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  • 51.
    Abdulmuslimova, Nurbika
    Dalarna University, School of Language, Literatures and Learning.
    Möjligheter och utmaningar med webbaserad SFI-undervisning: En kvalitativ studie om sex lärares uppfattningar om fjärr- och distansundervisning på SFI kurs C under Coronapandemin 20202021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att skapa kunskap om SFI-lärares arbete kring webbaserad undervisning, samt vilka digitala verktyg de använder och på vilket sätt lärarna främjar språkinlärning, när det gäller muntlig interaktion och produktion och vilka metoder som används. Jag vill också ta reda på vad SFI-lärarna har för utmaningar och möjligheter med undervisning på distans.Den här studien bygger på den sociokulturella teorin. Metoden som används är kvalitativ. Materialet samlades med hjälp av enkäter som skickades via mejl till sex SFI-lärare från tre olika skolor. Resultatet av undersökningen visade att de tillfrågade SFI-lärarnas fjärrundervisningstimmar skiljer sig mellan 3h och 15h. Resultatet visade också att samtliga tillfrågade SFI-lärare använder Microsoft Teams och Lunis Liber som digitala hjälpmedel vid fjärr- och distansundervisning. Studien har även tydliggjort att vid webbaserad undervisning uppstår problem med teknik och dåligt nätverk. Samtliga tillfrågade lärare försöker använda den största delen av lektionen till att utveckla elevernas muntliga färdigheter och finner det väldigt utmanande på distans. I resultatet framgick också att samla bedömningsunderlag är mycket svårare på distans. Vidare visade resultatet att IT-support är önskvärt både för lärare och elever. Att genomföra prov, läxförhör och hörförståelse är något lärarna endast kan utföra på plats. De möjligheter med webbaserad undervisning som resultatet tog fram är: flexibilitet, besparing av tid, bättre elevkontakt, mer individ anpassad undervisning samt den digitala kompetensen utvecklas både hos lärare och elever. Avslutningsvis presenteras förslag till vidare forskning.

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  • 52.
    Abed Jaser, Maryam
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies.
    Identitet(er) i romanen Tiššārī av Inaam Kachachi: En litteräranalys2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats är en litteraranalys av romanen Tiššārī av Inaam Kachachi. Analysen undersöker begreppet identitet och vad som bidrar till stärkandet av det, beroende på erfarenheterna man har varit med om. Metoden för analysen av denna roman är narratologi där strukturen i texten studeras närmare med fokus på ordningen av händelser samt vem berättaren av romanen är. Resultatet som har uppnåtts är att det finns flera irakiska identiteter som presenteras i olika tidsepoker och ur olika karaktärers perspektiv. Denna analys visar även vikten av kollektiva minnen som huvudkaraktären återberättar för att bidra till bevarandet och vidarebyggandet av den irakiska identiteten.

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  • 53.
    Abed, Lara
    Södertörn University, Teacher Education.
    Konsten att påverka elever genom motivation: En studie om yttre och inre motivationens användande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine which strategies do elementary school teachers use to motivate their students to read, and what strategies do teachers and students consider to be the most effective: Internal or external motivation. The methods for collecting data have been observations, interviews and webpages, and thud the study contains both quantitative and qualitative elements. The result of the current study showed that teachers used both inner and outer motivations to motivate students with intention of adapting teaching to the students' needs and conditions as mentioned in the curriculum.The results also displayed that students are motivated by both external and internal motivation, for example, inner motivation was created when students experienced responsibility for their learning, while external motivation was when students learning involved reward and assessment.

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    Yttre och inre motivation
  • 54.
    Abed, Rayahin
    Södertörn University, School of Culture and Education, English language.
    Formal Language Style in EFL and SFI Classrooms in Sweden: Exploring Perceptions and Practices2024Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The primary aim of this study is to gain insight into the level of formality in EFL (English as a Foreign Language) classrooms in upper secondary schools and in SFI (Swedish for Immigrants) classrooms in Sweden. This research specifically examines how EFL and SFI teachers perceive and integrate formal language into their teaching practices. Semi-structured interviews were conducted with 10 teachers, including 5 EFL and 5 SFI teachers to gather qualitative data. The interviews ranged from 20-45 minutes and were recorded, transcribed, and analyzed using a thematic analysis to identify recurring themes and patterns within the interview transcripts. The findings reveal distinct perceptions and practices between EFL and SFI teachers regarding formal language. EFL teachers view formal language as essential for promoting social norms, such as politeness and respect. They incorporate formal language using formal texts, advanced formal vocabulary, and sentence structures. Some EFL teachers prioritize the use of formal language based on specific lesson goals, while others are influenced by the informal nature of Swedish culture and prefer to use informal language in their classrooms. On the other hand, SFI teachers perceive formal language as flexible and context dependent. They emphasize practical applications of formal language such as writing emails and formal letters at a basic level. SFI teachers focus on clarity and correctness over strict formal language rules and the aim of such focus is to ensure that the students learn the basic Swedish language necessary for social integration.

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  • 55.
    Abelin, Åsa
    et al.
    Göteborgs universitet, Avdelningen för lingvistik, logik och vetenskapsteori.
    Thorén, Bosse
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The perceptual weight of word stress, quantity and tonal word accent in Swedish2018In: Phonology in Protolanguage and Interlanguage / [ed] Babatsouli, Elena & Ingram, David, Sheffield: Equinox Publishing, 2018, p. 316-341Chapter in book (Other academic)
    Abstract [en]

    Wherever migration or travelling takes place, people need to learn new languages. This learning entails a variety of interlanguages. Irrespective of whether you are a learner or a teacher of a language, you need to decide how to allocate time and effort for learning and teaching into developing different sub-skills of the language. Four skills are considered in second language teaching and learning; listening, reading, speaking and writing. Proficiency in speaking requires sub-competences, such as pragmatic competence, fluency or making a clear pronunciation. Even having each of these sub-competences for speaking require having sub-skills. For example, to have a "good" pronunciation, one needs to well realise segmental features: phonemes, phonotactics, assimilations, and prosodic features: rhythm and intonation. Most of the time, young children learning their first language (L1) as well as additional languages (L2's) acquire these pronunciation skills without formal training and often reach a native-like speech also in additional languages. By contrast, adult learners of an additional language seldom reach nativelikeness in their pronunciation of the language. However, ideally, they still can achieve a fluent, intelligible and well-received pronunciation of the language. The present paper is concerned with the pronunciation of Swedish as an additional language, in particular, three phonemic prosodic contrasts, namely stress contrast, quantity contrast and tonal word accent contrast. We attempt to find out, among these three prosodic contrasts, which is more crucial than the others for making one's speech intelligible. That is, if the second language learner cannot acquire all of them perfectly, which of them should be given more priority in learning and teaching Swedish pronunciation? We also want to study whether or not a pronunciation lacking one or two of these contrasts can still be well understood.

