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  • 601.
    Söderberg, Gunilla
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Den publicerbara bruden: Brur – bevarad feminin i-stamsböjning i svenska dialekter2015In: Humanetten, ISSN 1403-2279, no 34, p. 26-28Article in journal (Other academic)
  • 602.
    Söderberg, Gunilla
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Godnatt min näkkegal: Om dialektala uttalsformer av fågelbeteckningen näktergal2014In: Humanetten, ISSN 1403-2279, Vol. Våren, no 32, p. 78-84Article in journal (Other academic)
  • 603.
    Takvam, Kerstin
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    [əntə so møna men nøna]Inte så många men några.: En komparativ studie av dialektutjämning och kontinuitet i Ljungbydialekten 1944–20062016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract 

    The aim of the study is to investigate how the dialect in Ljungby has changed over the last 60 years. This comparative study is based on recordings of two male informants. The first recording was made around 1944 and the second one in 2006. The focus is on lexicon, grammar, syntax and pronunciation. 

    The study is based on the assumption that dialectal features have decreased and that the language is closer to standard Swedish now than it was 60 years ago. The results of the study show that: 

    • Dialect words and dialectal grammar have decreased. 
    • The dialectal grammar used today is spread over larger geographical areas than before. 
    • The pronunciation is now closer to standard Swedish than it was, regarding both vowels and consonants. 
    • The use of diphthongs has increased. 

    There are many different reasons for the dialectal decrease, such as improved education, change of social structure and the effect of mass media. It is probably a combination of factors that has led to this result. 

  • 604.
    Tang, Kok-Sing
    et al.
    Curtin University, Australia.
    Danielsson, KristinaLinnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Yore, Larry (Author of afterword, colophon, etc.)
    University of Victoria, Canada.
    Global Developments in Literacy Research for Science Education2018Collection (editor) (Refereed)
  • 605.
    Tang, Kok-Sing
    et al.
    Curtin University, Australia.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    The expanding development of literacy research in science education around the world2018In: Global developments of literacy research in science education / [ed] Kok-Sing Tang, Kristina Danielsson, Springer, 2018, p. 1-11Chapter in book (Refereed)
    Abstract [en]

    This introductory chapter summarizes the research background that motivates this book volume and the broad conceptualizations of literacy adopted by the various contributors within the context of science education. It also provides an overview of the six sections in this book, namely (i) national curriculum and initiatives, (ii) content and language integrated learning (CLIL), (iii) classroom literacy practices, (iv) disciplinary literacy challenges, (v) disciplinary literacy and science inquiry, and (vi) teacher development, and summarizes the contributions within each section.

  • 606.
    Tehrani, Ingela
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Meningsskapande förhandlingar om ords betydelser i klassrumssamtal med vuxna andrapråkselever2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 607.
    Thorsell, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ensam i bräcklig farkost, vad var det för någonting, ska vi åka ut och åka på sjön?: En kvalitativ studie om hur gymnasielärare arbetar med den svenska romantiken i svenskundervisningen.2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet är att undersöka hur den svenska romantiken används och uppfattas av svensk­lärare i gymnasieskolan. Studien har genomförts genom kvalitativa intervjuer med verk­sam­ma gymnasielärare i svenska. Forskningsfrågorna är hur lärarna arbetar med och uppfattar den svenska romantiken i svenskundervisningen samt hur lärarna ser på hur epoken berörs i styrdokumenten.

    Undersökningen visar att arbete med den svenska romantiken främst sker med ut­gångspunkt i en kulturell bildningstradition och genom kronologiska litterära epokar­beten, där tidsbristen är en avgörande faktor för begränsningen av undervisningens volym och upplägg­ning. Det framkommer även att det finns ett värde i att knyta an till elevernas värld och skapa liv och association i undervisningen för att öka elevernas en­gagemang. Därför är val av litteratur avgörande för att skapa engagemang och väcka intresse. Undersökningen visar även att styrdokumenten är öppna för tolkning och skapar något av en paradox, då detta både anses som någonting positivt och negativ. Lärarna diskuterar också vad litterär kanon kan vara, och det faktum att det inte finns någon officiell sådan men en inofficiell eller lokal kanon som påverkar svensk­under­visningen.

  • 608.
    Thorén, Carita
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Pojkars uppfattning av läsning: En studie i årskurs 4–6 2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to inquire into how boys in grade 4–6 perceive reading. Connected to the purpose five question formulations were elaborated, regarding perceptions of reading, strategies whilst reading, causes of reading at home and lastly evaluations. To attain the purpose of the study two substudies were executed – substudy 1: an interview study, and substudy 2: an appraisal study. For substudy 1 I interviewed six boys throughout grades 4–6 in one Swedish school. The result tells us that the boys are not enough encouraged to read fiction. The result also tells us that lack of strategies whilst reading fiction is inhibiting of reading skills for the boys. For substudy 2 a survey was performed with totally ten pupils where they got to answer six questions regarding reading. The material was analyzed by the categorization of evaluations through the appraisal analyzing model and its subsystem of attitudes. The result tells us that there are as many positive as negative evaluations, and the main group appreciation is the group that most evaluations belong to.

  • 609.
    Tillnert, Theresia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Äkta människor: Om talspråkliga fenomen och samtalsstilar i människors och hubotars samtal2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka hur man i serien Äkta människor väljer att återskapa talspråkliga fenomen som pauser, tvekljud, stamningar, reparationer och samtidigt tal, i dialoger beroende på om karaktärerna som talar är hubotar, en typ av robot, eller människor. Syftet är även att undersöka hur dessa dialoger förhåller sig till de två samtalsstilarna respekt- och hänsynsstilen och närhets- och engagemangsstilen beroende på talarens arttillhörighet. Materialet består av nio dialoger från seriens andra säsong som fanns tillgänglig på SVT play under vintern 2013–2014. Dialogerna transkriberades med hjälp av CA-analys. Studien undersöker endast dialoger där båda talarna är människor eller hubotar och lämnar således tvärartade samtal oundersökta. Diskussionen utgår främst ifrån forskning av Schegloff m.fl (1977), Einarsson (1978), Noffsinger (1999), Norrby (2004) och Tannen (1984). Resultaten pekar på att det finns vissa skillnader i hur de olika talspråkliga fenomenen återskapas beroende på talarens arttillhörighet. Hos människorna återskapas exempelvis många pauser inom typ 1-kategorin, en del tvekljud, stamningar och samtidigt tal, medan dessa saknas helt hos hubotarna. Det finns även vissa skillnader angående tillvägagångssättet att initiera reparationer i de två grupperna. Resultatet visar även att hubotarnas och människornas dialoger uppvisar karaktärsdrag från både respekt- och hänsynsstilen och närhets- och engagemangsstilen samt att detta i vissa fall påverkas av talarens arttillhörighet. 

