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  • 251. Adigard des Gautries, Jean
    Les noms de personnes scandinaves en Normandie de 911 à 10661954Book (Other academic)
  • 252.
    Adl, Hala
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Hannan, Soltana
    Örebro University, School of Humanities, Education and Social Sciences.
    Två läromedelsanalyser med fokus på nyanlända elever2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I takt med att svenska samhället blir alltmer mångkulturellt och flerspråkigt kommer framtidens lärare ställas inför nya utmaningar då många av deras elever inte har svenska som modersmål. Då är det viktigt att man har en fördjupad förståelse om hur läromedel i svenska skolor kan bemöta dessa elever. I denna studie, har två läromedelsanalyser utförts utifrån ett historiskt perspektiv. Syftet med denna uppsats är att undersöka hur språket, texten och innehållet i läromedel för f-3 har förändrats under 40 år samt att undersöka om läromedlens text är anpassad att använda för andraspråkselever. Studien utgår från den sociokulturella teorin och har genomförts med hjälp av en kvalitativ metod som utgår från textanalys och innehållsanalys .Resultatet av studien visar att det äldre läromedlet knappast är lämpligt för nyanlända elever i fråga om språk, text och innehåll. Det nyare läromedlet är bättre anpassad men inte heller den motsvarar helt de behov som nyanlända andraspråkselever har.

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  • 253.
    Adler, Aleksandra
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    Cognitive load in dialogue interpreting: Experience and directionality2023Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation investigates the effect of experience and language direction on cognitive load in dialogue interpreting. The general objective of the study is to contribute to a better understanding of cognitive processes involved in dialogue interpreting. The present inquiry employs a multi- and mixed- method design and seeks to investigate disfluency measures as indicators of cognitive load in dialogue interpreting. Furthermore, the study aims to explore whether blink-based measures are sensitive to changes in cognitive load of dialogue interpreters. The present study is positioned within cognitive translation and interpreting studies (CTIS) and employs cognitive translatology as a framework, encompassing both cognitive and psycholinguistic approaches to translation and interpreting. Chen’s multidimensional theoretical construct of cognitive load in interpreting is explored in the study and remodeled to fit the context of dialogue interpreting and the assumptions of cognitive translatology. The data were collected from 17 dialogue interpreters during simulated interpreted encounters that recreated a situation commonly arising in a public service context in Sweden. The 10 inexperienced and 7 experienced interpreters all had Swedish as their working language, and the other working languages were French, Polish, and Spanish. Following the revised cognitive load model, the analyses of cognitive load focus on interpreter characteristics (interpreting experience) and on task and environmental characteristics (directionality). The results of analyses show that, in line with previous research, both interpreting experience and directionality modulate cognitive load of dialogue interpreters. Specifically, interpreting experience is demonstrated to attenuate cognitive load. In terms of directionality, interpreting into L2 is shown to be more cognitively demanding than interpreting into L1. Moreover, blink rate and blink rate variability (BRV) are explored as possible indicators of cognitive load. The analyses of blink measures suggest that no meaningful relationship can be found between blink measures and cognitive load.Finally, the complementary analyses of disfluency types in the utterances of the Polish interpreters (n=4) point to multifunctionality of disfluency in dialogue interpreting and to the multiple origins of cognitive load in interpreting dialogues. The analysis is performed from the perspective of the functional-cognitive view of disfluency proposed in the dissertation, whereby three disfluency context categories are identified and applied (cognitive-monitoring, cognitive-pragmatic, and cognitive-processing). Lexical access and rendition planning are identified as recurrent causes of cognitive load in dialogue interpreting. The study also makes theoretical and methodological contributions, primarily by revising the theoretical model of cognitive load in interpreting, which allows for operationalization of cognitive load with additional measures, in both experimental and naturalistic settings. Practical implications are a contribution to the understanding of the challenges interpreting into L2, and the impact of interpreters’ experience on interpreting. Overall, the study contributes to the emerging cognitive profile of dialogue interpreters.

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    Cognitive load in dialogue interpreting: Experience and directionality
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  • 254.
    Adler, Aleksandra
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Perifera kulturer i kontakt?: Indirekt översättning av hebreisk skönlitteratur till svenska2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following product–oriented study deals with translational norms operating in indirect translation of Hebrew literature into Swedish. The research was conducted as a contrastive study of Extra–linguistic Cultural References (ECR) based on Toury’s (1995/2012) coupled pairs and supplemented with Pedersen’s typology (2011). The material consisted of 3 x 136 coupled pairs excerpted from a collection of short stories written by an Israeli high–prestige writer Amos Oz and translated into Swedish through English. Both translations were carried out by high–prestige translators. The results suggest that indirect literary translation follows the adequacy norm in accordance with the hypothesis on high–prestige translation (Lindqvist 2002). The hypothesis on acceptancy norms operating in indirect translation is rejected. 