  • 56.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    The Perceptual Weight of Word Stress, Quantity and Tonal Word Accent in Swedish2017In: Phonology in Protolanguage and Interlanguage / [ed] Elena Babatsouli and David Ingram, Equinox Publishing, 2017, p. 316-341Chapter in book (Refereed)
    Abstract [en]

    When teaching the pronunciation of an additional language, the teacher should know which properties to give high priority and which to give lower priority. The present study aims at ranking the perceptual weight among the three phonemic prosodic contrasts of Swedish, namely word stress, quantity and tonal word accent. In two experiments, native Swedish subjects were presented with several disyllabic sequences; intact words, nonsense words and words that were distorted with respect to the three prosodic contrasts. The distorted words were not members of minimal pairs. In addition to intact words and non-word distractors, subjects heard originally trochaic words pronounced with iambic stress pattern and vice versa, originally /VːC/ words pronounced as /VCː/ and originally accent I words pronounced with accent II and vice versa. Listeners should decide whether the words were real words or not. The result shows that words with changed word accent category were rather easy to identify, words with changed stress pattern harder to identify, and changed quantity category caused most problems.

  • 57.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    The relative perceptual weight of two Swedish prosodic contrasts2015In: Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 / [ed] Elena Babatsouli, David Ingram, Chania 73100, Greece: Institute of Monolingual and Bilingual Speech , 2015, p. 1-7Conference paper (Refereed)
    Abstract [en]

    Abstract. In addition to 9 vowel and 18 consonant phonemes, Swedish has three prosodic phonemic contrasts: word stress, quantity and tonal word accent. There are also examples of distinctive phrase or sentence stress, where a verb can be followed by either an unstressed preposition or a stressed particle. This study focuses on word level and more specifically on word stress and tonal word accent in disyllabic words. When making curriculums for second language learners, teachers are helped by knowing which phonetic or phonological features are more or less crucial for the intelligibility of speech and there are some structural and anecdotal evidence that word stress should play a more important role for intelligibility of Swedish, than the tonal word accent. The Swedish word stress is about prominence contrasts between syllables, mainly signaled by syllable duration, while the tonal word accent is signaled mainly by pitch contour. The word stress contrast, as in armen [´arːmən] ‘the arm’ - armén [ar´meːn] ‘the army’, the first word trochaic and the second iambic, is present in all regional varieties of Swedish, and realized with roughly the same acoustic cues, while the tonal word accent, as in anden [´anːdən] ‘the duck’ - anden [`anːdən] ‘the spirit’ is absent in some dialects (as well as in singing), and also signaled with a variety of tonal patterns depending on region. The present study aims at comparing the respective perceptual weight of the two mentioned contrasts. Two lexical decision tests were carried out where in total 34 native Swedish listeners should decide whether a stimulus was a real word or a non-word. Real words of all mentioned categories were mixed with nonsense words and words that were mispronounced with opposite stress pattern or opposite tonal word accent category. The results show that distorted word stress caused more non-word judgments and more loss, than distorted word accent. Our conclusion is that intelligibility of Swedish is more sensitive to distorted word stress pattern than to distorted tonal word accent pattern. This is in compliance with the structural arguments presented above, and also with our own intuition.

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  • 58.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    What affects recognition most – wrong wordstress or wrong word accent?2015In: Proceedings of Fonetik 2015, Lund University, Sweden / [ed] Malin Svensson Lundmark, Gilbert Ambrazaitis and Joost van de Weijer, 2015, Vol. 55, p. 7-10Conference paper (Other academic)
    Abstract [en]

    In an attempt to find out which of the two Swedish prosodic contrasts of 1) wordstress pattern and 2) tonal word accent category has the greatest communicative weight, a lexical decision experiment was conducted: in one part word stress pattern was changed from trochaic to iambic, and in the other part trochaic accentII words were changed to accent I.Native Swedish listeners were asked to decide whether the distorted words werereal words or ‘non-words’. A clear tendency is that listeners preferred to give more‘non-word’ responses when the stress pattern was shifted, compared to when wordaccent category was shifted. This could have implications for priority of phonological features when teaching Swedish as a second language.

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  • 59. Abelin, Åsa
    et al.
    Zetterholm, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Spanish accented Swedish – when the neighbor becomes a fir-tree2019In: Comunicación Social: Lingüística, Medios Masivos, Arte, Etnología, Folclor y otras ciencias afines - Vol. II / [ed] María Rosa Álvarez Silva, Alex Muñoz Alvarado, Leonel Ruiz Miyares, Santiago de Cuba: Ediciones Centro de Lingüística Aplicada , 2019Conference paper (Refereed)
  • 60.
    Abenius, Jessica
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Studiehandledning på modersmål ur studiehandledares egna perspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sedan år 2011 ligger det i skolans uppdrag att ordna med studiehandledning på modersmål, en stödinsats som är tätt sammankopplad med modersmålsundervisning. I skolförordningen, som reglerar Sveriges alla skolformer, kan man läsa att elever som behöver studiehandledning på sitt modersmål ska få det (Skolförordningen, 5. kap, 4 §). Syftet med den här studien är att skapa förståelse om studiehandledning på modersmål utifrån studiehandledarnas egna perspektiv samt utifrån innehållet i styrdokument.

    Studien baseras på halvstrukturerade intervjuer med tre informanter som arbetar som studiehandledare på modersmål på en gymnasieskola och på en granskning av styrdokument där studiehandledning på modersmål nämns. Resultatet visar att informanterna känner sig välbehövda och viktiga i sin yrkesroll. De vittnar om att nyanlända elever behöver stöttning i sitt modersmål för att nå de utsatta målen i ett eller flera ämnen. Det framgår dock att samarbetet mellan studiehandlarna och ämneslärarna behöver bli bättre för att lektionerna ska kunna planeras och utföras på ett bra sätt. Även studiehandledarnas status på skolan behöver höjas, som det ser ut nu så arbetar de i det tysta med ansvar för ett stort antal elever.

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  • 61.
    Abid Adnan, Tahani
    Dalarna University, School of Teacher Education.
    L’enseignement de la grammaire en classe de FLE: Quelles démarches pédagogiques sont aujourd'hui adoptées en Suède pour l'enseignement de la grammaire ?2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The grammar teaching and its effectiveness have been at the centre of several studies, where it has been observed that learning a new language is often facilitated by the proficiency in its grammatical elements.

    The purpose of this study is, on the one hand, to better understand how teachers in Sweden teach grammar in French as a foreign language (FLE). On the other hand, we have also studied the attitude of teachers and students towards the teaching of grammar and observed the pedagogical approaches adopted in the textbooks of FLE for the teaching of grammar.

