Change search
Refine search result
45678910 301 - 350 of 689
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 301.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    MacIntyre, Peter D.
    Cape Breton University, Sydney, (CAN).
    Willingness to communicate in a multilingual context: part two, person-context dynamics2021In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, p. 1-17Article in journal (Refereed)
    Abstract [en]

    In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case study explores intraindividual variability in the WTC propensities of adult learners of Swedish for whom the TL and English provide viable communication options in community interaction. Carried out over a period where TL skills began to develop, the purpose was to explore the process characteristics of changes in communication-initiation propensities. A person-context dynamics perspective was employed, and analyses of time-serial data were combined with analyses of concurrently generated interview data. Results reveal how changes in WTC could be gradual and nongradual, continuous and discontinuous.

    Download full text (pdf)
    fulltext
  • 302.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tynkkinen, Mona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Becoming a Process Researcher of One's Own Development: Using an Identity Mapping Model to Make Sense of Transformation Dynamics During the Practicum2017In: Innovative Practices in Language Teacher Education / [ed] Gregersen, Tammy S.; MacIntyre, Peter D., Springer International Publishing , 2017, p. 205-228Chapter in book (Other academic)
    Abstract [en]

    Inspired by Steenbeek and van Geert’s (2015) proposal that teachers need to become process researchers of their own development, and making use of methods of retroduction, the innovation we present comes in the form of a model that provides preservice language teachers with the knowledge and tools needed to map the dynamics of identity development during practicum periods. We provide an outline of the model and describe how we used it mentoring a group of preservice teachers. When mentors take on the role of complexity coaches and offer insights into complexity principles such as nonlinearity and the interrelationship of timescales, students have opportunities to investigate shifts in their emerging teacher identities, and to identify the signature dynamics of their identity systems. Taking on the role of a process researcher, preservice teachers can gain important self-insights and become able to identify and make sense of identity transformations. By facilitating such insights and providing opportunities for ‘in-the-moment identity management’, the model can play an important role in the process of developing a coherent professional identity.

  • 303.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Interactive learning in culture studies2003In: Proceedings from the 8th Nordic Conference on English Studies / [ed] Aijmer, Karin& Olinder, Britta, Göteborg: Acta Universitatis Gothoburgensis , 2003, p. 319-332Chapter in book (Refereed)
    Abstract [en]

    This paper will outline a text-based teaching strategy for culture courses and in particular will examine the contribution that ’in-text’ questions can make towards generating ’deep approaches’ to learning when they are used in a collaborative setting. A course in the history of literature and the cultural context of that literature’s reception can often involve one-way communication and a significant amount of verbatim learning. The memorisation of authors’ names, the titles and dates of works, as well as the process of categorisation (placing those works in periods or genres) are activities that reward surface approaches to learning but which are deemed a necessary evil, even by the most pedagogically-minded instructors. The purpose of this project has been to move away from such methods. In implementing this model for text-based, collaborative learning, we asked ourselves two things: First, could the use of carefully formulated in-text questions in a student-oriented, interactive setting encourage a deep, rather than a surface approach to learning, and second, could such a course help to solve the budget-versus-quality dilemma created by the steadily decreasing number of contact hours teachers are permitted to schedule, while still maintaining high educational standards.

  • 304.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Texts and events: cultural narratives of Britain and the United States2001 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [en]

    This textbook provides university-level students with a basic introduction to British and American literature by weaving it into a context of contemporary historical events. The authors have created learning material that includes a carefully chosen selection of literary texts, followed by thought-provoking ‘in-text’ questions, which are designed to contribute to a better understanding of the relationship between literature and history. Texts and Events also attempts to be open-ended in its version of the past, encouraging readers to seek knowledge outside the text by analyzing other narratives, both fictional and historical, to which they are referred at the end of each chapter.  These ‘Suggestions for Further Study’ include Internet resources that expand upon and present alternatives to the narratives offered here. In this way, students are challenged to begin to question the exclusive nature of literary canons, to fill in the gaps of historical narratives and to realize that such canons and texts are never complete.

  • 305.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Texts and events: cultural narratives of Britain and the United States2012 (ed. 2)Book (Other academic)
  • 306.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Att göras till filmarbetare2011Collection (editor) (Other academic)
  • 307.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Att skapa filmarbetare, team och organisation2011In: Att göras till filmarbetare / [ed] Herrman, Margaretha, Nora: Nya Doxa , 2011, p. 79-111Chapter in book (Other academic)
  • 308.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Bransch i förändring?2011In: Att göras till filmarbetare / [ed] Herrman, Margaretha, Nora: Nya Doxa , 2011, p. 51-78Chapter in book (Other academic)
  • 309.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Division of Health and Culture. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Etnologi och kulturvetenskap2011In: Ljusgården, ISSN 1103-386X, no 22, p. 45-49Article in journal (Other academic)
  • 310.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Filmarbetare: - yrkesval och lärande i arbetslivet2008Report (Other academic)
    Abstract [sv]

