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  • 1.
    Andersson, Daniel
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Edlund, Lars-ErikUmeå universitet, Institutionen för språkstudier.Haugen, SusanneUmeå universitet, Institutionen för språkstudier.Westum, AsbjörgUmeå universitet, Institutionen för språkstudier.
    Studier i svensk språkhistoria 13: Historia och språkhistoria2016Collection (editor) (Refereed)
  • 2.
    Andersson, Sofie
    et al.
    Jönköping University, School of Education and Communication.
    Hellqvist, Sara
    Jönköping University, School of Education and Communication.
    Film som text?: En studie om attityder till och användning av film i svenskundervisningen på gymnasiet.2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    HÖGSKOLAN FÖR LÄRANDE OCH Examensarbete 15 högskolepoäng

    KOMMUNIKATION (HLK) inom Svenska språket och litteraturen 61-90 hp

    Högskolan i Jönköping Lärarutbildningen

    Höstterminen 2007

    ABSTRACT

    Sofie Andersson & Sara Hellqvist

    Film as text?

    A study about attitudes to and the use of the moving picture in Swedish teaching, in upper secondary school.

    __________________________________________________________________________ Pages: 37

    The purpose of this essay is to contribute to the debate of what the Swedish subject shall contain and about the moving picture’s status in Swedish teaching.

    The questions at issue are:

    How do the Swedish teachers relate to film as text in their teaching? How do the teachers use moving pictures in their teaching and what is it they want to achieve? What possibilities and obstacles do the teachers experience?

    To be able to answer these questions, an interview study with eight teachers has been done.

    The main result is that the teachers in the survey consider film as a good tool in Swedish teaching but they think literature is more important. In what way the teachers use moving pictures depends on what they consider important in Swedish teaching.

    Keywords: Film in school, film in Swedish teaching, film as text

    Postadress Gatuadress Telefon Fax

    Högskolan för lärande Gjuterigatan 5 036-157700 036162585

    och kommunikation (HLK)

    Box 1026

    551 11 JÖNKÖPING

  • 3.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Center-staging language and identity research from earthrise positions. Contextualizing performances in open spaces2017In: Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space / [ed] S. Bagga-Gupta, A. L. Hansen & J. Feilberg, Rotterdam: Springer, 2017, p. 65-100Chapter in book (Refereed)
  • 4.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Explorations in bilingual instructional interaction: a sociocultural perspective on literacy2002In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 12, no 5, p. 557-587Article in journal (Refereed)
    Abstract [en]

    The research reported here attempts to understand issues of Swedish Deaf bilingual students’ secondary language learning and literacy practices. In Swedish schools for the Deaf Swedish Sign Language is considered to be the students’ primary language and written Swedish is considered to be their secondary language. By using ethnographically inspired methodology the project has been analyzing bilingual instructional interaction and everyday language use in these settings. Notions of Global Lesson Patterns, Local-Chaining and Linguistic Complexity are explicated in an effort to show how instructional interactions can afford (or limit) learning possibilities in bilingual settings. Students appear to unwittingly receive opportunities to participate in literacy activities in lessons where Swedish is not explicitly focused. A sociocultural approach to the understanding of learning, development and language has important implications for the teaching and learning of secondary languages, both in Deaf bilingual classrooms and in bilingual classrooms in general.

  • 5.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Going beyond oral-written-signed-irl-virtual divides. Theorizing languaging from mind-as-action perspectives2017In: Writing & Pedagogy, ISSN 1756-5839, Vol. 9, no 1, p. 49-75Article in journal (Refereed)
    Abstract [en]

    The multidisciplinary research presented in this paper focuses everyday life and social practices that can be characterized by the use of one (or more) language variety, modality or register. Conceptual ideas that arise from explorations based upon empirical analysis of situated and distributed so called monolingual and multilingual oral talk, written communication, signed interactions and embodiment in and across virtual and in-real-life settings inside and outside higher education and schools are presented and discussed. Using sociocultural and decolonial perspectives on language-use or languaging, analytical findings from traditionally segregated fields of study – Literacy Studies, Bilingualism, Deaf education, Language Studies – are juxtaposed. An overarching concern here is framed by the continuing dominance of structural linguistic positions and demarcated fields within the Language and Educational Sciences that frame didactical thinking. The work presented here highlights concerns regarding established concepts like ‘bilingualism’ and ‘codes’ and suggests more empirically relevant alternatives like ‘chaining’, ‘languaging’, ‘fluidity’, ‘timespace’ and ‘visual-orientation’ from ethnographically and netnographically framed projects where data-sets include everyday life in virtual settings and educational institutions in the global North. Focusing social practices – what is communicated and the ways in which communication occurs – challenges currently dominant monolingual and monological perspectives on human language broadly and oral, written and signed languaging specifically.