  • 610.
    Torpsten, Ann-Christin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Svensson, Gudrun
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Jag tycker det är bra med translanguaging: Elevattityder till flerspråkighet2017In: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, 1, p. 61-88Chapter in book (Refereed)
  • 611.
    Torpsten, Ann-Christin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Svensson, Gudrun
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Translanguaging space and and bilingual development in the Swedish school2017Conference paper (Refereed)
    Abstract [en]

    In Swedish schools bilingual students are given the opportunity of developing their heritage language by lessons in mother tongue instruction. The students are supposed to “receive credence in their language ability possibilities to develop their cultural identity and become multilingual” (Skolverket 2011:87,our translation).  The saying of the syllabi implies that the students are expected to be able to be functional bilinguals, which however seem to be impossible in the Swedish-centered school where almost all lessons are performed in Swedish. The uneven proportions between the educational languages disadvantage bilinguals and split up their language experiences, and so considerably reduce their chances to become coequally bilingual.

    Following Baker (2001) that translanguaging may help the developing of the weaker language the aim of this study is to investigate and discuss the possibilities of becoming coequally bilingual after having had both mother tongue subject and three years’ of strategically planned translanguaging in the classroom.

    Translanguaging researchers (i.e. Garcia 2009; Garcia & Wei, 2014) regard language ability as an inwrought and complex proficiency that is compounded by all language experiences, and languages cannot be regarded as defined entities. Skills in the mother tongue are shown to support both second language development and learning in other areas. Access to mother tongue instruction has significance for multilingual pupils’ literacy development as well as personal and cultural identity, emotional and social maturity, and cognitive development (Cummins & Schecter, 2003; Janks, 2010). They suggest that students’ linguistic potential should be utilized in all teaching in order to strengthen their identity and for them to achieve optimal learning and development in their languages.

    This study includes nine 12 years old students who have studied mother tongue subject in Russian, Bosnian or Arabic all through their start in the Swedish school. They have also participated in translanguaging education activities for three years in other school subjects. The conclusion of this is that they have been exposed to an unusual amount of bilingual education compared to other bilingual students in Swedish compulsory schools.

    The material consists of suveys, interviews and a collection of written texts from a period of three years. To evaluate the written language development the texts have been analyzed quantitatively with lexical and syntactic variables. The quantitative results of the text analysis have been compared and  reflected to other variables as onset of Swedish, students' evaluations of the afforded learning and assessments of   own language skills. 

    Results display large variations in bilingual development between the students. The time of onset does not seem to be a decisive factor, while students' confidence in their own language skills plays a major role. According to the answers in the survey the confidence can be both strengthened and weakened by the parents' and teachers' attitudes towards the value of multilingual skills. The survey also show that translanguaging elements in education have mattered regarding the students’ possibilities to assimilate factual subjects. 

  • 612.
    Torpsten, Ann-Christin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Svensson, Gudrun
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Working with Translanguaging in Swedish classrooms2015Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to reveal teachers’ strategies for making use of multilingual pupils’ linguistic repertoire and allowing multilingual competence to be a resource in the classroom. 

    The term translanguaging was coined by Williams (1996), who studied strategic interaction in order to apply pupils’ multiple linguistic resources in the classroom. His studies showed that simultaneous multilinguistic practice not only led to improvement of pupils’ languages but also enhanced subject knowledge. Creese & Blackledge (2010), Garcia (2012), and Cummins & Persad (2014) also show that development of identity and knowledge is promoted when educating takes advantage of pupils’ previous linguistic experiences. However, according to Cummins (2007), teachers in L2 instruction apply linguistic strategies based on the view that use of L1 and L2 in the classroom does not further the development of the target language.

    This study proceeds from an action research (Denscombe 2009) sub-project within a multi-year research project, Interaction for the Development of Language and Identity in Multilingual Classrooms. The sub-project has special focus on linguistic resources and strategies, and spotlights in this study two teachers in elementary school who have started to work strategically to utilize 12 years old pupils’ linguistic resources. Our study analyses the concrete ways in which the teachers apply varied linguistic strategies according to Garcia (2012) when teaching. The material consists of 25 pupils’ written texts that are analyzed as per textual analysis. The material also consists of recorded conversations, observations of lessons and semi structural interviews which are analyzed with qualitative methods.

    The result shows that when teachers take advantage of the pupils’ linguistic repertoires by encouraging them to work together and apply all their linguistic knowledge when doing tasks the pupils create knowledge about concepts and forms of expression in both L1 and L2. The result also shows that pupils get a better understanding of L2-texts and improved writing as well as more confidence in their own capability. When the pupils’ diverse languages are regarded as a natural part of education also parents get involved which contributes to positive development of pupils’ identity by empowering of both pupils and parents.

  • 613.
    Tronnier, Me
    et al.
    Lund University.
    Zetterholm, Elisabeth
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Swedish word accent production by L2-speakers with different tonal L1s2014In: 4 th International Symposium on Tonal Aspects of Languages (TAL-2014) Nijmegen, The Netherlands May 13-16 2014, ISCA Archive , 2014, p. 59-62Conference paper (Refereed)
    Abstract [en]

    This study addresses the question of whether L1-speakers of Vietnamese – a tone language – and L1-speakers of Somali – a language with tonal accents – differ in degree of accuracy when producing words that carry either of the two tonal accents in L2-Swedish. Some previous studies suggest that it is an advantage when discriminating between different tones in another tone language, if a speaker’s L1 is also a tone language; while others show that this may not necessarily be the case. Accuracy was studied with the help of identification tests, and the results for the L2-speakers were matched with the results for L1-speakers. It is revealed that no adequate distinction is made between the tone accents by either of the two groups of L2-speakers. The two tonal patterns are equally often obscured by L1-speakers of Somali, whereas speakers of L1-Vietamese produced patterns that were more frequently identified as one of the Swedish word accents, but not the other one.