    I det inledande kapitlet, kapitel ett, ges förutsättningar för studiens genomförande. Jag har intervjuat sju filmarbetare – både kreatörer och administratörer – på ett långfilmsprojekt, här kallat Produktionen. Studiens tidsmässiga avgränsning utgörs av tiden strax före inspelningsprocessen startade och under själva inspelningen. Materialet består av intervjuerna, kortare samtal på plats med övriga filmarbetare, observationer vid några inspelningstillfällen både i studio och på location (annan plats än studio), samt genomläsning av två manusutkast. Mitt intressefokus är filmarbetarnas yrkesvardag. Mitt syfte har varit att lära om de villkor som gäller under en långfilmsproduktion och att söka förståelse för hur filmarbetarna resonerar om filmarbetets praktik, dvs. hur de beskriver sitt arbete men också hur de samhandlar med andra filmarbetare inom samma produktion. Studien har en exploarativ karaktär. I kapitel två får de intervjuade filmarbetarna beskriva sin väg till yrket och hur de uppfattar sitt huvudsakliga arbetsinnehåll. Detta avsnitt får tjäna som en bild av några olika yrkesroller eller funktioner i ett filminspelningssammanhang. I kapitel tre går jag närmare in på de förklaringar som ges till val av yrke och bransch, dvs. vad det är i filmbranschen som attraherar och gör att filmarbetaren ser sig som en person i en speciell yrkessektor. Kapitlet handlar också om hur den konkurrensutsatthet som råder i filmbranschen bidrar till behovet att exempelvis skapa nätverk och investera i specialkunskaper. I kapitel fyra visar jag hur de organisatoriska villkoren ger stöd för konstruktionen av ett enat ”vi”, ett team som arbetar mot en gemensam målbild. Jag lyfter också fram den flitigt förekommande familjemetaforen och diskuterar vad begreppet familj kan ha för betydelse i filmarbetets vardag. I kapitel fem sätter jag fokus på hur filmarbetarna resonerar om sina möjligheter att bidra till en films konstnärliga kvalitet. Detta avsnitt följer till vissa delar upplägget i de två tidigare kapitlen, främst när det gäller samarbete, men här ges samarbetet ett mer riktat fokus mot de konstnärliga ambitionerna. I kapitel sex ger jag en sammanfattning av det som filmarbetarna uppfattar som filmarbetets och filmarbetarnas särskildhet. Särart och särskildhet sätts här i relation till en förändrad arbetsmarknad, lärande i arbetslivet och organisatoriska villkor.

    Download full text (pdf)
    FULLTEXT01
  • 311.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Filmarbetare: praktik och konstnärliga ambitioner2010In: Konst- och kultursektorn: ett pionjärområde för ett arbetsliv i omvandling / [ed] Flisbäck, Marita, Lund, Anna, Växjö: Linnéuniversitetet, Institutionen för samhällsvetenskaper , 2010, 1., no 04, p. 156-173Chapter in book (Other academic)
  • 312.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Förändringsagenter? Filmproduktionsstudenters förståelser av villkor och förutsättningar för etablering i filmbranschen2011In: Utmaningar och perspektiv på VerksamhetsIntegrerat LÄRande: Presentationer, 2011Conference paper (Refereed)
  • 313.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Med klassrummet som produktionskontor: att lära för arbetsliv och marknad?2011In: Att göras till filmarbetare / [ed] Herrman, Margaretha, Nora: Nya Doxa , 2011, p. 210-232Chapter in book (Other academic)
  • 314.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Tystnad! Tagning!: Filmarbetare om teamarbete och delaktighet i filmiskt konstnärligt skapande2009In: Film mellan industri och estetik: Kulturvetenskapliga perspektiv på film och filmproduktion / [ed] Fredrik Sunnemark, Trollhättan: Högskolan Väst , 2009, p. 90-135Chapter in book (Other academic)
  • 315.
    Herrman, Margaretha 
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Äldre finns dom?: Om föreställningar och attityder till äldre/åldrande där film utgör exempel.2012Conference paper (Other academic)
  • 316.
    Herrman, Margaretha 
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Johansson Bunting, Leona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johanson, Marita
    University West, Administration .
    Learning for Film Production2012Conference paper (Other academic)
  • 317.
    Herrman, Margaretha
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Kullgren, Carina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Studentpitchen: iscensatta branschnormer2011In: Att göras till filmarbetare / [ed] Herrman, Margaretha, Nora: Nya Doxa , 2011, p. 233-253Chapter in book (Other academic)
  • 318.
    Herrman, Margaretha
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Mårdén, Björn
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Social and Behavioural Studies.
    Bransch, utövare och utbildning2011In: Att göras till filmarbetare / [ed] Herrman, Margaretha, Nora: Nya Doxa , 2011, p. 36-50Chapter in book (Other academic)
  • 319.
    Herrman, Margaretha
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Attitudes to Ageing and Elderly Care: Film Stories as Mirror or Creator of Norms2015In: International Journal of Humanities Social Sciences and Education (IJHSSE), ISSN 2349-0373, Vol. 2, no 10, p. 55-66Article in journal (Refereed)
    Abstract [en]

    Research on representations of older people in popular culture shows that this group is awarded limited space and often assigned negative images. How older people are represented in film stories reflects general notions of ageing, which may have consequences for the design and quality of elderly care. In this study, cultural studies and gerontological research are used for interpretation of feature films to discuss how standards on age and ageing are created and maintained. Contemporary films with older starring characters are analysed. Ageism is visible in the films, which may contribute to negative views of old age. Older people have, or are perceived to have, impairments and extensive care needs. They are in some ways treated as minors. The older characters display resistance and ambitions to control their lives. There is a challenge to redefine prevailing age norms and meet increasing demands for care of older people.

  • 320.
    Herrman, Margaretha
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Wahlström, Emmie
    Mälardalens högskola.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Winroth, Jan
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    "Det är roligt när de kommer och spelar och sjunger": Kulturprojekt för äldre - ett utvecklingsarbete?2014Report (Other academic)
  • 321.
    Hertzberg, Magnus
    University West, Department of Social and Behavioural Studies.
    The Facework of David Brent: A Study of Facework in the Office UK2022Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
  • 322.
    Holmberg, Lina
    University West, Department of Social and Behavioural Studies.
    Teachers’ perceptions of Mid-Atlantic English in Sweden: EFL and mother tongue teachers’ views on usage of Mid-Atlantic English in verbal and written assignment2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to find out if teachers’ perceptions of AmE, BrE and MaE have to do with which variety of English they choose to speak and write in classroom settings and why, and if it would affect their assessments if students used Mid-Atlantic English in spoken and written assignments. The material was gathered using an online questionnaire and 81 teachers in Sweden participated and filled in the questionnaire. The result of this study demonstrated that it was not only teachers’ perceptions of American English, British English and Mid-Atlantic English that had motivated them to speak and write a certain English variety in classroom settings, but other aspects also played a significant part such as syllabus, mother tongue, overseas work experience, and consideration taken to students’ future studies. The result of this study demonstrated that MaE was acceptable in classroom settings, perceived as Standard English by some participating teachers, and the majority of participating teachers accepted the usage of MaE in both verbal and written assignments.