  • 6.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Language and Identity beyond the mainstream. Democratic and equity issues for and by whom, where, when and why2017In: Journal of the European Second Language Association, E-ISSN 2399-9101, no 1, p. 102-112Article, review/survey (Refereed)
    Abstract [en]

    Taking a point of departure in multidisciplinary research related to ethnicity, gender and functional dis/ability, this paper presents a conceptual framework where center staging languaging and identity-positionings are central. Building upon empirically framed results from ethnographical projects across timespaces, it discusses how languaging opens possibilities for discussing learning and identity-positionings that take place in and via the deployment of one or more language varieties and modalities. This is conceptually made possible by going beyond dominating, dichotomizing positions related to language, language learning methods, and the organization of language learning. The study argues that scholars inherit and live with dichotomizing positions within scholarship that in turn create specific framings for children and adults in institutions for learning.

    The paper discusses the case of research and the organization of language issues related to bilingualism and diversity education as specific instances of a dominating dichotomy. It illustrates how going beyond this dichotomy makes visible languaging and identity-positionings that open new ways of understanding participation and inclusion. Such a position builds upon critical humanistic thinking where sociocultural and decolonial framings are central. Going beyond the mainstream allows for new ways of conceptualizing research in the areas of language and identity where social practices are center staged. To make visible languaging thus implies that issues related to identity are focused in terms of performative processes.

  • 7.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visual language environments: exploring everyday life and litearcies in Swedish deaf bilingual schools2000In: Visual Anthropology Review, ISSN 1058-7187, E-ISSN 1548-7458, Vol. 15, no 2, p. 95-120Article in journal (Refereed)
  • 8.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visually oriented language use: discursive and technological resources in Swedish deaf pedagogical arenas2004In: To the lexicon and beyond: sociolinguistics in European deaf communities / [ed] Mieke Van Herreweghe, Myriam Vermeerbergen, Washington D.C.: Gallaudet University Press , 2004, p. 171-207Chapter in book (Refereed)
  • 9.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Feilberg, Julie
    Norwegian University of Science and Technology.
    Hansen, Aase L.
    Norwegian University of Science and Technology.
    Erratum: [Identity revisited and reimagined, (2017)] DOI: 10.1007/978-3-319-58056-22017In: Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space / [ed] S. Bagga-Gupta, A. L. Hansen & J. Feilberg, Rotterdam: Springer, 2017, p. E1-E1Chapter in book (Other academic)
    Abstract [en]

    In the original version of the book, the belated corrections to update editor affiliation in copyright page as "Sangeeta Bagga-Gupta, School of Education and Communication, Jönköping University, Jönköping, Sweden" and to include abstracts for all chapters in online version have to be updated. The erratum book has been updated with the changes. 

  • 10.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Feilberg, Julie
    Norwegian University of Science and Technology.
    Hansen, Aase L.
    Norwegian University of Science and Technology.
    Many-ways-of-being across sites. Identity as (inter)action2017In: Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space / [ed] S. Bagga-Gupta, A. L. Hansen & J. Feilberg, Rotterdam: Springer, 2017, p. 5-23Chapter in book (Refereed)
  • 11.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Gynne, Annaliina
    Mälardalen University.
    Chaining: the use of language resources including literacies on the move2017Conference paper (Refereed)
  • 12.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Hansen, Aase L.Norwegian University of Science and Technology.Feilberg, JulieNorwegian University of Science and Technology.
    Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space2017Collection (editor) (Refereed)
  • 13.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Hansen, Aase L.
    Norwegian University of Science and Technology.
    Feilberg, Julie
    Norwegian University of Science and Technology.
    Preface [Identity revisited and reimagined]2017In: Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space / [ed] S. Bagga-Gupta, A. L. Hansen & J. Feilberg, Rotterdam: Springer, 2017, p. ix-xiChapter in book (Other academic)
    Abstract [en]

    In the original version of the book, the belated corrections to update editor affiliation in copyright page as "Sangeeta Bagga-Gupta, School of Education and Communication, Jönköping University, Jönköping, Sweden" and to include abstracts for all chapters in online version have to be updated. The erratum book has been updated with the changes. 

  • 14.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Skövde University, Sweden.
    Heterogeneity in the areas of language and identity. Trajectories and mobilizations of neologisms in the 21st century2017In: Apples - Journal of Applied Language Studies, ISSN 1457-9863Article in journal (Other academic)
  • 15.
    Berg, Carola
    et al.
    Jönköping University, School of Education and Communication.
    Nilsson, Irmine
    Jönköping University, School of Education and Communication.
    Engelska i de tidigare skolåren: När den startar och hur går lärarna tillväga?2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Läroplanen (Lpo94) förespråkar en tidig start i engelska i grundskolan med den kommunikativa inlärningsstilen som fokus. I de lokala ämnesplanerna för den studerade kommunen har lärarna som mål att eleven ska kunna förstå enkla instruktioner och beskrivningar som ges i lugnt tempo och tydligt tal för eleven inom välbekanta områden.

    Syftet med detta arbete är att titta på när engelskundervisningen startar på skolorna i en mindre kommun i södra Sverige. Vi kommer också att titta på vad läraren gör i den tidiga undervisningen, hur de går tillväga och hur lärarnas kompetens i engelska ser ut.

    Frågeställningarna är följande:

    - När börjar lärarna med engelskundervisningen i den undersökta kommunen?

    - Hur genomförs den tidiga engelskundervisningen?

