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  • 251.
    Rynningsjö, Anna
    Örebro University, School of Humanities, Education and Social Sciences.
    Vårt gemensamma ansvar: - en uppsats om språkutvecklande ämnesundervisning2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 252.
    Räihä, Helge
    Örebro University, Department of Humanities.
    Lärares dilemman2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The topic of the present dissertation is teachers’ everyday dilemmas and the use of language to deal with these dilemmas. The concept of dilemma is compared to the concept of risk and the concept of paradox. The theoretical background consists of sociological systems theory and linguistic pragmatic theory. The empirical data consist of observations of teachers in everyday situations. The theoretical and empirical approaches are used to illuminate each other. Teachers’ ways of dealing with dilemmas are described as use of linguistic resources. Results show that dilemmas are complex social phenomenon that include global system media, trust and language use. Teachers face dilemmas as unpredicted clashes of conflicting expectations. The conflicting expectations come into view as global system media and local trust. The resources required in the constructing of trust and rationality shows how teachers are dealing with dilemmas. Teachers’ ways of dealing with dilemmas come into view as use of linguistic resources for logic and modality.

  • 253.
    Sagerdal, Sofia
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Harrysdotter, Maja
    Örebro University, School of Humanities, Education and Social Sciences.
    Här var det "lajvat": En samtalsanalytisk studie i hur liveness frammanas i live two-way affiliated interviews i SVT:s nyhetsrapportering2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats studerar liveness i nyhetsintervjuer mellan nyhetsankare och korrespondenter i direktsändning i SVT:s kvällssändningar av Aktuellt och Rapport. I uppsatsen studeras främst hur liveness frammanas i dessa intervjuer och om frammaningen påverkas av vilket kön och/eller intervjuroll intervjudeltagarna har. Uppsatsen använder sig av samtalsanalys som metod och utgår ifrån ett antal centrala begrepp som angriper materialet på tre olika nivåer, strukturell-, handlingssekvens- och detaljnivå. Teorier som finns med som utgångspunkt berör institutionella kontra vardagliga samtal, live two-way affiliated interviews, liveness samt autentiska samtal. Även samtalsanalys som teori samt begrepp som hör dit är centrala. Resultat som kommer fram genom analysen är att liveness frammanas i intervjuerna. Det sker inte olika beroende på kön men beroende på roll. Frammaning sker främst på detaljnivå men förekommer på alla nivåer. 

  • 254.
    Samuelsson, Josefine
    Örebro University, School of Humanities, Education and Social Sciences.
    Fritidsengelskan och skolan: Extramural English and English in school2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 255.
    Skogsberg, Jonna
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Loneberg, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Integration: -av andraspråkstalare i svenska skolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 256.
    Sundberg, Sanna
    Örebro University, School of Humanities, Education and Social Sciences.
    Kan undervisning bidra till ökad lässtimulans hos elever?: - En presentation av relevanta arbetssätt och metoder2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 257.
    Svensson, Erica
    Örebro University, Department of Humanities.
    'Fryst kyckling lever': Om särskrivningar i svenska språket2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 258.
    Svensson, Erica
    Örebro University, Department of Humanities.
    Fryst kyckling lever: Om särskrivningar i svenska språket2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att kartlägga hur vanligt förekommande särskrivning är hos icke-professionella skribenter samt huruvida fenomenet ökat eller minskat under de senaste 16 åren. Ett ytterligare syfte är att beskriva karaktären hos de förekommande särskrivningarna och undersöka huruvida den förändrat sig under de senaste 16 åren.

    Som primärmaterial används en textkorpus från Internet, bestående av dels 92 bloggar, och dels 100 annonser från Blocket. Som jämförelsematerial används en undersökning av elevuppsatser skrivna 1989, utförd av Katharina Hallencreutz.

  • 259.
    Svensson, Erica
    Örebro University, Department of Humanities.
    Translating into the ing-form: A study of the progressive aspect in translation from Swedish into English2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Translation is a science, or perhaps it should be referred to as an art, which is as old as language itself. The translation of English literature is a world-wide phenomenon, while literature with Swedish as the source language and English as the target language is not that common. All languages have their set of idiomatic expressions, which can cause problems, and to translate for example the Swedish expression hålla tummarna (lit. ‘hold the thumbs’) into anything else than keep one’s fingers crossed would seem strange, and the sense of the expression would be completely lost in the translation.