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    Adler Aleksandra (VT2016) Perifera kulturer i kontakt?
  • 255.
    Adler, Gerda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pettersson, Susanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    “…inte liksom bara vara i min lilla låda”: spänningsförhållandet mellan instrumentell och identitetsutvecklande skönlitteraturundervisning2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna kvalitativa intervjustudie behandlas skönlitteraturundervisning i svenskämnet för årskurs 4–6. ”Läroplan för grundskolan, förskoleklassen och fritidshemmet” (Lgr11, 2019a) och dess utformning innefattar ett spänningsförhållande mellan instrumentell inlärning av mätbara kunskaper och identitetsutvecklande undervisning. I ett tidigare examensarbete vi gjort framkom att lärarna i den studien i stor utsträckning lägger tid på att utveckla elevernas instrumentella förmågor i läsundervisning. Undervisning som möjliggör elevens eget ställningstagande, att utveckla förmågan att lyssna och samtala med andra samt personlighetsutveckling får mindre utrymme. Syftet med studien är därför att undersöka elevernas berättelser kring personlighetsutveckling genom läsundervisning utifrån skönlitteratur. För att besvara syftet ovan har följande frågeställningar formulerats: Vilken undervisning beskriver elever att de får kring skönlitteratur i ämnet svenska i förhållande till identitetsutveckling och instrumentell inlärning? Hur ser elevernas beskrivning av skönlitteraturundervisning ut i relation till värdegrundsuppdraget? För att få svar på våra forskningsfrågor avseende elevernas berättelser kring skönlitteraturundervisningen har vi genomfört 20 semistrukturerade intervjuer med elever från tre olika skolor. I vår forskningsöversikt lyfter vi styrdokumenten i relation till skönlitteraturundervisning, instrumentellt lärande samt identitetsutveckling. Vidare lyfts även aktuell forskning kring skönlitteraturundervisning. Studien har sin utgångspunkt i Deweys (Roth, 2003; Rönnström, 2003; Säljö, 2017) lärandefilosofi och Biestas (2006; 2019; 2022) teorier kring lärande. Resultatet visar att de intervjuade elevernas beskrivning av undervisning där skönlitteratur används tyder på att de får utveckla instrumentella förmågor. På en av tre skolor förekommer identitetsutvecklande undervisningsmoment till viss del, som att kommunicera genom att dela åsikter, värderingar och tankar med varandra. Detta framkom inte i någon större utsträckning i intervjuerna med övriga elever och tyder på att den instrumentella inlärningen får en större plats i undervisningen, trots att båda delarna är viktiga för läsinlärningen. En framträdande del i studiens resultat är att majoriteten av eleverna som deltagit i studien uttrycker en önskan om att få samtala och diskutera sina läsupplevelser av skönlitteraturen med varandra. Vi ser en stor utvecklingspotential i undervisningen där skönlitteratur kan bli en värdefull källa till kunskapsförmedling med utrymme för både instrumentell inlärning och identitetsutvecklande arbetssätt

  • 256.
    Adler, Kajsa
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Ljundahl, Rebecca
    How does text design affect reading comprehension of learning materials?2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.

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    Rebecca Ljungdahl Kajsa Adler
  • 257.
    Adler, Samuel
    Stockholm University, Faculty of Humanities, Department of English.
    Counterfactuality, Determinism and Free Will in Thomas Hardy’s Tess of the D’Urbervilles, The Mayor of Casterbridge and The Return of the Native.2012Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis explores the themes of counterfactuality, determinism and free will in Thomas Hardy’s novels Tess of the D’Urbervilles, The Return of the Native and The Mayor of Casterbridge. The aim is to show how some literary strategies create a sensation that the characters are trying to diverge from an anticipated destiny, and how these measures contribute to the impression that the characters possess free will. In other words, Hardy’s literary devices create the notion that the characters are confined but paradoxically they appear independent. The tragic fate and the tragic past of the characters are the two main literary strategies which are investigated in order to show how the characters are confined by the plot, which influences the reader’s perception of the characters. The tragic fate of the character is expressed through the numerous coincidences, the characters’ choices and actions as well as the way the order of events is presented in the narrative. The tragic past is expressed through a history that is assigned to the character or by the events that the character experiences as part of the narrative. Highlighting these literary devices allows for a reading where many of these events have the ability to spark a counterfactual thought in the reader’s mind, an imagined possibility of how a causal chain could have developed differently. I claim that the moment the reader begins to construct a different possible outcome of the plot the feeling that the character has free will is strengthened. This is due to two separate, but related reasons. Firstly, a variety of possible plotlines, caused by counterfactual thinking, strengthens the image of a character with the choice to follow another causal line of events. Secondly. by claiming that the characters take part in creating their fate we are in a way making them responsible for their actions. 

  • 258.
    Adolfsson, Helen
    Halmstad University, School of Humanities (HUM).
    Teaching, Testing and Assessment; an Interrelation of English as a Foreign Language - The Swedish National Test of English2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate the interrelation between teaching, testing and assessment of English as a foreign language in the Swedish school system. The focus is on the Swedish National test of English, and teaching and assessment of English in Swedish schools. A comparison with the Cambridge testing system is part of the study which has given rise to questions regarding the validity and reliability of the Swedish National test of English.

    The study was carried out through qualitative questionnaires and interviews aimed at 5 English teachers working within the Swedish School system. The findings of the primary data suggest that the test is, with the exception of its marking procedures, regarded highly by the interviewees. The results of the interviews and questionnaires also suggest that the common factor between teaching, testing and assessment of EFL (English as a Foreign Language) in the Swedish school system appears to be the syllabus and, thus, indirectly, the Common European Framework of Reference (CEFR).

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  • 259.
    Adolfsson, Helen
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    The British hedgerow in Sweden: Dealing with spatial differences and reader differences related to the author-reader relationship and culture-specific referents aided by a translation-oriented text analysis model2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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    The British hedgerow in Sweden: Dealing with spatial differences and reader differences related to the author-reader relationship and culture-specific referents aided by a translation-oriented text analysis model
  • 260.
    Adolfsson, Isak
    Örebro University, School of Humanities, Education and Social Sciences.
    Walser och Kafka: ett slags släktskap – Om familjelikheter mellan två författarskap2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Instead of an intertextual approach, this bachelor thesis make use of Wittgenstein’s concept of family resemblance to examine the conceived relation between Robert Walser’s Jakob von Gunten and Franz Kafka’s The metamorphosis. The concept is also constituted of pointing out how the texts coincidently are not bound to each other. The purpose is to immerse the refinement of the literary communion between the two authors. The concept focus contact areas and individual areas of the texts, and these family resemblances are constituted by language games, which is to use the language for a specific function. The family resemblance examined in this thesis is "overreactions". The result shows that overreactions serve different functions at the two authors. Walser uses the language game with the function of demonstrating how man is contingent, while Kafka uses a similar language game but with the function of demonstrating how man has a an unreducible core which can be alienated. Even though the function is individual, a contact area of making a statement of man’s being is made by the use of resembling language games, and this sharpens a family resemblance.

