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Retorik och talängslan i skolan: Hur hjälper lärare elever att tala i klassrummet?
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Rhetoric and communication apprehension in school : - How do Teachers help Students to speak in the Classroom? (English)
Abstract [en]

The purpose of this study is to find out more about how language teachers can improve and change the teaching of rhetoric with focus on communication apprehension. The study aims primarily at teachers in the Swedish subject and teaching in rhetoric. Aspects on the subject being addressed are: How rhetoric teaching can be made more easy and systematic, how it can be improved and how Swedish teachers more actively can help students with communication apprehension orally in the ordinary teaching activity. This work can and should be read with a focus on, an increasing extent, integrating students with communication apprehension into oral classroom activities. 

Quality interviews were conducted to collect data and fulfill the study. These interviews were conducted with qualified graduate teachers and upper secondary school teachers, all with both qualifications and teaching in the subject Swedish or Swedish as a second language. The choice were made on these individuals just because most of the rhetoric in the course and subject curriculum in Swedish school is found in the language subjects, in particular the Swedish subject. For the interested reader, this study's interview questions are attached under "Appendix 1", at the bottom of this essay. 

The hypothesis that existed at the beginning of the work was that a lot of oral rhetorical training in various forms would help the students, especially the ones with communication apprehension, to become more rhetoric talented; better and more common speakers. 

Abstract [sv]

Syftet med denna undersökning är att ta reda på mer om hur språklärare kan förbättra och förändra undervisningen i retorik med fokus på talängsliga elever. Studien vill främst rikta sig till lärare i svenskämnet och undervisningen i retorik. Aspekter på ämnet som tas upp är: Hur retorikundervisningen kan göras mer lättsam och systematisk, hur den kan förbättras samt hur svensklärare mer aktivt kan hjälpa talängsliga elever muntligt i ämnesundervisningen. Detta arbete kan och bör läsas med fokus på att, i allt högre grad, integrera talängsliga elever i muntliga klassrumsaktiviteter. 

För att samla in data och genomföra studiens undersökning gjordes kvalitativa intervjuer. Dessa intervjuer utfördes med behöriga examinerade högstadie- och gymnasielärare, alla med både behörighet och undervisning i ämnet svenska alternativt svenska som andraspråk. Valet föll på dessa intervjuobjekt eftersom större delen av retoriken i kurs- och ämnesplanerna i svensk skola finns i språkämnena, i synnerhet svenskämnet. För den intresserade läsaren finns denna studies intervjufrågor bifogade under ”Bilaga 1”, längst ned i uppsatsen. 

Hypotesen som fanns vid arbetets start var att mycket muntlig retorisk träning i olika former skulle hjälpa eleverna, framförallt de talängsliga, att bli skickligare retoriker och bättre samt vanare talare. 

Place, publisher, year, edition, pages
2019.
Keywords [en]
Teachers, Communication apprehension, Rhetoric, Students
Keywords [sv]
Lärare, talängslan, retorik, elever
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:kau:diva-72909OAI: oai:DiVA.org:kau-72909DiVA, id: diva2:1328926
Subject / course
The Swedish Language
Educational program
Secondary Education Programme: Upper-Secondary School: Swedish (330 ECTS credits)
Supervisors
Examiners
Available from: 2019-06-24 Created: 2019-06-24 Last updated: 2019-06-24Bibliographically approved

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Retorik och talängslan i skolan(574 kB)29 downloads
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