    - Vilken kompetens i engelska har de undervisande lärarna?

    För att besvara dessa frågeställningar gjordes en enkätundersökning på de elva skolorna i kommunen, varav fjorton lärare som undervisar i engelska i grundskolans tidiga skolår besvarade enkäterna. Vi ville även ha djupare inblick i ämnet och genomförde då intervjuer med åtta lärare och två rektorer i samma kommun.

    Resultatet av undersökningen visar att i den undersökta kommunen börjar eleverna med engelska i grundskolans år 1 eller år 2. Eleverna lär sig genom att dramatisera, sjunga och använda sig av muntlig kommunikation. Lärarna använder sig också av konkret material och sagor samt att tio utav de femton undervisande lärarna har högskolepoäng i engelska.

  • 16.
    Björk, Emelie
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Mattsson, Louise
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Siljehög, Rebecca
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Elevers attityder till och förväntningar på det engelska språket: En undersökning i grundskolans år 1, 3 och 52007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Syftet med studien är att få en förståelse för hur några elever i grundskolan uppfattar det engelska språket och engelskundervisningen. För att kunna besvara dessa frågor har vi valt att använda en kvalitativ metod, och intervjuat fem stycken elever i vardera av grundskolans år 1, 3 och 5. Frågeställningarna vi utgått ifrån är följande;

    Hur ser några elevers attityder ut till det engelska språket i grundskolan, förändras de och i sådana fall hur?

    Hur ser några elevers förväntningar ut, finns det skillnader och eller likheter mellan grundskolans år 1, 3 och 5?

    Vi har kommit fram till att 14 av de 15 intervjuade eleverna ställer sig positiva till ämnet engelska och dess användningsområden. De anser att det är viktigt att kunna engelska om man ska arbeta och eller åka utomlands men också för att kunna kommunicera med människor med ett annat modersmål. Eleverna i år 1 ser fram emot engelskundervisningen, men tror att den kommer att bli svår. Engelskundervisningen i klassrummet är de flesta nöjda med i år 3 och år 5, men de intervjuade eleverna i år 5 tycker att engelskundervisningen har blivit svårare men den är fortfarande rolig.

  • 17.
    Björk, Ludvig
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Is it Smart to Use Smartphones in School?: A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Is it Smart to Use Smartphones in School?

    A Quantitative Research on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School.

    By: Ludvig Björk

    This study aims to examine how the smartphone, when used as a tool in the Swedish EFL classroom, is viewed and used by educators in both upper and lower secondary schools. Through a survey, 23 teachers were asked questions regarding how they view the smartphone as a teaching & learning (T&L) tool. This survey was sent to four different schools. The survey consists of ten questions.

    The results show that most teachers are positive towards the use of smartphones as teaching & learning tools, with some reservations. They find it hazardous to use the device too often. Through this, the smartphone is not used as much as some teachers would like. The device is also used twice as much in lower secondary school compared to upper secondary school. The results of the present study corroborate with previous findings that indicate that the smartphone is used as a supplement rather than an active tool in the classroom. Even though teachers may find the tool risky to use, they also consider it an effective tool since it can be used in several ways.

  • 18.
    Blom, Liane
    Jönköping University, School of Education and Communication.
    Swedish problems with English prepositions2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    English prepositions cause problems for learners of English. The way prepositions are taught has impact on how students learn. Using corpora in teaching makes it possible for teachers and pupils to explore language together and is a good alternative to filling in missing prepositions on worksheets. Sometimes linguistic errors are caused by mother tongue interference. Little research has been made earlier with a Swedish contrastive approach to prepositions but a great deal of literature concern language transfer and mother tongue interference. This essay is written on the assumption that Swedish as a first language interferes with English and causes prepositional mistakes.

    Two classes of ninth graders participated in my investigation. I wanted to find out if students performed better when they had given answers to choose from or when they had to produce the preposition themselves. My study proved that pupils had a better knowledge of prepositions perceptively than productively. It also proved that learners resorted to Swedish when they did not know the correct answer. Many learners fail to recognise prepositions as parts of multiword expressions. By teaching students how to notice grammatical collocations and lexical chunks we can help them to achieve acceptable levels of language proficiency and accuracy.

  • 19.
    Blomén, Amanda
    Jönköping University, School of Education and Communication.
    ”Språket är ju liksom hela vi på något sätt”: En kvalitativ studie om lärares uppfattningar av multimodalt lärande och estetiska lärprocesser i läsförståelseundervisningen2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the current curriculum, the students should be given the opportunity to process text through varied aesthetic expressions. Likewise, previous research demonstrates the significance of offering students different forms of expression to show comprehension. The aim of this qualitative interview study is therefore to clarify how active teachers in preschool class and grade 1-3 relate to multimodal and aesthetic text work as a tool in teaching reading comprehension. Data in the form of seven teacher interviews were analyzed with sociocultural theory as the starting point. The result of the study shows that the concept of multimodal learning and aesthetic learning processes are perceived as utilizing different modes of expressions that is seen either as a complement to or a further development of a content. The teachers perceive multimodal learning and aesthetic learning processes as a tool in teaching reading comprehension in various ways, including as a tool for bodily expression and development of imaginative ability. Aesthetic and multimodal text work is not given the same amount of space in in the teachers' teaching of reading comprehension, ranging from a continuous feature to sporadic occurrences. Still, the verbal and written language holds a superior role. The teachers identify different challenges when integrating aesthetic and multimodal text work, such as stress and lack of time.

