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  • 351.
    Tomasson, Ida
    University West, Department of Social and Behavioural Studies.
    Linguistic evidence of gender stereotypes in American news language2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This corpus analysis of written American news language investigates the linguistic manifestations of gender stereotypes both at present and diachronically by looking at adjectival premodifiers of WOMAN and MAN, as well as the relative frequencies of the singular and plural forms of WOMAN and MAN. The findings indicate that there is a clear difference in how women and men are conceptualized in American news language, with a strong emphasis on appearance when it comes to descriptions of women and a strong emphasis on personality when it comes to descriptions of men. Moreover, women tend to be described as a collective using the plural women more often than not, while men tend to be referred to as individuals using the singular man more often than the plural men. Thus some of the essential female- and male qualities stipulated by prevailing gender stereotypes – that women are and should be more concerned with appearance than with personality, while the reverse is true of men – are clearly born out in the findings of this study. Furthermore, the stereotypical conception of men as independent subjects who act and women as dependent objects who are acted upon is similarly confirmed in these findings by the use of the singular form to refer to men and the plural form to refer to women. However, while some aspects of the gender stereotypes appear to remain rigidly fixed over time, there seems to be a trend towards including more personality descriptors in references to women. 

  • 352.
    Ullholm Back, Jenny
    et al.
    University West, Department of Social and Behavioural Studies.
    Axelsson, Lina
    University West, Department of Social and Behavioural Studies.
    Queera identiteter i skönlitteraturens värld: En litteraturanalys av romanen Sjöhästar2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Samhället domineras av ett heteronormativt synsätt och skolan är en viktig plats att föra normkritiska diskussioner, samtidigt som alla elever behöver få chans att känna sig inkluderade. Ett sätt att arbeta med detta är att välja litteratur som kan öppna upp för dessa frågor. Romanen Sjöhästar är en bok som väcker intresse då författaren har valt att utesluta de två huvudkaraktärernas könstillhörighet. Genom att inte få reda på huvudkaraktärernas könstillhörigheter så får läsaren möjligheten att kunna göra egna tolkningar utifrån det som nämns i romanen och från sin verklighet.

    Syfte: Syftet med uppsatsen är med hjälp av queerteorin och ett sociologiskt perspektiv försöka uppmärksamma mönster i hur identiteter tar sig uttryck i romanen Sjöhästar samt belysa vilka heteronormativa anspelningar som förekommer samt ifall,och hur, dessa bryts.

    Metod: Läsning av romanen i sin helhet för att få en översiktlig överblick av verket. Vidare görs närläsning på valda delar som i sin tur fungerar som underlag för analysen som kopplas till det perspektiv och den teori som syftet avser.

    Resultat: Genom analysen har det framkommit att romangestalternas identitet beskrivs på olika sätt och på olika nivåer relaterat till det sociala samspelet som skildras i verket. Resultatet har också visat att verket till viss del bryter mot heteronormativa mönster samtidigt som det “leker” med vissa normativa föreställningar och fördomar kring vissa grupper av människor.

  • 353.
    Utter, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    “I’m Anti Love as Such.”: Female Friendship  in Sally Rooney’s Conversations with Friends2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 354.
    Vesterlund, Ann
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    A study in what motivates students in terms of project work in English2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Project work in L2 Learning is often designed to enable practice of various types of skills. These skills may be related to language learning as well as to other aspects such as social skills and critical thinking. Assignments related to project work usually meet the requirements of the Swedish Upper Secondary School Curriculum, which could be a reason why project work keeps gaining popularity in Swedish schools. Extremely scarce research has been made on the importance of project work and what influencing factors it has on students' motivation.

    Hence, the aim of this study is to identify what factors in project work motivated a selected group of students during project-based learning. Four focus group interviews were conducted with eleven female students attending the natural science programme at two different schools in Västra Götaland, Sweden. Although all students were female, the study is not gender-based. The interview data was analyzed through a thematic analysis.