    A qualitative method was used for this study. Interviews with four teachers teaching French, nine observation sessions during FLE to see closely the methods used to teach grammar and questionnaires distributed to students learning French as a foreign language in 9th grade. In addition, two textbooks for class 7 were selected to examine the grammatical approaches expressed in the grammar exercises.

    From the responses received during the interviews, we can see that teachers' attitudes towards the importance of grammar are very positive, but they believe that grammar needs to be stated more clearly in the curriculum and the CERC. Our data show also that teachers in French prefer to include grammar through explicit rather than implicit instruction, and that they use explicit, inductive, or deductive grammar instruction to provide better understanding to learners.

    The 15 answers to the questionnaire allowed us to understand that most studentswho participated have a positive attitude towards the role of French grammar and that they needto know grammar to speak French. The results of the questionnaire also showed that studentsprefer deduction-based teaching to learn the grammar of the target language.

    As for the two textbooks, they do not follow the same didactic approaches. In the textbook La Nouvelle Chouette B, the learner is led to discover grammatical notions through a support text or corpus and a series of exercises, and this is guided by the teacher. However, we find that the Arc en Ciel 7 textbook follows an explicit and deductive approach because a grammar rule is always stated and explained to students in French and Swedish with some supporting examples, at the beginning of each chapter. Then, the students do a series of exercises where they learn to apply the grammar rule.

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  • 62.
    Abish, Aynur
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Balanïŋ dünyege kelüwine baylanïstï salttar ‘Customs concerning the birth of a child’2014In: Turcology and Linguistics: Éva Ágnes Csató Festschrift / [ed] Demir, Nurettin, Karakoç, Birsel and Menz, Astrid, Ankara: Hacettepe University , 2014, p. 9-20Chapter in book (Refereed)
  • 63.
    Abish, Aynur
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Modality in Kazakh as Spoken in China2016Book (Refereed)
    Abstract [en]

    This is a comprehensive study on modality in one of the largest Turkic languages, Kazakh, as it is spoken in China. Kazakh is the official language of the Republic of Kazakhstan and is furthermore spoken by about one and a half million people in China in the Xinjiang Uyghur Autonomous Region and in Aksai Kazakh Autonomous County in Gansu Province.The method employed is empirical, i.e. data-oriented. The modal expressions in Kazakh are analyzed in a theoretical framework essentially based on the works of Lars Johanson. The framework defines semantic notions of modality from a functional and typological perspective. The modal volition, deontic evaluation, and epistemic evaluation express attitudes towards the propositional content and are conveyed in Kazakh by grammaticalized moods, particles and lexical devices. All these categories are treated in detail, and ample examples of their different usages are provided with interlinear annotation. The Kazakh expressions are compared with corresponding ones used in other Turkic languages. Contact influences of Uyghur and Chinese are also dealt with.The data used in this study include texts recorded by the author in 20102012, mostly in the northern regions of Xinjiang, as well as written texts published in Kazakhstan and China. The written texts represent different genres: fiction, non-fiction, poetry and texts published on the Internet. Moreover, examples have been elicited from native speakers of Kazakh and Uyghur. The Appendix contains nine texts recorded by the author in the Kazakh-speaking regions of Xinjiang, China. These texts illustrate the use of many of the items treated in the study.

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    table of contents
  • 64.
    Abish, Aynur
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Modality in Kazakh as spoken in China2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This is a comprehensive study on expressions of modality in one of the largest Turkic languages, Kazakh, as it is spoken in China. Kazakh is the official language of the Republic of Kazakhstan and is furthermore spoken by about one and a half million people in China in the Xinjiang Uyghur Autonomous Region and in Aksai Kazakh Autonomous County in Gansu Province.The method employed is empirical, i.e. data-oriented. The modal expressions in Kazakh are analyzed in a theoretical framework essentially based on the works of Lars Johanson. The framework defines semantic notions of modality from a functional and typological perspective. The modal volition, deontic evaluation, and epistemic evaluation express attitudes towards the propositional content and are conveyed in Kazakh by grammaticalized moods, particles and lexical devices. All these categories are treated in detail, and ample examples of their different usages are provided with interlinear annotation. The Kazakh expressions are compared with corresponding ones used in other Turkic languages. Contact influences of Uyghur and Chinese are also dealt with.The data used in this study include texts recorded by the author in 20102012, mostly in the northern regions of Xinjiang, as well as written texts published in Kazakhstan and China. The written texts represent different genres: fiction, non-fiction, poetry and texts published on the Internet. Moreover, examples have been elicited from native speakers of Kazakh and Uyghur.

    The Appendix contains nine texts recorded by the author in the Kazakh-speaking regions of Xinjiang, China. These texts illustrate the use of many of the items treated in the study.

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  • 65.
    Abkarian, Annie
    Dalarna University, School of Humanities and Media Studies, English.
    Challenging Phallocentrism in Rabih Alameddine's An Unnecessary Woman2020Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
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  • 66.
    Abomadyara, Ossama
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Ammar Alfattal, Mohammad
    Halmstad University, School of Education, Humanities and Social Science.
    En kvalitativ studie om lärares uppfattning om elevers engelska uttal i grund- och gymnasieskola2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Many studies and much research highlight the importance of English pronunciation. This study aims to find out how English teachers describe the difficulties their students face with English pronunciation and how English teachers think about improving their students' pronunciation. In this study, we use a qualitative study to have a better understanding of students' pronunciation in English. The research is based on a qualitative questionnaire shared with 14 qualified English teachers from three different schools, asking for their opinions about the students' pronunciation and the teaching of oral language skills and pronunciation possibilities. We identified three themes: 1-English sound system 2-pronunciation with flaws, 3-pronunciation training and listening exercises. The result shows that the teachers are aware of the difficulties that the Swedish students face in pronunciation and the strategies they can use in the class to improve their pronunciation. In addition to that, they also show that students make mistakes when pronouncing certain sounds.

    Our conclusion, as this study shows, is that there are other factors that cause students to make mistakes. One factor is that there are some phonemes in English that do not exist in the students' mother tongue, another factor is the students lack knowledge of pronunciation rules. According to research, students' pronunciation will be improved once the students are aware of these differences and factors that affect their pronunciation. 