    On the syntactic level, there are other problems to deal with for the translators. The more different the target language is from the source language, the more difficulties occur. In this study, the two actual languages, English and Swedish, belong to the same language family, the Germanic one, and they share the structure of SVO word order. Even so, there are other features to look into, and this study concentrates on a feature that is expressed differently in these two languages: the progressive aspect of the verb, also known as the progressive ing-form in English. As the Swedish language does not include a progressive aspect of the verb similar to the English form, although it has a present participle, a translation of the progressive aspect must be paraphrased or replaced by another form. This is well-known and not strange. This study investigates what features in the Swedish source text tend to render the progressive ing-form in the English target text. Translation effects, such as whether there are any differences in the use of the progressive ing-form in a translated text, compared to a text which is initially written by the actual translator are also investigated in this study.

    The aim of this essay is to study the progressive ing-form in an English target text translated from a Swedish source text, in order to describe what features in the source text cause the use of the progressive ing-forms in the target text. An additional aim is to study whether there are any differences, concerning the progressive ing-form, in a translated text compared to a text initially written by the same person. The hypotheses are that most progressive ing-forms in the target text originate from the simple present (or past) tense in the source text, and that the translation effects concerning the progressive ing-form are negligible, and that there is no noticeable difference in the two English texts concerning this phenomenon.

  • 260.
    Svensson, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Alexander, Sara och skriften: en skriftbruksetnografisk studie av barn i mellanåren2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on literacy in children aged 11-12. The overriding purpose is to describe the specific competencies that children employ in their daily use of writing. What do they do with writing and how do they do it?

    The theoretical framework is primarily the strand of literacy research that belongs to the field of New Literacy Studies, where literacy is understood as socially and contextually related. The study also draws on ethnomethodology in the sense that the object of study is the daily actions through which we construct our lives and negotiate identities. Two children, a boy and a girl, with different socio-economic backgrounds and family situations were observed at home, in school and during freetime activities for more than a year through an ethnographic research approach.

    The thesis identifies the different competencies that the children activate. In one case competencies involving oral skills are primarily used as resources in problem solving, while writing and reading are used to solve similar problems as a matter of course in the other case. The thesis also shows that a common use of writing is to regulate and organise everyday and special activities such as planning Christmas gifts and to write reminders that school tasks need to be completed andreported.

    In terms of materiality, writing is available in more or less conventionalised formats. Common formats for everyday written products are sheets of paper in different sizes (A4 to post-it notes), or digital screens (computer, TV, mobile phone). The school whiteboard has a special materiality and is the material source of a great many of the everydaywritten products.

  • 261.
    Säfve, Kata
    Örebro University, Department of Humanities.
    "Ett vidgat textbegrepp": - en kritisk diskursanalys av användningen av texter, medier och textbegrepp i gymnasieskolans svenskämne2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien är en kritisk diskursanalys av hur begreppet ’text’ framställs i styrdokumenten för gymnasieskolans svenskämne, i relation till hur ett antal språkbrukare; lärare och elever, definierar och förhåller sig till ett vidgat textbegrepp. Undersökningen som studien baseras på, består av tre kvalitativa lärarintervjuer och ett 50-tal elevenkäter, gjord i tre olika klasser på skilda skolor i Örebro län. Resultatet visar att synen på textbegreppet och användningen av olika texter och medier i undervisningen, varierar stort. Granskningen av styrdokumenten visar att framställningen av textbegreppet är otydlig och motsägelsefull, vilket kan vara en delförklaring till denna variation.

