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Uttalsundervisning i svenska som andraspråk: En intervjustudie om faktorer, arbetssätt och arbetsmetoder
Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teaching pronunciation in swedish as a second language : A interview study about factors and work methods (Swedish)
Abstract [sv]

Syftet med studien är att undersöka erfarna lärare i svenska som andraspråks uppfattningar i arbetet med momentet uttal. Detta syfte avser jag uppfylla genom att besvara följande frågor:

1.      Vilka faktorer påverkar enligt lärarna elevers uttal i svenskan?

2.      Vilka arbetssätt väljer lärarna att använda?

3.      Vilka arbetsmetoder använder lärarna i sin undervisning?

Det teoretiska ramverket i denna studie bygger dels på behaviorismen och dess kontrastiva hypotes dels på den sociokulturella teorin.

I denna kvalitativa studie har fem behöriga lärare i svenska som andraspråk, som arbetar i årskurserna 4-6 och har lång erfarenhet intervjuats. Intervjuerna har kategoriserats med en kvalitativ innehållsanalys för att identifiera och ta fram teman för innehållet.

Sammanfattningsvis kan konstateras att hos samtliga respondenter genomsyrar undervisningen i svenskt uttal de flesta momenten i ämnet svenska som andraspråk. Elevernas ankomstålder, modersmål och studieteknik är de faktorer som mest påverkar deras förmåga att tillägna sig ett korrekt svenskt uttal. För att nå detta mål söker lärarna att hitta elevernas proximala utvecklingszon, för att med den som utgångspunkt bestämma vilka arbetssätt (innehållet i undervisningen) som ska prioriteras. De vanligaste arbetsmetoderna är högläsning och imitation, där man tränar uttal av olika kontraster av fonem, kvantitet, betoning och prosodi.

Abstract [en]

The purpose of the study is to investigate experienced teachers´ perceptions about teaching pronunciation in swedish as a second language. This purpose I intend to fulfill by answering the following questions:

 

1. What factors do teachers consider important when working to develop pronunciation?

2. In which way do teachers choose to work?

3. What teaching methods do teachers use and how are they applied?

 

The theoretical framework in this study is based on behaviorism and its contrastive hypothesis and partly on socio-cultural theory. In this qualitative study, five qualified and experienced teachers in Swedish as second language, who work in grades 4-6 have been interviewed. The interviews have been categorized with a qualitative content analysis as a method to identify and develop themes for the content.

 

In conclusion, it can be noted that all interviewees consider that teaching of swedish pronunciation permeates most of the topics in the subject Swedish as other language. The students' age of arrival to Sweden, mother tongue and study technique are the factors that most affect their ability to acquire a correct Swedish pronunciation. To achieve this goal, the teachers seek to find the students' zone of proximal development as starting point in determining which way to work (the content of teaching) to be prioritized. The most common working methods are aloud reading and imitation, where pupils practice the pronunciation of different contrasts of phoneme, quantity, accent, and prosody.

Place, publisher, year, edition, pages
2018. , p. 35
Series
Hälsohögskolans avhandlingsserie, ISSN 1654-3602
Keywords [en]
pronunciation, phoneme, prosody, factors, working methods, Swedish as L2
Keywords [sv]
uttal, fonem, prosodi, faktorer, arbetsmetoder, arbetssätt, svenska som andraspråk
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:hj:diva-41171ISRN: JU-HLK-JU-2-20180603OAI: oai:DiVA.org:hj-41171DiVA, id: diva2:1240269
Subject / course
HLK, Swedish Language and Literature
Examiners
Available from: 2018-08-21 Created: 2018-08-20 Last updated: 2018-08-21Bibliographically approved

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