  • 614.
    Tronnier, Mechtild
    et al.
    Lund University.
    Zetterholm, Elisabeth
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Approriate tone accent production in L2-Swedish by L1-speakers of Somali?2014In: COPAL Concordia Working Papers in Applied Linguistics: Proceedings New Sounds 2013, Montreal, Canada: COPAL , 2014, Vol. 5, p. 722-749Conference paper (Refereed)
    Abstract [en]

    It has been suggested that speakers with an L1 with lexical tones may have an advantage when it comes to perceptually discriminating between different tones in another tone language (Kaan, Wayland, Bao & Barkley, 2007). Other studies in L2‐learning show that this is not entirely the case (van Dommelen & Husby 2009, So & Best 2010). A model of typological pitch prominence (Schaefer & Darcy, 2013) suggests that speakers of an L1 with a higher pitch prominence can perceive tonal contrast in another tone language better than those with an L1 of a lower pitch prominence. This study addresses the question: if Somali L1‐speakers make a systematical distinction in the tonal pattern when producing Swedish words with the two tonal accents – as both languages are of similar pitch prominence according to Schaefer and Darcy – and also to what extent they produce a tonal pattern assigned to either one of the tone accents. The adequate distinction is identified as such by native speakers/listeners of Swedish. Results revealed that a big discrepancy still remains between the number of correct identifications of the stimuli produced by the L1‐speakers of Swedish and those produced by L2‐speakers of Swedish with Somali as their L1. Having a typologically similar L1 does not seem to give enough support to handle the tone accent distinction in Swedish L2 adequately.

  • 615.
    Tronnier, Mechtild
    et al.
    Lunds Universitet.
    Zetterholm, Elisabeth
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Observed pronunciation features in Swedish L2 produced by L1-speakers of Albanian2013In: Proceedings of Fonetik 2013: The XXVIth Annual Phonetics Meeting, 12–13 June, 2013, Linköping University, Linköping, Sweden / [ed] Robert Eklund, 2013, p. 85-88Conference paper (Refereed)
    Abstract [en]

    The number of immigrants with Albanian L1has increased in Sweden during the last twodecades. This particular group is also presentin the SFI-classroom. This contribution aims topresent pronunciation features in L2-Swedishproduced by Albanian L1-speakers, based onrecordings of two Albanian speakers living inSweden.

  • 616.
    Tronnier, Mechtild
    et al.
    Lund University.
    Zetterholm, Elisabeth
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Observed pronunciation features in Swedish L2 produced by two L1-speakers of Vietnamese2014In: Proceedings from FONETIK 2014 Stockholm, June 9-11, 2014: PERILUS XXIV, June 2014 / [ed] Mattias Heldner, Stockholm Univeristy , 2014, p. 117-122Conference paper (Other academic)
    Abstract [en]

    Immigrants with Vietnamese as their L1 have been living in Sweden for a couple of decades. Vietnamese L1- speakers are also currently present in the SFI-classroom. The aim of this contribution is to present observed pronunciation features in L2-Swedish and is based on material produced by two L1- speakers of Vietnamese. We will also discuss those features of L2- pronunciation which lead to serious communication.

  • 617.
    Tronnier, Mechtild
    et al.
    Lunds universitet.
    Zetterholm, Elisabeth
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Tendencies of Swedish Word Accent Production by L2-Learners with Tonal and Non-Tonal L12013In: Nordic Prosody: Proceedings of the XIth conference, Tartu 2012 / [ed] Asu, Eva Liina & Lippus, Pärtel, Frankfurt am Main: Peter Lang Publishing Group, 2013, p. 391-400Chapter in book (Refereed)
  • 618.
    Trulsson, Linnea
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Gestaltning av offer och förövare: En jämförande studie av genuskonstruktioner i artiklar om brott2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att genom en granskning av Dagens Nyheter och Svenska Dag­bladet under perioden 2013-11-20 till 2013-12-20 med hjälp av en kvantitativ och kvalitativ metod utläsa genuskonstruktioner i våldsbrottsrelaterade nyhetsartiklar. I cent­rum står språkvetenskap, genusteori och gestaltningsteori vid tolkning av resultatet. Re­sul­ta­tet visar att det finns lexikala skillnader i det granskade materialet och genus­kon­struktioner. Män får mer utrymme i medium än kvinnor och de båda könen omnämns olika eftersom kvinnor relateras ofta i relationsposition än män, och mäns ålder är mer framträdande än kvinnors. Dessutom upprepas mäns ålder till skillnad från kvinnor. De egennamn som framträder i medierna är till stor del mäns och det finns få men tydliga utslag i att män i förövarposition beskrivs med starka och till viss del värderande adjektiv, vilket inte sker för kvinnor. Studien visar på en tendens till att den könsneutrala ändelsen -a ökar på bekostnad av den maskulina adjektiv­ändel­sen –e.

  • 619.
    Törnqvist, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    "Formativ bedömning är för mig, hur jag ska hjälpa eleverna att komma till nästa nivå": Några lärares definition och användande av formativ bedömning i läsninlärning i svenska årskurs 1-32019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Formativ bedömning är en bedömningsform inom skolväsendet som fokuserar på elevens utveckling genom att bland annat synliggöra och tydliggöra mål och kunskapskrav för eleverna. Forskning har visat positiva effekter av användandet av formativ bedömning i form av bland annat minskad frånvaro, ökad motivation och medvetenhet bland eleverna samt stärkt ledarskap hos lärarna. Denna studie ämnar undersöka om och hur lärare tillämpar formativ bedömning i ämnet svenska i årskurserna 1-3, samt vad som påverkar deras användande av bedömningsformen. Studien baseras på en kvalitativ undersökning med semistrukturerade intervjuer av åtta lärare. Resultaten visar att samtliga intervjuade lärare använder sig av formativ bedömning, men hur bedömningsformen praktiseras skiljer sig mellan dem. Samtliga vill dessutom använda det mer i sin undervisning, men tidsbrist är en gemensam förklaring till att det inte görs.

  • 620.
    Ulfborg Sjöö, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Behövs en litterär kanon?: Jämförande studie baserad på sju gymnasielärares syn på kanons plats i svenskundervisningen 2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe and analyze how seven senior high school teachers relate to a literary canon in Swedish while teaching literature in senior high school, identifying similarities and differences among the teachers’ view and opinions about an outspoken formal literary canon and a silent, informal canon.

    The earlier research opens the door slightly to the American debate and gives insight about the complexity of the concept of canon. The study continues with exploring possible relations to postcolonial theory and didactics.    

    The study reveals that the majority of the concerns against canon are that too much centrally governed education may decrease the motivation and commitment of the teacher. In addition, the dominant canon passivizes a certain variety of literature, thus various points of views. On the other hand, views on the equalizing effect of canon on the level of education and its benefits in increased knowledge of the history of the literature are salient. 