  • 323.
    Holmberg, Wictor
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Devil and the Deep Blue Sea: A Study of Media Bias Regarding the 2016 Presidential Election2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines the connection between media bias and the two 2016 candidates’ acceptance-speeches for their respective nominations. Through a study conducted by Tim Groseclose and Jefferey Milyo published by Oxfords Quarterly Journal of Economics, the two networks in question, FOX News and CNN, both have different political biases on different sides of the political spectrum. FOX News is republican while CNN is democrat. By using an appraisal analysis to measure attitude projected by the media, the conclusion declares that the bias pointed out in Milyo and Groseclose article coincide with the bias suggested in this essay. The candidates’ opinions were delivered through the networks’ articles, but with negative and positive judgement that match their alleged bias.

  • 324.
    Holmdahl, Alexandra
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Denian, Catherine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motiverande eller inte motiverande? Det är frågan!: En textanalys av två läromedel i engelska för årskurs 42022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Läromedelsutformningen är högst västvänlig för elevers lärande och det är många aspekter att ta hänsyn till i valet av läromedel (SOU, 2021, s.68, Nodima, 2022). Enligt undersökningar används läromedel i stort utsträckning i Sverige (SOU, 2021, s.148; Lundahl, 2014, s.20). Elevers motivationsbrist kan härledas till vilka texter och uppgifter läromedel tillhandahåller, trots detta har lärare oftast begränsade möjligheter gällande valet av läromedel (Andon & Wingate, 2013).

    Syfte: Syftet med studien är att jämföra och granska 2 läromedel för årskurs 4 i engelska, utifrån om de berör det som forskning menar är motiverande gällande språklärande, genom att besvara frågeställningarna: (1) Hur många uppgifter i läromedlen uppfyller motivationskriterierna?, (2) Hur ser fördelningen ut i läromedlen, gällande kriterieuppfyllnad?, (3) I vilken utsträckning är läromedlen motiverande, utifrån kriterierna?, (4) Vilka likheter och skillnader finns mellan läromedlen, gällande motivationskriterierna?

    Metod: Genom en innehållsanalys, baserad på Dörnyeis (2019) motivationskriterier, med både kvantitativa och kvalitativa metoder, är läromedelsuppgifterna i Champ 4 (Bermheden, m.fl.,2015) och Sparks 4 (Svenning & Taylor, 2020) granskade och jämförda.

    Resultat: Resultatet visar att båda läromedlen, Champ 4 och Sparks 4, har lika stor andel motiverande uppgifter. Trots att båda läromedlen uppfyller lika stor andel av motivationskriterierna visar resultatet gällande frågeställning 3, i vilken utsträckning, att Sparks 4 är mer motiverande än Champ 4. De uppgifter som inte uppfyller några av motivationskriterierna är mestadels grammatik-och ordförståelseuppgifter.

  • 325.
    Häggh, Evelina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jensen Moberg, Sascha
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Flickan i robinsonaden: En komparativ genusanalys av protagonisterna i G.H Mellins Öjungfrun och Sofia Nordins En sekund i taget2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Robinsonaden är en genre som historiskt varit avsedd för män och pojkar samt handlat om män. Genren innefattar äventyrsberättelser med fokus på överlevnad och några kända exempel är Daniel Defoes Robinson Crusoe, J.H Campes Robinson den yngre och R.M Ballantynes Korallön. Flickan tog för första gången plats i robinsonaden under sent 1800-tal och förekommer sedan dess allt oftare i moderna texter. G.H. Mellins Öjungfrun (1877) och Sofia Nordins En sekund i taget (2013) är två exempel på robinsonader med en kvinnlig protagonist.

    Syfte: Uppsatsens syfte är att genom en kritisk närläsning analysera hur de kvinnliga protagonisterna Helena i Öjungfrun (1877) och Hedvig i En sekund i taget (2013) porträtteras med utgångspunkt i könskonventioner. Vi ämnar också inta ett didaktiskt förhållningssätt till texterna och analysens betydelse för svenskundervisning. Detta för att tydliggöra litteraturens funktion och verkan, inte bara för nöjesläsning utan som ett verktyg för kunskapsutveckling, vilket svensklärare har som uppgift att förmedla till eleverna.

    Metod: Protagonisterna i Öjungfrun (1877) och En sekund i taget (2013) kommer att analyseras genom en komparativ kritisk närläsning. Detta görs med hjälp av feministisk teori av Simone de Beauvoir, Yvonne Hirdman och Naomi Wolf.

    Resultat: Det råder både skillnader och likheter mellan hur Helena och Hedvig skildras vad gäller agens, kvinnoroller och robinsonaden som genre. Trots att En sekund i taget är utgiven 2013 och på många sätt visar en modernare kvinnosyn skildras fortfarande stereotypa könsnormer.

  • 326.
    Häggh, Evelina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jensen Moberg, Sascha
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Fokus på språkform i multietnisk ungdomslitteratur i gymnasieskolan: En didaktisk undersökning av språket i romanerna Ett öga rött & Shoo bre2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Skönlitteratur skriven på multietniskt ungdomsspråk har blivit ett alltmer vanligt inslag i svenskundervisningen. Multietniskt ungdomsspråk är en språkvarietet som influeras av främst slang från andra språk. Varieteten är även känd i mer informella sammanhang som benämningen "Rinkebysvenska" eller "förortssvenska" men används idag i fler geografiska områden än Rinkeby. Multietniskt ungdomsspråk har kommit att bli ett litterärt stilgrepp som författare använder sig av för att skapa autenticitet i berättelser. Användningen av litteratur skriven på denna språkvarietet är förenlig med vissa kriterier i styrdokumenten i svenska gymnasieskolan men det finns också forskning som problematiserar arbete med sådan litteratur och menar att språket i dessa böcker förbises i utbildningssammanhang.

    Syfte: Med vetskap om att fördelar med användning av multietnisk ungdomslitteratur finns, vill vi i denna uppsats undersöka språket i romanerna Shoo bre och Ett öga rött och med utgångspunkt i detta problematisera och föra en didaktisk diskussion om hur litteratur skriven på multietniskt ungdomsspråk kan användas för att hjälpa elever med annat modersmål än svenska, som läser och betygsätts i svenska 1, 2 och 3 på gymnasieskolan, med deras lärande av språkriktighet och språkvariation.