    As a result, I have selected five themes: language, group work, critical thinking, topic and obtaining good grades. It was discovered that these themes are considered by the students to provide knowledge which is useful in real life and for the future. Thus, they strongly contribute to their motivation, given that the students hold high ambitions in terms of future studies and careers. It is apparent that the students are able to see the connection between project work in English and achieving their own personal goals. My suggestion is thus that L2 teachers should design project work in a way that allows students to work with elements in which they find authentic value.

  • 355.
    Vikarand, Eva
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Giving instructions in the classroom: A gender aspect on the language used2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The PISA report from 2012 reveals that boys' and girls' results in school differ. In Ireland,where this study took place, and in many other countries in the world, girls score higher overall results than boys in the second-level assessments, and the gap is widening. The second level assessments are the final tests in compulsory school, which determine the students' grades. With this in mind I decided to investigate one crucial part of teaching – giving instructions.

    The aim of this study was to investigate if there are any differences in how teachers give instructions in single-gender classes with boys and single-gender classes with girls and how the instructions are followed up. An additional aim was to discuss if different teaching methods have developed from this and, if so, what they are. The analysis was based on the following linguistic features of the instructions given: vocabulary, sentence length, intonation, pitch and gesture. Four classroom observations in four primary classes made up the material in this study.

    The results were analysed and discussed in relation to previous research in this area and a gender theoretical perspective, followed by a critical discourse analysis. The results showed that girls were given more instructions, in terms of number of instructions, than the boys. Intonation and pitch showed differences that could be related to classroom environment. The observations showed significant differences in classroom environment with more disruptive talking in the boys' classes. A teacher-centered teaching method using direct instruction was common in both schools and the results showed that there were differences in teaching methods between the schools that could be related to gender. The critical discourse analysis revealed that the use of direct instruction led to an uneven power relationship in communication between teacher and student.

  • 356.
    Vinding, Matilda
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Oppression, Resistance and Postcolonial Counter: Narratives of Women in Marlon James’s The Book of Night Women2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 357.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Exploring ‘The Ethics of Ambiguity’ by Simone de Beauvoir2021In: ISREV- International Seminar on Religious Education and Values, Gothenburg, Sweden, 26-30/7, 2021 (on-line), 2021Conference paper (Other academic)
    Abstract [en]

    The aim of this presentation is to explore the work ‘The Ethics of Ambiguity’ (‘Pour une morale de l'ambiguïté’) bySimone de Beauvoir published in 1947. ‘The Ethics of Ambiguity’ consists of three parts and a short conclusion wherede Beauvoir puts out the philosophical underpinnings of her stance on an existentialist ethic. de Beauvoir's mostilluminating argument in this work is her description of the development of man and the order of human beings whoface the ambiguity of existence. In the symposium, questions will be discussed on the interpretation and meaning ofthe concept ambiguity, and how de Beauvoir’s way of seeing human beings might relate to education and ReligiousEducation in our neoliberal conditions

  • 358.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Intuition of an Infinite Obligation: Narrative Ethics and Postmodern Gnostics in the Fiction of E. L. Doctorow2010 (ed. 1)Book (Other academic)
    Abstract [en]

    Grounded in theoretical studies of postmodern and narrative ethics, this book proposes the need for a re-examination of E. L. Doctorow's work from an ethical perspective. Through in-depth analyses of previously neglected intertexts, it questions the classification of his fiction as an expression of postmodern skepticism. Seven of Doctorow's most widely acclaimed novels are dealth with in chronological order, tracing his finely tuned characterizations of the human quest for narrative truth. Growing out of the early protagonists' vague sense of moral consciousness is their recognition of an obligation to interpret signs from and for the Other. Through logical deliberation and close reading, the study gradually identifies the narrative voice of the postmodern gnostic.