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  • 261.
    Adolfsson, Linnea
    Södertörn University, School of Culture and Education, Comparative Literature.
    Genom våra ögon: En komparativ litteraturanalys av Margaret Atwoods The Handmaid’s Tale och Octavia E. Butlers Kindred, utifrån forskningsfältet kulturella minnesstudier2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay’s primarily focus is on the common discourse about the persisting effects of the past in the present in Margaret Atwood’s The Handmaid’s Tale(1985)and Octavia E. Butler’s Kindred (1979).These novels are the testimonies of the protagonists Offred and Dana who shares their experience of traumatic violence and oppression. Dana, with her ability to time travel, will see her present time in clearer light as she experiences the life of a slave on an antebellum plantation. Offred, the Handmaiden owned by the totalitarian regime Gilead, portrays her contemporary life in parallel to remembering her former and thus describing Gilead’s increasing authority. Based on different theorists and concepts in the field of cultural memory studies, this essay examines the tension between memory and history, the distantness towards the past and the problematics with representations of traumatic events. As I argue that the voices of Dana and Offred calls attention to the importance of perspective and of sharing stories, they are also an act of hope, therapy and resistance; an act that also make possible a critique of the processes of the production of historical knowledge.

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  • 262.
    Adolfsson, Linnea
    Södertörn University, School of Culture and Education, Swedish Language.
    Talets och undertextens olika nyanser: En undersökning av strykningar utav modalitet och uttryck för värderingar i adaptionen från tal till undertext2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The communication regarding the new corona-virus raises questions about availability and plain language. In Sweden, approximately 1.5 million people are in need of this communication through written language due to, inter alia, hearing impairment. Although subtitles are considered one of the most read genres today, it has received little focus in Swedish linguistic research, especially when it comes to intralingual subtitles. However, the communication through subtitles is limited and can lead to information loss. In Sweden, SVT as a public service channel has special requirements to maintain good quality in subtitles but nonetheless omissions are a prerequisite. However, this must never affect the loss of important information. Modality is considered within the Systemic-Functional Linguistics as linguistic tools to create opportunities to shift communication in different degrees and directions. A similar shift in degree can occur in expressions of valuation and opinions. Therefore, modality and valuation are interesting and important to study in a well-known TV- show that communicates, informs and debates about a social-crisis like the Corona-virus. This paper examines modality and expressions of valuation in the adaption from speech to subtitles in the Swedish news-program Agenda (SVT) reporting on the Corona-virus in Sweden and the world. Through the subtitling-shift model created by Sahlin (2001), I examine the omissions of modality and the expressions of valuation. The results show that the communication in subtitles have a weaker emphasis of conflicting opinions, are more objectively constructed and that there is a shift in nuances.

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    Talets och undertextens olika nyanser
  • 263.
    Adolfsson, Marie
    Mälardalen University, School of Education, Culture and Communication.
    Att bryta heteronormen redan i förskolan: En undersökning av huruvida bilderböcker som bryter mot heteronormen används i förskolan och hur utbudet ser ut2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats har medvetenheten kring begreppet heteronorm i förskolan undersökts genom intervjuer med pedagoger på tre olika förskolor. Även utbudet av bilderböcker som bryter mot heteronormen har undersökts och en inventering har genomförts. Syftet var att få en insyn i hur pedagoger tänker kring frågan, om de använder sig av någon barnlitteratur som bryter mot heteronormen, och hur detta utbud av heteronormbrytande bilderböcker ser ut.

           I uppsatsen har det framkommit att medvetenheten kring begreppet heteronorm bland de deltagande pedagogerna är låg. Man ser sig som öppen när det gäller människor som bryter mot heteronormen, men man ser inget större behov av att arbeta med området när man inte har något barn som har samkönade föräldrar. Vad gäller bilderböcker som bryter mot heteronormen, ges majoriteten ut av bokförlag som har specialiserat sig på böcker som bryter mot normer, och endast ett fåtal har kommit ut på något större, mer allmänt, förlag.

           Slutsatsen är att det behövs kunskap hos pedagogerna i förskolan, för att de ska få en förståelse för vad heteronormen innebär, och varför man bör arbeta med det tidigt, då den saknas i både lärarutbildning och fortbildning som det ser ut nu.

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  • 264.
    Adolfsson, Matilda
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Det är som en skattjakt – var är skatten?”: En kvalitativ studie om elevers användning av lässtrategier i årskurs 32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att undersöka vilka kognitiva och metakognitiva strategier elever i en årskurs 3 beskriver sig använda för att förstå text. Eftersom lässtrategier kan ge elever möjlighet att få förståelse för det som läses, fördjupa sig i text samt kontrollera sin läsförståelse är det angeläget att undersöka elevers användning av lässtrategier. Den teoretiska utgångspunkten för studien är modellen Reading as a Meaning-Constructed Process: The Reader (Ruddell & Unrau, 2013). Studiens material består av intervjusvar från 14 elever i en årskurs 3. Ett individuellt möte har genomförts av studiens författare med varje elev. Det individuella mötet har bestått av en läsaktivitet följt av en semistrukturerad intervju. Samtliga elevintervjuer har spelats in via röstinspelning och transkriberats. Transkriptionerna av intervjusvaren har kategoriserats i en innehållsanalys med kategorierna kognitiva strategier och metakognitiva strategier. Resultatet visar att eleverna beskriver sig använda de kognitiva strategierna att söka efter ledtrådar, göra textkopplingar och skapa inre bilder. Resultatet visar även att eleverna beskriver sig använda de metakognitiva strategierna att läsa om, läsa långsamt, läsa vidare och gå tillbaka, hoppa över och ta extern hjälp. Denna studie lyfter fram lässtrategiers betydelse för elevers läsförståelse redan i tidigare år i grundskolan samt vikten av undervisning i lässtrategier för elevers framtida skolframgångar. 

