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  • 301.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Strindberg och det franska språket — Strindberg et la langue française: Föredrag från ett symposium vid Växjö universitet 22-23 maj 20032004Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Ingen svensk författare har haft en så nära relation till det franska språket som August Strindberg. Denna relation tog sig sina mest extrema uttryck i att han författade vissa verk direkt på franska och att han i några fall själv översatte till franska verk som redan författat på svenska. Till bilden hör också att en betydande del av Strindbergs verk översattes till franska redan under hans livstid och att han engagerade sig djupt i denna översättningsverksamhet. Idag kan man konstatera att ingen svensk författares verk har översatts till franska i tillnärmelsevis lika stor omfattning som Strindbergs.

    Strindbergs förhållande till det franska språket var temat för ett symposium som hölls vid Växjö universitet den 22-23 maj 2003. Symposiet samlade elva deltagare från Frankrike och Sverige: översättare, översättningsforskare, förläggare. Nio av de elva föredrag som hölls utgör innehållet i föreliggande volym. I några fall publiceras föredragen i utvidgad form.

  • 302.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Strindbergs franska: en språklig paradox2004In: Strindberg och det franska språket — Strindberg et la langue française: Föredrag från ett symposium vid Växjö universitet 22-23 maj 2003 / [ed] Olof Eriksson, Växjö: Växjö University Press , 2004, p. 112-125Conference paper (Other academic)
  • 303.
    Eriksson, Olof
    Göteborgs universitet.
    Styrled och prepositional1983In: Moderna Språk, ISSN 0026-8577, Vol. 77, no 2, p. 154-157Article in journal (Other academic)
  • 304. Eriksson, Olof
    Syntaxe du français contemporain, vol. II-III1980In: Moderna Språk, ISSN 0026-8577, Vol. 74, no 1, p. 94-96Article, book review (Other academic)
  • 305.
    Eriksson, Olof
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Un cas de proverbalisation en diachronie2015In: Festival Romanistica: Contribuciones lingüísticas – Contributions linguistiques – Contributi linguistici – Contribuições linguísticas / [ed] Engwall, Gunnel & Fant, Lars, Stockholm: Stockholm University Press, 2015, Vol. 1, p. 160-174Chapter in book (Refereed)
  • 306.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Un cas de référentialité spécifique : la traduction en français du mot suédois lingon1999In: Résonances de la recherche. Festskrift till Sigbrit Swahn, Uppsala: Acta Universitatis Upsaliensis , 1999, p. 127-137Chapter in book (Other academic)
  • 307.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities. Franska.
    Un cas de suppléance verbale en francais comme illustration d'une méthode d'analyse linguistique2006In: Le point sur la langue francaise: Hommage à André Goosse, Le livre Timperman, Bryssel , 2006Conference paper (Refereed)
  • 308.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Un cas de suppléance verbale en français comme illustration d'une méthode d'analyse linguistique2006In: Revue belge de philologie et d'histoire, ISSN 0035-0818, Vol. 84, no 3, p. 913-928Article in journal (Refereed)
  • 309.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Un moyen stylistique suédois à la lumière des langues romanes2003In: Recherches actuelles en langue et littérature françaises à l'Université de Växjö / [ed] Christina Angelfors, Eva Larsson Ringqvist och Olof Eriksson, Växjö: Institutionen för humaniora , 2003, p. 35-51Conference paper (Other academic)
  • 310. Eriksson, Olof
    « Vägen till byn — Le chemin qui mène au village ». Un problème contrastif1975In: Moderna Språk, ISSN 0026-8577, Vol. 69, no 4, p. 334-352Article in journal (Other academic)
  • 311.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities. Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Översättning och Kultur: Traduction et Culture2007Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Varje språk återspeglar i sitt lexikon den kultur för vilken den tjänar som uttrycksmedel. Redan av detta enkla faktum följer att språk och kultur är oupplösligt förenade begrepp och att överföring av text från ett språk till ett annat − dvs. översättning – i hög grad också innebär kulturöverföring, och därmed kulturkontakt. Det är följaktligen av central betydelse för översättningsvetenskapen att intressera sig för översättningen som kulturfenomen.

    Denna bok innehåller de skriftliga versionerna av föredragen från ett svensk-franskt symposium med temat "Översättning och Kultur" som anordnades vid Växjö universitet den 17 och 18 november 2006. De tolv texterna behandlar de kulturella aspekterna av översättning mellan franska och andra språk, framför allt svenska, men också danska, engelska, finska och nederländska. Flertalet artiklar är inriktade på analys av översättningen som textprodukt eller textprocess, men boken innehåller också bidrag som belyser översättningen utifrån, som en sociokulturell verksamhet av stor vikt för varje samhälles kulturliv.

