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  • 1251.
    Zetterholm, Elisabeth
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Vowel length contrast and word stress in Somali-accented Swedish2014In: COPAL Concordia Working Papers in Applied Linguistics: Proceedings New Sounds 2013, 2014, Vol. 5, p. 771-782Conference paper (Refereed)
    Abstract [en]

    In recent years the situation on the Horn of Africa has meant that the number of people in Sweden whose mother tongue is Somali has increased. To better understand the specific difficulties for Somali speakers when learning Swedish as a second language, we need more knowledge about the differences as well as similarities between the two languages. Although there is a vowel length contrast in both languages, this study shows that speakers with Somali L1 have difficulty distinguishing between long and short vowels and consonants in the syllable in Swedish words, which makes native listeners confused. When producing minimal pairs with distinctive lexical word stress the L2‐learners do not use the same cues as native speakers, namely duration and pitch. These findings are important for the development of pedagogical strategies when teaching Somali speakers Swedish as their second language.

  • 1252.
    Zetterholm, Elisabeth
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Allwood, Carl Martin
    Sarwar, Farhan
    Earwitnesses: The effect of type of voice lineup in identificatin accuraty and the realism in confidence judgments2010In: Working Papers 54, Proceedings Fonetik 2010, 2010, p. 113-118Conference paper (Other academic)
  • 1253.
    Zetterholm, Elisabeth
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Tronnier, Mechtild
    Lunds universitet.
    Teaching pronunciation in Swedish as a second language.2011In: Proceedings Fonetik 2011, 2011Conference paper (Other academic)
  • 1254.
    Zetterholm, Elisabeth
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Tronnier, Mechtild
    Språk- och litteraturcentrum Lunds universitet.
    The Pronunciation of Somali-Accented Swedish2012In: Proceedings from Fonetik 2012: The XXVth Swedish Phonetics Conference May 30–June 1, 2012 / [ed] Anders Eriksson & Åsa Abelin, Göteborg: Department of Philosophy, Linguistics and Theory of Science, Göteborgs universitet , 2012, , p. 4p. 93-96Conference paper (Refereed)
    Abstract [en]

    The numbers of Somali immigrants in Swedenhas increased during the last years and there isa need of more competence for teachingSwedish as a second language to thisgroup.Star This paper investigates aspects ofdifficulties in the pronunciation of Swedish forSomali speakers. Recordings of two Somalispeakers living in Sweden have been analyzedand it is obvious that there are pronunciationdifferences between Somali-accented Swedishand standard Swedish depending on thephonology in the two languages.

  • 1255.
    Zhou, Sa
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Die Darstellung des Lifestyles der „Generation Golf„ von Florian Illies2007Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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  • 1256.
    Zulic, Amra
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Niemi, Päivi
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    SPRÅKUTVECKLINGENS MÅSTEN: En studie om hur omorganisationen av svenska som andraspråk på en gymnasieskola har lett till ökad motivation och därmed språkutveckling2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about the school subject Swedish as a second language and the aim was to document and to evaluate a reorganization of the same at an upper secondary school. The aim was also to evaluate what the students think of their own language development, their views on culture and identity and if their motivation has increased after the reorganization as well as after working with a theme that was about culture. The method that has been used is conversation with the teachers of this subject, a questionnaire and interviews with students who have experienced the reorganization. The results show that the teachers have managed to increase the students’ language development and motivation for the subject by reorganizing it. After the reorganization the teachers have taught on the basis of themes and this study describes one of these, which is called Language, Culture and Identity. This theme has led to an increased awareness for words such as identity, ethnicity and culture. Furthermore, the described reorganization has led to better documentation of the students’ work in class which has turned out to be very helpful, for teachers as well as students. Apart from a better language development the teachers see that the student absence has decreased and the status of the subject has improved among students and teachers of other subjects at the school.

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    FULLTEXT01
  • 1257.
    Zylberstein, Jonathan
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Translating terms and cultural aspects from English to Swedish in a social scientific text about gastronomy2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The present study deals with the translation of a text about tourism and gastronomy. The analysis focuses on the translation of cultural words and terminology. The aim of the study was to analyse the translation problems that may arise in an academic text dealing with tourism and gastronomy, and see what strategies are usable to handle these problems. The translation strategies that are used in the analysis are Vinay & Darbelnet’s (2008) and Newmark’s (1988). A number of different translation problems were addressed, for instance how to deal with borrowings and with cultural adaptations.