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  • 265.
    Adolfsson, Mikaela
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Digitale Hilfsmittel im Fremdsprachenunterricht: Glosor.eu kontra traditionelle Vokabellisten beim Erlernen neuer Wörter2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, pupils’ use of digital tools for learning vocabulary is compared to the use of a traditional way of learning vocabulary from a list in a book. The goal of the study is to find out if digital tools are more efficient than using vocabulary lists, when learning new words. Furthermore, this study investigates how the use of words in a context affects learning. The 40 pupils who took part in this study are learning German in the ninth grade in two different schools in the southern part of Sweden. Three vocabulary tests were conducted within four weeks. During the experiment the pupils were divided into two groups, where one used digital learning tools and the other ordinary vocabulary lists. The results in the first test did not differ much between the groups. The second test on the other hand shows a difference where many in the digital group got better results whereas several in the traditional group got lower results. In the third test both groups showed better results in the vocabulary test. The conclusion of this study is that there is no big difference between the use of digital learning tools and a traditional vocabulary list when it comes to learning new words. However, the use of words in sentences was seen to have an effect on the words that pupils remembered best. In this study, the pupils were also asked to fill in a questionnaire. This study also shows that a combination of traditional and digital learning is preferred by the pupils.

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  • 266.
    Adolfsson, Moa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Upplevelser av att språka: en undersökning av sfi-elevers språkliga repertoarer i vardags-, skol- och arbetsliv2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Språkliga repertoarer är ett begrepp som beskriver de totala språkliga resurser som en individ besitter. Syftet med denna studie är att undersöka hur sfi-elever använder och upplever sina språkliga repertoarer hemma, i skolan och på arbetet, något som i sin tur kan ge insikter om hur deras språkande påverkas av språkliga ideologier. Fyra sfi-elever på kurs C och D har målat tre språkliga porträtt som representerar fritid, skola och arbete, och redogjort för dessa. Studien fann att deltagarna för det mesta använder hela sina språkliga repertoarer på fritid och arbete, men i skolan är det svenska som dominerar, med inslag av engelska. Flera deltagare upplevde frustrationer i inlärningen av svenskan, men de var ändå motiverade till att kämpa eftersom de ansåg att en god språklig kompetens skulle kunna leda till bättre möjligheter i framtiden. Slutsatserna av studien är att vuxna invandrare påverkas av en stark monolingvistisk ideologi, då de kämpade för att kunna tala enbart svenska i alla sammanhang, samt att det i Sverige finns språkliga hierarkier, där svenska och till viss del engelska är de viktigaste språken, medan andra språk osynliggörs.

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    Upplevelser av att språka: en undersökning av sfi-elevers språkliga repertoarer i vardags-, skol- och arbetsliv
  • 267.
    Adolfsson, Rebecca
    Örebro University, Department of Humanities.
    "de va ju jag som va syndaren va?": En analys av ju i vardagliga samtal2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka användningen av "ju" i vardagliga samtal. Det primära materialet för undersökningen är därför en ljud- och bildinspelning av ett vardagligt samtal mellan tre unga kvinnor. Ur detta samtal analyseras en sekvens där "ju" förekommer med samtalsanalys (CA) som metod. Analysen visar att den främsta funktionen hos "ju" i denna sekvens är att skapa gemenskap och engagemang.

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    FULLTEXT01
  • 268.
    Adolfsson, Susann
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities.
    The struggle between individuality and gender conformity: A literary study of Joyce Carol Oates' The Falls2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay investigates the gender roles in Joyce Carol Oates' The Falls. The novel concentrates ona family who live by Niagara Falls in the US, but the novel's main focus is on a woman namedAriah. Ariah is considered as an outcast and different from her surrounding socialites and thereforeit is interesting to investigate how society and its norms affects her. This essay concentrates on themain character Ariah and how the society's norms affect her and contribute to her alienation. Theessay focus on the key norms in the novel and analyzes them with the help of Betty Friedan'stheories in The Feminine Mystique to investigate if there is any correlation between society's normsand the main character's alienation. The aim of this essay is to investigate the connections betweenthe main character's alienation and her refusal to succumb to society's expectations of her as awoman.

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  • 269.
    Adolfsson-Virta, Julia
    Södertörn University, School of Culture and Education.
    Den dubbla stereotypen i flickböcker: En litteraturdidaktisk studie av karaktärerna Kitty Drew och Lotta Månsson2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to examine the didactic potential of the books: Kitty and The Witch Tree Symbol, Kitty and the Mystery of the Stolen Books, Yes, See Lotta and Dear Lotta. All these booksbelong to the B.Wahlström series of girls' books, a literary genre that has been looked down upon overtime and considered harmful to read because of the fact that they where too stereotypical. The reason forthis is that the characters are far too gender stereotypical and can have a negative impact on young girls.The essay intends to investigate how these books, despite being girls' books can be used as tools in theschool's value base work, especially regarding gender equality, equality, norms and stereotypes. It alsoexplores how the selected books can be used in the classroom to address gender and sex issues.To answer the aim of this paper, a qualitative method, close reading, has been used. During the closereading, there has been a specific focus on how the feminine characters, in particular how the femaleprotagonists' Kitty and Lotta, are portrayed. The theoretical approaches used to analyse the books aredidactic potential, defined by Malin Alkestrand, and the gender system, defined and explained byYvonne Hirdman. The result of the analysis was that there is a didactic potential in how Kitty and Lottaare being described since their characterization on several occasions can provide an opening fordiscussing fundamental values in school. The study also showed that the books selected for this analysishad scenes that may work as a tool in a classroom context to address and discuss the topic of sex andgender.