  • 359.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Recognizing the Ache of the Other: Jonathan Franzen's Reasons for Bothering2014In: Ethics and Poetics: Ethical Recognitions and Social Reconfigurations in Modern Narratives / [ed] Champion, Margrét Gunnarsdóttir & Goloubeva, Irina Rasmussen (eds.), Newcastle upon Tyne: Cambridge Scholars Publishing, 2014, p. 107-134Chapter in book (Other academic)
    Abstract [en]

    Having undermined any notion of innocent language, postmodern fiction has been criticized for its loss of connection to the social sphere, rendering null and void its potential for bringing about political reconfigurations. All that postmodernist authors can manage is self-reflexive irony—a parody of representation. Yet, as a result of essays like “Why Bother?” (1969), Jonathan Franzen has been placed in a new category of writers who are worried that the inertia of postmodernism has robbed them of serious readers. “Where to find the energy to engage with a culture in crisis when the crisis consists in the impossibility of engaging with the culture?” he asks.

      Franzen’s most recent novel Freedom is his attempt to answer this question. Focusing on his characters’ deep anxiety and sense of remorse at having made mistakes in their lives, he portrays their relentless agonizing over bad decisions as illustrations of the flip-side of their liberty, or rather, what it is grounded in: ethics. Freedom is a heavy burden, especially for the novel’s female protagonist, who, as a teen, has rejected her politically active, New York-liberal family to study and play basketball in the more conservative Midwest. The hyper-competitive Patty Berglund’s efforts—first to be a team-player, then to be as “good” as her self-righteous, environmentalist husband Walter, and finally to trump his moral superiority by over-mothering their son Joey—all backfire on her, leaving her to self-medicate a mid-life depression with alcohol.

     As Emmanuel Levinas posits, prior to our sense of freedom is the recognition of “the other in me,” which comes with an infinite responsibility. For Levinas, justice is what recognizes rather than institutes this responsibility. In his essay “Difficult Freedom,” he asserts that ethics is the primordial religious emotion, and that justice should be the raison d’être of the state, not the other way round. This essay will demonstrate that it is not any codified moral law that brings about justice. Rather, it is the recognition that freedom is always already preceded by a primordial responsibility to the face of the Other, which is in turn checked by the presence of a third party. It is this ethical challenge that drives the plot of Franzen’s novel about people who, in the words of the Berglund family’s neighbors, have to “figure out how to live.” 

     

     

  • 360.
    Warshagha, Enas
    et al.
    University West, Department of Social and Behavioural Studies.
    Marouni, Rawan
    University West, Department of Social and Behavioural Studies.
    Språk- och kunskapsutvecklande arbetssätt på Introduktionsprogrammet: En kvalitativ studie om SO-lärares beskrivningar och reflektioner kring språk-och kunskapsutvecklande arbetssätt på Introduktionsprogrammet2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete kommer att handla om SO-lärares beskrivningar och reflektioner kring språk-och kunskapsutvecklande arbetssätt på Introduktionsprogrammet. Det kommer även att behandla de utmaningar som lärare inom samhällsorienterade ämnen står inför vid arbete på ett språk och kunskapsutvecklande arbetssätt. I studien har vi valt att använda oss av en kvalitativ forskningsmetod med syftet att genomföra intervjuer med fyra legitimerade SO- lärare som saknar en formell utbildning inom andraspråksinlärning. Informationen som samlades från respondenterna var tillräckligt för att kunna genomföra studien.Den teoretiska ramen som ligger till grund för denna studie är det sociokulturella perspektivet, kompletterat med transpråkande arbetssättet. Resultatet visade att de fyra deltagande lärarna ger liknande beskrivningar av språkets betydelse inom SO- ämnen. De är överens om att deras ämnen kan bidra till språk- och kunskapsutveckling för nyanlända elever på introduktionsprogrammet. Resultatet visade även att det finns utmaningar och faktorer som påverkar lärarnas arbete med språk- och kunskapsutveckling, inklusive elevernas bakgrunder, kunskapsnivåer och erfarenheter, tillgång till språkliga resurser (såsom studiehandledning på modersmålet) samt brist på kompetens och kunskap inom lärarkollegiet gällande språk- och kunskapsutvecklande arbetssätt.