    Metod: För att kunna genomföra detta gör vi en närläsning och språklig felanalys av grammatiken i ovannämnda böcker och genom att belysa de grammatiska avvikelser som förekommer redovisar och diskuterar vi sedan hur dessa böcker skulle kunna användas i svenskundervisningen på gymnasieskolan, med stöd av den tidigare forskning och teorin vi hittat rörande ämnet. Vi använder oss av Kenneth Hyltenstams interimspråkshypotes för att förklara hur andraspråksinlärning kan gå till i teorin.

    Resultat: Resultatet visar att flera grammatiska avvikelser vad gäller ordföljd, formlära, formord, lexikonkunskap samt slang förekommer i båda romanerna. Uppsatsens resultat pekar också på att LTG-metoden är användbar för form-fokuserad undervisning med böcker såsom Shoo bre och Ett öga rött som undervisningsmaterial. Vidare indikerar resultatet att språkundervisning som fokuserar på språkform integrerad med kommunikativ språkinlärning leder till högre elevprestation. Kommunikativ språkinlärning kan innefatta bland annat läsning och arbete med skönlitteratur. Resultatet pekar slutligen på att skönlitteratur, i synnerhet skönlitteratur skriven på multietniskt ungdomsspråk kan ha en vidare funktion, det vill säga användas som resurs för undervisning av grammatik, språkriktighet och språkvariation och inte endast för litterär analys.

  • 327.
    Håkansson, Mikael
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Nothing Actually Happens": Boredom in David Foster Wallace's The Pale King2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 328.
    Högberg, Karin
    University West, School of Business, Economics and IT, Division of Media Production.
    Kvinnor som producenter2011In: Att göras till filmarbetare / [ed] Herrman, Margareta, Nora: Nya Doxa , 2011, p. 142-172Chapter in book (Other academic)
  • 329.
    Inal, Tuba
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    The (re)production of a rape culture through film: Turkish cinema's love affair with rape2017In: Continuum. Journal of Media and Cultural Studies, ISSN 1030-4312, E-ISSN 1469-3666, Vol. 31, no 6, p. 802-819Article in journal (Refereed)
    Abstract [en]

    Sexual violence is a pervasive problem that continues to affect many women’s lives around the world. The cultural environment enables the continued perpetration of these crimes and the (re)production of these cultural environments as well as their subjects through visual arts, particularly cinema. In this article, the mutually constitutive relationship between the rape culture in Turkey and Turkish cinema, with its particular themes and characters, is explored and described in order to shed light upon the social setting that both produces and consumes the rape-themed movies while normalizing and allowing rape.

  • 330.
    Isayeva, Elnara
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Språkutvecklande smågruppssamtal: En studie om andraspråkstalarens användning av svenska språket och ömsesidig stöttning i ett grupparbete med infödda talare2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med studien är att observera smågruppsamtal med tanken att registrera stöttningstecken från mer erfarna till mindre erfarna inlärare. Samtidigt uppmärksammar jag grupparbetets roll för språkinlärningen. Det observerades tre gruppsamtal där inlärarna diskuterade sammanlagt 27 frågor i NO – ämne och stöttade varandra språkligt och kunskapsmässigt. Inlärarna hade fått flera tillfällen att lära sig i interaktion och samspel med varandra. Det framgick att det skedde flera tillfällen med stöttningstecken. Samtidigt krävs det andra åtgärder eller insatser för att ta reda på i vilken utsträckning inlärning skedde och vilka faktorer som påverkade det.

  • 331.
    Ivarsson, Maria
    et al.
    University West, Department of Social and Behavioural Studies.
    Larsson, Rebecka
    University West, Department of Social and Behavioural Studies.
    En studie om elevers syn på specialundervisning2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Forskning och litteratur lyfter fram att specialundervisningen är problematisk för så väl elever som lärare. Det framkommer att elever kan må dåligt, känna sig utanför, få dålig självkänsla och missa kunskaper som eleverna borde få med sig.

    Syfte

    Syftet med studien är att kartlägga och analysera hur elever upplever särskild undervisning och/eller specialundervisning. Med särskild undervisning/specialundervisning menar vi att elever som är i svårigheter får lämna ordinarie undervisning för att få stöd av annan pedagog och i annan lokal.

    - Hur ser elever på sina kunskaper?

    - Hur resonerar elever om specialundervisning?

    Metod

    I studien har vi använt oss av en kvalitativ metod, där vi använder oss av halvstrukturerade intervjuer. Vi hade ett frågeformulär inför intervjuerna med några huvudfrågor och teman, där vi hade möjlighet att ställa de följdfrågor som situationen inbjöd till utan att ha en given ordning på frågorna i förväg. Vi intervjuade 14 elever i en klass. Intervjuerna analyserades utifrån temana; elevers syn på sina kunskaper och syn på specialundervisning.

    Resultat

    Resultatet visar att eleverna i klassen anser att elever som "går iväg utanför" klassrummet kan få den bästa hjälpen om de går till annan lokal, de menar att segregering är att föredra. I klassrummet anser eleverna att det hade blivit för mycket prat mellan eleverna, stökigt, att koncentrationen försvinner och det blir svårare att lära sig. Eleverna vill själva inte "gå iväg" för att de trivs i klassrummet och känner att de inte behöver den hjälpen som ges på specialundervisning. Eleverna som går iväg känner att de trivs i grupprum, men känner att det kan vara "jobbigt" att "gå iväg" vid vissa tillfällen.