  • 621.
    valenzuela, Paola
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    LÄRARES FÖRESTÄLLNINGAR OM TIDIG LÄS-OCH SKRIVINLÄRNING: METODEN ATT SKRIVA SIG TILL LÄSNING (ASL)2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning och metod

    Att skriva sig till läsning, ASL, är en metod allt oftare används i svenska skolor. Denna metod byter ut pennan mot datorn i den tidiga läs- och skrivinlärningen och huvudtanken är att eleverna ska lära sig läsa genom sitt eget skrivande. Syftet med studien är att undersöka pedagogers föreställningar och erfarenheter av ASL-metoden. Studiens teoretiska ramverk är det sociokulturella perspektivet, och det har valts utifrån en syn på att lärande sker i interaktion med andra människor. Resultatet visar att pedagogerna som deltagit i studien är överens om att metoden är gynnsam för elever med motoriska svårigheter. sammanfattningsvis pekar resultaten i min undersökning på att ASL är en lämplig metod för tidig läs- och skrivinlärning. Samtidigt anser de att ASL bör kompletteras med andra metoder för att hjälpa eleverna att komma igång med läsningen.

  • 622.
    Valtonen, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Med annan blick: Gymnasieskribenters responsarbete2015Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    English title: Another Point of View

    The aim of this study is to find traces of learning in the process of peer response. This is explored by investigating the experiences expressed by the students and their work of trans­forming criteria into peer response questions. An analysis is also made of which criteria they focus on in their feedback. A close-up study of the meeting between the student, the response group and the text has been made consisting of three students and their groups. The teacher has ranked the groups from her expectations of their performances. Analytical tools are the criteria themselves, metalanguage (Hansson 2001) and local and global text levels (Hoel 2001).

    The theoretical framework is taken from Ewa Bergh Nestlog and her thesis from 2012. Based on systematic functional linguistics, critical discourse analysis and a dialogical conception of language she presents a transaction cycle. The transaction cycle explains the connection between metaunderstanding, the production and the reception of texts, and it is used in this study for understanding peer response.

    The study explores how Swedish students in upper secondary school make meaning in peer response. Eighteen students aged 16–17 have digitally been receiving and providing feedback in groups of three while writing an argumentative text. All the students are following a theoretical curriculum. Sources for the material are various written texts by the students. The data analysed consists of the students’ questions to the criteria, their feedback comments on Google Drive and their self-evaluations.

    The analysis of the self-evaluations shows that receiving and giving feedback helps the students to use a metaperspective while writing and editing their own texts. The students describe how the teaching activities and materials focusing on structure in text have helped them to focus on structure when giving a response. This is confirmed by the analysis of the feedback which shows that the students in their comments give critical and concrete feedback on structure using an adequate language. The results indicate that the chosen focus of teaching activities influences the focus of the students’ response and writing. The results also indicate a need for more teaching activities concerning grammatical terms. The close-up study shows that the students in the groups highly valued by their teacher have an ability to adjust their feedback according to both the text and their peers. The group less valued by their teacher gives very little response and the students do not participate in the self-evaluation.

     

  • 623.
    Vareman, Lovisa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Svenska som (de) andra(-s) språk: En sociosemiotisk bildanalys av läromedel för kurserna Svenska 1 och Svenska som andraspråk 1 med ett postkolonialt perspektiv2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen var att studera om och hur bilder i läroböcker gjorde skillnad mellan elever som läser gymnasieämnena Svenska och Svenska som andraspråk. En kvalitativ dokumentär metod användes där bildmaterialet analyserades med hjälp av en semiotisk bildanalys grundad på de tre metafunktionerna inom SFL. Analyserna tolkades vidare med ett postkolonialt perspektiv. Båda böckerna hade samma grafiska formgivare och bildredaktörer, var utgivna med ett års mellanrum av samma förlag och kunde därför anses vara intressanta att jämföra. Resultatet visade att bilderna i böckerna i flera av fallen satte andraspråkseleverna i ett utanförskap med lägre grad av aktivt agerande, skillnader som även framkom i styrdokumenten för de båda ämnena. Genom en postkolonial kritisk granskning av bilderna med senare koppling till styrdokumenten drogs slutsatsen att elevgrupperna inte likställdes i vare sig styrdokument eller läroböcker.

  • 624.
    Veenhuis Palmborg, Birgitta
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Prata svenska! - Eller?: Vad tycker lärare?2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie undersöks lärares attityder till transspråkande i undervisningssituationer, samt om lärarna anser att de följer upp sina attityder i sin undervisning. Syftet var att ta reda på om lärares attityder till transspråkande påverkade deras sätt att undervisa, enligt deras egna utlåtanden. Undersökningen utgick från en surveyundersökning i form av en enkät med 42 informanter på två högstadieskolor i en kommun i södra Sverige. I studien har informanternas åsikter jämförts med deras egna utsagor om hur de undervisar. Majoriteten av informanterna ställde sig positiva till transspråkande i undervisningssituationer, samtidigt som de rapporterade att de inte använde transspråkande strategier. Slutsatsen blev att, trots att de flesta informanterna var positiva till transspråkande, uppgav de att de inte använder transspråkande strategier i sin undervisning.

  • 625.
    Ventlinger, Annie
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    "Att göra miljön glad”: Elevreflektioner om läromedel med fokus på hållbar utveckling2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie utgår från två utvalda läromedel för undervisning inom hållbar utveckling.En uppgift från varje läromedel genomförs i en elevgrupp i årskurs 3. Syftet är att se vad som är viktigt för elevernas lärande samt vad som tilltalar och engagerar eleverna och om eleverna uppmärksammar uppgifternas syfte. En läromedelsanalys föregår genomförandet av uppgifterna. Denna omfattar aspekter kring språk, syfte, upplägg, undervisningsform, koppling till styrdokumenten, bildernas funktion samt vad som framkommer i en ekokritisk läsning av läromedlen. Elevernas reflektioner visar att de engageras av variation. Det framkommer även att repetition är en viktig del i elevernas lärande, samt att nivån på uppgifterna i förhållande till elevernas förförståelse är en väsentlig del att ta hänsyn till. Elevernas reflektioner och resultatet av läromedelsanalysen ställs mot forskning om hållbar utveckling i undervisning, undervisning utifrån olika texttyper och forskning om inkludering i läromedel. Resultatet diskuteras även utifrån det sociokulturella perspektivet. I studien framkommer det att valet av läromedel är viktigt för att eleverna ska ges möjlighet att utveckla kunskaper men även utveckla en kritisk analytisk förmåga. Studien visar att båda läromedlen är relevanta att använda i skolan men att de behöver kompletteras med andra typer av uppgifter för att ge eleverna bästa möjliga förutsättningar för att utveckla kunskaper inom hållbar utveckling.