  • 361.
    Werneskog, Viktoria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läsundervisning i Alfa-grupper inom SFI2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Personer som flyttar till Sverige behöver, för att fungera i samhället, så snabbt som möjligt lära sig förstå, tala, läsa och skriva svenska. Detta kan vara utmanande för många, men speciellt för dem som inte kan läsa och skriva på sitt modersmål.

    Syfte:Uppsatsens syfte är att undersöka hur några lärare på SFI (Svenska för invandrare) arbetar med läsinlärning för elever med kort skolbakgrund med inga eller begränsade kunskaper i läsning och skrivning på sitt modersmål.

    Metod:En kvalitativ studie med djupintervjuer med tre sfi-lärare somjobbar i Alfa-grupp inom SFI.

    Resultat: Studien ger en bild av hur några sfi-lärare arbetar med och tänker kring läsundervisning. Den visar 3 klassrum som på "ytan" har många likheter, men vissa skillnader om man studerar dem närmare. De 3 lärarna är olika i sitt förhållningssätt till olika pedagogiska teorier och modeller för läsinlärning och läsundervisning. Studien ger också en bild av verksamheter som tycks ha god tillgång på resurser när det gäller böcker, bilder och ipads. Det lärarna önskar mer pedagogiska resurser och tid för eleverna. Studien visar påav hur 3 lärare söker genom att använda sitt professionella omdöme och sin erfarenhet söker tillämpa och anpassa forskningsrön och råd från Skolverk och andra experter i sin undervisning.

  • 362.
    Wessberg, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Attityder till svenska som andraspråk och konsekvenser av ämnets låga status i skolan: En kvalitativ undersökning om lärares och elevers uppfattningar2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning visar att det i svensk skola idag eftersträvas en enspråkig majoritetskultur där minoriteter i samhället värderas lägre. Läroplanen får kritik av Cummins för sin utformning som grundar sig i den "vita" eleven med medelklassbakgrund där inte kulturellt mångfald är inkluderat.

    Svenska som andraspråk är ett kärnämne utformat för att ge elever med annat modersmål än svenska samma förutsättningar till språkutveckling som de elever med svenska som modersmål. I svenska skolor rapporteras dock stora brister i implementeringen av ämnet. Skolledningar tycks ha lite kunskap om ämnet och ett stort ansvar läggs på svenskläraren och den berörda eleven själv vid bedömning av behov av svenska som andraspråksundervisning. Trots ämnets lika meritvärde som "vanlig" svenska väljs ämnet bort av elever och föräldrar. Det finns en oro för att ämnet försvårar antagning vid högskolor eller annan eftergymnasial utbildning och en rädsla för att arbetsgivare ser annorlunda på ett betyg i svenska som andraspråk i förhållande till ett betyg i svenska.

    Av elever ses ämnet som simpelt i förhållande till den "vanliga" svenskundervisningen och man har en uppfattning om att det krävs ytterst lite av eleven för att uppnå betyget godkänt i kursen. Bland lärarna florerar attityder kring ämnet som något eleven ska ta sig förbi för att så småningom läsa "riktig" svenska. Det är då inte alltför uppseendeväckande att ämnet erhållit den låga status som framkommer av undersökningen i uppsatsen. Intressant är dock hur ämnet efter så pass lång tid fortfarande inte implementeras som kärnämne på skolan utan anses mer som ett stödämne till svenskan. Med det och många fler resonemang kan man få en uppfattning om vart det har gått snett med ämnet och varför elever och föräldrar till berörda elever i stor omfattning väljer att läsa mot kursplanen i svenska i stället för svenska som andraspråk. Det ska dock visa sig att elever som läst svenska som andraspråk i skolan, i efterhand, är relativt nöjda med ämnet. Det är just problemet med bortfallet av elever i denna undervisning som blir ett problem tillsammans med många andra faktorer. Förutom att det brister i implementeringen av ämnet brister det bland annat även i kunskaper om ämnet där det i stor grad är obehöriga lärare som undervisar vilket är bidragande till den bristande spårkutveckling som man ser i skolan bland andraspråkselever