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  • 270.
    Adolphs, Svenja
    et al.
    University of Nottingham, School of English, University Park, NG7 2RD, UK.
    Clark, Leigh
    University College Dublin, School of Information and Communication Studies, Dublin, Ireland.
    Dörnyei, Zoltan
    University of Nottingham, School of English, University Park, NG7 2RD, UK.
    Glover, Tony
    University of Nottingham, School of Computer Science, Jubilee Campus, NG8 1BB, UK.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Muir, Christine
    University of Nottingham, School of English, University Park, NG7 2RD, UK.
    Sánchez-Lozano, Enrique
    University of Nottingham, School of Computer Science, Jubilee Campus, NG8 1BB, UK.
    Valstar, Michel
    University of Nottingham, School of Computer Science, Jubilee Campus, NG8 1BB, UK.
    Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self2018In: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 78, p. 173-185Article in journal (Refereed)
    Abstract [en]

    Sustained motivation is crucial to learning a second language (L2), and one way to support this can be through the mental visualisation of ideal L2 selves (Dörnyei & Kubanyiova, 2014). This paper reports on an exploratory study which investigated the possibility of using technology to create representations of language learners' ideal L2 selves digitally. Nine Chinese learners of L2 English were invited to three semi-structured interviews to discuss their ideal L2 selves and their future language goals, as well as their opinions on several different technological approaches to representing their ideal L2 selves. Three approaches were shown to participants: (a) 2D and 3D animations, (b) Facial Overlay, and (c) Facial Mask. Within these, several iterations were also included (e.g. with/without background or context). Results indicate that 3D animation currently offers the best approach in terms of realism and animation of facial features, and improvements to Facial Overlay could lead to beneficial results in the future. Approaches using the 2D animations and the Facial Mask approach appeared to have little future potential. The descriptive details of learners' ideal L2 selves also provide preliminary directions for the development of content that might be included in future technology-based interventions.

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  • 271.
    Adolphson, Ulrica
    Dalarna University, School of Humanities and Media Studies.
    Elever i kommunikation med lärare: En samtalsanalytisk studie i klassrummet2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 272.
    Adrian, Anderson
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Tystnad - talande tystnad: Luckor och möjlighetsutrymmen i Alice Munros novell "Hateship, friendship, courtship, loveship, marriage"2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 273.
    Adrian, Takac
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Hantering av svenska kulturspecifika referenser i en engelsk och tjeckisk översättning av Stieg Larssons Män som hatar kvinnor2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att analysera och jämföra den engelska och tjeckiska översättningen av Stieg Larssons kriminalroman Män som hatar kvinnor och undersöka hur svenska kulturspecifika referenser har hanterats  och om de överatta texterna blev domesticerade (målspråksorienterade) eller exotiserade (källspråksorienterade). Detta undersöks genom att kategorisera de svenska kulturspecifika referenser som finns i boken och genom att kartlägga de översättningstekniker som översättarna använt sig av vid översättningen samt genom att utföra en statistisk analys av översättningsteknikernas fördelning i texterna. Eftersom vissa översättningstekniker bidrar till att den översatta texten blir domesticerad och vissa till att den blir exotiserad borde denna analys tydligt visa vilken global översättningsstrategi, d.v.s. domesticering eller exotisering, som tillämpats på båda måltexterna.

    Resultatet visar att det finns 306 svenska kulturspecifika referenser i boken Män som hatar kvinnor. Dessa har kategoriserats i kategorierna Geografiska namn; Personnamn; Institutioner, företag och organisationer; Mat och dryck; Politiska begrepp; Tidningar och TV; Högtider; Fordon och Övrigt. Dessa kulturspecifika referenser har översatts med hjälp av följande översättningstekniker: bevarande, förtydligande, direkt översättning,  etablerad motsvarighet, generalisering, kulturell motsvarighet och utelämnande. Kategorierna och översättningsteknikerna förklaras samt exempel på varje tas upp i uppsatsen.

    Den statistiska analysen av översättningsteknikerna har visat att de översatta texterna har blivit starkt exotiserade, d.v.s. källspråksorienterade. 80% av kulturspecifika referenser i målspråket tjeckiska har översatts på ett exoticerande sätt medan i målspråket engelska är det 89%. En stark exotisering av den översatta texten kan å ena sidan resultera i att texten blir svårläst, å andra sidan framhävs den främmande kulturen (den svenska kulturen i detta fall) och det kan vara en av anledningar till att svenska kriminalromaner har blivit så populära i hela världen.

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  • 274.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Du skulle ta livet av dig. Du skulle det. Eller hur?”: Makt och maktlöshet i romanen Stöld utifrån en intersektionell analys med ett didaktiskt perspektiv2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aimed to investigate how power and powerlessness are created and portrayed

    in Ann-Helén Laestadius novel Stöld (2022) and what didactive implications the novel

    has for teaching at a high school level. Based on an intersectional perspective, it was

    analyzed when the axes of power gender, class ethnicity and age co-vary where power

    versus powerlessness occurs. For the analysis, the thoughts, acting and actions of three

    female and three male characters were studied. On an overall level, the analysis shows

    that Sámi as a minority group is powerless in relation to the majority society because of

    the historical context. On an individual level, the power perspective shifted depending on

    the characters age, gender or ethnicity. From a didactive perspective, the novel Stöld is

    relevant for teaching in upper secondary school partly based on the discourse they are in,

    and partly based on the possibility of applying several parts of the course syllabus with

    Stöld as a starting point.