    Download full text (pdf)
    En studie om elevers syn på specialundervisning
  • 332.
    Jacob-Aas, Vicki
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Subjectivity and judgment from the male sphere in the Mail Online news articles about Shamima Begum and Mohammed Emwazi2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper studies subjectivity in the Mail Online journalism with a focus on judgmental reporting from the male sphere. The Background research presents the current paradigm of what is acceptable when writing subjectively in journalism and concludes that it is acceptable and is no longer seen as the antithesis to objectivity. However, there remain rules as to what is too much subjectivity such as ‘falsehoods’. The background continues and discusses what the male sphere is, what it means to report from the male sphere, and how one must behave within this sphere to be a ‘true’ woman or ‘true’ man. The study located and categorised both Direct and Indirect Judgment from the male sphere in articles from the Mail Online. Articles about Shamima Begum and Mohammed Emwazi were chosen because of their similarities and because of the very different way reporters chose to present their stories. Locating and categorising Judgment using the framework Appraisal and Journalistic Discourse Theory worked well with the ideological focus of the male sphere. The theoretical framework allows for individual subjective utterances to be categorised as Direct Judgment as well as whole extracts to be analysed, and categorised as Indirect Judgment. The results show that in the case of Shamima Begum, negative Judgment was inferred from the male sphere in the form of Indirect Judgment which needed to be read in context. In the case of Mohammed Emwazi both positive and negative Judgment was inferred which was both Direct and Indirect. Both actor’s results directly correspond to Judgment of gendered characteristics from the ‘Male Sphere’ explained Background. This paper concludes with a discussion of the judgments from the male sphere of both actors with examples from the extracts, finishing with limitations of the study and future research considerations.

    Download full text (pdf)
    fulltext
  • 333.
    Jahlmar, Joakim
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Dystopian Chaos, Dystopian Order: Differing Ideological Reinterpretations of the Masked Vigiliante in Miller's The Dark Knight Returns and Moore and Lloyd's V for Vendetta2017In: Visions of the Future in Comics: International Perspectives / [ed] Francesco-Alessio Ursini, Adnan Mahmutović & Frank Bramlett, Jefferson, North Carolina, USA: McFarland, 2017, p. 136-151Chapter in book (Other academic)
    Abstract [en]

    In the 1980s, the comics’ field in the US, and in particular the superhero genre, was revolutionised by among others Frank Miller and Alan Moore. Jahlmar investigates how Miller, on the one hand, and Moore, in collaboration with David Lloyd, on the other, offer radically different, yet equally ideological reinterpretations of the masked vigilante archetype in Batman: The Dark Knight Returns (1986) and V for Vendetta (1990) respectively. The underlying components in these analyses are dystopian chaos and dystopian order, and the assumption that these categories play into generic expectations in the dystopian genre. Miller’s, and Moore and Lloyd’s reinterpretations of the masked vigilante are diametrically opposed, and Jahlmar argues that this opposition is made possible by the two storyworlds evoked in the respective texts, set in fundamentally different futures.

    In Miller’s text, dystopian chaos, in the form of rampant criminality, the culture of fear, and the looming threat of nuclear Armageddon, breeds an inherent narrative need for order and consequently allows Batman/Bruce Wayne to become an extreme version of the conservative superhero, at the very least, a figure with crypto-fascist leanings. On the other hand, in Moore and Lloyd’s text, dystopian order, in the form of a de facto fascist government in England, allows for a traditional villain – in structural and ideological terms – like V, to become a hero, and for his acts of terrorism to be understood on some levels through the generic expectations on any opposition to totalitarianism in dystopian fiction in general.

  • 334.
    Jahlmar, Joakim
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg.
    “Give the devil his due”: Freedom, Damnation, and Milton’s Paradise Lost in Neil Gaiman’s The Sandman:Season of Mists2015In: Partial Answers, ISSN 1565-3668, E-ISSN 1936-9247, Vol. 13, no 2, p. 267-286Article in journal (Refereed)
    Abstract [en]

    In their collection Milton in Popular Culture (2006), Laura Lungers Knoppers and Gregory M. Colón Semenza have established the importance of Miltonic intertextuality in popular culture, while recognizing the importance of William Blake to the field. Blake’s definition of Milton as “a true Poet and of the Devils party without knowing it” in The Marriage of Heaven and Hell (1793) lies at the centre of a main concern of Milton criticism since the poem’s original publication. The debate between Satanists and anti-Satanists goes back even further than Blake and the Romantics, and this central ambivalence is representative of the “discontinuities” and “irresolvable complexities” which Peter C. Herman and Elizabeth Sauer (2012) argue are the focus of interest of the New Milton Criticism.

    Following this strand of critical thought, this article proposes to show how the introduction of Miltonic intertext into Neil Gaiman’s The Sandman, in issues 21–28, serves to structure the series’ theme of change and death — which involve questions of freedom and teleology, free will and damnation — through a critical dialogue with, and creative rewriting of Miltonic theodicy in the epic poem. Gaiman draws upon the ambivalent theological dimensions of Paradise Lost not to present his own concept of good and evil but rather to discuss the freedom to change and the damnation inherent in the inability to change as part of the human condition.