  • 626.
    Vingevik, Felicia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Trygghet och skrivglädje: En studie av lärares uppfattningar om andraspråkselevers språk- och skrivutveckling2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate how teachers talk about their teaching in the subject of Swedish, with a focus on L2 pupils’ writing. Data were collected through interviews with four teachers of Swedish in grades 1–3. The interview responses were compiled for interpretation and divided into four shared themes and allocated to six writing discourses. The result shows that teachers find it difficult to point out what is most important for L2 pupils to encounter in their writing development and they consequently switch between several writing discourses. The teachers also adapt their teaching – to differing extents – in order to promote L2 pupils’ writing. A shared theme in all the teachers’ responses, however, was arousing and maintaining the pupils’ love and enjoyment of writing.

  • 627.
    Visén, Pia
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Språk- och kunskapsutvecklande samtal om multimodala texter: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 3: Samtal om multimodala texter, årskurs 1-9 ]2018Other (Other academic)
    Abstract [sv]

    Den här artikeln handlar om hur textsamtal kan bidra både till elevernas kunskapsutveckling och till att utveckla deras förmåga att tolka och använda texter. Utgångspunkten är att text har olika funktion i olika ämnesområden och att alla texter är multimodala – de byggs alltså upp av flera resurser i samspel, som ord, bild, ljud och layout. 

    I artikeln presenteras en modell för hur lärare kan arbeta med textsamtal på sätt som bidrar till att eleverna ges möjlighet att utveckla sin textrörlighet i relation till olika texter. Modellen utgår ifrån de centrala didaktiska frågorna vad? hur? och vem?

  • 628.
    Vladut, Andreea
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Explicit eller implicit inlärning: En jämförelsestudie mellan inlärningsmetod och ordens djupförståelse i svenska som andraspråk2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 629.
    Vladut, Andreea
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Linnaeus University, Faculty of Social Sciences, Department of Education.
    Ordinlärningsstrategier hos vuxna andraspråksinlärare av svenska.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka vuxna elevers inlärningsstrategier vidandraspråksinlärning. En kvantitativ undersökning genomfördes som baserades påenkäter i pappersform vilka delades ut till eleverna. Enkäterna syftade till att även tareda på om faktorer som utbildning, antal språk och motivation påverkar valet avordinlärningsstrategier för inlärningen av svenska språket. Resultaten visade att utbildningsnivån bland vuxna inlärare inte är betydelsefull föranvändning av ordinlärningsstrategier. Däremot tyder enkäternas svar på attmotivationen och antalet språk som respondenterna talar, förutom modersmålet ochsvenska, är avgörande för valet av ordinlärningsstrategier.

  • 630.
    von Porat, Claes
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ordkunskap och grammatisk förståelse.: En studie i språkfärdighet hos immigranter med stöd i processbarhetsteorin och frekvensordtest.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammandrag  I denna uppsats har grammatiskt processande och receptiv ordförståelse hos immigranter med svenska som främmande språk analyserats. Syftet har varit att undersöka om det finns någon skillnad mellan immigranter som läser på Svenska för invandrare (sfi) nivå 3C och Svenska som andraspråk 1 på gymnasiet (SVA) vad gäller deras processbarhetsnivå och receptiva ordförståelse. Syftet med arbetet har också varit att analysera huruvida vi kan se en tydlig korrelation mellan PT-nivå och den receptiva ordförståelsen när man analyserar de enskilda individernas resultat. Tio informanter från två olika undervisningsgrupper i Svenska för invandrare nivå 3C samt Svenska som andraspråk 1 har valts ut för en jämförande analys. Pienemanns processbarhetsteori (1998) har använts för att analysera informanternas processbarhetsnivå. Vidare har ett frekvensordtest (FOT-test) använts för att analysera informanternas receptiva ordförståelse.

    Studien visar att 30 % av alla informanter i sfi-gruppen når processbarhetsnivå fyra och fem. I SVA-gruppen är siffran 60 %. I sfi-gruppen har tre informanter över 80 % rätt på FOT-testet och tre stycken har under 50 % rätt. I SVA-gruppen har sex informanter över 80 % rätt på samma test och samtliga informanter över hälften rätt. På så sätt kan vi se hur informanternas processbarhetsnivå och resultatet på FOT-testet korrelerar med den studienivå informanterna befinner sig på. De informanter som befinner sig på processbarhetsnivå fyra och fem i båda grupperna har också bättre resultat på frekvensordstestet, 85 % rätt, jämfört med de informanter som befinner sig på processbarhetsnivå tre som har 60 % rätt. Studien visar på så sätt ett samband mellan processbarhetsnivå och receptiv ordförståelse hos de enskilda informanterna. Resultatet av undersökningen var inte oväntat. De informanter som befinner sig på en högre nivå i utbildningssystemet har helt enkelt bättre grammatisk förståelse och ordförståelse än de som befinner sig på en lägre nivå och de informanter som har nått de högsta nivåerna i sin processbarhet kan också fler ord. Undersökningen visar samtidigt att vissa, om än få, testdeltagare på sfi når bättre resultat än deltagare i SVA på båda testerna, vilket gör att vi inte kan dra några generella slutsatser om korrelationen mellan utbildningsnivå, grammatisk nivå och ordförståelsenivå med stöd i undersökningen.

  • 631.
    Värn, Mariethe
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Persson, Rebecca
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Perfekta läsa-själv-böcker för 6–9-åringar”: En litteraturanalys av de fyra delarna i serien Jakten på Jack2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to ascertain what characterizes a book classified as easy reading, and how the selected books relate to factors that are regarded as facilitating reading. The study was conducted with the help of a text analysis considering both linguistic and narratological aspects. The material used is the four parts in the series Jakten på Jack, written by Martin Olczak and illustrated by Anna Sandler. The theories on which the study is based are LIX value, the classification levels of the publisher Nypon Förlag, and MTM’s different aspects of what makes books easily read. The result of the study shows that it is not possible to use a calculation of the LIX value to find out how well a book suits a reader at a particular level. Other aspects need to be considered, for example, those found in Nypon Förlag’s levels and via MTM’s website. The results show that tempo and cliffhangers are factors that make reading easier. The illustrations in the books prove to be significant too, since they can help to explain difficult words or events.