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  • 275.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Förstaspråks- och andraspråkselevers språkliga performans: En elevtextbedömning med performansanalysen som analysverktyg2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 276.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Genus & identitet i romanen Björnstad: En genusstudie med ett didaktiskt perspektiv2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftade till att undersöka hur genus skildras i Fredrik Backmans roman Björnstad (2016) samt vilka didaktiska implikationer romanen har för undervisningen på gymnasial nivå. Utifrån genusperspektivet som ser begreppet genus som sociala konstruktioner studerades karaktärernas egenskaper. För analysen valdes fyra unga vuxna karaktärer i romanen, två flickor och två pojkar. För att skildra karaktärernas genus användes Nikolajevas (2017) motsatsschema över kvinnliga och manliga egenskaper hos litterära personer. Analysen påvisade både stereotypa och icke stereotypa skildringar av karaktärerna vilka påverkades av romanens intrig som gjorde att karaktärerna omvandlades från stereotypa till icke-stereotypa karaktärer. Romanen skildrar teman som kärlek, sexualitet, vänskap, makt och normer vilka är teman somkan aktualiseras i undervisningen inom ramen för ett normkritiskt arbete. Det är teman som berör ungdomar och den diskurs de befinner sig i vilket gör romanen aktuell förläsning på gymnasial nivå.

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  • 277.
    Adriasola Orellana, Ramiro
    Södertörn University, Lärarutbildningen.
    Maskuliniteter i skolans skönlitteratur: En studie av manliga maktstrategier i ungdomslitteratur2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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    Maskuliniteter i skolans skönlitteratur - En studie av manliga maktstrategier i ungdomslitteratur.
  • 278.
    Adzemovic, Merfin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Ovat, Valentina
    Örebro University, School of Humanities, Education and Social Sciences.
    Text- och bildrelationen i svenska läromedel – En undersökning av ett läromedel för årskurs två i olika versioner2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 279.
    Aenny, Assmar
    Stockholm University, Faculty of Humanities, Department of English.
    Good Haiku Do Not Give up All Their Secrets At Once2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    his essay will examine the different approaches by Ezra pound to compose haiku. Including collected information enforced by the required features of haiku to decide whether Ezra Pound managed to compose a haiku correctly or not. My opinions will be based on a analyse and a comparison between Ezra Pound’s Poem “In a Station of a Metro and Matsuo Basho’s haiku “An Old Pond”.  

    In just a few lines a haiku author should be able to address questions about life and nature in relation to the author with symbols and philosophy. This essay is a reading of many authors understanding about how haiku should be composed. With those aspects it is feasible to both understand and decide if the features of haiku are fulfilled or not. The interpretation of Ezra Pound’s poem gives the impression and a reminder of haiku, yet it lacks in, what is known as the haiku attitude, that is, a special way of observing nature without manipulating it with own imagination and personal opinions. In contrast to Matsuo Basho’s haiku who implicates the true message and portrays natures natural behavior and relates that to human expression. 

    The resultant understanding about how the required features of haiku should be treated leads to that Ezra Pound’s poem is made by an imagist and cannot be categorized as haiku. The haiku author is an observer who sees the view through its own perspective and relate that experience to feelings and thoughts: therefore, nature is a priority and intended in each meaning of the haiku. Ezra Pound in contrast, is not preoccupied with nature and only mentioned a petal on a wet, black bough. 

        

     

    Keywords: Ezra Pound, Matsuo Basho, Ueda, Lorraine Ellis Harr, haiku attitude, haiku picture. 

  • 280. Aervold Bjerre, Thomas
    et al.
    Johannessen, Lene
    Kella, Liz
    Södertörn University, School of Culture and Communication, English language.
    Nyman, Jopi
    Nordic Contributions2008In: American Literary Scholarship, ISSN 0065-9142, E-ISSN 1527-2125, p. 524-543Article, review/survey (Other academic)
  • 281. Aezelius, Nils
    Anteckningar till fru Lenngrens diktning1936In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. N.F. 17, p. 153-169Article in journal (Other academic)
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    Samlaren_1936_153-169.pdf
  • 282.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Att skriva i naturorienterande ämnen i skolan2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    When children encounter new subjects in school, they are also faced with new ways of using language. Learning science thus means learning the language of science, and writing is one of the ways this is accomplished. The present study investigates writing in natural sciences in grades 5 and 8 in Swedish schools. Major theoretical influences for these investigations are found within the socio-cultural, dialogical and social semiotic perspectives on language use.

    The study is based on texts written by 97 students, interviews around these texts and observations from 16 different classroom practices. Writing is seen as a situated practice; therefore analysis is carried out of the activities surrounding the texts. The student texts are analysed in terms of genre and in relation to their abstraction, density and use of expansions. This analysis shows among other things that the texts show increasing abstraction and density with increasing age, whereas the text structure and the use of expansions do not increase.

    It is also argued that a central point in school writing must be the students’ way of talking about their texts. Analysis of interviews with the students is thus carried out in terms of text movability. The results from this analysis indicate that students find it difficult to talk about their texts. They find it hard to express the main content of the text, as well as to discuss it’s function and potential readers.

    Previous studies argue that writing constitutes a potential for learning. In the material studied in this thesis, this potential learning tool is not used to any large extent. To be able to participate in natural sciences in higher levels, students need to take part in practices where the specialized language of natural science is used in writing as well as in speech.