  • 20.
    Blomén, Amanda
    et al.
    Jönköping University, School of Education and Communication.
    Anderberg, Rebecka
    Jönköping University, School of Education and Communication.
    Läsförståelse och estetiska uttrycksformer: En litteraturstudie om sambandet mellan läsförståelse och multimodalt eller estetiskt textarbete2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Många elever uppvisar svårigheter i utvecklingen av sin läsförståelse, vilket är oroande då denna förmåga kan ses som avgörande för det fortsatta lärandet och ett fungerande samhällsliv. Både styrdokument och tidigare forskning belyser vikten av att erbjuda elever en variation av uttrycksformer att visa sin förståelse på, inklusive estetiska uttrycksformer såsom bild, drama och musik. Utifrån detta är syftet med denna studie att kartlägga eventuella samband mellan multimodala gestaltningar eller estetiska uttrycksformer och läsförståelse, genom att presentera och analysera tidigare forskning inom det didaktiska området. Följande frågeställning har formulerats för att uppnå syftet: 

      

    • Hur kan multimodalt eller estetiskt textarbete relateras till läsförståelse enligt didaktisk forskning? 

    • Hur ges multimodalt eller estetiskt textarbete utrymme i läsförståelseundervisningen? 

     

    Litteraturstudien utgår från nationell och internationell forskning bestående av vetenskapliga artiklar, bokkapitel och en doktorsavhandling. Resultatet visar att multimodalt eller estetiskt textarbete kan utveckla elevers läsförståelse genom att bland annat främja ökat engagemang, inkluderande undervisning samt elevers meningsskapande och föreställningsförmåga. Det framgår också att lärare ser fördelar med estetiska uttrycksformer i undervisningen, men att de trots det har en underordnad roll i jämförelse med skriften. Detta tycks bero på att de estetiska uttrycksformerna upplevs som svårbedömda, vilket leder till en osäkerhet bland lärarna och ett minskat utrymme för estetiska uttrycksformer i undervisningen. 

  • 21.
    Boukachabia, Sebastian
    et al.
    Jönköping University, School of Education and Communication.
    Gustafsson, Ida
    Jönköping University, School of Education and Communication.
    En utredande studie kring pronomenet hen2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this   quantitative study is to examine the occurrence of the word hen in Språkbankens corpus named   Webbnyheter 2013, thus contributing to research on the use of hen, which today is insufficient. The   corpus contains results from the Swedish newspapers Svenska Dagbladet and   Dagens Nyheter from 2013 which makes the study relevant and up to date. We have specifically investigated the uses of the word, its frequency in several   different text types. The two main differences we have distinguished in the   different uses of hen are hen as referring pronouns and hen to describe people who does not   want to live by a dual gender norm, which we in this essay defines as hen as of a HBTQ-context.

    In this study, we have analyzed 206 search results in Språkbankens corpus. The results show that the word hen is primarily used as a referring pronoun with either generic or specific function. The frequency of the word in HBTQ-context is however lower. We have also found that a significant part of the search results employs a use of the word hen in what we call meta-function. This means texts where hen is not used a pronoun but as a means of discussion, along with the gender- and linguistic debates that comes with it. From our results, we interpret that hen is both a pronoun used authentically with a grammatical function but that it also exists as a subject of debate and discussion.

  • 22.
    Bredberg, Johan
    Jönköping University, School of Education and Communication.
    Man måste ta sig tid att lyssna: Talhandikappade elevers möjlighet att tillgodogöra sig svenskundervisningen inom Riksgymnasieverksamheten2008Independent thesis Advanced level (degree of Magister), 10 points / 15 hpStudent thesis
    Abstract [en]

    A study with help of interviews, inquiries and observations has been made. The surveys is about students with speech disorders and their views on their education and their future. The result shows that pupils welcomes their future and to get jobs and that students feel wronged in some situations. The interviews were carried out by three teachers, a headmaster and a speech therapist, all active in Riksgymnasieverksamheten för rörelsehindrade elever (special schools for disabled students). Issues of this essay was:

    • In what way are the school working to help students with speech disorders to meet the course goals in Swedish education?

    • How often and on what grounds are the Act`s exemptions beeing used in teaching?

    • How do the students see themselves and their future, their education and their disability?

    The result also shows that,Riksgymnasieverksamheten have a good knowledge and experience with students with speech disorders and have developed strategies to give these students a good education and schooling. The observations showed that there are good social climate among students who are taught in smaller teaching groups

  • 23.
    Buskas, Tove
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Stil i fokus?: Studie över stilistiska inslag i tidskriften Svenskläraren och internetsajten lektion.se2009Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Kännetecknande för Lpf94 är bl.a. att svenskämnets två huvudpunkter: Litteraturen och språket, där ses som en helhet. Tydligt är också att styrdokumenten betonar utvecklandet av kritiska och analytiska färdigheter. Stilistik är en analytisk vetenskaplig metod där språk och innehåll möts och där den metaspråkliga förmågan är central.