  • 312.
    Eriksson, Olof
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Översättning och språkkontrast i nordiskt-franskt perspektiv: Föredrag och presentationer från en nordisk forskarkurs2000Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Denna bok redovisar föredrag och forskningspresentationer från en nordisk forskarkurs som arrangerades 30 maj till 3 juni 1999 vid Växjö universitet med finansiering från Nordisk Forskerutdanningsakademi (NorFA) i Oslo. Kursen var förlagd till Asa Skogsvårdsgård.

    Kursen hade temat Översättningsvetenskap och kontrastiv språkvetenskap i ett nordiskt-franskt perspektiv och samlade ett tjugotal deltagare från Sverige, Norge, Danmark och Finland.

    Kursprogrammet upptogs dels av längre föreläsningar av nordiska forskare verksamma inom de båda disciplinerna översättningsvetenskap och kontrastiv språkvetenskap, dels av kortare forskningspresentationer från nordiska forskarstuderande av pågående eller under de senaste åren avslutat avhandlingsarbete. Som lärare fungerade även den franske skandinavisten och översättaren Philippe Bouquet.

    Föreläsningarna publiceras här i reducerad form medan forskningspresentationerna är i stort sett oavkortade.

  • 313.
    Eriksson, Sanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Maximizers - completely complex adverbs: A corpus study of the maximizer usage in American and Swedish journalists' writing in English2014Independent thesis Basic level (degree of Bachelor), 60 credits / 90 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the possible differences in the way American and Swedish journalists writing in English use maximizers, i.e. intensifying adverbs. In order to fulfill the purpose, information about how maximizers are used in two different sub-corpora, namely SWENC (The Swedish-English Corpus) and TIME (Time Corpus of American English) is collected. The data in SWENC has been collected from various websites where the crucial criterion was that the authors of the articles must have Swedish as their first language. The data from TIME has been collected from Time Magazine’s online corpora which is freely available on the Internet. The results show that there are some differences in the way Swedes and Americans use maximizers. The number of tokens for each maximizer does not differ to a great extent between the two corpora. However, there are larger deviances in the use of collocations and semantic prosody. The conclusion drawn from this is that there are indeed some differences in how American and Swedish journalists writing in English use maximizers, although they are not very many.

  • 314.
    Erlandsson, Veronica
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Att sätta uttalet på plats: Uttalsträning i andraspråksundervisning2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur andraspråksundervisning med fokus på

    uttalsträning kan utformas för att möjliggöra för inlärare att tillägna sig ett förståeligt

    uttal samt vilka svårigheter inlärare har i inlärningen av svenskt uttal. Studiens material

    samlades in genom samtalsintervjuer med fem pedagoger. Resultatet visar att samtliga

    informanter arbetar med prosodi, vokaler och konsonanter i uttalsundervisningen för att

    inlärare ska tillägna sig ett bra uttal. Samtidigt är det svenskans betoning, melodi och

    vokaler som inlärarna har svårt för. Informanterna betonar även vikten av att inlärarna

    lyssnar på olika varieteter av talad svenska. Studien och tidigare forskning påvisar

    vikten av att inkludera prosodi i andraspråksundervisningen eftersom en felaktig

    prosodi har stor betydelse för inlärares uttal i andraspråket. De delar i prosodin som

    resultatet betonar är satsmelodi, huvudbetoning och rytm vilka anses vara betydelsefulla

    för att andraspråksinlärare ska tillägna sig ett förståeligt uttal.

  • 315.
    Estling, Maria
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Syntactic variation in English quantified noun phrases with all, whole, both and half2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of the present study is to investigate syntactic variation in certain Present-day English noun phrase types including the quantifiers all, whole, both and half (e.g. a half hour vs. half an hour). More specific research questions concerns the overall frequency distribution of the variants, how they are distributed across regions and media and what linguistic factors influence the choice of variant. The study is based on corpus material comprising three newspapers from 1995 (The Independent, The New York Times and The Sydney Morning Herald) and two spoken corpora (the dialogue component of the BNC and the Longman Spoken American Corpus).

    The book presents a number of previously not discussed issues with respect to all, whole, both and half. The study of distribution shows that one form often predominated greatly over the other(s) and that there were several cases of regional variation. A number of linguistic factors further seem to be involved for each of the variables analysed, such as the syntactic function of the noun phrase and the presence of certain elements in the NP or its near co-text. For each of the variables, all factors were ranked according to their strength of correlation with particular variants. The study also discusses a possible grammaticalisation process concerning NPs with half and the possibility of all sometimes having another function than expressing totality: to express large quantity.

    The whole idea of grammatical synonymy has been questioned by some scholars, but the conclusion drawn in the present study is that there are variables that are at least very close to each other in meaning, and that a number of linguistic and non-linguistic factors influence our choices of variant. A great deal of the information obtained was too detailed to be useful for pedagogical purposes, but in several cases the results could clearly be used to improve school and reference grammars.

