Change search
Refine search result
12 51 - 88 of 88
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.
  • 51.
    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.

  • 52.
    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.

  • 53.
    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.

  • 54.
    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.

  • 55.
    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.

  • 56.
    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
  • 57.
    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.

  • 58.
    Johansson Bunting, Leona
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg, Department of Applied Information Technology.
    Lindström, Berner
    Göteborgs universitet.
    Framing English learning at the intersection of school and out-of-school practices2013In: Journal of International Scientific Publications: Language, Individual & Society, ISSN 1313-2547, Vol. 7, no 1, p. 205-221Article in journal (Refereed)
    Abstract [en]

    From an early age Swedish students typically use and learn English as a second language in out-of-school contexts, for example when watching TV and video clips and playing computer games online. This is an important premise for learning English in school. It is hence of interest to understand relations between learning in and out of school, especially considering the digitalization of Swedish schools and new media technologies becoming available for all students.

    This study aims at describing students’ accounts of learning English in out-of-school contexts and their reasoning of how this learning relates to learning English in school. The data consists of interviews with 47 eleven-year-olds. Goffman’s concept of framing is used as an analytic tool. The results are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language Learning as Intention or Side-Effect. Results on what environments students regard as important for learning English are also reported.

    Download full text (pdf)
    Framing English at the intersection of school and out-of-school practices
  • 59.
    Karppinen, Annika
    et al.
    University West, Department of Social and Behavioural Studies.
    Nysten, Caroline
    University West, Department of Social and Behavioural Studies.
    Heta hunkar och snygga snärtor i klassrummet: har livsstilsmagasin en roll i svenskundervisningen?2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Populärlitteratur har traditionellt inte haft någon stark ställning i svenskundervisningen. Detta har på senare tid ändrats till att populärlitterära romaner mycket väl kan förekomma som läsmaterial. Populärlitteratur är emellertid ett svårdefinierat begrepp, och studiens utgångspunkt är att även livsstilsmagasin ska räknas till populärlitteraturens sfär. För att kunna använda dessa texter i en undervisningssituation krävs att läraren vet vad dessa tidningar innehåller. Fokus i studien ligger dels på populärkulturens roll i samhället, dels på livsstilsmagasinens roll i populärkulturen.

    Syfte: Syftet med studien är att undersöka innehållet i ett antal livsstilsmagasin samt den bild av samhället de ger uttryck för. Vidare utforskar vi det språk som används i livsstilsmagasinen och vilket värde livsstilsmagasin skulle kunna ha i svenskundervisningen.

    Metod: Metoden som använts är Foucaultinspirerad diskursanalys som tillämpats på ett antal livsstilsmagasin. Vi stöder oss främst på teorier om populärkultur och genusteori. De livsstilsmagasin som valdes ut till studien är de som läses mest av ungdomar i 13-19 års ålder enligt SIFOs undersökning 2009.

    Resultat: Livsstilsmagasin beskylls ofta för att vara ytliga. Vi hävdar att de har ett budskap som ofta förbises och att livsstilsmagasinen både avslöjar och upprätthåller de rådande normerna i samhället. Bland annat syns i livsstilsmagasinen att det finns strikta regler för vad som kan skrivas i dem. Dessutom bidrar magasinen till att förstärka stereotyper och uppmuntrar till konsumtion. Livsstilsmagasinens syn på relationen mellan kvinnor och män är traditionell med kvinnan underordnad mannen. Detta gör livsstilsmagasin till värdefulla och intressanta texter att använda i svenskundervisningen som underlag för analys och diskussion.

    Download full text (pdf)
    FULLTEXT01
  • 60. Kullberg, Birgitta
    et al.
    Nielsen, CeciliaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Skriftspråka eller skriftbråka: att utvecklas till en läsande och skrivande människa2008Collection (editor) (Other academic)
  • 61.
    Lamb, Martin
    et al.
    University of Leeds, School of Education, Leeds, UK.
    Csizér, KataEötvös Loránd University, Faculty of Humanities, Budapest, Hungary.Henry, AlastairUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Ryan, StephanWaseda University, School of Culture, Media and Society, Tokyo, Japan.
    The Palgrave Handbook of Motivation for Language Learning2019Collection (editor) (Refereed)
    Abstract [en]

    This handbook offers an authoritative, one-stop reference work for the dynamic and expanding field of language learning motivation. The 32 chapters have been specially commissioned from the field's most influential researchers and writers. Together they present a compelling picture of the motivations people have for learning languages, the diverse ways we can research motivation, and the implications for promoting and sustaining learners' motivation. The first section outlines the main theoretical approaches to language learning motivation; the next section presents ways in which motivation theory has been applied in practice; the third section showcases examples of motivation research in particular contexts and with particular types of language learners; and the final section describes the exciting directions that contemporary research is taking, promising important new insights for academics and practitioners alike.

  • 62.
    Lamb, Martin
    et al.
    University of Leeds, School of Education, Leeds, UK.
    Csizér, Kata
    Eötvös Loránd University, Faculty of Humanities, Budapest, Hungary.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ryan, Stephen
    Waseda University, School of Culture, Media and Society, TokyoJapan.
    Introduction2019In: The Palgrave Handbook of Motivation for Language Learning / [ed] Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen, Palgrave Macmillan, 2019, p. 1-17Chapter in book (Other academic)
    Abstract [en]

    In this introduction the editors suggest that the field of L2 motivation research has now achieved a degree of maturity, in terms of scale and diversity of scholarly output, and that it warrants publication of a ‘state-of-the-art’ compendium. This in turn reflects the way that globalization, migration and other contemporary phenomena are encouraging or forcing people to learn language, and the challenges that they and their teachers face in sustaining the desire to learn over the long periods necessary to achieve communicative or academic success.

  • 63.
    Larsson, Julia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pettersson, Fredrik
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Shit vad crazy": Ungdomars syn på kodväxling2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen behandlar de svar som gavs av de ungdomar som deltagit i studien angående kodväxling, en form av språkblandning. En förutsättning för att den här typen av språkblandning kan ske är att talaren erhåller en tvåspråkighet där det ena språket är mer dominant än det andra. Det språket som är dominant är i den här undersökningen är svenska och det så kallade gästspråket som kodväxlingen sker på är engelska. Kodväxlingen skiljer sig dock från låneord och importord då kodväxlingsord ännu inte blivit accepterade som låneord och importord i det svenska ordförrådet.

    Kodväxling har implementerats i det svenska språkbruket i flera decennier genom flera språk, framförallt franska och tyska under dessa länders storhetstider (Birch-Jensen 2011:146). Under senare delen av 1900-talet har dock kodväxling främst kommit att ske på engelska. Detta beror på att engelsktalande länder, som USA och England, varit i framkant på de marknader som idag är världsledande. Det mest betydande, för den här typen av språkförändring, är den tekniska utvecklingen och utvecklingen av de sociala medier som ofta förekommer på engelska (Birch-Jensen 2011:9). Kodväxlingen på engelska växte, och växer fortfarande, fram i stor del på de sociala medierna där den här typen av språkbruk används för att underlätta konversationer. Detta språkbruk används dock inte endast på sociala medier och internet utan har även kommit att implementerats i det talade språket och blivit en allt större del av vardagen menar de ungdomar som deltagit i studien.

    Den tidigare forskning som skett kring ämnet är begränsad, men Appel och Muyskens sociolingvistiska teori kring varför kodväxling förekommer är en teori som är anpassningsbar gällande ämnet. Likt den sociolingvistiska teorin påvisar den här studien på flera användningsområden för kodväxling, men det nämns av de deltagande ungdomarna ytterligare användningsområden än de Appel och Muysken redovisat. Resultatet av den här studien hävdar, i enlighet med den sociolingvistiska teorin, att den här formen av språkblandning sker med engelska ord och fraser i samband med svenskt språkbruk för att förstärka, förtydliga och för att inge en annan känsla än vad det svenska ordförrådet är kapabelt till enligt de deltagande ungdomarna (Appel & Muysken 2005:117).

    En form av exkludering kan även ske via kodväxling, men detta är dock inget som ungdomarna anser vara ett primärt användningsområde för kodväxling. Den här formen av exkludering kan ske då ungdomarna menar att de inte tillämpar kodväxling med äldre personer, då de anser att kodväxling är begränsat till en viss generation då kunskap om kodväxling och det engelska språket ofta saknas hos en äldre åldersgrupp. Appel och Muysken teori påvisar dock motsatsen att kodväxling inte är åldersbegränsat, vilket medför att ungdomarnas påstående angående detta kan ifrågasättas (Appel & Muysken 2005:119). Om kodväxling idag är åldersbegränsat, vilket ungdomarna menar, kan det dock ha skett en förändring genom de sociala mediernas stora utveckling de senaste åren. Eftersom ungdomar främst är den åldersgrupp som använder dessa sociala medier är det möjligt att de även har blivit de som brukar den typen av språkligt fenomen som ofta förekommer på dessa medier. Detta kan ha medfört att ungdomarna infört den här typen av språkbruk mer i det talade språket.

    Språkliga förändringar har påverkan på samhället och dess inrättningar. Skolan är en av de inrättningar som ständigt måste adaptera sig efter förändringar, men anpassningen efter dessa förändringar är ofta svårgenomförlig. Undervisningen i ämnet svenska präglas idag främst av det språkbruk som kallas rikssvenska, vilket många elever inte kan identifiera sig med. Om undervisningen skulle anpassas mer efter erfarenhetspedagogiken och tillåta eleverna att använda sitt egna språk, däribland kodväxling, skulle detta troligen öka elevernas förståelse och motivation till ämnet (Nilsson 2005:68).

    Kodväxling har idag enligt resultatet av den här studien blivit ett normaliserat fenomen. Detta främst beroende på att det har blivit en avgörande del av det språkbruk som tillämpas av de deltagande ungdomarna. Om detta språkbruk kommer att fortsätta att tillämpas av ungdomarna även i vuxen ålder kan inte avgöras, men då ungdomarna påstår att de tillämpar kodväxling då det svenska ordförrådet inte räcker till är det möjligt att kodväxling fortsättningsvis kommer utgöra en stor del av det svenska språkbruket för ungdomarna även i framtiden. Om en utökning av det svenska ordförrådet inte sker kommer ett alternativt språkbruk, eventuellt kodväxling, vara nödvändigt för den kommunikation som ungdomarna vill föra.

    Download full text (pdf)
    fulltext
  • 64.
    Liljenberg, Tobias
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Implicature, bullshit and confusion: Donald Trump's breaking of conversational rules and its effects2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A conversation is governed by a number of unwritten rules which can be broken intentionally or unintentionally. The aim of this essay is to see if and how Donald Trump breaks rules of conversation during a press conference, and what effects he makes by doing so. According to Grice (1975), when people have conversations, they generally follow the cooperative principle, which he specifies into four maxims, Quantity, Quality, Relation and Manner. Previous research shows that Donald Trump breaks these maxims very often. He disregards the truth to the extent that it can be referred to as "bullshit".

    In this essay I analysed a transcript of a press conference, held by Donald Trump after the mid-term elections last autumn, through the lens of Grice's theory. When breakages of conversational rules were found the effects were sorted under three categories, Implicature, the hidden meaning intended by the speaker, Bullshit, not caring about the truth and Confusion, not making yourself understood.

    The results show that Donald Trump breaks all four maxims of the cooperative principle, making the effects of implicature, bullshit and confusion where implicature was the most common effect. The implicature that Trump seems to intend is that he is still or already on the campaign trail, trying to turn everything in his favour and making himself look good, in order to earn the trust of his voters.

    The essay concludes that Trump rarely follows the rules of conversation, or as Gavaler and Goldberg (2017) puts it, he follows the anti-cooperative principle.

  • 65.
    Lindahl, Filippa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Satsfläta med relativsats: CP-rekursion i spontant språkbruk2018In: Gramino 2018, Oslo, 15.-16. mai, 2018, p. 1-2Conference paper (Other academic)
  • 66.
    Linell, Per
    et al.
    Linköpings universitet.
    Norén, Kerstin
    University West, Administration .
    "Vadå spikmatta?": Att försöka förstå eller förebrå medhjälp av en reaktiv konstruktion2012Report (Other academic)
  • 67.
    MacIntyre, Peter
    et al.
    Cape Breton University.
    Dörnyei, Zoltán
    School of English, University of Nottingham.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Conclusion: Hot enough to be cool?: The promise of dynamic systems research2014In: Motivational dynamics in language learning / [ed] Dörnyei, Zoltán, MacIntyre, Peter D. & Henry, Alastair, Bristol: Multilingual Matters, 2014, p. 419-429Chapter in book (Refereed)
  • 68.
    Malm, Annica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Something that you're passionate about": Motivation and Integrated English in VocationalProgrammes2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The importance of motivation in language learning has been emphasised and paid more attention to the last decades, and the topic of student motivation has also been touched upon in the Swedish school system. The issue of low results in the vocational programmes have been scrutinised both in media and the National Agency of Education, which resulted in an integration between the character subjects and the core subjects. The idea is to increase the students' motivation to the core subjects by integrating them with the character subjects in the vocational programmes. Therefore, integration is executed by teachers in vocational programmes, and included in the curriculum for upper secondary schools.

    The aim of this study is to investigate students' attitudes toward integrated and non-integrated English, and how it influences their motivation. 10 interviews have been carried out in the Electric and Construction programme, and the data has been analysed using a thematic analysis. Themes have been selected and discussed in relation to the aim and research question.

    The result shows that the students feel that the integrated English is useful, but that non-integrated English within their personal interests is the most motivating content in the English course. Students want to be more involved in their education and the need to express their unique personalities seems to be of importance when it comes to learning English. The results indicate that the concept of integration might not be the most motivating aspect to focus on, but rather the individual aspects of the students and what they feel is motivating

    Download full text (pdf)
    fulltext
  • 69.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att vägleda andra att bli läsande och skrivande människor: en fråga om varför2008In: Skriftspråka eller skriftbråka: att utvecklas till en läsande och skrivande människa / [ed] Kullberg, Birgitta, Nielsen, Cecilia, Malmö: Gleerups utbildning , 2008, 1. uppl., p. 152-162Chapter in book (Other academic)
  • 70.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    En läsande och skrivande människa2008In: Skriftspråka eller skriftbråka: att utvecklas till en läsande och skrivande människa / [ed] Kullberg, Birgitta, Nielsen, Cecilia, Malmö: Gleerups utbildning , 2008, 1. uppl., p. 11-25Chapter in book (Other academic)
  • 71.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kroppen läser och skriver?: Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi2011In: Educare. 2011:1: Tema : svenska med didaktisk inriktning / [ed] Bergman, Lotta (huvudredaktör), Malmö: Lärarutbildningen, Malmö högskola , 2011, p. 65-90Chapter in book (Refereed)
    Abstract [en]

    Reading and writing have been investigated from different perspectives. Depending on the perspective adopted, some aspects of the phenomena have become visible, while others have been ignored. One of these seldom highlighted aspects is the lived body, learning to read and write. In this article, I explore the phenomenological aspects of reading and writing. What do we see when we consider our embodied existence? Merleau-Ponty believes that man is an indivisible whole; the mind can neither be understood without the body, nor the body without the mind. What then are the consequences for our understanding of reading and writing when, in addition to aspects of skill, metacognition and learning in practice, account is also taken of the fact that we are lived bodies, situated in time and space? The findings from my doctorial thesis (Nielsen, 2005) serve to illustrate the discussion. Narratives from people with reading and writing difficulties show that the encounters with sign, words and text are a bodily encounter, as well as a mental one, facilitated by means of perception and motor activity. They also show that own time and personal space are important aspects of learning to read and write. 

  • 72.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Skriftspråklighet, kropp och livsvärld: om läsningens och skrivningens kroppslighet2011In: Sprog på spil: at sætte viden om sprog i spil i profession og uddannelse / [ed] Vedsgaard Christensen, Mette & Møller Daugaard, Line, Århus: ViaSystime , 2011, p. 6-25Chapter in book (Other academic)
  • 73.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vem är en läsande och skrivande människa?2008In: Skriftspråka eller skriftbråka: att utvecklas till en läsande och skrivande människa / [ed] Kullberg, Birgitta, Nielsen, Cecilia, Malmö: Gleerups utbildning , 2008, 1. uppl., p. 70-85Chapter in book (Other academic)
  • 74.
    Norén, Kerstin
    University West, Administration .
    La politique linguistique en Suède dans la perspective de l'enseignement supérieur2012In: Nordiques, ISSN 1761-7677, no 24, p. 91-101Article in journal (Other academic)
  • 75.
    Olofsson, Joel
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Högskolan väst.
    Frekvens som mått på produktivitet: En konstruktionsgrammatisk undersökning av förflyttningskonstruktioner i svenskan2019In: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. NF 29, p. 168-202Article in journal (Refereed)
    Abstract [en]

    The productivity of syntactic constructions is often measured by the number of different verbs used in the verb slot, i.e. the type frequency of the construction.

    This article investigates 17 double-adverbial motion constructions and their occurrence in a large corpus of blogs.

    The study shows that there is a difference between the constructions in both token and type fre- quency, as well as with regard to the number of rare and non-motion types used in the construc- tions. For instance, a construction such as the [VERB-runt-i] ‘verb-about-in’ occurs with 225 different verbs even though the overall token frequency of the construction is intermediate, while the [VERB-ner-till] ‘verb-down-to’ construction only occurs with 107 verbs, even though the construction itself is more common. This indicates that the former construction appears to be more produc- tive than the latter.