  • 335.
    Jandrić, Petar
    et al.
    Zagreb University of Applied Sciences, Zagreb, HRV; University of Wolverhampton, Wolverhampton, GBR.
    Fuentes Martinez, Ana
    University West, School of Business, Economics and IT, Division of Media and Design.
    Reitz, Charles
    Kansas City Kansas Community College, Kansas City, MO, USA.
    Jackson, Liz
    Education University of Hong Kong, Hong Kong, HKG.
    Grauslund, Dennis
    University College of Northern Denmark (UCN), Aalborg, DNK.
    Hayes, David
    Further Education, Worcester, GBR.
    Lukoko, Happiness Onesmo
    University of Dar Es Salaam, Dar es Salaam, TZA.
    Hogan, Michael
    National University of Ireland Galway, Galway, IRL.
    Mozelius, Peter
    Mid Sweden University, Östersund, SWE.
    Arantes, Janine Aldous
    Victoria University, Melbourne, AUS.
    Levinson, Paul
    Fordham University, New York City, USA.
    Ozoliņš, Jānis John
    University of Notre Dame Australia, Fremantle, AUS; University of Latvia, Riga, LVA.
    Kirylo, James D.
    University of South Carolina, Columbia, USA.
    Carr, Paul R.
    Université du Québec en Outaouais, CAN.
    Hood, Nina
    University of Auckland, Auckland, NZL.
    Tesar, Marek
    University of Auckland, Auckland, NZL.
    Sturm, Sean
    University of Auckland, Auckland, NZL.
    Abegglen, Sandra
    University of Calgary, Calgary, CAN.
    Burns, Tom
    London Metropolitan University, London, GBR.
    Sinfield, Sandra
    London Metropolitan University, London, GBR.
    Stewart, Georgina Tuari
    Auckland University of Technology, Auckland, Aotearoa, NZL.
    Suoranta, Juha
    Tampere University, Tampere, FIN.
    Jaldemark, Jimmy
    Mid Sweden University, Sundsvall, SWE.
    Gustafsson, Ulrika
    Umeå University, Umeå, SWE.
    Monzó, Lilia D.
    Chapman University, Orange, CA, USA.
    Kokić, Ivana Batarelo
    University of Split, Split, HRV.
    Kihwele, Jimmy Ezekiel
    Mzumbe University, Morogoro, TZA.
    Wright, Jake
    University of Minnesota Rochester, Rochester, MN, USA.
    Kishore, Pallavi
    O.P. Jindal Global University, Sonipat, IND.
    Stewart, Paul Alexander
    Teesside University, Middlesbrough, GBR.
    Bridges, Susan M.
    The University of Hong Kong, Hong Kong, HKG.
    Lodahl, Mikkel
    Dania Academy, Randers, DNK.
    Bryant, Peter
    University of Sydney, Sydney, AUS.
    Kaur, Kulpreet
    O.P Jindal Global University, Sonipat, IND.
    Hollings, Stephanie
    Jilin International Studies University, Jilin, CHN.
    Brown, James Benedict
    Umeå University, Umeå, SWE.
    Steketee, Anne
    Oakland City University, Oakland City, IN, USA.
    Prinsloo, Paul
    University of South Africa, Pretoria, ZAF.
    Hazzan, Moses Kayode
    University of Ibadan, Ibadan, NGA.
    Jopling, Michael
    University of Wolverhampton, Wolverhampton, GBR.
    Mañero, Julia
    University of Seville, Seville, ESP.
    Gibbons, Andrew
    Auckland University of Technology, Auckland, NZL.
    Pfohl, Sarah
    University of Indianapolis, Indianapolis, IN, USA.
    Humble, Niklas
    Mid Sweden University, Östersund, SWE.
    Davidsen, Jacob
    Aalborg University, Aalborg, DNK.
    Ford, Derek R.
    DePauw University, Greencastle, IN, USA.
    Sharma, Navreeti
    O.P. Jindal Global University, Sonipat, Haryana, IND.
    Stockbridge, Kevin
    Chapman University, Orange, CA, USA.
    Pyyhtinen, Olli
    Tampere University, Helsinki, FIN.
    Escaño, Carlos
    University of Seville, Seville, ESP.
    Achieng‑Evensen, Charlotte
    Chapman University, Orange, CA, USA.
    Jennifer, Rose
    Queen’s University Belfast, Belfast, Northern Ireland, GBR.
    Irwin, Jones
    Dublin City University, Dublin, IRL.
    Shukla, Richa
    O.P Jindal Global University, Sonipat, IND.
    SooHoo, Suzanne
    Chapman University, Orange, CA, USA.
    Truelove, Ian
    Leeds Beckett University, Leeds,GBR.
    Buchanan, Rachel
    University of Newcastle, Newcastle, AUS.
    Urvashi, Shreya
    Tata Institute of Social Sciences, Mumbai, IND.
    E. Jayne, White
    University of Canterbury, Christchurch, Aotearoa, NZL.
    Novak, Rene
    BestStart, Christchurch, NZL.
    Thomas, Ryberg
    Aalborg University (AAU), Aalborg, DNK.
    Arndt, Sonja
    University of Melbourne, Melbourne, AUS.
    Redder, Bridgette
    Te Rito Maioha Early Childhood New Zealand, Rotorua, NZL.
    Mukherjee, Mousumi
    O.P. Jindal Global University, Sonipat, Delhi, IND.
    Funmi Komolafe, Blessing
    Adekunle Ajasin University, Akungba, NGA.
    Mallya, Madhav
    Jindal Global University, Sonipat, Haryana, IND.
    Devine, Nesta
    Auckland University of Technology, Auckland, NZL.
    Sattarzadeh, Sahar D.
    DePauw University, Greencastle, IN, USA; Nelson Mandela University, Port Elizabeth, ZAF.
    Hayes, Sarah
    University of Wolverhampton, Wolverhampton, GBR.
    Teaching in the Age of Covid-19: The New Normal2022In: Postdigital Science and Education, ISSN 2524-485X, Vol. 4, no 3, p. 877-1015Article in journal (Refereed)
    Abstract [en]

    On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.

    Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.

  • 336.
    Jansson, Håkan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Från "tandborstord" till "memilord": – om nyord och deras belägg2016In: Nordiske Studier i Leksikografi 13: Rapport fra 13. Konference om Leksikografi i Norden. København 19.-22. maj 2015 / [ed] Asgerd Gudiksen, Henrik Hovmark, København: Nordisk Forening for Leksikografi , 2016, p. 359-369Conference paper (Refereed)
    Abstract [en]

    This presentation describes an inquiry into recent neologisms in Swedish as presented by Språkrådet (‘Language Council of Sweden’) and Språktidningen (‘the Language magazine’). Lists of neologisms from 2004 to 2014 has been excerpted and studied together with corresponding language examples. The study shows that the share of in corpora un-attested or only meta use attested neologisms has risen to around one fourth of the total in recent years.