  • 316.
    Estling Vannestål, Maria
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    A university grammar of English: with a Swedish perspective.2007Book (Other (popular science, discussion, etc.))
  • 317.
    Estling Vannestål, Maria
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Att lära engelska med IKT2010In: Engelska för yngre åldrar, Lund: Studentlitteratur, 2010, 1, p. 79-97Chapter in book (Other (popular science, discussion, etc.))
  • 318.
    Estling Vannestål, Maria
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Engelska: ett verktyg för lärande och kommunikation2010In: Engelska för yngre åldrar / [ed] Maria Estling Vannestål och Gun Lundberg, Lund: Studentlitteratur, 2010, 1, p. 9-14Chapter in book (Other (popular science, discussion, etc.))
  • 319.
    Estling Vannestål, Maria
    University of Kalmar, School of Human Sciences.
    Fönster mot språkvärlden. Om textdatabaser (korpusar) i forskning, undervisning och textproduktion1999In: Universitet 2000: Föreläsningar hållna under humanistdagarna 15-16 oktober 1999 / [ed] Angelfors, Christina, Växjö: Växjö univ. , 1999Chapter in book (Other academic)
  • 320.
    Estling Vannestål, Maria
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Läroboken i en digital värld2011In: Att spegla världen. Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur , 2011Chapter in book (Other (popular science, discussion, etc.))
  • 321.
    Estling Vannestål, Maria
    University of Kalmar, School of Human Sciences.
    Prepositional variation in American and British English2002In: Studies in Mid-Atlantic English / [ed] Marko Modiano, Gävle: Högskolan i Gävle , 2002, 1, p. 74-86Chapter in book (Other academic)
  • 322.
    Evaldsson, Sanna
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    From to-infinitives to gerunds: - an essay on the translation of non-finite clauses2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Title: From To-infinitives to Gerunds – an Essay on the Translation of Non-finite Clauses

    Author: Sanna Evaldsson

    The aim of this study is to find out how non-finite clauses are translated into Swedish and what translation strategies are applied in the process of translation. Non-finite clauses are very effective stylistic devises providing condensed and concise language, which is useful in academic texts. Even though English and Swedish are both languages of Germanic origin and share similarities, the translation of these clauses into can be difficult due to the languages’ different uses of non-finites.

    To provide with material for this essay, a translation of a text written by Nicholas Cook has been made by the author of the essay and the two texts have been compared in order to make generalizations. The to-infinitive, the present participle, the past participle clauses and the gerund are features which are treated in this study. They are treated separately and their translations are compared with the secondary literature, which include grammars and books on translation theory.

    The results for this study show that the translation strategies used for these types of clauses are ‘equivalence’, ‘structural shift’, ‘correspondence’, ‘transposition’ and ‘level shift’. The former three seem to be the most common, while the latter two are less frequently used.

     

    Keywords: non-finite clauses, to-infinitive, present participle, past participle, gerund, translation.

  • 323.
    Exenberger, Margareta
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Don't mess with chicks in Burberry paddings: Semantic change in hip-hop lyrics and its impact on mainstream American English2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Some people might regard the language of hip-hop as being crude, sexist and inappropriate. Nevertheless, hip-hop culture can also be considered as one of the underground sources of word-formation and language change in mainstream English. Young people have always been a source of language variation and lexical innovation whether we like it or not.

    This essay is focusing on three words frequently used in hip-hop lyrics, namely pimp, queer and chick. The aim of the study is to analyse the semantic change on these words as they are used in hip-hop music and find out whether hip-hop culture has had an influence on the mainstream usage of these words.

    The method used was to study the usage and frequency of these words in hip-hop lyrics and analyse whether there was a similar use in a large diachronic newspaper corpus of American English. The material was predominately found in The Original Hip-hop Lyrics Archive (ohhla.com) and The TIME Magazine Corpus (corpus.byu.edu).

    The results of this study show examples of semantic change in both hip-hop lyrics and mainstream American English and it is concluded that hip-hop culture has an influence on mainstream language above all among the youth.

  • 324.
    Fagerström, Emelie
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Elevers meningsindelning: Användningen av interpunktion, konnektivbindning ochsatsradningar i elevtexter från årskurs 3 i svenska och svenska som andraspråk2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to analyse how pupils in grade three use punctuation and howthey divide texts into sentences. The material in the study consists of 41 texts by pupils,divided into two types: narrative text and analytical text, written both by pupils withSwedish as their first language and by pupils with Swedish as their second language. Inthe study the pupils’ use of connectives and comma splices has been studied, and therelationship between graphical and syntactical sentences in the texts. The studycompares the results for narrative and analytical texts and the differences between L1and L2 pupils. The study is a follow-up of Per Ledin’s (1998) study of pupils’ use ofpunctuation in the low and intermediate levels of compulsory, and therefore the resultsof this study are compared with those obtained by Ledin. This study shows that in thisrespect L1 and L2 pupils produce texts that do not differ to any great extent. The mostprominent differences between the types of text are that the narrative texts have aclearer flow and a seemingly more logical link between sentences and clauses than theanalytical texts. The results of this study largely agree with Ledin’s results.