    The study also shows that the productivity of Swedish motion constructions shows up even more clearly if we apply more refined frequency measurements than only raw type frequency, such as the number of types without a conventionalized motion meaning, as well as the number of con- struction-unique types, i.e. types occurring in only one of the constructions investigated. For instance, non-motion verbs like skoja ‘joke’, and spexa ‘clown about’ are exclusively found in the [VERB-runt-] construction, while animal verbs like snigla ‘snail’ and älga ‘moose’ are mainly found in the [VERB-iväg-till].

  • 76.
    Parnevall, Emelie
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pettersson, Sara
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Stavning i skolan: en studie av lärares uppfattning om stavningsundervisning och stavningsproblem i årskurs 4-92010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Vi har valt att titta på stavning utifrån två perspektiv. Det historiska perspektivet visar hur stavningen förändrats genom åren. Det är viktigt eftersom det än idag har betydelse för hur vi stavar. Nyare forskning visar olika forskares syn på stavning. En stor del i nyare forskning är skolverkets studie 2003 där de bland annat undersökt undervisningen i svenska och elevers kunskaper. Forskare visar att det finns yttre faktorer som påverkar vår stavning. Dialekter och datorn är två faktorer som påverkar stavningen både positivt och negativt. Stavning och skriftspråk har stor betydelse för varandra så vi har valt att plocka ut de delar som stämmer bäst överens med vår studie.

     

    Syfte: Syftet med vår studie var att undersöka elevers stavningsproblem ur ett lärarperspektiv i årskurs fyra till nio. Utifrån syftet skapades följande två frågeställningar:

     

    Finns det skillnader i stavningsundervisningen på de olika stadierna?

    Finns det skillnader i stavningsproblematiken mellan de olika stadierna?

     

    Metod: Vi använder oss i vår uppsats av en kvantitativ metod som delvis består av kvalitativa frågor. Vi använder oss av en enkät undersökning som riktar sig till pedagoger i årskurs fyra till nio. Pedagogerna som svarat på enkäten arbetar i en Västsvensk kommun. Det är totalt 12 skolor, varav 9 F–sex-skolor och 3 sju–nio-skolor. 29 pedagoger medverkade i vår studie. Enkäten består av 17 frågor, varav 14 kvantitativa och 3 kvalitativa frågor. Resultatet har behandlats i tre omgångar. Vi delade upp varje stadie för sig innan vi gjorde en jämförande analys. Vi kategoriserade respondenternas svar och sedan försökt hitta likheter och skillnader i dessa.

     

    Resultat: Resultatet behandlar stavning utifrån tre aspekter: Ordkunskap, inlärning och undervisning. Resultatet har delats upp i tre delar: årskurs 4–6, årskurs 7–9 och jämförande analys. Läsning, dialekter och kommunikationsverktyg har stor betydelse för elevers stavning. Läsning har positiv inverkan på stavning eftersom elever exponeras för ord. Oavsett elevers ålder kan man se att läsning spelar stor roll. Talspråk och skriftspråk har ibland en otydlig gräns. Elever stavar orden som de uttalas istället för att använda sig av skriftspråkets normer. Dialekter berikar vårt språk men kan samtidigt ses som en svårighet i stavningssammanhang. En stor del av vår vardag innebär kommunikation av olika slag. Barn och ungdomar kommunicerar bland annat genom sms och datorer. Vid denna typ av kommunikation använder de sig av ett förkortat språk. Dessa språk har stora influenser av talspråket men även av engelskan. Det har visat sig att elever använder sig av dessa språk även i skolan. Det påverkar deras stavning eftersom de hellre använder sig av dessa ord.