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  • 67. Abondolo, Daniel
    et al.
    Valijärvi, Riitta-Liisa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, Finno-Ugric Languages. University College London.
    Introduction to the Uralic languages, with special reference to Finnish and Hungarian2023In: The Uralic Languages / [ed] Daniel Abondolo & Riitta-Liisa Valijärvi, London: Routledge, 2023, 2, p. 1-80Chapter in book (Other academic)
    Abstract [en]

    This chapter introduces the rest of the book by rapidly surveying the names of the Uralic languages and their speakers’ numbers, as well as discussing the relative size and age of the family and its nine branches. It outlines the prehistory of these branches and then goes on to sketch in outline the phonological and lexicogrammatical features that the editors think most interesting, problematic, suggestive, and instructive. The reader should come away from reading this chapter with an understanding of the four kinds of information contained in the rest of the book. These are (i) how and which speech sounds are used (vowels and vowel harmony, stress, consonants, and consonant gradation); (ii) how nouns and verbs change their shapes in sentences—case, number, and predestination (in nouns) and tense, mood, and object indexing (in verbs); (iii) how words are put together to make clauses and complex sentences; and (iv) how new words are made (derivation and compounding). The chapter also introduces the more important theoretical conventions that the editors have found most useful in characterizing Uralic languages. To make the chapter accessible to as wide as possible a readership, most of the terminology used is cast in a basic linguistic theory framework. 

  • 68. Abondolo, Daniel
    et al.
    Valijärvi, Riitta-LiisaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, Finno-Ugric Languages.
    The Uralic Languages: Second Edition2023Collection (editor) (Other academic)
    Abstract [en]

    The Uralic Languages, second edition, is a reference book which brings together detailed discussions of the historical development and specialized linguistic structures and features of the languages in the Uralic family.

    The Uralic languages are spoken today in a vast geographical area stretching from Dalarna County in Sweden to Dudinka, Taimyr, Russia. There are currently approximately 50 languages in the group, the largest one among them being the state languages Finnish, Estonian, and Hungarian; other Uralic languages covered in the book are South Saami, Skolt Saami, Võro, Moksha Mordvin, Mari, Udmurt, Zyrian Komi, Mansi, Khanty, Nganasan, Forest and Tundra Enets, Nenets, and Selkup. The book also contains a chapter on Finnic languages, the reconstruction of Uralic, the history of Uralic studies, connections of Uralic to other language families, and language names, demographics, and degrees of endangerment. This second and thoroughly revised edition updates and augments the authoritative accounts of the first edition and reflects recent and ongoing developments in linguistics and the languages themselves, as well as our further enhanced understanding of the relations and patterns of influence between them. Each chapter combines modern linguistic analysis and documentary linguistics; a relatively uniform structure allows for easy typological comparison between the individual languages.

    Written by an international team of experts, The Uralic Languages will be invaluable to students and researchers within linguistics, folklore, and Siberian studies.

  • 69.
    Abou Assaf, Maha
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Almahmi, Tamador
    Malmö University, Faculty of Education and Society (LS).
    Skönlitteratur som didaktiskt verktyg i modersmålsundervisning2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att utforska några lärares syn på användningen av skönlitteratur som didaktiskt verktyg i modersmålsundervisning. Syftet med modersmålsundervisning är enligt Skolverket att elever ska ges möjlighet att utveckla sin identitet och sitt språk, men också skapa en djupare förståelse för sin omvärld. Studiens teoretiska grund består av Langers teori om läsande och språkutveckling där de fem olika faserna beskriver elevers olika föreställningsvärldar i läsprocessen samt Rosenblatts perspektiv om att läsning av skönlitteratur skapar ett kulturellt sammanhang och berikar verklighetsuppfattning. Undersökningen är en kvalitativ intervjustudie där vi intervjuade sammanlagt sex erfarna modersmålslärare i grundskolan som är verksamma i Malmö och Växjö. Studiens resultat visar att lärarna i studien använder sig av boksamtal, högläsning och återberättande av texter när de arbetar med skönlitteratur i modersmålsundervisning. Deltagarna anser att skönlitteratur är en viktig komponent för språkutveckling och att den ger goda resultat om rätt förutsättningar ges till såväl läraren som eleverna i modersmålsundervisningen. Det framgick även att lärarens roll vid läsning av skönlitteratur är viktig för elevernas utveckling av tolkande läsning och i sin tur av språket.

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  • 70.
    Abou Assaf, Maha
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Almahmi, Tamador
    Malmö University, Faculty of Education and Society (LS).
    Skönlitteratur som didaktiskt verktyg i modersmålsundervisning2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att utforska några lärares syn på användningen av skönlitteratur som didaktiskt verktyg i modersmålsundervisning. Syftet med modersmålsundervisning är enligt Skolverket att elever ska ges möjlighet att utveckla sin identitet och sitt språk, men också skapa en djupare förståelse för sin omvärld. Studiens teoretiska grund består av Langers teori om läsande och språkutveckling där de fem olika faserna beskriver elevers olika föreställningsvärldar i läsprocessen samt Rosenblatts perspektiv om att läsning av skönlitteratur skapar ett kulturellt sammanhang och berikar verklighetsuppfattning. Undersökningen är en kvalitativ intervjustudie där vi intervjuade sammanlagt sex erfarna modersmålslärare i grundskolan som är verksamma i Malmö och Växjö. Studiens resultat visar att lärarna i studien använder sig av boksamtal, högläsning och återberättande av texter när de arbetar med skönlitteratur i modersmålsundervisning. Deltagarna anser att skönlitteratur är en viktig komponent för språkutveckling och att den ger goda resultat om rätt förutsättningar ges till såväl läraren som eleverna i modersmålsundervisningen. Det framgick även att lärarens roll vid läsning av skönlitteratur är viktig för elevernas utveckling av tolkande läsning och i sin tur av språket.

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  • 71.
    Abou Dib, Fadi
    Dalarna University, School of Language, Literatures and Learning, Arabic.
    تاريخ اللاوعي: شيلينغ والوقوف عل حافة "الهاوية"2023In: مثاقفات, ISSN 2732-4850, no 8, p. 2-9Article in journal (Other academic)
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  • 72.
    Abou Dib, Fadi
    Dalarna University, School of Humanities and Media Studies, Arabic.
    تعاليم الأنثى السِّرّيّة عند جبران خليل جبران2020In: مدى, no 10Article in journal (Other (popular science, discussion, etc.))
  • 73.
    Abou Dib, Fadi
    Dalarna University, School of Language, Literatures and Learning, Arabic.
    تقنيات بلورة النص (شبه) الحُلمي عند إدوار الخراط: التخييليّ والتخيّليّ في "محطة السكة الحديد"2024In: نزوى, no 118, p. 76-90Article in journal (Refereed)
  • 74.
    Abou Dib, Fadi
    Dalarna University, School of Language, Literatures and Learning, Arabic.
    خطاب اللاوعي في فصول من حياة جبرا إبراهيم جبرا2022Other (Other academic)
    Abstract [ar]

    لا شكّ في أنه من غير الممكن أن نتحدث عن أعماق حياة الإنسان من دون اعتبار الفتوحات المعرفية والملاحظات المدهشة التي أنجزتها كشوفات التحليل النفسي وعلم النفس التحليلي عند فرويد ويونغ وغيرهما من علماء النفس. وإذا كان هذا صحيحاً بشكل عام، فإنّه ولا ريب مثار اهتمام كبير حين يتعلق الأمر بالإبداعات الإنسانية من فنون وآداب وغير ذلك. ولكن الأكثر إثارة هو حين يلحظ المبدع عمل اللاوعي، الفردي والجمعي، بغض النظر عن التسمية التي قد يطلقها عليه: قوى الحياة، إرادة الكون، رسائل الوجود، إلى آخره. ولعلّه من الصواب القول إنّ هذا الوعي لما هو متعالٍ أو غير واعٍ أو فائق للعاديّ يترافق بإدراك للذات وتفرّدها وبتلمّس دورها التاريخي بوصفها شخصية غائيّة وعلاقتها بالزمان والمكان ليست عشوائية أو اعتباطية. هكذا إذن ينظر الإنسان إلى نفسه من منظور تاريخيّ، أي من زاوية حدس المعنى والغاية والرسالة.