  • 325.
    Falk, Linnéa
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Literature, a Gateway to New Worlds: Encouraging Aesthetic Reading through Transactional, Reader Response and Envisionment Theories and Metods2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay has been to demonstrate that increased use of aesthetic reading inthe Swedish Upper Secondary EFL classroom would lead to several benefits to the students. To do this I have given examples of three didactical theories and methods that could be used in combination for this purpose. Each theory, and the methods that can be linked to said theory, has been analysed on how it could be used in the classroom and what benefits it could lead to. Subsequently, a combination of these theories and methods has been created and applied to Oscar Wilde’s The Picture of Dorian Gray, in order to exemplify how it could be applied to the teaching of literature in the EFL classroom. The benefits from this type of reading include among others an enhanced ability for critical thinking, a greater ability to work with and understand literature, and a greater understanding for other cultures.

  • 326.
    Falk, Linnéa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Väl förberedd för högre studier?: Vetenskapligt skrivande i läromedel i svenska på gymnasieskolan.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract

    Tidigare forskning visar på att studenter som påbörjar universitetsstudier inte har tillräckliga kompetenser inom vetenskapligt skrivande. I denna studie undersöks hur fyra läroböcker, vilka är skrivna för Svenska 3 på gymnasiet, motiverar och beskriver de tre grundkompetenser som krävs för vetenskapligt skrivande, i syfte att förbereda elever för högre studier. De tre kompetenserna som undersöks är: kritisk-analytisk kompetens, akademiska textkonventioner och språklig stil. Läroböckerna har analyserats genom närläsning, och analysenheter inom varje kompetens har identifierats. Studiens resultat visar på att de fyra läroböckerna motiverar och beskriver de tre kompetenserna i olika grad, och att ingen av dem kan anses förbereda elever tillräckligt för vetenskapligt skrivande vid högre studier. Detta beror på otillräcklig information om de tre kompetenserna, brist påexempel och otydliga formuleringar som lämnar öppet för tolkning om regler. Läroböckerna innehåller också formuleringar som tonar ner vikten av vetenskapligt skrivande.

  • 327.
    Feldmanis, Sheila
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Barnlitteratur i det engelskspråkiga klassrummet2010In: Engelska för yngre åldrar / [ed] Estling Vannestål, Maria & Gun Lundberg, Lund: Studentlitteratur, 2010, p. 99-112Chapter in book (Other academic)
  • 328.
    Flood, Ingegerd
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Talar mallarna klarspråk?: En undersökning av begripligheten i textmallar på ett miljökontor.2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammandrag

    Syftet med den här uppsatsen är att undersöka om begripligheten i ett urval avtextmallar från Miljökontoret i Eskilstuna kommun kan förbättras och om så är fallet,hur den kan förbättras. Undersökningen omfattar nio textmallar för brev,delegationsbeslut och förelägganden som vänder sig till enskilda kommuninvånare,företag eller det allmänna. Brev och beslut är textkategorier som handläggarna påmiljökontoret ofta och regelbundet skriver. Jag har använt mig av Klarspråkstestet förbeslut, brev och andra kortare texter, för att undersöka olika aspekter av textmallarna.Min undersökning visar att det finns aspekter som bidrar till god begriplighet, men detfinns också aspekter som kräver mindre eller större bearbetning för att höjabegripligheten i texterna som skrivs i mallarna.

  • 329.
    Fohlin, Maria
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    La modification adverbiale de l'adjectif en français et en suédois2007Licentiate thesis, monograph (Other academic)
  • 330.
    Fohlin, Maria
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    L'adverbe de manière suffixé et la modification de l'adjectif en français et en suédois2009In: Langages, ISSN 0458-726X, E-ISSN 1958-9549, no 175, p. 33-47Article in journal (Refereed)
    Abstract [en]

    The present study addresses, in a comparative Swedish-French perspective, the derived adverb and its modification of a following adjective. The difficulties of making a clear division, in both languages, between an intensifying adverb and a qualitative adverb are discussed. The parameters involved when interpretating the adverbe are also developped. Furthermore, a number of tokens from a Swedish-French corpus show that, depending on the solution adopted by the French translator, the qualitative/ intensifying meaning of the Swedish adverb is more or less apparent.