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  • 283.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Det naturvetenskapliga ämnesspråket2012In: Skriv! Les! 1, Trondheim: Akademika forlag, 2012, p. 29-44Conference paper (Refereed)
  • 284.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hur har du uppfattat det? En studie av den fenomenografiska ansatsen och dess förmåga att fånga elevens uppfattningar av lärobokstexter1998In: Papers, Uppsala: Department of Linguistics, Uppsala , 1998, Vol. 33, p. 39-72Chapter in book (Other academic)
  • 285.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    ”I NO skriver man bara så man förstår.” Men hur skriver man, och hur förstår man? Expansioner och textrörlighet i elevtexter.2007Conference paper (Other academic)
    Abstract [sv]

    Att lära sig ett nytt ämnesområde innebär även att lära sig det språk som används inom det området. Tidigare forskning visar att det är nödvändigt att lära sig att skriva inom till exempel de olika naturvetenskapliga genrerna för att bli en kompetent elev inom detta område (se t ex Halliday & Martin 1993, Wignell, 1998).

     

    I denna presentation vill jag närmare diskutera expansioner i texter skrivna av elever i skolår 5 och 8 i NO och SO-ämnena. Genom expansioner byggs semantiska relationer mellan händelser genom satser som definierar (’alltså’, ’med andra ord’), bygger ut (’och’, ’men’) eller specificerar (’sen’, ’för att’) den inledande satsen (Halliday & Matthiessen 2004).  Expansioner har diskuterats som en viktig del av den vetenskapliga diskursen, både i sig själva och även som ett uttryck för elevernas förståelse av vad de skriver (Keys 1999). I presentationen diskuterar jag graden av expansioner i texterna i relation till hur eleverna talar om sina texter, deras textrörlighet. Det visar sig bland annat att framför allt högpresterande elever har en högre textrörlighet i de texter som även har en högre grad av expansioner.

  • 286.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läsandet och sammanhanget.: Läspositioner i olika ämnen i skolan.2014In: Mötesplatser.: Texter för svenskämnet. / [ed] Ann Boglind, Per Holmerg och Anna Nordenstam, Lund: Studentlitteratur AB, 2014, p. 47-64Chapter in book (Other academic)
  • 287.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Om skrivande i naturorienterande ämnen: "Hon skrev upp vad vi skulle ha med på labbrapporten och sen så skrev vi det. Så var det inte så mycket mer än så."2010In: Symposium 2009: genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag , 2010, p. 176-188Conference paper (Other academic)
    Abstract [sv]

    I kapitlet diskuteras en undersökning om elevers skrivande i naturorienterande ämnen, hur texterna ser ut och hur eleverna talar om de texter de skrivit. Resultaten diskuteras i relation till sådant som ämnesspråk och förståelse.

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  • 288.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Specificering, utveckling eller bara en massa tillägg? Om expansionsrelationer i PIRLS-provetsinformativa texter2009Conference paper (Other academic)
    Abstract [sv]

    Att uttrycka exempelvis kausalitet, hänvisningar till tid och plats, exemplifieringar eller motsatsförhållanden är något som ofta diskuteras som centralt för en ”lyckad” text. Det visar sig dock att elever gör detta i varierande grad, och att graden av sammanhang i texterna i hög grad varierar med textaktiviteten (af Geijerstam, 2006). Det är också relevant att undersöka hur relationer av detta slag uttrycks i texter elever möter i test. I denna presentation fokuseras de informativa texter som ingår i läsförståelseprovet PIRLS 2006.

    Expansionsrelationer som uttrycks i texten samt vilka funktionella relationer som finns mellan satser diskuteras. Analysen av sammanhang i texten utgår från Hallidays system för satskoppling (Halliday 2004), och kompletteras med analys av de funktionella relationerna mellan enheterna (Mann & Thompson 1988, Evensen 2005).

  • 289.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Vem gör, vem är och vem upplever?: En analys av processer och deltagare i tidigt narrativt skolskrivande.2014In: Mångfaldens möjligheter.: Litteratur- och språkdidaktik i Norden. / [ed] Peter Andersson, Per Holmberg, Anna Lyngfelt, Anna Nordenstam och Olle Widhe, Göteborg: Göteborgs universitet, 2014, p. 99-114Chapter in book (Refereed)
  • 290.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fel- men på olika sätt.: En analys av elevers felaktiga svar enligt PIRLS-provet.2013In: Läsning / [ed] Gustav Skar & Michael Tengberg, Stockholm: Natur och kultur, 2013Chapter in book (Other academic)
  • 291.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hallesson, Yvonne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Visén, Pia
    Stockholms universitet, Institutionen för språkdidaktik.
    Ämnesspecifikt textarbete i samhällskunskap – mer än bara begrepp2020Conference paper (Refereed)
  • 292.
    af Hällström-Reijonen, Charlotta
    Institutet för de inhemska språken, Helsingfors.
    Spår av språkvård i nutida finlandssvenskt tidningsspråk2014In: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. 24, p. 231-237Article in journal (Other academic)
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  • 293. af Klintberg, Bengt
    Maria Ehrenberg, Sagans förvandlingar. Eva Wigström som sagosamlare och sagoförfattare (Skrifter utgivna av Svenska barnboksinstitutet, 81): ETC förlag. Stockholm 20032004In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 125, p. 292-296Article, book review (Other academic)
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    Samlaren_2004_292-296
  • 294.
    af Klintberg, Juli
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Akademiskt svenskt teckenspråk: En undersökning av akademiska kännetecken2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose is to investigate the characteristics that may be considered in academic Swedish Sign Language and which in turn will help a larger number of students produce their essays in academic Swedish Sign Language. Recorded material from lectures, made by four deaf graduates and from the Sign Language corpus, where two deaf academics were also involved, and some randomly chosen in-formants, were investigated. The results from the academic Swedish Sign Language were compared to the characteristics that identify with the academic American Sign Language. There need to be more knowledge and research on this subject.