    بهذا المعنى تبرز إشارات اللاوعي، الفردي والجمعي/الكوني، في فصول عديدة من حياة الروائي والناقد والكاتب الكبير جبرا إبراهيم جبرا، ويبرز وعيه الشخصي لكثير من هذه الإشارات، والتي سنتناولها في ضوء بعض المفاهيم والتصوّرات والتجارب الشخصية التي كشفها عالم النفس التحليلي السويسري كارل غوستاف يونغ.

  • 75.
    Abou Dib, Fadi
    Dalarna University, School of Humanities and Media Studies, Arabic.
    شخصيّة معلّم الحكمة في روايتي «مرداد » و «اليوم الأخير » لميخائيل نعيمة2020In: عود الند, ISSN 1756-4212, no 16, p. 46-58Article in journal (Other academic)
  • 76.
    Abou-Gabal, Rukaia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Allt börjar med ett val: Svenska som andraspråkslärarens val av skönlitteratur inom arbete med nyanlända på introduktionsprogrammet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie behandlar svenska som andraspråkslärarens val av skönlitteratur inom arbete med nyanlända på introduktionsprogrammen samt hur läraren motiverar dess val av densamma. Syftet är att undersöka vilka texter och teman som lärare anger att de föredrar eller undviker vid arbete med nyanlända och varför. Studien baseras på en surveyundersökning i form av ett frågeformulär, och genom att sammanställa de författare, böcker och teman som använts mest och av flest lärare undersöks huruvida lärarnas angivna val stämmer överens med de angivna teman som föredras eller undviks eller om det förekommer en diskrepans. Resultaten visar att lärarna ser valet av skönlitteratur som en utmaning men att de i slutändan gör liknande val. Detta visar att lärare och skolor redan har olika former av böcker som de alla anser bör läsas med nyanlända och att de på så sätt kanske redan har en form av litterär kanon. Vidare visar resultaten att det finns en diskrepans mellan lärarna och deras syn på val av temat flykt. Vissa lärare anser att det är gynnande för eleverna att diskutera temat flykt medan andra anser att det bara leder till elevernas lidande. I slutändan använder sig dock de flesta lärarna av detta tema vilket anses vara problematiskt då det riskerar att reproducera stereotyper.

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    Rukaia.Abou-Gabal
  • 77.
    Abou-Gabal, Rukaia
    Stockholm University, Faculty of Humanities, Department of English.
    Using the Harry Potter Series in the Multicultural English Classroom as a Tool to Bring Awareness to Unconscious Biases2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Harry Potter series, although primarily written for young adults has managed to be widely popular amongst readers of different ages. The series has been able to entice both young and adult readers all over the world as it provides readers with ample opportunities for self-recognition and thus even self-reflection. Other than providing readers with opportunities for self-recognition the series also provides multiple examples of different important real-world issues such as mental health, othering, discrimination, and the stereotype threat.

              In the Harry Potter series, readers are introduced to a whole new world filled with magic, witches, wizards, and other magical beings. The magical world is, however, still very similar to our world; it follows the same timeline as the real world, showcases different teenage problems as well as similar social structures and issues. 

             In today’s society immigrants and students from different nationalities, cultures and backgrounds are very common, leading to othering, stereotyping and prejudices being real issues that need to be addressed in today’s multicultural classes. Students are in need of support and encouragement to better understand and handle these issues in their everyday life.

              Drawing on these ideas this essay will, by using a thematic analysis of the Harry Potter series, focus on the depth of the prejudices presented in the series by examining the underlying structural understanding of othering and racialization which readers are not always aware of being prejudiced against and how these prejudices are presented in the series. The aim is to show how the issues of unconscious biases and othering in the Harry Potter series are presented through the themes and characterization and how they can be used in eliciting empathy by alerting students to the fact that othering and discrimination are often based on unconscious biases found within the society.

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    Rukaia Abou-Gabal
  • 78.
    Abozidan, Elias
    Dalarna University, School of Humanities and Media Studies, English.
    On the Second-Generation Migrants’ Hybridity and Otherness in Hanif Kureishi’s The Buddha of Suburbia. 2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 79.
    Abraham, Getahun Yacob
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Department of Educational work, University of Borås, Borås, Sweden.
    Barksdale, Mary Alice
    College of Libral Arts and Human Sciences, Virginia Tech, Blacksburg, VA, USA.
    Exemplary picturebooks about democratic principles2024In: Cogent Education, E-ISSN 2331-186X, Vol. 11, no 1Article in journal (Refereed)
    Abstract [en]

    Picturebooks are media resources that combine illustrations and texts to reach young children with entertainment and messages about life. They can support children’s development of understanding of democratic principles. For this paper, picturebooks from Sweden and the US with content involving democratic principles were analysed with the goal of inquiring into specifically selected picturebooks through text- and illustration-based methods (iconotext). Ten picturebooks published since 2000 served as exemplars of five democratic principles: (a) equity/equality, (b) respect and appreciation for diversity, (c) rights, (d) freedom, and (e) participation. These picturebooks were examined with regard to power relations between groups or individuals. Dominance was expressed in the form of race differentiation and separation, gender dominance, and the limitation of others’ rights by force. Picturebooks from Sweden and the US differed with regard to individualism vs. collectivism. The picturebooks included contexts in which democratic solutions were sought and obtained; through read alouds they can present young children with models of decision making for their own lives. 