  • 331.
    Fohlin, Maria
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    L'adverbe dérivé modifieur de l'adjectif: Étude comparée du français et du suédois2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present study addresses, in a comparative Swedish-French perspective, the derived adverb and its modification by a following adjective. From a translational point of view, the structure derived adverb + adjective is interesting, since its translation into French is reputed to generate problems. In this study, a linguistic approach is adopted to these translation problems.

    For the investigation, a corpus of 510 Swedish tokens representing the structure derived adverb + adjective, and their respective translations into French, was compiled. The tokens originate from 22 contemporary Swedish novels. The number of translators represented in the corpus amount to 14. The tokens were classified into two major groups: intensifying adverb + adjective and qualitative adverb + adjective. The former group was further divided into subcategories according to the semantic nature of the adjective from which the adverb is derived.

    The main objectives of the study are (1) to investigate the solutions adopted by the translators when rendering the construction derived adverb + adjective in French, (2) to analyse the factors − those inherent to the language and those situated on the contextual level − involved in the cases where the original structure is not maintained in the French translations, (3) to show that the solutions adopted by the translators differ according to which semantic category the adverb belongs to − the intensifying group or the qualitative group.

    Furthermore, the difficulties of making a clear division between intensifying adverbs and qualitative adverbs placed before the adjective are discussed at some length.

    The results show that when the adverbial element is intensifying, the same structure is more often maintained in the French translations than in those cases where the adjective is modified by a qualitative adverb. The study also demonstrates the great variety of factors involved in the cases where the structure derived adverb + adjective is not maintained in the French translations. These cases may be due to the fact that the equivalent of the Swedish phrase in question would form a non-established unit in French, to the lack of an equivalent adverb in French, to the tendency of the French language to favour nominal constructions, or to individual preferences of the translator.

  • 332.
    Fors, Nina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    " D'en parler maintenant..." - Une analyse narrative et thématique des notions de temps et de mémoire dans L'Amant de Marguerite Duras2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 333.
    Forsgren, Peter
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Att novellisera sin berättelse: Berättargrepp och genrekonventioner i elevers texter2015In: Skrivande i skolan / [ed] Maria Lindgren & Gudrun Svensson, Malmö: Gleerups Utbildning AB, 2015, p. 27-41Chapter in book (Other academic)
  • 334.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    En-till-en-datorer och skrivutveckling i flerspråkiga klassrum.2013Conference paper (Refereed)
  • 335.
    Frankner, Sofie
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Nilsson, Iréne
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    En studie om högläsningens betydelse för språkutveckling2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka vilken betydelse högläsning har för barn i förskolan och deras språkutveckling och ta reda på vilka pedagogiska metoder pedagoger använder för att stimulera språkutvecklingen. I denna studie intervjuas sju pedagoger. Resultatet visar att det finns en stor medvetenhet hos pedagogerna om att högläsning är viktigt för barns språkutveckling. Litteraturen belyser också hur betydelsefull högläsning är för språkutvecklingen. Därför har pedagoger i förskolan ett stort ansvar vad det gäller att delge barnen god litteratur via högläsning.

  • 336.
    Fransson, Carina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Fröjd, Hanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Förskolebarns språk- och läsutveckling i självvalda aktiviteter.: - en studie om pedagogers föreställningar av och arbetsmetoder kring självvalda aktiviteter.2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka vilka föreställningar det finns hos pedagoger i samband med barns självvalda aktiviteter kopplat till språk- och läsutveckling. Vi har också valt att titta på vilka arbetsmetoder som användes i praktiken för att främja barns språk- och läsutveckling. Studien är utförd i form av en kvalitativ undersökning baserad på intervjuer och observationer.

    Studien visar att det finns tankar och förhållningssätt hos pedagogerna som utmanar förskolebarnen i deras språk- läsutveckling. Pedagogerna betonar att en viktig utgångspunkt är att bygga vidare på barnens intresse i de självvalda aktiviteterna. De menar också att pedagogerna ska vara närvarande i verksamheten, för att utveckla och gynna barnens språk- och läsutveckling. På de båda undersökta förskolorna uppmuntrar pedagogerna barnens intressen och aktivteter för att främja deras språk- och läsutveckling. Vår upplevelse är att det finns möjlighet att utveckla detta område ännu mer.