  • 337.
    Jansson, Håkan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lindström, Therese
    Volodina, Elena
    Lärka: ett verktyg för träning av språkterminologi och grammatik2016In: LexicoNordica, ISSN 0805-2735, E-ISSN 1891-2206, Vol. 23, p. 161-181Article in journal (Refereed)
  • 338.
    Jeffberg, Louise
    University West, Department of Social and Behavioural Studies.
    Female Friendships, Feminism and the Scars of Violence in Margaret Atwood’s Cat’s Eye2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 339.
    Jenssen, Angelica
    et al.
    University West, Department of Social and Behavioural Studies.
    Maxhuni, Besjana
    University West, Department of Social and Behavioural Studies.
    Läs- och skrivutveckling hos flerspråkiga elever på högstadiet: En kvalitativ studie av fem SVA-lärares arbetssätt och hur de bemöter elevers modersmål i klassrummet2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete handlar om hur svenska som andraspråkslärare arbetar med läs- och skrivutveckling hos flerspråkiga elever i undervisningen. Dessutom handlar det om svenska som andraspråkslärares inställning till flerspråkiga elevers modersmål i klassrummet. I den här studien har vi använts oss av kvalitativ forskningsmetod där syftet var att intervjua svenska som andraspråkslärare på högstadiet. För att analysera vårt material använde vi oss av Clarke och Brauns (2013) modell där vi färgkodade materialet efter modellens koncept. Resultatet visade att flera av respondenterna hade samsyn på en del frågor, exempelvis att modersmålet är en viktig resurs för elevernas språkliga utveckling och för många en förutsättning att uppnå kunskapskraven för behörighet till gymnasiet. Vidare visade resultatet att de flesta respondenterna hade samma arbetssätt kring läs- och skrivutveckling.

    Download full text (pdf)
    fulltext
  • 340.
    Jeong, Hyeseung
    University of Malaya, Kuala Lumpur, Malaysia.
    Challenging the notion of non-Western students' incapabilityfor critical thinking2016In: Social sciences and interdisciplinary behavior / [ed] Gaol, Ford Lumban, Hutagalung, Fonny, Bagautdinova, Nailya & Safiullin, Lenar, Boca Raton: CRC Press, 2016, p. 329-334Conference paper (Other academic)
    Abstract [en]

    There is a longstanding belief that critical thinking is exclusively embedded in the Western Anglo-Saxon culture and language, thereby non-Western students using English as an additional language may not be capable of critical thinking (e.g., Atkinson, 1997). This paper reports on a study that questions this belief. The study explored the accounts of eight non-Western, international doctoral students at a New Zealand university and also analyzed their academic texts. The data of the study suggested that criticality or critical thinking was found in these students' verbal accounts. What they appeared to struggle was to express their critical thinking academically. This paper argues that, unlike the claim, non-Western students should learn critical thinking itself in the course of learning English; they may need to develop skills to communicate their critical thinking effectively in the English-medium academic context.

  • 341.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Global English in the Workplace:: Introducing the Concepts of  ‘Workplace English as a Lingua Franca’ (WELF), and ‘Successful WELF Users’2021In: Engaging with Work in English Studies: An Issue-based Approach / [ed] Alastair Henry & Åke Persson, Cham: Springer, 2021, p. 197-220Chapter in book (Other academic)
    Abstract [en]

    Workplaces are becoming increasingly international. In many contemporary workplaces, English is used as a lingua franca (ELF). This chapter introduces the notion of WELF, Workplace English as a Lingua Franca, which is used as a means of conceptualizing English that is used in international workplace settings. The chapter focuses on the language skills and strategies that are deployed by successful WELF users. An important aim in conceptualizing WELF is to help English learners to find their own answers to the questions of why they need to learn English, and what it means to be a competent user of the language. A further aim is to reach out to English teachers working in contexts where students can be expected to work in globalized workplaces.

  • 342.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Phenomenology2019In: Research design for language studies / [ed] Juliana Othman, Maskanah Mohammad Lotfie, Kuala Lumpur: Cultural Centre, University of Malaya, 2019, p. 9-30Chapter in book (Refereed)
    Abstract [en]

    Phenomenology is not as common in language studies as other qualitative methodologies, such as ethnography. It however has potential to be a suitable way of exploring individuals' language-related experiences from the first-person perspective. The chapter presents how to do phenomenological research in second language studies, suggest criteria for assessing phenomenological studies, and discuss compatibility with quantitative methods.

  • 343.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Phonology as a tool for Global Englishes language teacher education: A Practical Resource Book2021In: Language Teacher Education for Global Englishes / [ed] Ali Fuad Selvi, Bedrettin Yazan, Routledge, 2021, p. 248-255Chapter in book (Other academic)
    Abstract [en]

    The native speaker (NS) norm, which promotes NS competence as the goal of language learning, is not congruent with Global Englishes Language Teaching. The purpose of English phonology courses in many teacher education programs is thus to “fix” teacher candidates’ accents to become nativelike and consequently enable them to teach American and British accents to their own learners. The curriculum has been developed for students in three teacher education programmes at a Swedish university to help them, and subsequently help their learners to achieve internationally intelligible pronunciation and maximised listening comprehension for diverse Global Englishes accents. The portfolio can be assessed qualitatively, in terms of how successfully the student has documented the profile of her pronunciation and critically evaluated her own global speaker and listener intelligibility. Phonology is frequently associated merely with teaching pronunciation although its usefulness for teaching listening comprehension has long been suggested.

  • 344.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Promoting World Englishes and English as a lingua franca to prepare pre-service teachers for challenges in Sweden: Seminarium 3 – Språk, samtal och pedagogik2019Conference paper (Other academic)
    Download full text (pdf)
    fulltext
  • 345.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Repositioning phonetics in teacher education in Sweden from a global ELF perspectiv: Pre-service teachers’ perspectives2019In: Proceedings from FONETIK 2019 / [ed] Mattias Heldner, Stockholm, 2019, p. 37-42Conference paper (Other academic)
    Abstract [en]

    Swedish speakers of English have received recognition for their internationally intelligible pronunciation. Reflecting this, English phonetics in teacher education programmes seems to take two extreme positions: either marginalised or acting as a 'pusher' demanding native-like accent from teachers and their pupils. This study aims to explore pre-service teachers' perspectives on the English phonetics lessons that sought 'third' positioning, promoting English as a global lingua franca and bidirectional intelligibility of pronunciation in international contexts. It is argued that phonetics, as a subject, can be a suitable tool for helping teachers to set the goal of English pronunciation in view of the pervasive role of English as a global communication tool. Together with presenting the finding, I discuss its implications for teacher education in Sweden.