  • 363.
    Westerberg, Mathilda
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Power Relations and Violations of Conversational Principles in A Few Good Men2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This present study analyses the use of language to express power and the use of violations of conversation principles of Colonel Nathan R. Jessep in the movie A Few Good Men.

    The aim is to establish how these violations are made and how they aid him in maintaining a power position.

    The character's dialogues have been analyzed according to three theoretical principles: Turn-taking Principles, Adjacency Pairs, and The Cooperative Principle.

    Results show an even distribution of strategic violations of conversational principles and this further links to his power position in conversations.

    This might suggest that the dialogue is consciously written to have this outcome and thereby becoming a strong and powerful character. His violations of conversation principles are also closely linked to his power position within the United States Marine Corps (USMC). This ability in the character seems in its turn to be closely linked to a lack of fear for any negative social consequence; thereby the character's ability to act free from rules of social behavior could be considered one of the reasons behind his everlasting impression on people.

  • 364.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den orättvisaste orättvisan.: Heroism och alternativ maskulinitet i Hans Erik Engqvists ungdomsroman Tredagarskriget2014In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 37, p. 1-16Article in journal (Refereed)
    Abstract [en]

     ”Wicked Wrongfulness. Heroism and Alternative Versions ofMasculinity in Hans Erik Engqvist’s Young Adult Novel Three DaysWar”. This article examines the re-evaluation of modern masculinity in theYA novel Three Days War by the Swedish author Hans Erik Engqvist (b.1934). The central argument is that the fictional representation of ChildrenPlaying War in the novel is intertwined with the imagining of competingmasculinities as well as opposing ideologies in post-war Sweden. Thus,the expression of institutionalized middle-class masculinity is contrastedto the representation of an alternative left wing working-class masculinityin opposition to social hierarchy and social inequality. Through differentallusions to heroic men and heroic behaviour in 19th century literature andAmerican Western films the novel invites the reader to evoke hegemonicmasculinity as a schema shaping both the understanding of the young charactersand their play. But the novel also interrogates this institutionalizedmyth of hegemonic masculinity and sets the main character, as well as thereader, in search of an alternative version of the heroic male.

  • 365.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Det sanna pojkhumöret: Krig, lek och trivialisering i Ossian Elgströms pojkböcker2014In: Edda. Nordisk tidsskrift for litteraturforskning, ISSN 0013-0818, E-ISSN 1500-1989, Vol. 114, no 1, p. 68-84Article in journal (Refereed)
    Abstract [en]

    In popular culture, the memory of war is often appropriated through a process of trivialization, diminishing war so that it becomes familiar and desirable rather than ominous and frightening. With a focus on the Swedish author and illustrator Ossian Elgström (1883–1950), the article suggests that the process of trivialization is central to the understanding of play in boy’s literature published at the beginning of the twentieth century. Through the fictional representation of children playing at war, the patriotic soldier not only becomes a quintessentialfigure of masculinity. The play elements trivialize war and uphold a specific form of hegemonic masculinity characterized by courage and honor as well ashumor, fair play and camaraderie in contrast to the adult world. Both narrative structure and shifting of focalization prove to be important in relation to theprocess of trivialization and the imagining of boyhood masculinity in Elgström’s books. In connection with the war play motif, the article ends with a discussionof Elgström’s interwar engagement in national socialist activities.