  • 337.
    Fransson, Inga-Lill
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Lärares bedömning av andraspråkstexter: uppfattningar om språkbehärskning, nivå och betyg2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete handlar om fem lärares bedömning av andraspråktexter och lärarnasuppfattningar om språkbehärskning, nivå och betyg. Syftet är att undersöka lärarnas uppfattningar om hur man definierar och mäter språkbehärskning hos andraspråkselever. Teoribakgrunden består av hypotesen om en kritisk period och varianter av den, bedömningsteorier, teorier om språkbehärskning och Skolverkets kursplaner för svenska som andraspråk på grundläggande nivå, gymnasiet och SFI samt publikationer om bedömningproducerade av Skolverket . Undersökningen består av en enkät där lärarna bedömer och anger nivå, Informanterna har sedan intervjuats om vad de bedömer, vilka verktyg de använder och vilken typ av bedömning de anser att de använder. Resultatet visar att informanterna bedömer och definierar språkbehärskning på olika sätt samt att de uttrycker sig om bedömning och nivåmed bedömningsspråk som inte är lika. Uppfattningarna skiljer sig både för betyg och nivå och är beroende av på vilken nivå informanterna undervisar på.

     

     

     

     

  • 338.
    Fransson, Jill
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    ¿Prefieren los alumnos de ELE un aula tradicional o bien un aula con las TIC?: Un estudio sobre las actitudes acerca del uso de las TIC en la clase ELE2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to understand students’ attitudes towards the use of ICT and how it is being used in Spanish as a foreign language. We also wanted to know what kind of ICT activities are being used and what the students’ thoughts are about those. Are the activities with ICT helping the students develop their communicating skills? One of the questions in this study was also whether the students prefer the usage of ICT in the classroom over a traditional classroom (without ICT). The study was conducted through surveys at a secondary school in southern Sweden. The results demonstrated that the students are positive towards the use of ICT even though it is not often used in during their Spanish lessons.

    Our study also demonstrated that the most used ICT activity to promote communication is emailing, as well as direct messages, usually towards the teacher. Videoconferences or collaborations with students at other schools or individuals across the Internet almost never occurs and the last thing that this study demonstrated is that even though the students are very positive towards the usage of ICT, there are negative sides to it. The technology could be distracting and could also create physical problems such as headaches. Our conclusion is that the students need variety when it comes to using ICT when learning Spanish as a foreign language, because according to the students themselves this is how they get the most out of their education. 

  • 339.
    Fredman, Jenny
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    "All autobiography is storytelling, all writing is autobiography": Autobiography and the Theme of Otherness in J.M. Coetzee's Boyhood: Scenes from Provincial Life2007Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Boyhood: Scenes from provincial life by J.M. Coetzee tells the story about John Coetzee from the age of ten until thirteen. Since many details in the story point to the idea that the protagonist might be the author, it is often said to be an autobiography. However, it is not a conventional one. A third person narrator tells the story in the present tense, which is rather different from the autobiographiy’s conventional first person narrator speaking in the past tense. The definition used in order to define the genre to which Boyhood belongs is Lejeune’s criterion author=narrator=protagonist. According to this theory, Boyhood is a biography. However, Lejeune does not take the connection author=protagonist inte sonsideration, but focuses only on the connection narrator=protagonist. Thus an additional description of the text’s generic style must be used.

    Furthermore, the theme of otherness is analysed. A close reading of the novel shows that the protagonist often feels different from his family and peers. He makes a distinction between two kinds of different – a good and a bad kind. The good means that he is better than his peers, and the bad kind means that he has failed to accomplish something he thinks is important.

    Although the author wrote the story about his boyhood in a rather unconventional style and the protagonist perceives himself as different, the otherness in the two do not parallel each other. What they might have in common is perfectionism. Thus, the theme of otherness is only to be found in the protagonist, whereas the author’s style of writing is merely unconventional.

  • 340.
    Fredman, Jenny
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Bilder von Weiblichkeit, Männlichkeit und Zusammenleben in Marlen Haushofers Die Wand: Eine genderspezifische Untersuchung2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 341.
    Fredman, Jenny
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    (Un)"Like Romeo and Juliet": The Theme of Love in John Fowles' The Collector2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 342.
    Fredriksen, Ebba
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    ”Dyslexia Becomes a Disability When Learning Differences are Overlooked”: A Case Study of English Language Teaching and Dyslexia Provisions in a Swedish Upper Secondary School2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading and writing difficulties and dyslexia affect how a student performs at school and, thus, their future lives (Borodkin & Faust 2014). This has been known and researched for the past decades (Fletcher 2009). Considerable studies have been carried out regarding dyslexia and first language acquisition, though dyslexia in second language is comparatively underrepresented. This underrepresentation, in turn, means that dyslexia and second language is less researched, and consequently, less known. This is problematic as there is then less knowledge on how to help students with dyslexia in a second language.