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    fulltext
  • 1258.
    Åberg, Angela
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Die Verwandlung einer Identität: Identität und Identitätswandel in Franz Kafkas Die Verwandlung2003In: Scripta minora : uppsatser och rapporter från Institutionen för humaniora, Växjö universitet, ISSN 1404-5044, no 45, p. 32-62Article in journal (Other academic)
  • 1259.
    Ågran, Katja
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    How to translate Guitar Techniques: Translating terminology2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention of this essay is to illustrate and describe how to overcome various difficulties that may arise when translating terminology, in this case within the field of music, and which strategies may be helpful doing so. The texts dealt with under the analysis are four articles from the magazine Guitar Techniques which deals specifically with how to play certain songs on the guitar. The essay focuses on terminology, additions and omissions. More precisely it focuses on Vinay and Darbelnet’s translation strategies concerning translation in general and Ingo’s overview on word-formation possibilities when creating a new term. Furthermore, the study focuses on what grounds additions and omissions can be made and how to apply this when there is trouble in finding a good translation for a term.

    The conclusion reached was that knowing at least the most common translation strategies are of great aid since terminology most often cannot just be found by using dictionaries.

  • 1260.
    Åkemark, Elisabet
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Music in Butterfly Burning2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis discusses the role of music and musical sounds in Butterfly Burning by Yvonne Vera. It analyses the way that Vera has used music interlinked with the action of the novel.  This thesis analyses a few areas where music is represented and is important such as: music as an element of healing/forgiveness; music as an element of hope; music as an element of despair; music as an element of working life and the absence of music.  This thesis also briefly discusses who the narrator of the novel is and Vera’s writing technique that incorporates images with hypothetical sounds.

     

    The conclusion shows that music and musical sounds are important to the novel.  It also shows that the music in Butterfly Burning can be compared to the music in a film.  Vera has managed to combine the story of the novel and the description of music so that it becomes one inseparable unit.

    Download full text (pdf)
    FULLTEXT01
  • 1261.
    Åkesson, Sarah
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Die Darstellung von Erziehungsidealen des Dritten Reiches in Ödön von Horváths Roman Jugend ohne Gott2006Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
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    FULLTEXT01
  • 1262.
    Åström, Rebecka
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    När alla går iväg: En studie om hur utanförskap gestaltas i bilderböcker2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate how social exclusion is portrayed in four picture books through text and images, and through the interaction between them. The studied picture books are Alla går iväg by Eva Lindström, Lenka by Katalin Szegedi, Pricken by Margret Rey and Snäll by Gro Dahle. The result shows that the social exclusion is described as being caused by different factors. From the analysis it is obvious that the social environment plays a major role and also that both children and adults can be the reason for the exclusion. The picture-book analysis includes a study of how social exclusion based on appearance and invisibility is communicated in text and pictures. This can be done by showing the characters depressed and invisible to the people around them, for example, through resigned looks or captured behind a forced smile.

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  • 1263.
    Ögren, Olov
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    ”I can’t get a bucket, but I tried to get every damn board”: A study on the translation of basketball terminology2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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    I can't get a bucket, but I tried to get every damn board
  • 1264.
    Ölfvingsson, Mia
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    "Das ist nicht gerecht!": Gender in zwei Texten aus der aktuellen deutschsprachigen Kinderliteratur2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 1265.
    Önder, Kristina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    ”Blattesvenska är ett ungdomsspråk, inte en dialekt”: En studie av högstadieelevers attityder till tre svenska varieteter2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka attityder hos högstadieelever till varieteterna skånska, norrländska och svenska på mångspråkig grund. Ett annat syfte är att ta reda på om dessa ungdomar anser svenska på mångspråkig grund vara en dialekt, och om svaren varierar utifrån kön och första- och andraspråkstalare. Ett annat perspektiv som jag även kommer att presentera är den didaktiska aspekten på språklig varietet och vilka pedagogiska faktorer som kan påverka elevernas attityd till dialekt.En enkätundersökning utfördes på två könshomogena grupper, där eleverna fick lyssna på inspelningar av de tre olika språkliga varieteterna. Resultaten av informanternas definitioner av dialekt är följande: geografiskt, tids- och platsbundet och språkligt släktskap. Ungdomarnas definition av dialekt stämmer överens med forskarnas, det vill säga tal som är typiskt för ett geografiskt område, även om ungdomarna använder andra ord. Enligt undersökningen varierade ungdomarnas attityd till språkliga varieteter mellan kön och till en viss del mellan första- och andraspråkstalare. Flickorna valde fler positiva uttryck än pojkarna till varje dialekt, förutom till svenska på mångspråkig grund som talades av mannen, det som pojkarna var mest positiva till. Andraspråkstalarna var något mer positiva till svenska på mångspråkig grund än förstaspråkstalarna.