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    Akademiskt svenskt teckenspråk
  • 295. af Petersens, Hedvig
    En nyfunnen text till första sången i Frithiofs saga1936In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. N.F. 17, p. 170-187Article in journal (Other academic)
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    Samlaren_1936_170-187.pdf
  • 296. af Petersens, Hedvig
    Robert Pearse Gillies, Foreign Quarterly Review och den svenska litteraturen1933In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. N.F. 14, p. 55-106Article in journal (Other academic)
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    Samlaren_1933_55-106.pdf
  • 297.
    af Sandeberg, Susanne
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Engelskundervisningens betydelse för elever med dyslexi2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien belyser och diskuterar hur undervisning i engelska inom grundskola och gymnasium samt antagningsregler till högskola kan påverka möjligheten att utbilda sig i tekniska ämnen för personer med dyslexi. Studien belyser att det finns en hel del som tyder på att undervisningen i engelska i grundskola och gymnasium ofta inte är anpassad till de elever som har fonologiska svårigheter, och att detta kan få avgörande betydelse för deras framtid.

    I en första delstudie görs en enkätundersökning bland engelsklärare i grundskola och gymnasium för att se om de har goda möjligheter att undervisa elever med dyslexi. Undersökningen visar bland annat att det har funnits brister på lärarhögskolor när det gäller utbildningen om läs- och skrivsvårigheter/dyslexi.

    81 % av de 33 lärare som har engelska i sin utbildning svarar att de inte har fått kunskap om läs- och skrivsvårigheter/dyslexi som hjälper dem i undervisningen i engelska. Undersökningen visar också att flera kommuner inte ger lärarna den fortbildning de behöver och att många lärare upplever en vardag med tidsbrist, för få alternativa verktyg och för stora undervisningsgrupper.

    I en andra delstudie belyses framgångsfaktorer i engelska för elever med dyslexi. Fyra högskolestudenter som har dyslexi djupintervjuas, samtliga går fjärde året på utbildningen till civilingenjör. Två av studenterna har MVG i engelska B från gymnasiet och två har inte läst engelska B.

    I en tredje studie görs en jämförelse mellan gymnasiebetygen i engelska för 30 studenter med dyslexi på civilingenjörsprogrammet och en kontrollgrupp. Studien visar bland annat att det är 10 % av dyslektikerna som inte skulle ha kommit in på utbildningen på grundval av sina betyg om de hade sökt hösten 2010 när det är nya antagningsregler med högre språkkrav.

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  • 298.
    Afram, Alexandra
    Södertörn University, School of Culture and Education.
    Teachers' Perspectives on the Use of Short Stories in the English Classroom: A qualitative study of English teachers' work with short stories in the multicultural classroom in Sweden2023Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study aims to examine teachers' perspectives on the use of short stories in the English classroom at the upper secondary level in one municipality in Stockholm, Sweden. The study is a qualitative analysis of semi-structured interviews with 6 English teachers. The theoretical framework underscores different implications and advantages of teaching literature in the classroom. These implications regard the use of authentic literary texts and their advantages. The theoretical framework also gives a definition of the terms multiculturalism and interculturality. The results suggest that teachers use short stories in order to motivate students to read more because they are shorter than longer texts. Teachers reported advantages in student motivation, a sense of accomplishment, and enhancement of language skills when teaching short stories. Moreover, short stories are seen by teachers as versatile tools that cater to different students' learning abilities. The short stories that the teachers select to work with come from their own interests. When selecting short stories, the teachers always have in mind to be sensitive in order not to offend anyone or for it to be culturally sensitive. Some teachers vary their literature by choosing works from around the world to present different perspectives. The short stories that the teachers select contain authentic language that presents different views that the students can discuss in order to understand. The results indicate that teachers find that cultural aspects are embedded within the stories and could be discussed from different perspectives in the multicultural classroom.

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  • 299.
    Afram, Eliane
    Halmstad University, School of Education, Humanities and Social Science.
    Idioms in English as a Second Language: Contextualization of L2 idioms (written context versus still pictures) and its effect on students' retention2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main aim of the present study is to investigate whether there is a difference in retentionbetween two groups of Swedish second language learners of English when they are faced withidioms in a written context or in the form of still pictures. The subjects of the investigation aretwo different groups at a high school in Sweden. Both Group 1 and 2 consist of 24 subjectseach. For this study, 15 idioms were randomly selected. To Group 1, the idioms werepresented in a written context and to Group 2 the idioms were presented in the form of stillpictures. The subjects were given a pre-test and two post-tests to measure their retention.Moreover, the subjects were given a questionnaire in order to learn more about theirperception of idioms. I believe that, on the immediate post-test, Group 1 (the “written contextgroup”) did better than Group 2 (the “still pictures group”). Nevertheless, on the delayed posttest(testing long-term retention), Group 2 remembered more idioms than Group 1. But, it isimportant to note that contextualization of L2 idioms using written context and/or using stillpictures resulted, in general, to be effective strategies for the retention of idioms.

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    TermpaperEA
  • 300.
    Afram, Eliane
    Linköping University, Department of Culture and Communication.
    La percepción de métodos didácticos en la enseñanza del español comolengua extranjera: Análisis cualitativo sobre la percepción de los alumnos de los métodos gramática- traducción,método situacional y método comunicativo2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Nuestra tesina trata de indagar en cómo piensan los alumnos de bachillerato sobre los métodos didácticos elegidos para aprender una lengua extranjera. El objetivo de esta tesina es investigar tres métodos didácticos; método gramática- traducción, método situacional y método comunicativo, comprobar si los estudiantes los utilizan, y cuál les resulta más útil y por qué. Hemos investigado qué opinan los alumnos con la ayuda del método cualitativo a través de entrevistas cualitativas. Podemos decir que los alumnos utilizan los métodos hasta cierto punto en su enseñanza. Piensan que todos los métodos tienen sus aspectos positivos y negativos. Los aspectos positivos y negativos están repartidos de manera igual entre los métodos didácticos.

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