    This case study investigates how an upper secondary school in Sweden works with defining and diagnosing dyslexia, and which provisions students with dyslexia receive. To answer these questions the Head teacher, Special Needs Education teacher, English teachers and a dyslexia test analyst have been interviewed. The results showed that dyslexia is described differently by the people interviewed, it is diagnosed with a software called LOGOS and the provision depends on the student having (or not having) a diagnosis. The conclusion is that English teachers and special needs teachers must work closer together. It is therefore suggested that cooperation between the teachers and special needs department should put each student in the centre and develop methods and strategies based on the individual student. It is hypothesised that the school has many unidentified students with dyslexia and in those cases additional adjustments in the classroom are vital. This would allow the student a better chance of performing according to their abilities in school and thus expanding the limits of their world ensuring they become fulfilled, employed democratic citizens.

  • 343.
    Fredriksson, Emma
    University of Kalmar, School of Human Sciences.
    Mission Possible: A study of four autobiographies treating diffcult childhoods2008Independent thesis Basic level (degree of Bachelor)Student thesis
  • 344.
    Frithiof-Jolly, Pernilla
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Metaphors - a transational challenge: an empirical study of strategies for translating metaphors2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 345.
    Frännhag, Helena
    Centre for Languages and literature, Lund University.
    Interpretive Functions of Adjectives in English: A Cognitive Approach2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents a theoretical discussion of meaning creation in general, and interpretive functions of English adjectives in particular. The discussion rests on a dynamic view of meaning and interpretation, according to which there are no fixed linguistics meanings – not even for single lexemes. Instead of symbolising meaning in a more or less static and ‘eternal’ fashion, linguistic items are assumed to effect the creation of meaning and to shape meaning dynamically in the particular communicative event at hand, from some kind of underlying ‘raw material’ (also referred to as purport and schemas).

    It is suggested that the interpretive functions of linguistic items – that is the effects that such items have in the creation of meaning – may be approached in two main ways, namely from the formal and from the semantic point of view respectively. Effects triggered by the form of a certain item are referred to as formal interpretive functions (FIFs), and effects prompted by the meaning created for the form are referred to as semantic interpretive functions (SIFs).

    FIFs are claimed to be the same for all items – namely to activate, delimit and shape underlying purport and schemas – whereas SIFs are said to differ between items, and also for one and the same item on different occasions of use. It is furthermore suggested that FIFs affect the creation of meaning for the relevant item itself, whereas SIFs affect the creation of meaning for other items, on any level of conceptual organisation. For instance, a form such as tall typically activates and delimits purport and schemas to do with some kind of extension (notably in space), thereby shaping a basic word meaning tall. The meaning thus created may in turn affect other meaning in the larger context. For instance, tall, as created in default interpretation of a tall man entered the room, affects the meaning of the noun phrase a tall man as a whole, in that it specifies the interpreter’s conception of a certain something that entered a specific room. In this case, the relevant SIF is thus to specify. Other SIFs suggested for adjectives are kind identification, element identification, identity provision and stipulation.

    The aim of the thesis is two-fold: on the one hand to outline a suggestive theory of meaning creation and interpretive function in general, and, on the other hand, to present a theoretical discussion of adjective functions in particular, with the ultimate goal of providing a general framework from which more specific models for in-depth empirical research can be obtained.

     

  • 346.
    Fröberg, Linda
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Grundström, Kristina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Läsinlärningsmetoder ur ett erfarenhetsperspektiv: Vad och vem avgör medodvalet vid läsinlärning?2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats var att undersöka hur erfarenhet påverkar valet av läsinlärningsmetod. Vilka skillnader kan man se mellan mer erfarna lärarna och nyutbildade? Vi ville även undersöka vilka övriga komponenter det är som påverkar undervisningen i läsinlärning.

    Metoden för vår undersökning har varit kvalitativa intervjuer. Vår målgrupp var lärare som arbetat mindre än 5 år och lärare som arbetat mer än 30 år.

    Resultatet pekar på att de erfarna lärarnas utbildning fortfarande spelar en stor roll i läsundervisningen. För de mindre erfarna är skolans undervisningsmetoder den enskilt största faktorn när man väljer metod. Varje lärare sätter dock sin personliga prägel på undervisningen genom olika inslag som väljs efter vad man tror är bra för eleverna.