    Download full text (pdf)
    fulltext
  • 346.
    Jeong, Hyeseung
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Elgemark, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorén, Bosse
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Swedish youths as listeners of global Englishes speakers with diverse accents: Listener intelligibility, listener comprehensibility, accentedness perception, and accentedness acceptance2021In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, article id 651908Article in journal (Refereed)
    Abstract [en]

    As reflected in the concept of Global Englishes, English mediates global communication, where English speakers represent not merely those from English-speaking countries like United Kingdom or United States but also global people from a wide range of linguistic backgrounds, who speak the language with diverse accents. Thus, to communicate internationally, cultivating a maximized listening proficiency for and positive attitudes toward global Englishes speakers with diverse accents is ever more important. However, with their preference for American English and its popular culture, it is uncertain whether Swedish youth learners are developing these key linguistic qualities to be prepared for the globalized use of English. To address this, we randomly assigned 160 upper secondary students (mean age = 17.25) into six groups, where each group listened to one of six English speakers. The six speakers first languages were Mandarin, Russian/Ukrainian, Tamil, Lusoga/Luganda, American English, and British English. Through comparing the six student groups, we examined their listener intelligibility (actual understanding), listener comprehensibility (feeling of ease or difficulty), accentedness perception (perceiving an accent as native or foreign), and accentedness acceptance (showing a positive or negative attitude toward an accent) of diverse English accents. The results showed that the intelligibility scores and perception/attitude ratings of participants favored the two speakers with privileged accents–the American and British speakers. However, across all six groups, no correlation was detected between their actual understanding of the speakers and their perception/attitude ratings, which often had a strong correlation with their feelings of ease/difficulty regarding the speakers accents. Taken together, our results suggest that the current English education needs innovation to be more aligned with the national syllabus that promotes a global perspective. That is, students need to be guided to improve their actual understanding and sense of familiarity with Global English speakers besides the native accents that they prefer. Moreover, innovative pedagogical work should be undertaken to change Swedish youths’ perceptions and attitudes and prepare them to become open-minded toward diverse English speakers.

    Download full text (pdf)
    fulltext
  • 347.
    Jeong, Hyeseung
    et al.
    University of Waikato.
    Kim, Hyun-Ju
    Dankook University.
    Explicit Knowledge of L2 Chunks and Chunkingin English Learning and Use2010In: Secondary English Education, ISSN 1976-8222, Vol. 3, no 2, p. 64-82Article in journal (Refereed)
    Abstract [en]

    This present research was designed to explore how and to what extent explicit knowledge of L2 chunks and chunking, which have both grammatical and idiomatic information, would benefit English learning and use. The operation of an EFL learner's explicit L2 chunks and chunking knowledge has been qualitatively investigated over a 6-month period.Through ethnographic data collecting methods such as observations andinterviews of the participant's process of acquiring L2 knowledge system, it was found that the awareness of explicit knowledge of English chunksand chunking significantly played an effective role in developing the English language system in terms of fluency, accuracy, and complexity. Based on the results of this study, the researchers suggest that the explicit and declarative knowledge become implicit and procedural knowledge through prolonged and systematic practices: the explicit knowledge of L2 chunks and chunking works positively for L2 learning and use.

  • 348.
    Jeong, Hyeseung
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Stockholm University.
    Lindemann, Stephanie
    Georgia State University.
    Forsberg, Julia
    Stockholm University.
    English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US2022In: Ranam, ISSN 0557-6989, Vol. 55, p. 136-153Article in journal (Refereed)
    Abstract [en]

    English phonetics and phonology often focus on improving learners’ pronunciation. However, phonological processing is ‘a two-way street’ involving both speaker and listener. Thus, pronunciation instruction in this globalized time needs to be complemented with ways to help listeners understand a wide range of accents, thereby challenging the native speakerism and standard language ideology of more traditional English teaching. In this paper, we share our experiences of promoting listener abilities in university courses in Sweden and the US, two very different teaching contexts. In Sweden, Jeong takes a truly phonetic approach, starting from students’ own pronunciations rather than a ‘standard’ model, and focuses on ability to comprehend diverse accents. In the US, Lindemann uses native-speaking students’ complaints about supposedly incomprehensible instructors, not as justification for further training of instructors who are already proficient English users, but as an opportunity to offer listener training to the students. Put together, these experiences provide a basis for Forsberg's reflection on the teaching of L2 phonetics and pronunciation in other languages such as Swedish, and the benefits of shifting some of the focus from speaker to listener in order to begin to overcome native speakerism and standard language ideology.

    Download full text (pdf)
    fulltext
  • 349.
    Jeong, Hyeseung
    et al.
    University of Malaya.
    Othman, Juliana
    University of Malaya.
    Using Interpretative Phenomenological Analysis from a Realist Perspective2016In: The Qualitative Report, ISSN 1052-0147, Vol. 21, no 3, p. 558-570Article in journal (Refereed)
    Abstract [en]

    The article presents how a study that investigated the acquisition of second language academic literacy skills practised the qualitative methodology, interpretative phenomenological analysis (IPA), from a realist perspective. We share the rationale behind the methodological decisions made in the study, which is followed by a detailed description of the methodological practice. In addition, the evaluation of the study against the realist criteria is reported, and some implications of using IPA based on realism for educational research are discussed. Overall, we suggest that IPA practice from a realist perspective helps go beyond postmodernism paradigms that seems to exert considerable influence on qualitative research in education. Keywords: Interpretative Phenomenological Analysis (IPA), Realist Paradigm, Against Postmodernism, Qualitative Research in Education, English for Academic Purposes (EAP)

  • 350.
    Jeong, Hyeseung
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Othman, Juliana
    University of Malaya, Kuala Lumpur, Malaysia (MYS).
    Thorén, Bosse
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Understanding Matters: Swedes’ Attitudes Towards Malaysian English2020In: Jurnal Pendidikan (Journal of Educational Research), ISSN 0126-5261, p. 115-128, article id Special IssueArticle in journal (Other academic)
45678910 301 - 350 of 689
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf