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Den förkortade vägen till muntliga framställningar: En enkätstudie om gymnasieelevers bedömningar av tiden till den retoriska arbetsprocessens faser
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The shortened road to oral presentations : A questionnaire of secondary pupils' perceptions of allocation of time of the Canons of Rhetoric and its phases (English)
Abstract [en]

Abstract

In this study, we investigate pupils’ perceptions in Swedish 3 of the allocation of time of the Canons of Rhetoric when working with oral presentations. We also investigate which relations that exist between pupils’ perceptions of the allocation of time of the Canons of Rhetoric and perceptions of knowledge of the Canons of Rhetoric as well as perceptions of their oral presentation. The study was conducted via a questionnaire and carried out among 245 pupils. Raw data has been analysed to determine the descriptive statistics of the allocation of time of the Canons of Rhetoric and tests for statistical significance have been performed to determine the effects that the allocation of time has on pupils’ perceptions of their oral presentation. We have analysed our results by the use of the cognitive and the socio-cultural perspective. Results show that pupils feel that no phase is given sufficient time and that they believe the three first phases to be higher prioritised than the remaning phases. The amount of class hours is of importance to the perceived knowledge of the Canons of Rhetoric, how easy pupils find it creating a presentation, their sense of preparation and the perceived development as a speaker. Regarding response, emendatio, the time for teacher response does not show any significant correlation to pupils’ perceptions of their oral presentation. If peer response is given before presentations, it has a positive effect on pupils’ satisfaction with the presentation, but has otherwise no influence. In addition, teachers’ scaffolding seems to have a larger effect on pupils’ perceptions of their oral presentation than teacher and peer response. Finally, self-assessment occurs to a low extent and is shown to affect the knowledge of the Canons of Rhetoric and how easy it is creating a presentation in a positive manner.

Place, publisher, year, edition, pages
2017. , p. 29
Keyword [en]
Allocation of time, Canons of Rhetoric, Oral presentation, Peer response, Self-assessment, Swedish 3, Teacher response
National Category
Specific Languages
Identifiers
URN: urn:nbn:se:lnu:diva-60661OAI: oai:DiVA.org:lnu-60661DiVA, id: diva2:1073876
Subject / course
Swedish Language
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans senare år och gymnasiet
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Examiners
Available from: 2017-02-14 Created: 2017-02-13 Last updated: 2018-01-13Bibliographically approved

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CiteExportLink to record
Permanent link

Direct 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
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