  • 262.
    Tallgren-Magnusson, Camilla
    Örebro University, Department of Humanities.
    Synen på skrivande i läroböcker: En analys av läromedel riktade till kurserna Svenska A & B på gymnasiet2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 263.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    Connectives in advanced Swedish EFL learners' written English - preliminary results2005In: Working papers in linguistics / [ed] Fredrik Heinat, Eva Klingvall, Lund: The Department of English, Lund University , 2005, p. 115-144Chapter in book (Other academic)
    Abstract [en]

    The purpose of this study is to investigate how advanced Swedish EFL learners use connectives in argumentative essays in comparison to how American University students use them in their writing. The data were taken from the International Corpus of Learner English (ICLE): the Swedish sub-corpus and the control corpus of American university student essays. The aim is to examine the use of three types of connectives: (1) adverbial conjuncts (e.g. therefore, in particular); (2) certain style and content disjuncts (e.g. actually, indeed); and (3) some lexical disourse markers (e.g. result, compare). The function of these connectives was classified according to a model combining features form Quirk et al.'s (1985) and J.R. Martin's (1992) systems of classification. In this paper, the model of classification and the quantitative analysis of the data are presented together with the results from a holistic grading of a smaller sample of the data.

  • 264.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    Connectives in Advanced Swedish Learners’ Written English1998Conference paper (Other academic)
  • 265.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    Connectives in Advanced Swedish Learners’ Written English: A Corpus Study2000Conference paper (Other academic)
  • 266.
    Tapper, Marie
    et al.
    Lunds universitet, Lund, Sweden.
    Altenberg, Bengt
    Lunds universitet, Lund, Sweden.
    Cohesion and Word Order in English: Presentation of a Project1997Conference paper (Other academic)
  • 267.
    Thunarf, Sofia
    Örebro University, School of Humanities, Education and Social Sciences.
    Profilerad forskning eller härlig studiemiljö: En komparativ analys av sju svenska högskolors presentationstexter på webben2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 268.
    Torstensson, Agnes
    Örebro University, School of Humanities, Education and Social Sciences.
    Analys av två bilderböcker: - Att använda bilderböcker i skolans förebyggande arbete mot mobbning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 269.
    Torstensson, Charlotte
    Örebro University, School of Humanities, Education and Social Sciences.
    Det finns ett hål i verkligheten: - som Marie Hermanson fyller med fantasi, saga och myt2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 270.
    Trosic, Neven
    Örebro University, Department of Humanities.
    Självinitierade självreparationer: En studie om lämplighet och ordval inom ämnet2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 271.
    Tönnberg, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Analys av läromedel i svenska2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 272.
    Valdemarsson, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Yttre handling eller inre process?: Om en eventuell kursförändring i Tove Janssons författarskap 2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 273.
    Vigsö, Orla
    Örebro University, School of Humanities, Education and Social Sciences.
    Retorisk analys2010In: Metoder i kommunikationsvetenskap / [ed] Mats Ekström, Larsåke Larsson, Lund: Studentlitteratur AB, 2010, 2, p. 215-242Chapter in book (Other academic)
  • 274.
    Vigsö, Orla
    Örebro University, School of Humanities, Education and Social Sciences.
    Sproglig polyfoni. Tekster om Bachtin og ScaPoLine, red. av Rita Therkelsen, Nina Møller Andersen & Henning Nølke (2007)2008In: Språk & Stil, ISSN 1101-1165, no 18, p. 237-240Article, book review (Other academic)
  • 275.
    von Post, Christina
    et al.
    Dalarna University, Borlänge, Sweden.
    Wikström, Patrik
    Örebro University, Örebro, Sweden.
    Räihä, Helge
    Örebro University, School of Humanities, Education and Social Sciences.
    Liubiniene, Vilmante
    Kaunas University of Technology, Kaunas, Lithuania.
    Values and Attitudes of Nordic Language Teachers towards Second Language Education2017In: Sustainable multilingualism, ISSN 2335-2019, Vol. 10, p. 194-212Article in journal (Refereed)
    Abstract [en]

    Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström, 2011, p. 101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström, 2011). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use of language testing becomes increasingly common among the countries that receive migrants. The rapid development highlights the need for new international studies on the relationship between citizenship and conditions for second language learning. The goal of the recent study is to compare premises, perspectives and scales of values of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (Björklund & Liubiniené, 2004) indicate that there are major differences in value systems even between the neighbouring countries. To reach the objective of the present study, interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states.

  • 276.
    Vuorenpää, Sari
    Örebro University, School of Humanities, Education and Social Sciences.
    Litteracitet genom interaktion2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The dissertation Litteracitet genom interaktion [‘Literacy through Interaction’] spotlights how literacy interaction can work in the primary school’s multilinguistic environments. It investigates conversations that occur in and around teaching about writing. The study material was collected from three different schools from year zero to year three, and special focus is given to what I call literacy chains. These chains are connected by the fact that they all concern a writing assignment that every pupil must complete, which in my material involves the text types narrative, factual text and poem. During the teaching sequences that unfold, there is an interplay of literary events in connection with speech, writing and various artefacts. My main object of inquiry is the interaction that occurs in these literacy chains.

    The dissertation demonstrates that the teachers’ lessons with the class as a whole lead to fixed conversational patterns, with pupils asked questions that require specific responses. The conversations tend to form either a so-called IRE pattern, where the reader’s initiative for a question demands a given answer in response which is then evaluated by the teacher, or a list pattern, with the pupils filling in answers.

    In situations involving the whole class, persistent, determined pupils are needed to break into the teacher’s monologue. When persistence wins out, from the pupil’s perspective, pupils can contribute new aspects to these conversations. In small groups and in one-on-one conversations, there are more pupil initiatives, since conversational patterns are not as fixed or predetermined.

    One key finding is that multilinguistic resources are sometimes made use of even though the schoolwork is usually based on a single-language conversational norm. Yet it is clear that multilingualism is a useful resource regardless of the teacher’s language background. On several occasions, we encounter participants who together construct a multilinguistic environment where languages are interwoven.

    All three literacy chains provide pupils with clear templates for writing, which determine what the pupils are supposed to do. The writing template in the poem chain serves as support for their writing but is not a straitjacket. This can be compared to the template for the factual text, which includes a copy of the model text.

    The written language norm of writing properly is communicated in great detail by the teachers to the pupils. Writing properly is not just having good, legible handwriting, but in school the writing norms to be applied in writing assignments are made relevant.

    On a more general level, the study illustrates that material resources vary in the schools, from green chalkboards to classroom resources that include laptops. However, schoolwork is predicated on paper-based writing. There is built-in stress, since schoolwork is governed by time, with a schedule that determines learning activities down to the minute, with them ending at a precise time. There is a race against time.

  • 277.
    Wang, Airong
    et al.
    Department of Humanities, Mid Sweden University, Härnösand, Sweden.
    Deutschmann, Mats
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Steinvall, Anders
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Towards a model for mapping participation: Exploring factors affecting participation in a telecollaborative learning scenario in Second Life2013In: The JALTCALLJournal, ISSN 1832-4215, Vol. 9, no 1, p. 3-22Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to examine factors affecting participation in telecollaborative language courses conducted in virtual world environments. From recordings of a course in sociolinguistics conducted in Second Life (SL), we determine degrees of linguistic participation (voice and chat), and triangulate these data with questionnaire responses and observations in order to elucidate demographic, behavioural, and contextual factors that may have affected the outcomes. Findings suggest that power relations in terms of educational level, the task design (creating engagement), the presence of the teacher (evening out participation), the medium – SL (both negative and positive) and technological issues (negative) are of primary importance.

  • 278.
    Wang, Airong
    et al.
    Department of Humanities, Mid Sweden University, Härnösand, Sweden.
    Steinvall, Anders
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Deutschmann, Mats
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Who owns the floor?: Examining participation in a collaborative learning scenario between student teachers and active professionals in second life2014In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 5, no 1, p. 34-53Article in journal (Refereed)
    Abstract [en]

    This study investigates the effects of unequal power relations on participation in a group of student teachers and invited professionals in two collaborative workshops in Second Life. The data includes recordings, group reflections, and individual questionnaires. Participation was examined from the aspects of floor space, turn length, and utterance functions and complemented with student reflections. The results show that at a general level, the differences of floor space and turn length between the invited professionals and the students were small. Moreover, the invited professionals did more conversational management than the students, while the students performed more supportive speech acts. There were, however, individual variations.

  • 279.
    Wedberg, Jonas
    Örebro University, School of Humanities, Education and Social Sciences.
    Svordomar och fula ord: En språksociologisk studie om inställningen till svordomar och hur de används av vuxna och ungdomar2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 280.
    Wedin, Åsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Language attitudes and schooled education: the case of Karagwe2011In: North-south contributions to African languages / [ed] Christina Thornell, Karsten Legère, Köln: Rüdiger Köppe Verlag, 2011, p. 187-196Chapter in book (Other academic)
    Abstract [en]

    In this paper I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district inTanzania, the paper suggests that the policy of ‘Swahili only’ in primary school education inTanzaniafavors the small minority of the school children that live in a context where Swahili is used. This appears to lead to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of what I call safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

  • 281.
    Wedin, Åsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Language Attitudes and Schooled education: The Case of Karagwe2009Manuscript (preprint) (Other academic)
    Abstract [en]

    In this paper I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district in Tanzania, the paper suggests that the policy of ‘Swahili only’ in primary school education in Tanzania favors the small minority of the school children that live in a context where Swahili is used. This appears to lead to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of what I call safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

  • 282.
    Welander, Mia
    Örebro University, School of Humanities, Education and Social Sciences.
    Kodväxling med #swag: Ungdomars språkanpassningsförmåga mellan sociala medier och standardiserad svenska2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 283.
    Westberg, Annelie
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur lärare arbetar med elevers läsutveckling2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 284.
    Wiig Berglund, Linn
    Örebro University, School of Humanities, Education and Social Sciences.
    Vägen mellan original- och målspråk: En studie av översättarnas brottning med de språkliga nyanserna i tre svenska romaner2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on the English translation of three well-known and beloved classics, The Emigrants, The people of Hemsö and The best of Pippi Longstocking. It examines what happens to language in the transition between the original language and the target language. The selected novels all consist of significant characteristics, which in the study are mentioned as linguistic nuances, and the goal with the study was to evaluate if the translators have managed to preserve and transmit the nuances into the English version. To determine if the translations can be described as good several theoretical concepts derived from Antonie Berman and Lawrence Venuti have been used. These concepts portray the many risks that translation can result in, i.e the fluency being disrupted by the replacement of the terms used in the original text etc. The study, which were implemented by a hermeneutic method, proved that the path between the original and target languages resulted in several significant changes in the linguistic nuances which in one way or another affected the reader's experiences. Some changes that have been detected happens when the translator tried to adopt the language to the audience of the foreign language meaning they had to distance himself from the linguistic nuances that allude to the Swedish culture and authoring style. Furthermore, the study has also proven that certain sequences in the original text differs significantly in relation to the translation because of the translator's deliberate choice  to  make  changes  regarding  for  example in  the expression  and the story.

    This study has also had a didactic approach based on the policy documents of the Swedish in upper secondary school. Based on the policy documents, which among other things should give students the opportunity to experience different perspectives and variations of the language, the study has analyzed how the selected novels and the translations of the same can be used in teaching to highlight new perspectives of the language. The study has been able to distinguish several changes that have occurred in the transition between the original and the translation, which could be of importance during discussions on how original texts are expressed within a new language and a new context.

  • 285.
    Wiklund, Erika
    Örebro University, Department of Humanities.
    Du är inte ni med mig: En jämförande argumentationsanalys mellan debattinlägg av Jan Guillou och gymnasieungdomar2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 286.
    Willebrand, Sanna
    Örebro University, Department of Humanities.
    Om ungdomars samtalsstilar: En studie i pojkars och flickors sätt att förhålla sig till varandra i samtal2005Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
  • 287.
    Wåhlander, Linn
    Örebro University, School of Humanities, Education and Social Sciences.
    Högläsningens vad, hur och varför inom engelskämnet: -En studie om olika metoder av högläsning för en kommunikativ inlärning av engelska2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Swedish teachers use read-aloud less and less in school and both children and adults read less for pleasure today than for a couple of years ago. When the read-aloud method is used, it is usually done in Swedish. The purpose of this paper is to examine what effect read-aloud in English has on students. My aim is to explore if students can find motivation to read by listening to books read by teachers. To do this I did a descriptive literature study where relevant studies on the subject were identified and then analyzed. In my study I found that read-aloud can increase the students’ vocabulary, syntax and motivation to learn English.Read-aloud has many advantages but is still not often used in English since many teachers lack the skills to feel comfortable enough to do so.

  • 288.
    Yassin, Daroon
    Örebro University, Department of Humanities.
    Formativt, figurativt eller operativt?: Om olika kunskapssyner i grammatikläroböcker på gymnasiet2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 289.
    Yassin Falk, Daroon
    Örebro University, School of Humanities, Education and Social Sciences.
    Skrivundervisning i grundskolans årskurs 32017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation constitutes an illustration of how writing instruction in elementary school, year three, is conducted. At this stage of schooling, most pupils are assumed to have acquired basic reading and writing skills, and from now on, and increasingly over the years that follow, they are expected to read and write longer texts within different genres and subjects. The aim of this thesis is to study writing lessons that were conducted under the framework of four writing projects in a classroom, and the student-written texts that that resulted thereof. The writing pro-jects are characterised by focus on similar text types, which in my mate-rial includes "the fairy tale", "a letter to the editor", "instructions" and a "factual text". The focus of the study is on the relationship between the learning support offered to the pupils in the classroom and the na-ture of texts that the pupils then write.

    The research is inspired by ethnographic methodology, and is based on material consisting of field notes, video recordings and student texts. The theoretical framework assumes a socio-cultural view of learning and a dialogical view of text and writing. The teaching practices are studied on the basis of how they are built up by different chains of activities (reading, conversation and writing). Particular attention is paid to which text dimensions are addressed in classroom conversations: content, form or function. The pupils’ texts are analysed on the basis of their macro structure, and the analysis builds on the concept of "text activity".

    On an overall level, the results point to writing being a social activity, which is also closely interconnected to reading, and above all dialogue and conversation. The writing instruction offered to the students is also characterized by a broad view of what literacy is about. The study points out the value of versatile learning support, where the function, form and content of texts, in relation to the learning goals, are made explicit in the teaching. An important result is that the functional dimension of writing, in particular, favours writing development. On a more general level, the study raises the question of which literacy skills can and should be pro-moted by writing education in the early primary school years.

  • 290.
    Zelime, Justin
    et al.
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Deutschmann, Mats
    Department of Language Studies, Umeå University, Umeå, Sweden.
    Revisiting the Trilingual Language-in-Education policy in the Seychelles National Curriculum Framework and Subject Curricula: Intentions and Practice2016In: Island Studies, ISSN 1694-2582, Vol. 3, no 1, p. 50-59Article in journal (Refereed)
    Abstract [en]

    The policy documents of a country’s education system can provide evidence of that particular country’s vision for its people’s socio-economic, socio-cultural and academic development. Such documents can also say much about the power relations between different languages that might be represented within it. Educators, policy makers, educational leaders, teachers, learners and parents are some key players directly or indirectly affected by these policy documents. Using Critical Discourse Analysis and Spolsky’s (2004, 2012) framework for language policy analysis, this paper investigates the trilingual language-in-education policy in the Seychelles National Curriculum Framework (2013) and three Subject Curricula (English, Kreol Seselwa and French), with the aim to explore how the documents relate at the levels of policy planning, implementation and practice. Our findings reveal that there are discrepancies between the overarching Curriculum Framework, where all three national languages are given central roles and equal status, and the Subject Curricula, where clear differences in the power and functions of the languages emerge. Further, on a more pragmatic level, it is of concern that the current policy documents do not explicitly acknowledge the role of the language instruction as a vehicle for learning when describing learning goals and terminal objectives – a good understanding of English (the current L2 medium of instruction) is a prerequisite for succeeding in education. Further, the lack of attention to the question of L2 writing literacy and the fact that Seychellois students have to become fairly advanced English writers at an early age if they want to communicate their knowledge across the curriculum is particularly disconcerting. 

  • 291.
    Zhao, Sumin
    et al.
    University of Southern Denmark, Odense, Denmark.
    Djonov, EmiliaMacquarie University, Sydney, Australia.Björkvall, AndersÖrebro University, School of Humanities, Education and Social Sciences.Boeriis, MortenUniversity of Southern Denmark, Odense, Denmark.
    Advancing multimodal and critical discourse studies: Interdisciplinary research inspired by Theo van Leeuwen's social semiotics2018Collection (editor) (Refereed)
    Abstract [en]

    As a founder and leading figure in multimodality and social semiotics, Theo van Leuween has made significant contributions to a variety of research fields, including discourse analysis, sociolinguistics, communication and media studies, education, and design. In celebration of his illustrious research career, this volume brings together a group of leading and emerging scholars in these fields to review, explore and advance two central research agendas set out by van Leeuwen: the categorisation of the meaning potential of various semiotic resources and the examination of their uses in different forms of communication, and the critical analysis of the interaction between semiotic forms, norms and technology in discursive practices. Through 11 cutting-edge research papers and an experimental visual essay, the book investigates a broad range of semiotic resources including touch, sound, image, texture, and discursive practices such as community currency, fitness regime, film scoring, and commodity upcycling. The book showcases how social semiotics and multimodality can provide insights into the burning issues of the day, such as global neoliberalism, terrorism, consumerism, and immigration.

  • 292.
    Åbrink, Håkan
    Örebro University, School of Humanities, Education and Social Sciences.
    Från purism till pluralism: om teatern och rikstalspråket2008In: Översättningsteori, fackspråk och flerspråkighet / [ed] Mona Enell-Nilsson, Tiina Männikkö], Vasa: Vasa universitet , 2008, p. 326-339Conference paper (Refereed)
    Abstract [en]

    Den variant av svenskt talspråk som utvecklades för teaterns behov och som lärdes ut vid Kungl. Dramatiska Teaterns elevskola (1787-1964) kom att fungera som ett ideal också för det i början av 1900-talet framväxande rikstalspråket. Syftet med föredraget är att diskutera sambandet mellan teatern, röstpedagogiken och rikstalspråket. Utbildningen vid elevskolan ägnades huvudsakligen åt röst- och talteknik. Detta innebar att eleven skulle lära sig att kontrollera kroppen och rösten genom övningar i andningsteknik, artikulation, frasering och välläsning. Även om utbildningen vid elevskolan var påverkad av utvecklingen inom medicin, fonetik och psykologi, så var den till sin karaktär praktisk och normativ. Att vårda sin röst betraktades länge som en del av skolhygienen. Uttal som inte ingick i normen beskrevs som sjuka eller osunda.

     

  • 293.
    Åbrink, Håkan
    Örebro University, Department of Humanities.
    Röstkontroll och exakt artikkulation: om teatersvenskan och rikstalspråket2007In: Studier i svensk språkhistoria. 9: Det moderna genombrottet - också en språkfråga? : föredrag vid nionde sammankomsten för svenska språkets historia, i Åbo 19-20 maj 2006 / [ed] Lars Wollin, Anna Saarukka, Ulla Stroh-Wollin, Åbo: Åbo akademi , 2007, p. 278-284Conference paper (Other academic)
  • 294.
    Åhlgren, Kristina
    Örebro University, Department of Humanities.
    Vår neutralitet: En undersökning av ledare från tre tidningar under andra världskriget2005Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
  • 295.
    Åkeson, Lisa
    Örebro University, Department of Humanities.
    Evighet som tema i Eyvind Johnsons novell 'Karlsson och evigheten': En tematisk och narratologisk analys2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 296.
    Öberg, Pontus
    Örebro University, School of Humanities, Education and Social Sciences.
    "Allt som man läser är tråkigt förutom på tv-spel":  - En studie om vad som påverkar högstadieelevers intresse för skönlitteratur Pontus Öberg2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 297.
    Öhnell, Emelie
    Örebro University, Department of Humanities.
    Funktion och läsbarhetsindex: En studie av läromedel för grundskolans senare årskurser2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 298.
    Örn, Joel
    Örebro University, School of Humanities, Education and Social Sciences.
    Massively Multiplayer Online Role-Playing Games as an Educational Tool for Communicative Competence and Vocabulary Acquisition in English2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 299.
    Örtegren, Alex
    Örebro University, Department of Humanities.
    A Study of Aldous Huxley's Satire in Antic Hay and Those Berren Leaves2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 300.
    Östman, Staffan
    Örebro University, Department of Humanities.
    Skriver städaren?: En städares skriftbruk under en arbetsdag2005Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
3456 251 - 300 of 300
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