    Syftet med denna studie är att via litteraturstudier undersöka i vilken omfattning, vad och i vilka sammanhang artiklarna i tidskriften Svenskläraren och lektionsförslagen på internetsajten lektion.se behandlar stil och/eller språklig form ur ett mer språkligt perspektiv.

    Den mest frekventa kategorin vari inkluderade artiklar/lektionsförslag kunde kategoriseras var ”Verifiering av stilintryck”. Resultatet i delundersökningarna visar att stil och stilanalys finns representerat men att de inkluderade exemplen ofta var av vag och generell art. Kopplingen mellan stil/språklig form i litterär text var det vanligast förekommande men representerades oftast av ytliga och generella frågor. I några fall kopplades stilen till upplevelsen av den litterära texten. Exempel på stilfigurer/troper som studerades utan kontext var gemensamt för båda undersökningarna.

  • 24.
    Carlberg, Emelie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Retoriken i svenskämnet på gymnasiet: Hur undervisningen kring muntliga framställningar prioriteras och organiseras2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Rhetoric is once again a part of the syllabus for the Swedish subject in high school. The aim of this essay is therefore to highlight the place of the rhetoric in the teaching, to investigate the teachers approach and implementation of teaching in oral performances. The essay is further built on the following questions: Which approach do teachers in the  Swedish subject in high school show, according to relevance for the student’s grade and  knowledge, and its relevance in relationship to other moments in the course? How does  teachers in the Swedish subject in high school look at the organization of the lessons  around oral performances? To be able to answer these questions three semi structured  deep interviews has been done, and two of the informants has handled a list of terms they use in their education. According to previous research and the study of the essay  there is differences in the approach to oral performances in the Swedish subject, and also varying organization of the teaching. No uniformed result is achieved, instead the essay shows a lack of consensus in this matter.

  • 25.
    Carlberg, Emelie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Eriksson, Camilla
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Sambandet mellan språk, kön och skola: En litteraturstudie av forskning från 2000-talet2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to study how the attitude to the male and female spoken language has developed during the 20th century and if this development is reflected in school. The essay is built on the following questions: How do researchers of the 21th century describe and explain the spoken language of male and females’? How do researchers of the 21th century describe and explain the spoken language of boys’ and girls’ in school? Can the general theories on male and female spoken language relate to the spoken language of boys and girls in school? To be able to answer these questions a literary study has been carried through. The research that has been processed in the study occurred in the 21th century and represents both the relationship between language and gender as well as the relationship between language, gender and school. The main result shows a general change in attitude on the male and female spoken language, where the female features are more valuable than before. The differences between male and female spoken language can also occur in boys’ and girls’ spoken behavior in school, but the changes in attitude in school haven’t come as far as the changes in attitude in society. 

  • 26.
    Celén, Per
    Jönköping University.
    Facepalmaktigt språk: Fem gymnasieungdomars attityder till internetspråk i muntliga sammanhang2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 27.
    Danefur, Alexandra
    Jönköping University, School of Education and Communication.
    A study of accents and varieties: Finding methods of preventing stereotypical thinking against non-standard varieties of the English language in Swedish classrooms2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay seeks to show how different methods of teaching can be applied and used in Swedish schools in order to work against stereotypical thinking towards varieties of the English language. The aim is to investigate in what ways, and with what methods, one can deal with language variation in order to help prevent prejudiced and stereotypical thinking and, by finding these methods, show how they can be applied to the Swedish educational system while still complying with Swedish conditions and the current curriculum. Through a critical literary review of scholarly studies, opinions and results were examined and compared to each other in order to find different methods and ways of teaching against preconceptions. The analysis indicates that there has not been much research done regarding how Swedish teachers should or could teach language variations in order to discourage stereotypical thinking, but that research has been done by scholars with English as their mother tongue, with the intention of showing teachers with English as a second language how they should approach language variation to work against prejudiced thinking. Most of the methods found can be applied to Swedish schools but as English culture is limited in Sweden, schools may have to, for example, rely on educational material that sometimes might be considered stereotypical.

  • 28.
    Danielsson, Tommie
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Davidsson, Lovisa
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Raskolnikov i klassrummet: Brott och straff som utgångspunkt för värdegrundsdiskussion i svenskämnet2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att hitta motiv i Brott och straff och se hur värdegrunden gestaltas i dessa. Samt diskutera hur skönlitteratur kan användas då man diskuterar värdegrund i skolan. Vår frågeställning är: Vilka motiv finns i Brott och straff och hur gestaltas värdegrunden i dessa motiv?

    I analysen utgår vi ifrån reader-response teorin där texten påverkas av läsarens erfarenheter och sammanhanget som texten läses i. I vår analys presenterar vi de motiv vi har analyserat fram i romanen, motiven analyseras fram med hjälp av en indirekt karaktärisering. Motiven jämförs sedan med valda delar ur värdegrunden.  Analysen kan fungera som en grund till värdegrundsdiskussioner i svenskämnet.