  • 632.
    Wahllöf, Linda
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Olika vägar mot samma mål: En studie av elevers fonologiska medvetenhet i två klasser2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The overall aim of this study is to show how phonological awareness develops during the first school year and how this can be affected by different teaching materials and working methods. Two classes are compared in the study. One of the classes has digital teaching material and the other class has traditional teaching material. The study seeks to show to what extent there are differences between the groups’ phonological awareness. Both quantitative and qualitative methods are used in the case study. Quantitative methods are used to present the result of a test of phonological awareness, compared with the pupils’ results on a previous test. The qualitative part consists of interviews with the class teachersabout their view of the pupils' development of phonological awareness. The results show that there were differences between the two groups in the earlier test, but that these were levelled out after the first school year. Another finding is an advantage for girls over boys in the earlier documentation, but that difference too was reduced during the first school year. Yet another conclusion is that the teachers work with different methods but thecontent of the teaching is relatively similar.

  • 633.
    Waldmann, Christian
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Johansson Falck, Marlene
    Umeå University.
    Tankar kring kring: En diakron studie av prepositionsbruket vid kognitionsverb2017In: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. 27, p. 96-128Article in journal (Refereed)
    Abstract [en]

    This article deals with the usage of Swedish prepositions with cognition verbs. Our main focus is on the usage of the preposition kring ‘around’. The study is done within the framework of Cognitive Linguistics, and the notions of trajectory (TR) and landmark (LM) are used to describe the relationships involved. Questions asked are 1. Has the usage of kring with cognition verbs changed over time? If so, how? and 2. Has the preposition usage with the cognition verbs filosofera ‘philosophize’, fokusera ‘focus’, forska ‘research’, fundera ‘contemplate’, reflektera ‘reflect’, resonera ‘reason’, spekulera ‘speculate’, and tänka ‘think’ changed over time? If so, how?

    The study is based on news texts from the period of 1923-2012 from the Korp Corpus. Taken together, the investigated data contains 3.7 million sentences and 56 million tokens of press texts.

    Our results show that changes in the usages of the prepositions are specific to each verb rather than following an overall trend. Throughout the period, the verbs fokusera, fundera, reflektera, spekulera and tänka are used with prepositions that suggest that people’s thoughts (TR) are directed down towards, or into, abstract topics (LM). The verbs filosofera, forska, and resonera, on the other hand, are used with prepositions that suggest thinking (TR) around abstract topics (LM). There is an increase in the usage of kring with resonera, and a decrease in the usage of kring with fokusera.

  • 634.
    Waldmann, Christian
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Levlin, Maria
    Umeå University, Sweden.
    Skrivande hos elever med olika typer av lässvårigheter2019In: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018 / [ed] Birgitta Ljung Egeland, Tim Roberts, Erica Sandlund, Pia Sundqvist, Karlstad: Karlstads universitet, 2019, p. 305-323Conference paper (Refereed)
    Abstract [sv]

    I denna studie undersöks textlängd, narrativ kvalitet, lexikal variation och stavning i narrativa texter skrivna i årskurs 3 av elever identifierade med typisk respektive svag avkodning och/eller läsförståelse i en screening i årskurs 2. Deltagare är 16 elever med avkodningssvårigheter, 19 elever med läsförståelsesvårigheter, 12 elever med både avkodnings- och läsförståelsesvårigheter samt 16 elever med typisk avkodning och läsförståelse. Textmaterialet består av den fria narrativa skrivuppgiften i det nationella ämnesprovet i årskurs 3. Texterna analyseras med hjälp av kvantitativa mått på textlängd, narrativ kvalitet, lexikal variation och stavning samt deskriptiva och parametriska analysmetoder. Resultaten visar att det finns signifikanta skillnader i textlängd, narrativ kvalitet och lexikal variation mellan de fyra elevgrupperna. Alla tre grupper med lässvårigheter skrev signifikant kortare texter jämfört med gruppen med typisk läsförmåga. Narrativ kvalitet och lexikal variation visade sig vara särskilt utmanande för grupperna med läsförståelsesvårigheter. Stavning uppvisade inga signifikanta skillnader mellan några grupper. Sammantaget indikerar studien att elever med läsförståelsesvårigheter utgör en särskilt sårbar grupp i skrivutvecklingen.

  • 635.
    Waldmann, Christian
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Levlin, Maria
    Umeå University.
    Skriven textproduktion hos elever med och utan lässvårigheter2018In: Presented at ASLA-symposiet 2018, Karlstad, Sweden, April 12-13, 2018, 2018Conference paper (Refereed)
  • 636.
    Waldmann, Christian
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Sullivan, Kirk P. H.
    Umeå University, Sweden.
    How the Materiality of Mobile Video Chats Shapes Emergent Language Learning Practices in Early Childhood2019In: Emergent Practices and Material Conditions in Learning and Teaching with Technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Cham: Springer, 2019, p. 217-229Chapter in book (Refereed)
    Abstract [en]

    Language learning practices are shaped by their material conditions. Using an action research case study intervention, this paper shows how the introduction of mobile video chats for children learning a home language creates the material conditions for language engagement and participation practice to emerge that encourage the learning of the home language in additional contexts. The mobile video chat’s concomitant role in enacting change in the children’s home language learning practices facilitates home language learning in authentic and meaningful interactions. The material characteristics of the microphone, the web-camera, the loudspeaker, Skype and the portability of the tablet together with the material characteristics of their physical environment have the potential to enact change in children’s additional language learning through listening, seeing, speaking, moving, and showing in virtual interaction with a grandparent as adult conversational partner.

  • 637.
    Waldmann, Christian
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Sullivan, Kirk P. H.
    Umeå University, Sweden.
    Syntax Rules and (Un)Grammaticality2019In: Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners / [ed] Nabat Erdogan, Michael Wei, Hershey, PA: IGI Global, 2019, p. 103-126Chapter in book (Refereed)
    Abstract [en]

    This chapter deals with syntax rules and grammaticality judgments in the teaching and learning of English as a second and foreign language for linguistically diverse learners. Grammaticality judgment tasks are used in linguistic research to probe speakers’ implicit knowledge about the syntactic rules of language. This chapter discusses grammaticality judgment tasks in educational contexts and proposes a method for teaching syntactic rules of English based on the grammaticality judgments of second and foreign language learners of English. The chapter also attempts to raise grammatical consciousness for teaching of English as a second or foreign language as well as illustrating how various media can be used to design and present grammaticality judgment tasks to support language learning and learner engagement, participation, and motivation.