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    fulltext
  • 1266.
    Örnwigh, Rebecka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Fransson, Annie
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Johannesson, Gabriella
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Penna eller dator?: Textskapande via två medierande skrivredskap av elever i årskurs 32020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka hur elever med svenska som förstaspråk och elever med svenska som andraspråk i årskurs 3 skriver narrativa texter med penna och via dator. Syftet är likaså att undersöka om och i så fall varför eleverna föredrar ett utav dessa specifika skrivredskap. Studiens data innefattar två klassers narrativa texter och 12 semistrukturerade elevintervjuer. Den teoretiska ramen bygger på den sociokulturella teorin. Den sociokulturella teorin frambringar även två medierande redskap: språkliga och materiella. I studien kommer eleverna att använda de fysiska medierande redskapen penna och dator när de genom språket skapar texter för hand och via dator. Ytterligare ett återkommande begrepp som går hand i hand med studien är det sociokulturella begreppet stöttning. Analysmodellen utgår från olika genretypiska drag i den narrativa genren. Resultatet av studien visar att alla deltagande elever skriver texter med fler genretypiska drag när de skriver med penna. Däremot framkommer det att åtta av 12 intervjuade elever föredrar att skriva med dator som medierande redskap. De elever som intervjuats uttrycker att intresset och nyfikenheten är större för datorn, än vad den är för pennan. Utifrån studiens resultat finner vi vidare fördelaktiga innebörder och konsekvenser av studiens olika variationer av stöttning i textskapande

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    Penna eller dator?
  • 1267.
    Össmar, Sofia
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Affective teaching and learning in a Swedish EFL classroom: A case study investigating teacher-student relationship and motivation2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to previous research, affective aspects are, when successfully applied, presumed to increase cognitive learning in the language classroom. The research present on the affective domain was deemed insufficient since few observations in language classrooms had been made. This study gives a view on how affective teaching and learning are applied in a Swedish EFL classroom. Teacher-student relationships and motivation have been observed during three lessons in an English language classroom according to several categories of the two facets that were assembled prior to the observations and finalized afterwards. A case study was used as method for investigating how affective teaching and learning are used in practice. The case study indicated a frequent use of affective teaching in the classroom. All categories of relationship and motivation were detected during the lessons, indicating that the teacher is experienced in terms of using affective teaching and learning in her classroom. The study is important to language learning since it highlights the necessity of applying affective teaching and learning in the classroom. The results of the study indicate that there are several ways to develop positive teacher-student relationships and also demonstrates different approaches to how motivation can be generated by the teacher in a language classroom.

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    Affective teaching and learning in a Swedish EFL classroom
  • 1268.
    Össmar, Sofia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Interpersonella perspektiv i lärares elevtextkommentarer2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate what interpersonal relationships are constructedwhen a teacher comments on students’ texts. The investigation is based on 201 comments from one teacher and are analysed with a qualitative and a quantitative method. The theoretical frame of the investigation is founded on functional grammar and interpersonal perspectives, using the categories address, directions, praise, caution, and additions. The results show that directions are the most common feature of interpersonal perspectives found in the teacher’s comments. The second most common category is additions, constituting of confirmations, corrections and help in the teacher’s comments. Furthermore, two equally detected categories in the investigation are address and praise that are detected 53 times each. The least detected category is caution.

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  • 1269.
    Österljung, Patrik
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Developing English language online: A study of ten Swedish adolescents' Internet habits and language proficiency2012Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    This study aimed at investigating some of the possible effects of the computer on adolescents’ language development. As a base for the study Sundqvist’s (2009) study on extramural English (EE) was used. The work of David Crystal provided a substantial background on the English language, which was complemented by the work of Halliday among others.

             In the study ten national writing tests were examined and analyzed, and a small survey of the ten students’ Internet habits was performed. The mistakes and errors made by the students in the tests were compared to their value of exposure to Internet English (EIE) in order to establish possible links between their Internet habits and their writing mistakes. The study found that the five boys that took part spent more time online and engaging in activities where English was used than the girls of the study. It was also found that the students who spend the most time online made substantially more errors and mistakes regarding the apostrophe, mainly in contractions. It was also found that the students who spent little time online and had a low value of EIE were more likely to make mistakes and errors regarding verbs and agreement.

                          Although the study was too limited for any generalizations to be made, it hinted at some possible links between Internet habits of adolescents and their performance on the national test and their general language proficiency.

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    developing English online
23242526 1251 - 1269 of 1269
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