    De motiv vi fann i Brott och straff är Raskolnikovs människosyn, fattigdom och misär, välgörenhet, synen på kärlek och äktenskap och Razumichins vänskap. I dessa motiv gestaltas fem delar ur värdegrunden. De är alla människors lika värde, människolivets okränkbarhet, individens frihet och integritet, jämställdhet mellan kvinnor män och solidaritet med svaga och utsatta.

    Vår slutsats är att värdegrunden tydligt gestaltas i motiv från boken Brott och straff och dessa motiv anser vi går att använda som utgångspunkt för värdegrundsdiskussion i svenskämnet.

  • 29.
    Draper, Elaine
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    SFI...why not EFI?: A study of the teaching practices applied when teaching English to immigrants in Sweden2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My aim with this study is to investigate the teaching strategies applied in teaching English to students with another mother tongue than Swedish.

    According to Second Language Acquisition (SLA) theory, factors such as age, language competence and mother tongue influence can affect language acquisition. SLA theory also states that multilinguals tend to select one of their languages as their primary source of information and this language is the language that most resembles the target language; Swedish and English are both Germanic languages and therefore share language closeness. Results showed that regardless of age and mother tongue, equal numbers of students chose to source Swedish only or both Swedish and their mother tongue when translating texts from English; only 3 chose to source their mother tongue only. There is to date little research that directly connects teaching approaches with SLA, particularly when dealing with multilingualism. I believe a potential area for research could be to investigate the possibility of developing teaching strategies that can potentially harness prior language knowledge.

    My investigation also showed that English is taught to native and non-native Swedish speakers alike through the medium of the Swedish language; that is to say the course books consist of English text with vocabulary translations and grammatical exercises from Swedish to English. A suggestion would be to reduce the use of the English to Swedish translation methods, particularly for students with a limited knowledge of Swedish, and incorporate into lessons more communicative teaching methods using authentic materials and real situations.

  • 30.
    Eklund, Elina
    Jönköping University, School of Education and Communication.
    "Ett ordförråd som kan hjälpa dem i livet": En studie om lärares beskrivningar av arbets- och förhållningssätt till ordkunskapsundervisning och -utveckling i årskurserna 4–6.2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 31.
    Elftorp, Fredrik
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    How to Improve Students’ Writing and Speaking Skills2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    English is one of three core subjects in upper secondary school and it is essential that students

    receive a good education in this subject. Since writing and speaking are such prominent parts

    of the English language, the teacher is obliged to possess knowledge of how to improve

    students’ proficiencies in an efficient way. The question is how to use this knowledge when

    the teacher is supposed to compose different methods for lessons, evaluate the exercises and

    give proper feedback to the students.

    This investigation is based on various literary sources, interviews with teachers and

    questionnaires with students and the background information is the basis for the interview

    questions and the questionnaire.

    There are endless possibilities for appropriate exercises to improve writing and speaking and it

    is impossible to investigate every single one there is in a relatively short essay. I have,

    however, found a fair number of methods, which will be described in this paper. In order to

    evaluate exercises, the teacher needs to be prepared and know what to focus on in the exercise

    as it is in progress, but also listen to the students’ opinions since they know if they have

    learned anything or not. Correction of spoken errors should be handled cautiously by the

    teacher but the students should be made aware of the written mistakes they make.

  • 32.
    Elkert, Lena
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Jarl, Kristina
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    "Det beror ju inte på vart man är utan hur man känner": En studie om ungdomars användande av svordomar och könsord i skolan2008Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about young peoples’ use of swearwords and four-letter words. Through a questionnaire we have examined in what way 102 Swedish high school students use swearwords and four-letter words. We have also examined if there are any differences between girls and boys linguistic usage and what these differences may be. 

    Our results show that almost all youths use swearwords and that a majority of them use four-letter words as well. The results also show that there are not any major differences between girls and boys. They use practically the same words in the same way. Our study also demonstrates that swearwords and four-letter words are most frequently used to enhance what someone is saying but that four-letter words are also used when to insult somebody. According to our re-sults the use of swearwords and four-letter words has become a part of young peoples’ daily vocabulary and these words are used no matter what they do or where they are. Of importance is who they are with. Our study point to the fact that girls and boys seem to use these words more frequently when they are together with friends and siblings than with their parents.

  • 33. Eneskär, Barbro
    et al.
    Johansson, Judith
    Svensson, Ann-Katrin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hur språket växer fram1990Book (Other (popular science, discussion, etc.))
  • 34.
    Ericsson, Anna
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Ordet grym i ny användning: En semantisk studie av ordet i tidningstexter 1965-20042009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to see how the Swedish word grym is used in non-traditional sense. The research is based on eleven newspaper corpuses from Språkbanken between the years 1965-2004. By studying factors like meaning, genre, user and part of speech the conclusion is that the word has gone from something negative before the 1970s to be used as reinforcement or for something nice, cool and positive. The research shows that the word mainly is used within the sport and music genre in the newspapers and the majority of the users are men. In the result the word is never used as another part of speech other than the ones presented in the word books, which is adjective and adverb.