  • 638.
    Waldmann, Christian
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Sullivan, Kirk PH
    Umeå University.
    Att stödja barns språkliga utveckling: Miljöer, lärtillfällen och interaktioner i klassrum2017In: Språk och norm: Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016 / [ed] Saga Bendegard, Ulla Melander Marttala, Maria Westman, Uppsala: Uppsala universitet, 2017, p. 160-168Conference paper (Refereed)
  • 639.
    Waldén, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    I gränslandet mellan fakta och fiktion: Hur självframställning görs på två bloggar2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersöker hur självframställning görs och kommenteras på två olika bloggar skrivna av Elsa Billgren och Sandra Beijer. Deras bloggtexter med tillhörande bilder analyseras med hjälp av teorier om självframställning, självbiografier och autofiktion. Analysen ställs sedan i relation till svenskämnet och vilken läskompetens som krävs i de digitala, utvidgade textvärldar eleverna rör sig i idag.

    Analysen visar att drag av såväl självbiogafiska och autofiktiva tendenser finns på bloggarna som undersöks. Bloggförfattarna visar på en medvetenhet som bloggen som marknadsförare av ett fiktionaliserat jag och beskriver hur de med hjälp av storytelling och förskönande bilder av verkligheten framställer sig själva på sina plattformar. Självframställningen sker genom en blandning av fakta och fiktion.

  • 640.
    Wallgren, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Kvaliteter i elevtexter: Att skriva med olika verktyg i årskurs 22017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of the study was to investigate the quality of pupils’ narrative texts written either by hand or on a tablet. The questions concern which structures are characteristic of the texts as a whole and what is distinctive about hand-written texts and those written on a tablet. To investigate this, 46 pupil texts from grade 2 were analysed. Each pupil in the class wrote two texts, one with each writing tool. The overall theoretical approach in the study is dialogism, which views all utterances as being related to each other. In this study that means that the pupils received teaching about how to write a story, and then wrote stories of their own. Relief theory, which has its foundation in dialogism, was used as analytical framework. With this model, analyses are made of the text as a whole. The overall structure and focus of the text are regarded as the foreground and the additions and expanded details supporting these are viewed as the background text. This interaction between foreground and background gives the relief perspective. Proceeding from relief theory, the structures of the texts in their entirety were analysed. At the intermediate and local level of the texts, dialogues and connectives were analysed, along with the number of unique words and the total number of words. The relief of the texts was analysed in terms of quality at global, intermediate and local text level. The relief analysis revealed that three different categories of relief could be identified in these texts. The result shows that the difference in quality concerns how the backgrounds are expanded. The results of the study show that there are differences between the pupils’ handwritten texts and texts written on a tablet, but the differences are small. The biggest differences concern the number of unique words and the total number of words. The texts written on a tablet contain both more unique words and more words in total than texts written by hand.

     

    Keywords

    relief theory, tablet, writing tools, early school years, student text, narrative text

  • 641.
    Wallskär, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Saklig och opartisk?: En undersökning av evaluerande språkbruk i Polisens kommunikation på Facebook2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie undersöks evalueringar i Polisens texter på Facebook. Evalueringar är språkhandlingar som värderar, uttrycker åsikter, bedömer och uttrycker känslor. Evalueringarna i Polisens Facebooktexter har studerats med hjälp av en metod för textanalys som bygger på metodramverket Appraisal. Materialet består av 29 inlägg från lika många av Polisens konton på Facebook. Evalueringarna identifieras, räknas och beskrivs. Uppsatsen identifierar även några teman som ofta är föremål för Polisens evalueringar.

    Resultatet visar att majoriteten av Polisens Facebookinlägg innehåller evaluerande uttryck. Detta är viktigt att uppmärksamma bland annat mot bakgrund av kravet på Polisen som myndighet att arbeta sakligt och opartiskt. Ett sådant förhållningssätt är svårt att förena med ett känslo- och värderingsladdat språkbruk.

  • 642.
    Wangejad, Ida
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Olausson, Jennie
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Normer och värderingar i barnlitteratur: En analys av tre omtyckta barnböcker för år 10-122016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Narratives are regarded as a mirror of reality and therefore contain established norms and values which can be passed on to children. For that reason, the aim of the study is to analyse what norms and values can be detected in three popular children’s books, selected by pupils in grades 4–6, in the hope that they can be useful in school work with basic values. Reading literature brings a greater understanding of both the world and the individual. Since characters have a great influence on children, the study analyses the leading characters in the books Sam och Sigge, Diamantmysteriet and Nidstången. Among other things, the analysis gives examples of what is considered right or wrong, what a relationship should look like, how girls or boys are expected to behave, how people and animals should be treated, and that it is wrong to steal. In this way the selected books can be discussed in different ways in connection with values education in school.

  • 643.
    Weilander, Johan
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    På väg till en narrativt fantasifull skola: Inlevelse, visuell litteracitet och narrativ kompetens i årskurs 4–6.2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den svenska skolans undervisning i det svenska språket har för avsikt att göra eleverna narrativt kompetenta, det vill säga, de ska kunna förstå och skapa berättande texter. Inom läroplanen finns dock en öppning för ett mer vidgat textbegrepp där det inkluderas visuell litteracitet, att eleverna exempelvis ska kunna förstå filmiska berättelser. Denna studies syfte är att undersöka på vilka sätt mellanstadieelever kan arbeta med en dokumentär filmberättelse om fyra skolbarn för att utveckla sina förmågor att skriva berättelser och vidga sina vyer av omvärlden.

    Begreppet narrativ fantasi, myntat av den amerikanska filosofen Martha C. Nussbaum, är framträdande i undersökningen. Med det menas en slags förmåga till inlevelse, att läsandet av olika texter vidgar läsarens förståelse för sin omvärld. Eleverna är uppmanade att välja karaktär och typ av berättelse. Genom både kvalitativ och kvantitativ textanalys visar deras berättelser på en varierad, men ändå utbredd narrativ fantasi. Denna förmåga är dock beroende av både visuell litteracitet, att förstå filmen, och narrativ kompetens, att skapa en egen berättelse.

