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Den muntliga färdighetens roll i skolan: Inriktining mot grundskolans årskurs 1-3
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
The role of the oral proficiency in school : First to third grade (English)
Abstract [sv]

Syftet med detta arbete är att undersöka hur pedagoger arbetar med elevers muntliga färdighet, alltså hur denna färdighet arbetas med i klassrummet samt om den medför konsekvenser, både positiva och negativa. 

Metoden som används är kvalitativa intervjuer där 5 grundlärare i årskurs 1-3 intervjuas. Metoden kvalitativa intervjuer valdes för att kunna titta närmare på pedagogernas erfarenheter och åsikter. 

Resultatet från intervjuerna styrker till största del den tidigare forskningen. Pedagogerna tar under intervjuerna upp någonting som forskningen inte gör. De tar upp exempel på aktiviteter där den muntliga färdigheten tränas. Forskningen och de intervjuade håller dock med varandra om att den muntliga färdigheten är någonting som hela tiden måste arbetas med och vidareutvecklas. Forskningen visar att pedagogen oftast är den som tar upp mest talutrymme i klassrummet samtidigt som de intervjuade kan anse att talutrymmet är lika stort för både elever och pedagog. Både forskningen och de intervjuade ser att den muntliga färdigheten medför både hinder och möjligheter. Dock vinner möjligheterna i längden. 

Abstract [en]

The purpose of this work is to study how teachers work with pupils' oral proficiency. The purpose is to find out how this proficiency is being trained in the classroom and whether it has consequences, both positive and negative. 

The method used is qualitative interviews, where five elementary school teachers in grades 1-3 are interviewed. The qualitative interviews were chosen to study the educators' experiences and opinions. 

The results obtained from the interviews largely reinforce the results from previous research. During the interviews, the educators mentioned something that the previous research did not mention. They list examples of activities where the oral proficiency is trained. The research and the interviewees agree, however, that the oral proficiency is something that must always be worked on and further developed. Research shows that the pedagogue usually takes up the most speech space in the classroom, while the interviewees may think that the speech space is the same for both students and educators. Both the research and the interviewees agree that the oral proficiency consists of both obstacles and opportunities. However, opportunities usually prevail. 

Place, publisher, year, edition, pages
2017.
Keyword [en]
oral proficiency, oral communication, talk, interaction
Keyword [sv]
muntlig färdighet, muntlig kommunikation, samtala, kommunikation
National Category
Other Humanities
Identifiers
URN: urn:nbn:se:kau:diva-55101OAI: oai:DiVA.org:kau-55101DiVA: diva2:1110745
Subject / course
The Swedish Language
Educational program
Primary Education Programme, 240 hp
Presentation
(Swedish)
Supervisors
Examiners
Available from: 2017-06-16 Created: 2017-06-16 Last updated: 2017-06-16Bibliographically approved

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fb707f4bc2b17b25bf0aaadee3d472fc490a00b7a3a72fae290e879da4c30b49aad73fd3aa8ea8a6766f0cec59485ed8191852759ab9f94e6d51e7149da24a0f
Type fulltextMimetype application/pdf

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Citation style
  • apa
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