  • 366.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Dö din Hund!: Krig, lek och läsning i svensk barnboksutgivning under 200 år2015Book (Other academic)
  • 367.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lekens alternativa geografi: Om Zacharias Topelius bidrag i Eos på 1850-talet2014In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 37, p. 1-16Article in journal (Refereed)
    Abstract [en]

    In the history of Nordic children's literature the Swedish speaking Finnish author Zacharias Topelius (1818–1898) is not only recognized for developing a new form of realism but also for his fictional rascal, Walter. His eight stories about the mischievous Walter, "Walters Äfwentyr"(1855–1856), originally published in the Finnish magazine Eos, is thus considered to be the first children's stories in Swedish that articulate the child as an unruly but good-hearted character. This essay, however, shows that the development of Topelian realism, and the emergence of the rascaland villain in the Nordic literature for children during the 1850s, is closely connected to the depiction of children's play. In many of the stories published in Eos Topelius returns to the portrayal of young boys playing soldiers. In this way he positions the spirited fantasy of children in opposition to the adult world of order and seriousness. This alternative geography of play creates a space for the child's perspective, and does it in a mode that resembles the realism of the forerunner Olof Fryxell (1806–1900). Topelius'representation of play nevertheless seems to stand in opposition to the adult world in a more explicit way. It conveys the imaginings of unruly and playful boyhood masculinity as a means to achieve the seriousness of the adult middle-class male.

  • 368.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Wi hafwa stridt".: Olof Fryxells Snöfästningen och 1800-talets göticistiska barnlitteratur2013In: Samlaren: Tidskrift för forskning om svensk och annan nordisk litteratur, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 134, p. 95-116Article in journal (Refereed)
  • 369.
    Wiskari, Jonas
    University West, Department of Social and Behavioural Studies.
    Att navigera den engelskspråkiga skolmarknaden2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Mängden engelskspråkiga skolor och profilklasser har ökat mycket fort under de senaste åren. Dessa drar till sig högre andel elever med utländsk bakgrund, omgärdas av speciella regler och har varit föremål för debatt kring innehållet i undervisningen.

    Syfte:

    Syftet med uppsatsen är att undersöka hur vårdnadshavare med barn i engelskspråkiga profilklasser resonerar runt sitt skolval och vilka deras huvudsakliga skäl var för att välja en engelskspråkig profilklass.

    Metod:

    Frågeställningar undersöks genom kvalitativa intervjuer som sedan tematiseras och analyseras genom Bourdieus teorier om fält, habitus och kapital.

    Resultat:

    För två av de fyra vårdnadshavarna var trygghet och studiero de viktigaste skälen för att välja engelskspråkig profilklass på den aktuella skolan vilket gör att de undviker de kommunala skolor vars upptagningsområde de bor inom och som ligger i socioekonomiskt svagare områden med stort antal elever med utländsk bakgrund. För de två andra vårdnadshavarna, som är ett par, var undervisning på engelska det viktigaste skälet vilket analyseras som ett sätt att ge fördelar till sina barn då ingen av dem talar svenska men båda arbetar, och själva har fått ämnesundervisning, på engelska i Turkiet. Uppsatsens slutsatser är att skolornas spatiala kapital, alltså var de ligger i staden, i linje med tidigare forskning, fortsatt är en av de starkaste förklaringsfaktorerna för skolvalet tillsammans med överensstämmelse mellan skolans habitus och vårdnadshavarens.