  • 347.
    Fröslin, Marie
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Los nombres - ¿unos rompecabezas para el traductor?: Un análisis de la traducción del castellano al sueco de los nombres como fenómenos culturales en la Guía de vacaciones de San Sebastián 12´132013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The number of tourists from Scandinavia who have travelled to the town of San Sebastián in the Basque Country, Spain, has increased greatly over the last years. Presupposing that languages and cultures are different, it is understandable that translating tourist information becomes a necessity. The translator resembles a bridge-builder in that he or she builds linguistic bridges between two different cultures by changing an original written text (the source text) into a written text in a different language (the target text).This investigation has been based on our translation from Spanish into Swedish of the first ten pages of San Sebastián´s travel guide Guía de vacaciones de San Sebastián 12´13. The purpose of this study has been to investigate if any cultural aspects had an influence on the translation and to find out what different translation techniques were applied by us. How is it possible to translate characteristic elements like names of the Spanish and/or the Basque culture into Swedish, so that the reader of the target text can receive the same message as a reader of the source text?Using both a quantitative and a qualitative method of investigation, it was found that the names of characteristic elements of the Spanish and/or Basque culture many times have been a challenge for us translators. It has been possible to draw the conclusion that the existing cultural differences between Spain/the Basque Country and Sweden had an impact on the target text. The result shows that a combination of the translation techniques loan and literal translation was the most commonly used by us. This combination of techniques consists in keeping one part of the original name and translating another part of it literally. The result also shows that a combination of the translation techniques named loan and amplification was also frequently used by us translators. This combination of techniques consists in keeping the original name but also introducing information not expressed in the source text. Both these strategies are used in order to give the reader of the target text the possibility of receiving the same message as the reader of the original version.

  • 348.
    Fälth, Johannes
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Undervisning med ett sponsrat läromedel på gott och ont: En intervjustudie om hur gymnasielärare har arbetat med Alla borde vara feminister i svenskundervisningen2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to investigate how secondary school teachers have used We should all be feminists and the accompanying teacher’s guide and if they used the material in a problematizing way, given that it is sponsored. Hilary Janks’ model of critical literacy served as theoretical basis in this study. To collect data, qualitative interviews were conducted, that included five secondary school teachers. The transcribed material was processed and analyzed by the method Qualitative Content Analysis and with a deductive approach. The main results show that teachers primarily used the material as a way to meet the criteria of the curriculum and to train students in certain moments of the Swedish subject, rather than as a material for the discussion of feminism and gender equality. The study’s most conspicuous result was that none of the teachers had reflected on the fact that the material was sponsored by a numerous of organizations. The teachers viewed the sponsors as harmless and the material as a text from a fiction writer, rather than a material from trade unions and foundations who wish to exert influence in the classroom. In the analysis by Janks’ model of critical literacy, the results show that all of the teachers had worked with critical literacy in the classroom to some extent, but that they had not realized all of Janks’ criteria on how to work with critical literacy in classrooms.

  • 349.
    G. Wikström, Sanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Användning av bilder och modaliteter under högläsning i årskurs 1–32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att studera lärares högläsningspraktik i årskurs 1–3 med fokus på användningen av bilder och andra modaliteter. Genom att observera sex lärare under deras högläsningstillfällen studeras hur de ger elever förutsättningar att utveckla olika kunskaper och förmågor. Den teoretiska ramen för studien är det sociokulturella perspektivet på lärande som menar att vi lär oss i en social kontext, av varandra och vår omgivning. Studien utgår även från det multimodala perspektivet på texter som innebär att själva förmedlingen av en text innehåller olika aspekter som påverkar hur budskapet tolkas. Studien visar att samtliga lärare undviker att använda sig av bilder annat än i undantagsfall. Lärarna har huvudsakligen två högläsningspraktiker möjligen beroende på två skilda syften med högläsningen. Några lärare använder inte röstregister och kroppsspråk för inlevelsefull läsning utan talar mer sakligt och bjuder ofta in eleverna till samtal. Syftet med denna högläsningspraktik kan vara att skapa förståelse, utveckla kunskaper och göra eleverna delaktiga i undervisningen. Andra lärare väljer att läsa relativt sammanhängande och använda sig av röst och kroppsspråk mer inlevelsefullt. Syftet med denna högläsningspraktik kan vara att främst ge eleverna en gemensam stund för inlevelsefull och känslomässig upplevelse.

  • 350.
    Galica, Majlinda
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Reading Strategies: a study on pupils' use of strategies when reading fictional texts2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    This study is based on empirical studies and the approach to this has been interviews with a group of pupils. The study investigates the use of reading strategies among pupils. The aim is to investigate how the pupils use different reading strategies in order to overcome problems that occur when reading fictional texts. In addition, the pupils were also asked some questions about their reading habits and attitudes towards reading.

    Research has shown that pupils who are introduced to different reading strategies are better readers than those who are not. Reading strategies help the readers make literary texts more comprehensible. As a result of this study, it is shown that there are reading strategies that the pupils are familiar with. These strategies are of importance, since they are part of the pupils’ learning process and help them increase their reading comprehension. They also lead to the fact that the pupils gain and widen their knowledge. However, this investigation has also shown that there are important reading strategies that the pupils did not use in this study. There can be different factors that have affected the outcome of this. Therefore, it is difficult to determine whether the pupils are familiar with these strategies or not. Moreover, the pupils argued that they seldom read fiction in school and those times they read, it was literature that they did not like.

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