  • 35.
    Ericsson, Anna
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Shaffeir, Maja
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    "Grammatik är ett känsligt ämne. Man kan inte bara komma in och ändra": Grammatikforskningens förankring i skolan2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine if and how teachers in Swedish secondary school acquaint themselves with research on grammar education and if this research affect their grammar lessons. Five in-depth interviews with teachers have produced information that show that the teachers base their grammar lessons on the curricula, textbooks and collegial tradition. The interviews show that because of insufficient grammar didactics in their teacher education the teachers support their education with this material. The teachers do not actively look for research on grammar and it does not affect their grammar lessons in any obvious way. The new functional grammar which promotes grammar education in a meaningful context has not yet become generally accepted.

  • 36.
    Eriksson, Jolanta Maria
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    L2 – C2? Teaching Culture within the Subject of English in Swedish Upper Secondary School2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The essay has been written in order to give a picture of culture teaching within the subject of English in upper secondary schools in Sweden. Although earlier research within this field is still not very extensive, a theoretical framework has been based on the results available and the syllabuses for the subject of English in the upper secondary school. A questionnaire with open question has been used as a tool for collecting data. The main focus is put on analyzing the contents of and ways in which teachers deal with cultural studies, considering the goals in the syllabuses. The results support the results of previous scientific investigations concerning culture studies in Swedish schools and show that culture teaching is often dealt with in the traditional ways where culture is viewed mainly as customs, traditions and history of the target language country, and where teachers mainly choose cultural elements from the UK and the US and seldom from other English speaking countries.

    Various factors that influence teachers choices in their cultural studies are examined and alternative changes considering the teaching methods, for example ethnographic training, are proposed. The uncertainty about how to approach and what to include in cultural studies is reflected in the testing of students on cultural issues. The survey shows that half the respondents do not test their pupils on culture at all. The conclusion, based on the results of this survey and the previous research, is that no great changes have taken place within this field over the last decade and that further continuous study of culture teaching is recommended.

  • 37.
    Eriksson, Jolanta Maria
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Präststudenternas och verksamma prästers uppfattning om språkliga förberedelser inför sin predikogärning2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay was written in order to elucidate how the priests-to-be and working priests experience the preparation for preaching during their training and if their identity as preachers depends on their preaching; how they refer to rhetoric and what the preparation training looks like.

    There is no Swedish research within this field, and even the existing international studies concentrate mostly on writing preparation within other occupations, e.g. economics, health care and public sectors. These studies also show that there are several discrepancies between the university preparation for professional writing and speaking and the professional discourse.

    In order to carry out the investigation the author has interviewed priests-to-be and working priests and examined the syllabi for homiletics and rhetoric. The result of this analysis offers a better insight into the nature of the training in preparing sermons that Swedish priests obtain during their professional education. The author refers to the results of other scientific investigations concerning preparation for professional writing and speaking and concludes that there are similar difficulties within the priest training, e.g. the discourse and the receiver of the sermons produced within the vocational training differ from the ones in the professional live. The investigation shows even that the training has changed during the last decades, from being theoretical towards a more practical one, with a stronger link to rhetoric.

    Since both priests-to-be and working priests agree that their professional identity is highly dependent on their preaching, the preparation they obtain within the university training seems insufficient. A possible solution to this problem could be longer practical vocational periods and additional practical training ingrained in the professional discourse.

  • 38.
    Eskengren, Linda
    et al.
    Jönköping University, School of Education and Communication. Jönköping University.
    Dusper, Tanja
    Jönköping University, School of Education and Communication. Jönköping University.
    ”Det är svårt att hinna med allt”-: en studie av synen på ett vidgat textbegrepp i samband med skönlitteraturundervisningen2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine the usage and occurrence of media literacy in relation to literature studies in the senior level of the nine-year compulsory school. The questions at issue were;

    How do teachers and students look upon media literacy and how is this attitude reflected in their education?

    How do teachers incorporate media literacy with literature studies?

    What attitudes do students have towards their teachers’ education of media literacy and literature studies?

    The study took place in two cities in Sweden. It consists of eighteen qualitative interviews with six teachers and twelve students. The study shows that teachers have different attitudes towards media education in relation to literature studies. When teachers use media in their classroom movies tend be more common. Many teachers had difficulties with media education; it’s a question about time and technical resources. Some of the students were satisfied with their education. Some students wanted to include more media types with the literature studies, like blogs, but they didn’t share this with their teachers.

  • 39.
    Fransson, Amanda
    Jönköping University, School of Education and Communication.
    Icke-västerländska författarskap i läroböcker: En studie av läroböcker i svenska för gymnasieskolan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to examine the prevalence of non-Western authorships in textbooks for Swedish at upper secondary school. The study is an educational text analysis, which is a form of content analysis. Four textbooks intended for the Swedish subject in upper secondary school have been analyzed by an educational text analysis of both quantitative and qualitative elements. Thesis theoretical base has been primarily Edward Said´s postcolonial theory and Mekkonen Tesfahuneys thoughts about a Eurocentric education system. The importance of an ethnographic approach in schools is also part of the theory. The result shows that non-Western authorships are given diverse space in the different textbooks. In the textbook with the highest proportion of non-Western writers, these are 22 percent of the total proportion authorship, while the corresponding proportion of the textbook with the least representation is 2,5 percent. The didactic starting points for how non-Western writers should be treated in teaching according to the textbooks also differ. Because of the big differences in terms of both content and didactic starting points in the various textbooks, the education in schools risk to not be equal, depending on the extent to which teachers using the textbooks in teaching.     