  • 644.
    Weilander, Johan
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Gustavsson, Emil
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Slutet är nära!: Hållbarhet, klimatångest och hotet om undergång i skönlitteratur och läromedel för årskurs 4-62019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With basis in the increase of so-called climate anxiety among children, the purpose of the study is to investigate and analyse ecological issues in children’s literature and text books meant for pupils in grades 4–6. We examine how pupils are required to become ecologically aware citizens, how the responsibility among children and adults is handled, how the interplay between nature and humanity is problematised and how the threat of destruction is depicted. The qualitative text analysis focuses on the two novels Kometen kommer (Comet in Moominland, by Tove Jansson) and Slutet (The End, by Mats Strandberg), as well as four text books of different subjects in the Utkik (Outlook) series.The result shows that the texts describe issues of sustainability from a human-centered perspective, where man is considered responsible for the climate crisis and the children are enjoined the responsibility of putting an end to it. The balance between activating the children and teaching them about sustainability, without causing even more anxiety, seems difficult to handle. The novels use apocalyptic themes, while the text books expressively focuses on describing the different factors of threat. A conscious selection of teaching material and children’s literature – what? and why? – is a necessary didactical approach.

  • 645.
    Wejrum, Marie
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Att utveckla läsförståelse: Lästriangeln som modell vid läsning av sakprosatext i svenskundervisning i årskurs 82018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Based on students’ declining reading comprehension there is a need to develop systematic explicit instruction in teaching reading. This study is based on theories of metacognition, reading comprehension, reading instruction and Legitimation Code Theory and has the reading triangle as a model for teaching expository texts. The model has been tested in one class with eighth-grade students. The students have estimated their own reading comprehension and how they worked before, during and after reading an expository text, both before and after work with the reading triangle. The students in this survey have been taught and have worked with texts based on three levels of the reading triangle. The materials in the study are students’ self-assessments, texts with underlining and comments and interviews with the students and their teacher. The results show that the model, the reading triangle, as a part of an approach to develop literacy, with modelling and metacognitive textual conversations, can contribute to an understanding of the students’ reading process and knowledge of how global and local aspects of texts – such as purpose, text structure and choice of words – are connected with and influence reading comprehension. The study shows that the link between local and global levels must be explicit, since a focus on details can be detrimental to the overall understanding of texts. The use of the reading triangle in the classroom can also help the teaching move between the concrete and the abstract, enabling students to use the acquired knowledge and insights in new texts and reading situations.

  • 646.
    Wejrum, Marie
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Lästriangeln – en modell för systematisk läsundervisning 2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    International student assessments show that reading comprehension among Swedish pupils has decreased and the Swedish school system has become less successful in compensating for the variety of pupils’ background. The aim of this study is to examine whether the reading triangle, which is an adaption of the text triangle, provides a beneficial model to use at lower secondary level to enhance advanced reading comprehension and to systematize the teaching of reading on the basis of models developed in research on writing. The study draws on Anglo-Saxon and Nordic research on the teaching of reading and writing, as well as theories of metacognition and visual learning. The results show that the reading triangle, after some modifications, can serve as a tool to make pupils aware of their reading process and at what level they read and analyse texts. Moreover, the model can be a tool for teachers to systematize their teaching of reading and clarifying on what levels they need to focus when planning their teaching of reading.

  • 647.
    Westberg, Sarah
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Språkutveckling med iPads i förskolan: Pedagogers tankar och erfarenheter kring att arbeta med iPads för att stimulera språkutveckling och språkmedvetenhet.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att ta reda på hur pedagoger arbetar språkutvecklande i förskolan, med IKT som verktyg. Fokus ligger på vilka föreställningar och erfarenheter som förskolepedagoger har av IKT kopplat till språkutvecklande arbete.

    För att få fram ett resultat av min undersökning valde jag att utföra kvalitativa intervjuer med mina informanter, då jag ville ge dem möjlighet att berätta sina åsikter och dela med sig av erfarenheter kring att arbeta med språket med IKT som hjälpmedel. En gemensam åsikt som alla informanter påpekade ett flertal gånger under intervjuerna var bristen på tid till att diskutera tillsammans i arbetslaget hur de skulle konkretisera arbetet med iPads i verksamheten. I resultatet framkom att det fanns en stor osäkerhet kring att arbeta språkutvecklande med IKT. De hade fått många utbildningstillfällen men de var förlagda utanför arbetstid. Dessutom var utbildningarna teoretiskt lagda och syftade inte till att ge pedagogerna redskap i hur iPads skulle användas tillsammans med barnen. Informanterna pratade även om betydelsen av lärarens närvaro, speciellt när barnen satt vid en dator eller en iPad. Att var en närvarande pedagog ansågs ha stor betydelse för huruvida den språkliga aktiviteten med iPads blev pedagogisk eller inte. Åsikterna kring på vilket sätt man som pedagog behövde vara aktiv med barnen för att uppfylla detta var blandade. Betydelsen av att vara en närvarande pedagog finns även med i den forskning som jag kommer att skriva om i detta examensarbete. 

  • 648.
    Westerholm, Sylvia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    "Du pratar som dom i Sommarpratarna": Om gymnasieelevers respons på argumenterande tal och attityder till respons2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate oral peer review on argumentative speech and to study the attitudes towards this peer review. The investigation was performed in an up-per secondary school class, and it focused on the different types of oral responses students give each other. In addition, the study investigated in what way the students experience this type of peer review. The results show that students reflect on form and performance as well as content, but they place more emphasis on form and performance than content. Students are positive about peer review and its importance for their progress. The investigation shows that peer review is needed, but the methods need to be developed further as response should mirror all parts of a work process, peer review can be used in other situations such as work life as well as in the teaching of other subjects.

  • 649.
    Westum, Asbjörg
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Umeå universitet, Institutionen för språkstudier.
    Engelska sjukan: semantiska problem kring ett folkligt sjukdomsbegrepp1993In: ASLA-information, ISSN 0281-370X, Vol. 19, no 2, p. 67-69Article in journal (Other academic)
  • 650.
    Westum, Asbjörg
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Umeå universitet, Institutionen för språkstudier.
    Fransos och finnskott: Något om språklig projicering inom det folkmedicinska ordförrådet1992In: Language - the Time Machine: Papers in honour of Bengt Odenstedt on the occasion of his sixtieth birthday, July 21, 1992 / [ed] Gunnar Persson & Lars-Erik Edlund, Stockholm: Almqvist & Wiksell , 1992, 1, p. 191-202Chapter in book (Other academic)
    Abstract [en]

    The starting-point of this study is our need for satisfactory explanations when we suffer from illness. Often, justly or not, we identify an individual or a group as disease carriers. This phenomenon can be regarded as an act of projection, and in Scandinavian ethnomedicine it shows itself in the terminology when a disease is named after an ethnic group. The present study, which shows just a few examples of this kind of linguistic projection, deals mainly with the words fransos ('Frenchman') and finnskott ('Lapp shot'), but words such as utländska elden ('the foreign fire') and tyskeldsår ('sore from German fire') are also mentioned.

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