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Högstadieelevers attityder till dialekt: Uppfattningar i allmänhet och i undervisningssituationer i synnerhet
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Secondary school students’ attitudes to dialects : Perceptions in general and in teaching situations in particular (English)
Abstract [sv]

Syftet med denna studie är att ta reda på högstadieelevers attityder till dialekt. Detta har gjorts genom att respondenter från två olika skolor i Värmland svarat på en webbenkät. Skolorna är belägna i Kil respektive Arvika. Av respondenternas svar har ett generellt resultat sammanställts, där båda undersökningsgruppernas svar vägts samman. Gruppernas svar har sedan jämförts för att kunna peka på skillnader som finns kring attityder till dialekt. Attityderna gäller både den allmänna synen på dialekt men också mer specifikt när det kommer till undervisningssituationer.

Det generella resultatet visar att attityderna till dialekt i allmänhet är övervägande positiv. De situationer då dialekten föredras är informella, exempelvis i kontakt med familj och vänner. Resultaten visar att dialekt undviks i högre utsträckning när det gäller formella situationer, som i kontakt med lärare och personal på skolan samt under lektionstid. Majoriteten av respondenterna har uppgett att de uppfattas som mer bildade då de talar standardspråk i undervisningssituationer. I kontrast till detta visar resultatet att majoriteten av respondenterna tar läraren på allvar om denne talar dialektalt i samband med undervisningssituationer. Det går således att peka på att respondenterna av allt att döma anser att det är viktigare att de själva talar standardspråk än att lärarna gör det. Ytterligare en aspekt som är motsägelsefull i detta hänseende är att resultatet visar att respondenterna i hög utsträckning anser att lärare bör anpassa sitt språk till standardsvenska.

Då svaren mellan de båda undersökningsgrupperna jämförs visar det sig att respondenterna från Arvika har en något positivare syn på dialekt i allmänhet jämfört med de från Kil. Dessa skillnader är dock marginella. Större skillnader visar sig när det gäller formella situationer. Respondenterna från Arvika anser att det inte är lika viktigt att tala standardspråk i samband med undervisningssituationer jämfört med de från Kil. Lärare som talar dialektalt tas också på större allvar bland respondenterna från Arvika. Detta visar sig också genom att respondenterna från Kil i högre utsträckning anser att lärare bör anpassa sitt språk till standardsvenska jämfört med respondenterna från Arvika.

Abstract [en]

The purpose of this study is to find out about secondary school students attitudes towards dialect. This has been done by respondents from two different schools in the county of Värmland1 who responded to a web survey. The schools are located in Kil 2 and Arvika3. Of the respondents' answers, a general result was compiled, where the answers of both survey groups were weighed together. The groups' responses have then been compared to point out differences that exist about attitudes to dialect. Attitudes apply to both the general view of dialect but also more specifically when it comes to teaching situations.

The overall result shows that the attitudes of dialect in general are predominantly positive. The situations in which the dialect is preferred are informal, for example in contact with family and friends. The results show that the dialect is avoided to a greater extent in terms of formal situations, as in contact with teachers and staff at school as well as during lesson. The majority of respondents have stated that they are perceived as more formed when they speak standard language in teaching situations. Contrary to this, the result shows that the majority of respondents take the teacher seriously if he/she speaks dialectically in connection with teaching situations. It is thus possible to point out that the respondents (of all judgment) consider it more important that they speak standard language than the teachers do. Another aspect that is contradictory in this regard is that the results show that the respondents to a large extent consider that teachers should adapt their language to standard Swedish.

When the answers between the two study groups are compared, it appears that the respondents from Arvika have a somewhat more positive view of dialect in general compared to those from Kil. However, these differences are marginal. Greater differences are found in formal situations. Respondents from Arvika consider it not as important to speak standard languages in relation to teaching situations compared to those from Kil. Teachers who speak dialectically are also taken more seriously among respondents from Arvika. This is also evidenced by the fact that the respondents from Kil consider that teachers should adapt their language to standard Swedish to a higher extent compared with respondents from Arvika.

Place, publisher, year, edition, pages
2018. , p. 36
Keywords [en]
Dialect, attitude, students, education, school.
Keywords [sv]
Dialekt, attityd, elever, undervisning, skola.
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:kau:diva-67743OAI: oai:DiVA.org:kau-67743DiVA, id: diva2:1219759
Subject / course
Comparative Literature
Educational program
Secondary Education Programme: Upper-Secondary School: Swedish (330 ECTS credits)
Supervisors
Examiners
Available from: 2018-06-19 Created: 2018-06-17 Last updated: 2018-06-19Bibliographically approved

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CiteExportLink to record
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Citation style
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