    Download full text (pdf)
    FULLTEXT01
  • 77.
    Persson, Åke
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Brendan Kennelly's Poetry My Arse (1995): An Alternative Ars(e) Poetica2006In: Back to the present, forward to the past: Irish writing and history since 1798. Volume 2, Amsterdam: Rodopi , 2006, p. 251-269Chapter in book (Other academic)
  • 78.
    Persson, Åke
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Not as Good as the Book?: An Introduction to Film Adaptations of Literary Texts2003In: Moderna Språk, ISSN 0026-8577, Vol. 97, no 2, p. 132-143Article in journal (Refereed)
  • 79.
    Persson, Åke
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Polishing the Working-Class?: A Sociolinguistic Reading of Roddy Doyle's Barrytown Trilogy and Later Fiction2003In: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, Vol. 2, no 1, p. 47-56Article in journal (Refereed)
  • 80.
    Persson, Åke
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Mafia in the Drawing Room: Martin Scorsese's Film Adaptation of Edith Wharton's The Age of Innocence2008In: NJES Nordic Journal of English Studies, ISSN 1654-6970, Vol. 7, no 2, p. 39-68Article in journal (Refereed)
  • 81.
    Persson, Åke
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Voicing Possibilities: Brendan Kennelly's Version of Federico García Lorca's Blood Wedding2008In: At home in the world: essays and poems in honour of Britta Olinder / [ed] Olinder, Britta, Avril, Chloé & Paul, Ronald, Göteborg: Acta Universitatis Gothoburgensis, 2008, p. 241-254Chapter in book (Other academic)
  • 82.
    Sjöberg, Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hur brukas hen?: En korpusbaserad undersökning av pronomet hen i twitterspråk2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Hen tillhör ordklassen pronomen och används som könsneutral benämning som ersättare för han och hon när könstillhörigheten är okänd, oväsentlig eller ska otydliggöras. Hens existens i svenska språket borde enligt råd från Språkrådet avgöras av oss språkbrukare, och ordet skapar oenigheter. Hen är ett litet ord med stor betydelse. Syfte: I denna studie undersöks hens användning i det nätverksbaserade kommunikativa sociala mediet Twitter. Syftet är att undersöka i vilken utsträckning hen faktiskt används och med vilken avsikt hen brukas. Metod: Textunderlaget till undersökningen är hämtat från Språkbankens korpus Twittermix med hjälp av sökverktyget Korp. Materialet som består av 300 twitterinlägg är kategoriserat utifrån hens funktioner som de uppträder i texten. Undersökningen har både kvalitativa och kvantitativa inslag då absolut och relativ frekvens är intressant. Resultat: Resultatet i undersökningen visar att hen främst används i syfte att hålla tillbaka information om vilket kön personen som refereras till har, när man inte vill avslöja en individs identitet samt när man som skribent inte har information om vem personen är och då inte heller har vetskap om könet. Hen används även ofta när man avser att säga något om själva uttrycket hen. Mitt resultat jämfördes med resultat från tidigare forskning. Resultatet visar att hen är mindre debatterat i mitt material än i andra undersökta material i tidigare undersökningar. 

  • 83.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Wiki-mediated Writing: design, media, writing strategies and feedback in online text production2013In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 7, no 1, p. Art. 8 : 1-21Article in journal (Refereed)
    Abstract [en]

    Bringing social media arenas, such as wikis, into the classroom invites teaching approaches that engage students in authentic, participatory and creative writing processes. This case study examines the online text production of primary school students in a wiki environment and how the key functionalities for commentary, discussion, logging skills of text and multimodal expression are utilized in practice to develop writing. Exploring the design of assignments and analysing the nature of final texts, writing strategies and feedback reveals an iterative process of writing dominated by strategies of expanding texts with new information and occasional surface editing. The students composed individual narratives on selected themes augmented by drawings, images, speaking avatars and video clips. Feedback was mainly provided by the teachers in the form of encouraging comments and corrective revisions directly in the students’ texts. Peer response was rare, in one project taking the form of discussion posts. Revising indicating increased language awareness was observed among second language learners. Overall, the study demonstrates a tension between instructional design, the affordances of the writing arena and the space for creativity when engaging students in advanced, participatory and reflective composing and revising of texts. 

  • 84.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The MoTiSSE project2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 89-103Chapter in book (Other academic)
  • 85.
    Thorsen, Cecilia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Cliffordson, Christina
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    The case of a missing person? The current L2 self and the L2Motivational Self System2017In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed)
    Abstract [en]

    In Dörnyei's (2009a) theorizing, motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepancy between their current L2 self, and their ideal L2 self. However, in the L2 Motivational Self System, this discrepancy is not operationalized. A questionnaire containing measures of current L2 selves was administered to two cohorts of students learning English in Sweden, one in grade 7, and one in grade 9. Using structural equation modelling, results revealed that the discrepancy between the ideal L2 self and the current L2 selfwas greater for the grade 7 cohort. So too was the impact on a criterion variable measuring intended effort. Arguments for the operationalization of the selfdiscrepancy process in research designs are put forward. In studies tracking changes over time, it is suggested that the inclusion of a variable measuring the current L2self could provide important insights into self-discrepancy trajectories, facilitate the investigation of motivational dynamics, and bring greater sensitivity to intervention design.

    Download full text (pdf)
    fulltext
  • 86.
    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.

  • 87.
    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)
  • 88.
    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.

12 51 - 88 of 88
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