetet med äldre texter2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 49.
    Backlund, Jenny
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Fiction and the Syllabus: A Qualitative Study of the Teaching of Fiction as Related to the Syllabus for English in Swedish Junior High School2012Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how fiction in English is taught in Swedish Junior High Schools with the present syllabus as a focus. I compare the present syllabus with the previous one in order to observe what changes English language teaching has undergone in regards to the teaching of fiction. Seven English teachers from different parts of Sweden discuss what role fiction has in their classroom, why they teach fiction and how the teaching of fiction is realized in practice. The reading literacy and frequency of reading are also analyzed in contrast with the increased consumption of technology. The results were consistent with research and statistics as presented in this study. The notion of students as individuals with individual needs and interests was consistent among the informants as was the awareness of the necessity of introducing reading as an everyday activity in the compulsory school.

  • 50.
    Bahar, Yildiz
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    "Jag tror vi måste jobba mycket med det": Om den digitala källkritikens roll inom svenskämnet på gymnasiet2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The overarching goal of this study is to investigate whether teachers of Swedish at upper secondary schools in Sweden feel that they know how to teach critical literacy, especially on the Internet, and also if they know how it is taught. It also investigates the difficulties teachers experience in teaching critical literacy. A secondary goal is to investigate the knowledge of critical literacy among students at upper secondary schools in Sweden. The study is based on quantitative and qualitative research. The research consists of two parts. The first one is made through a digital survey-machine. The answers can be analyzed in both a quantitative and a qualitative way. The selected group for the survey consists of both students and teachers. The second one is based on interviews with three teachers.

    The majority of earlier research in this field focuses on the information seeking process. Not much has been written about critical competence when teaching Swedish and if teachers today have the right tools and skills to handle critical literacy on the Internet.

    The study points to school being an important place for learning critical competence. It is imperative that teachers teach students to navigate on the Internet, to be able to assess the impact media and technology have on their lives and also to review the information they find. One of the problems is that teachers feel insecure about how to handle critical literacy in their everyday teaching. Important tools for this work are knowledge of the different stages in the information seeking process, but also knowledge of how to integrate critical literacy in the classroom.

    The conclusion is that a great deal has to be done in this area, both at a political level, but also at an educational level. According to the results of this study teachers need more media competence to help students in an ever changing digitalized world. 

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