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"Alltså, grammatik är ju hela tiden!": Lärares bild av grammatikundervisning med andraspråkselever i klassrummet.
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
”Well, grammar is all the time!” : Teachers’ view of grammar teaching with second language learners in class (English)
Abstract [sv]

Den svenska skolan har under senare år tagit emot många elever från andra länder, vilket ställer nya krav på lärares kompetens inom andraspråksundervisning. Denna studie undersöker klasslärares strategier, anpassningar och förhållningssätt inom undervisningsområdet grammatik, när de har elever med svenska som andraspråk i klassen. Texten redogör för aktuell forskning på området och därefter presenteras yrkesverksamma lärares bild av situationen. Resultatet har sedan tolkats utifrån ett funktionellt perspektiv på språkinlärning. Genom studiens intervjuer och observationer har det visat sig att de tillfrågade lärarna har olika kunskap och erfarenhet om effektiva metoder för att utveckla andraspråkselevers grammatiska färdigheter. De är dock ense om att ett andraspråks grammatik utvecklas som bäst i sociala sammanhang och de är alla influerade av ett funktionellt perspektiv på undervisning.

Abstract [en]

In recent years, the number of pupils from abroad in the Swedish school system has increased dramatically. This has led to a larger demand for teachers qualified in second language acquisition. This study investigates strategies, adaptions and the approaches of teachers with second language learners in their class, while teaching Swedish grammar. The study takes a look at current scientific thought on second language acquisition and also investigates working teachers’ views on the situation presented. All of this is with a view towards a functional perspective on language learning. Through interviews and observations in this study it has been shown that these teachers have different experience and knowledge about how to help second language learners to develop their grammatical skills. However, they all agree on the importance of a social context for language learning and they are all influenced by a functional perspective in teaching.

Place, publisher, year, edition, pages
2017. , 38 p.
Keyword [en]
Grammar teaching, grammar development, Swedish as second language, functional perspective, second language learning
Keyword [sv]
Grammatikundervisning, grammatikutveckling, svenska som andraspråk, SVA, funktionellt perspektiv, andraspråksinlärning
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:kau:diva-55122OAI: oai:DiVA.org:kau-55122DiVA: diva2:1111049
Subject / course
The Swedish Language
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2017-06-19 Created: 2017-06-16 Last updated: 2017-06-19Bibliographically approved

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Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

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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