  • 370.
    Woodrow, Lena
    University West, Department of Social and Behavioural Studies.
    I will break obstacles to happiness: An Analysis of how Mr. Rochester Challenges the Victorian Masculine Norm and the Boundaries of Separate Spheres in Jane Eyre2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 371.
    Woodward, Simon
    University West, Department of Social and Behavioural Studies.
    Walking the Crow Road: An Examination of Liminality in Iain Banks’ The Crow Road2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 372.
    Zalesky, Bodil
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Erzählverhalten und narrative Sprechweisen: narratologische Untersuchung von "Effi Briest" mit Schwerpunkt in den Dialogen2004Doctoral thesis, monograph (Other academic)
  • 373.
    Zárate, Christian
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Rester från det förlorade paradiset: En studie om den fridfulla viloplatsen som metafor och filosofisk idé i den post-apokalyptiska fiktionsberättelsen Hungerspelen2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract: Forskaren Andreas Nyströms litteraturvetenskapliga doktorsavhandling Places of Rest in Worlds of Ruin - Havens in Post-Apocalyptic Fiction (2021)undersöker fridfulla platser i post-apokalyptiska berättelser efter civilisationens undergång och fall. Nyström (2021) beskriver de troper som belyser dessa platser, som fridfulla oaser, eller paradisiska miljöer där karaktärerna kan vila och återhämta sig. Med hjälp av den dystopiska ungdomslitterära berättelsen Hungerspelen (Collins, 2008, originaltitel: The Hunger Games) undersöker studien de troper som belyser dessa fridfulla oaser i det litterära verket. Analysen av den fridfulla platsen i Hungerspelen (2008) är studiens huvudfokus och skogen som huvudkaraktären Katniss Everdeen vistas i representerar berättelsens fridfulla oas. Uppsatsen besvarar även frågan om hur den fridfulla platsen har fungerat metaforiskt och filosofiskt i verket. Analyser av Hungerspelen (2008) och liknande ungdomsromaner kan vara fruktbara i litteraturundervisningen, då karaktärerna och många av de teman som ett ungdomslitterärt verk som detta lyfter fram är bekanta och relevanta för gymnasieelever och öppnar därmed upp för diskussioner kring fler tematiska möjligheter som verket kan tänkas innehåll.

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  • 374.
    Åkerlund, Sanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Understanding upper secondary students’ perceptions on English variation from an ELF perspective: A Swedish urban context2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    English as a lingua franca (ELF) represents not only those that are born in the US and Britain, but all that use English as communication. Thus, most English speakers do not speak a standard variety, however, the non-standard Englishes are not as accepted as the standard varieties. The aim of this paper is to investigate attitudes toward English amongst upper secondary students in Malmo, to see if there is a connection to what Swedish dialect they speak, especially to the local variation Rosengard Swedish. Previous research show that most student prefer a standard variety, mostly standard British. It also shows that the learning of a second language is often marked by the first language. A questionnaire was sent to students in an upper secondary school in Malmo to ask questions about their English and their attitude towards different Englishes. The result from the questionnaire was analyzed and presented in tables, pie charts and diagrams. It shows that there is no correlation between Rosengard Swedish and lower confidence in English. In contrast, students with a foreign background receive lower grades than students with a Swedish background. The students prefer the Standard American variety, followed by the Standard British; they do not, however, think that their teachers want them to speak a specific variety even though they have the perception that their teachers have preferred varieties. The fact that the students in this study attend vocational studies might be a contributing factor to why they preferred the less prestigious variety Standard American, in contrast to previous studies were the students wanted to achieve a standard British due to its prestigious association. This indicates that there is a need for ELF in the Swedish classroom to teach students about different Englishes and to destigmatize the need for a standard variety. 

  • 375.
    Åström, Torun
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lost in Simplification: A comparative study of Attitude in five plain English news articles and their source texts2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Attitude refers to one of the three subsystems of Appraisal and is a tool used by linguists to map feelings. This paper studies five plain English news articles and their source texts, in order to establish whether and how there are differences in terms of Attitude between the plain English texts and their source texts, and whether the two text categories belong to different evaluative keys, i.e. different voices. Following Martin and White (2005), the ten texts were analysed manually and the results presented in tables and commented on. The results show that a plain English text frequently has its own emphasis and message, that there is proportionally more authorial-sourced Attitude in the plain English texts, but that all the texts belong to the same evaluative key.

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