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  • 80.
    Abrahamsson, Carolina
    Mälardalen University, School of Education, Culture and Communication.
    Att komma till tals: Talad tid under engelsklektionen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med min undersökning var att ta reda på hur mycket engelska som talas under fyra engelsklektioner i en årskurs 4, vad resten av tiden ägnades åt samt hur läraren stimulerar eleverna till tal. Jag har observerat fyra lektioner och genomfört en intervju med läraren för att ta reda på detta. Resultatet visar att det inte talas mycket engelska under lektionerna, utan tal på engelska utgör den minsta delen. Eleverna talar dock mer engelska än läraren, och för det mesta sker det i kör. Det är ett sätt som läraren använder för att stimulera eleverna till tal. Ett annat sätt är att de får tala i mindre grupper vilket skedde under en av lektionerna, och detta hade en positiv inverkan på resultatet. Den största delen av lektionerna utgjordes av svenskt tal, även om det till stor del var genom att de arbetade med att översätta engelska. De lyssnade även till engelska via filmer och cd-skivor och en av lektionerna ägnades delvis åt tyst arbete genom att de arbetade individuellt med stenciler.

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  • 81.
    Abrahamsson, Clara
    Halmstad University, School of Education, Humanities and Social Science.
    Glad fast ändå inte glad: Emojiers betydelser och användning2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Emojis are colorful pictorial icons used in day to day conversations via SMS and on plenty of different platforms, available for everyone today, but not yet studied to an extent even though they they are highly ambigous. The aim of this study is to find which semantic meanings emojis can have, if gender or age is a causing factor and if any norm for when and how emojis should be used exists among the users. Through a digital survey uploaded on different platforms and sent to different companies, the results show that misconceptions do happen, and that they happen often. However, gender does not seem to matter to the same extent as age. There is also evidence pointing to the users following some rules when it comes to what emoji should be used when and when no emoji should be used at all.

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  • 82.
    Abrahamsson, Emelie
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Andersson, Emmy
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Datorprogram och läsförståelsestrategier: En kartläggning av datorprogrammen Bingel och SvenskaPortal2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie syftar till att undersöka läsförståelsestrategier utifrån datorprogrammen Bingel och SvenskaPortal samt verksamma lärares syn och tankar kring dessa. Studien genomförs via textanalyser av datorprogrammen och semistrukturerade personliga intervjuer med två verksamma lärare och tar sin utgångspunkt i det sociokulturella perspektivet. Studien utgår utifrån ett abduktivt förhållningssätt och pendlar mellan empiri och teori för att fastställa ett resultat. Resultatet av frågeställningarna sammanställs utifrån transkriberade intervjuer och analyser av datorprogrammen. I resultatet framkommer det att enbart Bingel tillhandahåller läsförståelsestrategier vilka är memoreringsstrategier. Resultatet för SvenskaPortal omfattar inga övningar där läsförståelsestrategier krävs eller övas, däremot övas bland annat ordförståelse. I resultatet framkommer det också att de båda verksamma lärarna har en varierande syn på arbetet med datorprogram där de lyfter flexibiliteten och möjligheten till självgående arbete under specifika tillfällen, till exempel under läsläxan. De intervjuade lärarna använder SvenskaPortal sporadiskt medan Bingel används kontinuerligt. Lärarna lyfter även negativa aspekter som att eleverna enbart klickar sig fram och inte gör det de ska.

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    Datorprogram och läsförståelsestrategier: En kartläggning av datorprogrammen Bingel och SvenskaPortal
  • 83.
    Abrahamsson, Even
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Motivation till läsförståelse: Hur utvecklar man som lärare motivation hos elever till läsförståelse i svenskämnet?2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to examine how teachers can develop motivation within upper secondary students for reading comprehension in the school subject of Swedish. Some aspects are examined in relation to the purpose of this essay such as both of the target groups’ attitudes and views towards reading comprehension, reading and motivation as well as similarities and differences between them. This essay also shows what kind of reading habits upper secondary students and Swedish teachers have in and outside of upper secondary school. Gender is an underlying factor that is examined in relation to the previously mentioned target groups. Two surveys were handed out to upper secondary students and Swedish teachers. They had to reply qualitative and quantitative questions with a focus on motivation in relation to reading comprehension based on different perspectives. The result showed that there are different ways, such as literary variation and an engaging approach, teachers can use to develop motivation within upper secondary students for reading comprehension in the school subject of Swedish. Both of the target groups believe that an active participation amongst each other in the classroom is important in order to express motivation towards reading comprehension and reading. The majority of them has a positive attitude towards both of the areas with the opinion that it is important to read and understand different texts because as a reader you receive new thoughts and perspectives as well as an increased vocabulary. Furthermore, upper secondary students and Swedish teachers have different views on how they experience and if they are motivated towards areas in the school subject of Swedish that involves reading comprehension and reading. One example is that both of the areas are important in order for students to develop positively for their future working life or future studies. The majority of both target groups are also able to see the positive sides of reading comprehension and reading despite varied reading habits in and outside upper secondary school, such as the fact that students prefer young adult literature while teachers enjoy non-fiction.

  • 84.
    Abrahamsson, Even
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Ungdomsspråk: Elevers och lärares attityder till samt användning av ungdomsspråk i och utanför skolans verksamhet med fokus på muntlig språkproduktion i svenskämnet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay is to, based on different examples of youth language, examine upper secondary students’ and Swedish teachers’ attitudes to and usage of youth language in and outside upper secondary school with a focus on oral language production in the school subject of Swedish. This essay will also focus on if and how upper secondary students’ accomplishments in the school subject of Swedish are affected by their usage of youth language as well as what kind of view that upper secondary students and Swedish teachers have about this and about the opposite group’s usage of youth language. Two underlying factors, as in gender and age, will also be examined in relation to the previously mentioned target groups. Two surveys were handed out to upper secondary students and Swedish teachers. They got to answer qualitative and quantitative questions about attitudes to and usage of youth language. The result showed that upper secondary students use youth language more than Swedish teachers, both in and outside upper secondary school, for example through slang, curse words and discourse markers. Both of the target groups have different attitudes to youth language where Swedish teachers consider that it is limited while upper secondary students believe that it creates solidarity. Swedish teachers and upper secondary students also have different opinions about the fact that students’ usage of youth language might affect their accomplishments in the school subject of Swedish. However, the majority of both target groups believe that it has a negative influence. There are also similarities and differences between both target groups’ views on the counterpart’s usage of youth language. For example, the Swedish teachers believe that youth language can be innovative while upper secondary students express that it is embarrassing if their teachers try to use youth language in the classroom.

  • 85.
    Abrahamsson, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Bokrecension, en tydlig genre?: En studie om hur lärare arbetar med bokrecensioner och vad deras syfte med arbetet är2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how teachers at secondary school work with book reviews in their teaching, what they consider the intent of book reviews to be and what methods they consider to be favourable in the work. This is a qualitative study in which semi-structured interviews have been conducted with eight teachers to demonstrate similarities and differences between their different approaches and mindset. After the interviews have been transcribed, they are analysed on the basis of a thematic analysis.The results show that the teachers have a predominantly positive attitude towards book reviews. However, there is an ambiguity among them, while they consider that book reviews are a favourably element that can include several important knowledge development elements, they also consider that the element should not take up too much space in the teaching as there are other things that need more space. The idea of book reviews does not seem to be to develop students' knowledge of book reviewing as a genre, however they are used more as an implement to verify students' reading comprehension and other abilities. The results also show that specific methods are in fact barely used in the writing on book reviews because the intention is more of a controlling nature than developing students' genre knowledge.

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  • 86.
    Abrahamsson, Hedvig
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    “How much for this beast?”: En studie av monstruös feminitet i serien The Witcher.2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    The aim of this study is to expose and analyze the ways Yennefer of Vengerberg in the series The Witcher is prescribed a monstrous female identity. This has been done by applying three theories to the selected material, Crip Theory by Robert McRuer, The monstrous feminine by Barbara Creed and Colleen Donnellys analysis of the visual impact. The three theories have been used to identify how Yennefer is defined as a female monster and how this is done based on her physical appearance and personal characteristics as well as her performative actions. The conclusions of the study highlight the importance of beauty and a normative body in relations to what can be seen as the monstrous feminine. The findings can be applied to a wider set of society context, to better understand our view and perception of the female identify, and to help us expose underlying cultural patterns that in many ways place barriers for women.

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    Abrahamsson.H.“How much for this beast” En studie av monstruös feminitet i serien The Witcher.
  • 87.
    Abrahamsson, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Comment se porte le français au lycée suédois ?: Évolution du rôle des plans d’études dans l’enseignement des langues vivantes 2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Depuis au moins 17 ans la matière scolaire la langue française baisse en popularité au lycée suédois. Pendant la même période, des sondages internationaux comme l’enquête PISA ont montré que l’école suédoise n’accomplit pas de bons résultats. C’est la politique scolaire qui par ses directives forme le développement de l’enseignement, et, par conséquent, les connaissances chez les étudiants. Les directives très importantes pour les professeurs sont les plans d’études (en suédois ämnesplaner), et ceux-ci devraient être des soutiens pour les professeurs dans leur enseignement.

    Ceci dit, comment se porte le français, une des langues vivantes?

    Dans cette étude, nous cherchons à trouver comment le plan d’études pour les langues vivantes a influencé l’enseignement du français au lycée. La méthode utilisée est qualitative et phénoménologique. Nous avons étudié un nombre de documents sur le sujet pour obtenir une image factuelle.  Pour compléter l’étude nous avons également interviewé trois professeurs avec une grande expérience de l’enseignement. L’objectif était d’obtenir leurs points de vue sur l’importance qu’ils donnent aux plans directifs.

    Les résultats ont montré que le plan d’études actuel donne aux  professeurs une grande liberté sur comment former leurs enseignements. Comme conséquence, cette possibilité est favorable aux enseignants expérimentés mais elle donne moins de soutiens aux enseignants novices.  Nous pouvons aussi constater que ce manque de cursus consultatif peut apporter un enseignement moins efficace, surtout quand le système scolaire suédois manque de professeurs diplômés. En outre, après avoir étudié  des rapports sur la situation des langues vivantes, nous avons remarqué qu’il semble y avoir un manque de volonté politique de fortifier ces langues.     

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  • 88.
    Abrahamsson, Joffrey Levi
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Elizabeth Bennet's Intelligence: A Reading of Class and Gender Conventions And Transgressions in Jane Austen's Pride and Prejudice2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In Pride and Prejudice by Jane Austen, gender roles and gender expectations relate to class differences in a system of social convention which operates to delimit all of the characters - men and women, rich people and less privileged people - to a greater or lesser extent, in a way which reflects actual class and gender structures in England around 1800. The most important strain of social commentary on gender and class in the novel is constituted by the characterisation of Elizabeth Bennet. She is associated with intelligence in a way which is vital to her successful breach of gender and class conventions. This essay starts out from Susan Morgan’s ”Intelligence in Pride and Prejudice” and will extend her arguments in my reading of the novel to prove that Elizabeth’s intelligence allows her to transgress social conventions related to gender and class more successfully than other characters and arrive at a happy ending despite having defied social convention. A number of other characters also represent a breach of class and gender conventions. Lydia Bennet elopes with Mr. Wickham, which at the time was considered scandalous. Mr. Darcy tries to ignore his affection for Elizabeth but fails to do so. In comparison to the unconventionality of Elizabeth, who manages to overcome every obstacle by relying on her intelligence in a way which also benefits Darcy and secures a happy ending for him as well, their transgressions are not as successful.



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    Elizabeth Bennet's Intelligence: A Reading of Class and Gender Conventions and Transgressions in Jane Austen's Pride and Prejudice
  • 89.
    Abrahamsson, Jonna
    et al.
    Jönköping University, School of Education and Communication.
    Mantler, Ellen
    Jönköping University, School of Education and Communication.
    De Flerspråkiga Resursernas Potential: En intervjustudie om hur lärare i grundskolans årskurs 1–3 upplever att de inkluderar flerspråkiga resurser i svenskundervisningen2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In today's classrooms, there is an increasing number of multilingual students, and how this can be dealt with to create equal teaching can be experienced by teachers as challenging. The aim is therefore to contribute with knowledge about how teachers in primary school grades 1–3 perceive that they are working to include multilingual resources in Swedish teaching, to improve learning in the multilingual classroom. The research questions that were answered are: To what extent and how do the teachers feel that they include multilingual resources in the Swedish teaching? What opportunities and challenges do teachers perceive with including multilingual resources in Swedish teaching? The theoretical framework for the study is based on Vygotsky's sociocultural theory and its focus on language development and social interaction. The material was collected through semi-structured interviews and analyzed through thematic analysis. The results show that the teachers look at multilingual resources in different ways and that these seem to depend on which school the teachers teach at. It also shows that the teachers see the opportunities and the good effects of using students' multilingual resources, but also challenges in form of a lack of resources and time, among other things.

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  • 90.
    Abrahamsson, Marcus
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    EFL teachers’ experiences with transitioning to online instruction: A study during the COVID-19 pandemic2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Teachers need to continuously develop their Information and Communication Technology (ICT) proficiency to keep up with the rapid development of technology, and the COVID-19 pandemic has only made this more apparent. This study aims to understand how EFL-teachers exercise their teacher agency and adapt their teaching in an environment where ICT is the basis for their teaching. Semi-structured interviews were conducted with six upper secondary school teachers and then analysed using thematic analysis. The results showed a significant decrease in professional development as a result of reduced contact between colleagues. Most teachers have focused on developing their toolspecific skills. Adaption of teaching strategies has seen the most success in the teaching of writing proficiency. Most teachers are familiar with integrating technology with writing. Most teachers have found strategies to increase the accessibility of information as well as increased clarity of tasks. However, teachers have found it difficult to motivate students who have a hard time working on their own. They have also found it difficult to follow students’ progress in more extensive tasks.

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    fulltext
  • 91.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Acquiring L2 Syllable Margins: Studies on the simplification of onsets and codas in interlanguage phonology2001Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis deals with developmental, universal, grammatical, and functional factors involved in the acquisition of L2 syllable structure. More specifically, using speech data from Spanish and Chinese learners of Swedish, the thesis examines the production and development of syllable onsets and codas—that is, syllable margins. In doing so, the present work draws on various theoretical considerations and empirical findings from research on L1 and L2 acquisition, phonology and phonetics, language variation and language typology. The thesis includes three empirical studies, all of which are based on longitudinal conver­sational data. Study I deals with the acquisition of word-initial /sC(C)/ onsets by one native Spanish speaker, whereas Study II and Study III focus on the acquisi­tion of word-final codas by three native Chinese speakers. Study I and Study II both showed that onset and coda length and phonetic environment are influen­tial factors in the production of syllable structure, while sonority may not be as reliable a predictor of production difficulty. Next, both Study I and Study III provide evidence of a U-shaped rather than linear development of pronunciation accuracy. This pattern is interpreted as an effect of initial increase in fluency, with more focus on content and less on form. In addition, Study III showed that L2 proficiency is related to the epenthesis-deletion differential. An increasing ratio of epenthesis-to-deletion is the first-order indicator of increasing L2 profi­ciency during early stages of acquisition, but increased target-like production becomes the first-order indicator of development at later stages. Finally, Study III showed that learners are aware of potential ambiguity resulting from simpli­fication in different grammatical/functional categories. Codas that are essential for the retention of semantic information are preserved through higher accuracy rates and higher relative levels of epenthesis errors.

  • 92.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Age of onset and nativelike L2 ultimate attainment of morphosyntactic and phonetic intuition2012In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 34, no 2, p. 187-214Article in journal (Refereed)
    Abstract [en]

    Research has consistently shown there is a negative correlation between age of onset (AO) of acquisition and ultimate attainment (UA) of either pronunciation or grammar in a second language (L2). A few studies have indeed reported nativelike behavior in some postpuberty learners with respect to either phonetics/phonology or morphosyntax, a result that has sometimes been taken as evidence against the critical period hypothesis (CPH). However, in the few studies that have employed a wide range of linguistic tests and tasks, adult learners have not exhibited nativelike L2 proficiency across the board of measures, which, according to some, suggests that the hypothesis still holds. The present study investigated the relationship between AO and UA and the incidence of nativelikeness when measures of phonetic and grammatical intuition are combined. An additional aim was to investigate whether children and adults develop the L2 through fundamentally different brain mechanisms-namely, whether children acquire the language (more) implicitly as an interdependent whole, whereas adults learn it (more) explicitly as independent parts of a whole.

  • 93.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Andraspråksinlärning2009Book (Other academic)
    Abstract [en]

    Denna grundbok belyser fenomenet, ämnet och forskningsfältet andraspråksinlärning. Med utgångspunkt i 1960-talets brytning med behavioristisk inlärningspsykologi och kontrastiv språkanalys diskuteras de mest centrala frågeställningarna inom den därefter följande moderna, mentalistiskt orienterade andraspråksforskningen.

    I bokens tio kapitel presenteras de huvudsakliga empiriska upptäckterna och teorierna om andraspråkets utveckling och variation, dess kognition, processning och universella egenskaper, liksom inflödets, interaktionens och undervisningens roll, effekter av sociala och individuella skillnader samt modersmålets inverkan. Många exempel ges från studier av svenska som andraspråk. Boken avslutas med en termordlista med förklaringar till centrala begrepp inom fältet.

    Boken vänder sig främst till universitetsstuderande på grundnivå i ämnen som tvåspråkighet, svenska och nordiska språk samt till blivande och verksamma lärare i svenska som andraspråk och modersmålssvenska.

  • 94.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    But first, let's think again!2018In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 21, no 5, p. 906-907Article in journal (Other academic)
    Abstract [en]

    On the basis of their review of studies, Mayberry and Kluender (2017) propose that the human language learning ability becomes severely compromised if it is not developed in tandem with brain development in early childhood, but that it functions more or less flawlessly, even in adulthood, if language acquisition had at one time proceeded according to the maturational timetable. Mayberry and Kluender therefore suggest that the critical period hypothesis (CPH) for language is unambiguously tied to the timing of L1 acquisition, but that its relevance to L2 acquisition is less clear, the implication being that the well-documented AoA effects in the SLA literature are due to non-maturational (i.e., psychological, experiential, cross-linguistic, etc.) causes.

  • 95.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Critical Period Hypothesis (CPH)2013In: Routledge Encyclopedia of Second Language Acquisition / [ed] Peter Robinson, London: Routledge, 2013, p. 146-151Chapter in book (Refereed)
  • 96.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Development and recoverability of L2 codas: A longitudinal study of Chinese/Swedish interphonology2003In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 25, no 3, p. 313-349Article in journal (Refereed)
    Abstract [en]

    This study deals with the development and recoverability of word-final codas in Chinese-Swedish interlanguage. The relation between consonant deletion and vowel epenthesis is investigated from both a developmental perspective and a grammatical-functional one. Longitudinal, conversational data from three Chinese beginner learners of Swedish were analyzed. First, it is shown that for these learners the acquisition of Swedish codas was U-shaped rather than linear such that they exhibited relatively high accuracy rates at early stages, lower accuracy rates at later stages, and again high accuracy rates at more advanced stages. It is also demonstrated that the epenthesis-deletion differential is closely related to second language proficiency in that the proportion of epenthesis to deletion errors increases over time. Furthermore, the data show that word-final codas that are relatively important for the retention of semantically relevant information generate lower overall frequencies of simplification and greater epenthesis-deletion proportions than codas containing information that is relatively recoverable from other segments or features in the context.

  • 97.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Development and recoverability of L2 codas: A longitudinal study of Chinese/Swedish interphonology2001Report (Other academic)
  • 98.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Developmental sequences2013In: Routledge Encyclopedia of Second Language Acquisition / [ed] Peter Robinson, London: Routledge, 2013, p. 173-177Chapter in book (Refereed)
  • 99.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fonologiska aspekter på andraspråksinlärning och svenska som andraspråk2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Hyltenstam, Kenneth & Lindberg, Inger, Lund: Studentlitteratur, 2013, 2. uppl., p. 85-120Chapter in book (Other academic)
  • 100.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Fonologiska aspekter på andraspråksinlärning och svenska som andraspråk2004In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam, Inger Lindberg, Lund: Studentlitteratur, 2004, p. 79-116Chapter in book (Other academic)
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