  • 40.
    Fritzon Sund, Viktoria
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Gaming and English language development: En kvalitativ studie om samband mellan användande av MMO-spel och engelsk språkutveckling ur ett lärarperspektiv.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate the relation between the use of MMO games and increased English language development among pupils in Swedish schools from a teacher perspective. To answer the research questions of this study, a qualitative method was used. Five teachers who teach or have taught English to grade 4-6 pupils were interviewed about their experiences. The study has been inspired by phenomenography and is focused on how teachers experience the phenomenon of MMO playing pupils and their English language development. The result of the study show that teachers hold the following perceptions: pupils have an increased English verbal ability, more access to the English language, and that the MMO games give a natural context for the English language. At the same time, MMO games may have a negative impact on pupils English language development. These disadvantages consist of negative language, lack of abstraction ability, and difficulties in distinguishing between formal and informal English language use.

  • 41.
    Gillberg, Isabella
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Vi hoppar över helvetesgapet och vi skyddar oss mot vildvittrorna: En kvalitativ studie om verksamma lärares aktiva arbete med högläsning2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to study how working teachers view the use of read-aloud as a pedagogical tool to develop pupils’ reading and writing skills. Four primary- school teachers have been interviewed for this study and they were chosen through a snowball sampling. The result shows that both the teachers in this study and previous research consider read-aloud as a pedagogical tool to have a positive effect on pupils’ development of reading and writing skills. The teachers in this study point out that teachers’ attitude towards reading is one significant aspect to pupils’ reading interest, but also that read-aloud allows a variation in the education. In this study, the result shows that the teachers believe that read-aloud activities contribute to the development of vocabulary, grammar, the ability to interpret and    make    connections    to    their   own experiences.

  • 42.
    Gustafsson, Emanuel
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hansson, Emma
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Storck, Jenny
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Lika möjligheter för alla?: En undersökning av ämnet svenska som andraspråk2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Young people today develop their language all the time, with friends, at home, in school and in other social contexts. The objective of this study is to investigate the condition for pupils’ language development with Swedish as a second language in three elementary schools. We also want to investigate what opportunities these pupils have to develop Swedish from their individual level of knowledge, on the basis of the language education provided in these three schools.

    Our study are based on these following questions:

    • How do schools organize education of the subject Swedish as a second language?

    • How do schools operate a language developed education in this subject?

    • What do teachers think of pupils’ opportunities to develop their language with equal conditions as a pupil with Swedish as mother tongue?

    The methods used are an observation in class, a questionnaire with both specific and non-specific answers and interviews with Swedish as second language-educationalists.

    The questionnaires have been completed by a total of 28 teachers working in the three schools of this study. We carried out three interviews with four educationalists.

    The results of the study show that the schools mainly organize this education in excluded environments. Focus in the education is to build, as quickly as possible, a large vocabulary so the pupils can develop their communication skills, which will make their self-confidence better. Teachers’ opinions of pupils’ opportunities to develop their language vary a lot depending on how the different schools approach the subject’s characteristics and how they choose to prioritize.

  • 43.
    Hanzén, Maria
    Jönköping University, School of Education and Communication.
    Måttliga korvar är bäst: Folkliga uttryck i Astrid Lindgrens böcker2007Independent thesis Advanced level (degree of Magister), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this project is to survey the presence of folk expressions, i.e. proverbs, proverbial expressions, wellerisms and familiar expressions, in some of the realistic children’s books by Astrid Lindgren. The purpose also includes the study of the contextual and pragmatic functions of the expressions as well as how the expressions are integrated into the text by the change of the formulaic standard structure. The contextual and pragmatic function concern when, how and why the expressions are used and who the users of the expressions are. The questions at issue are:

    What kind of folk expressions occur in the children’s books by Astrid Lindgren?

    What contextual and pragmatic functions do the expressions have?

    How are the expressions integrated into the text?

    To be able to answer the questions, folk expressions were excerpted from the books with the help of close reading. The contextual and pragmatic functions of the expressions were determined by analysing the communicative context, the senders and the receivers of the expressions, the senders’ purpose in using the expressions. Furthermore, the changes in the structure of the expressions were analysed in order to determine how the expressions were integrated into the text. The result shows that the 52 folk expressions found in general are used in dialogues between adults as senders and children as receivers. The senders use the expressions mainly to comment on anything or anyone with the purpose to explain, i.e. a didactic purpose. The majority of the expressions have not changed their formulaic standard structure, and the expressions that have changed are used as allusions, paraphrases or ellipses of folk expressions.

  • 44.
    Hanzén, Maria
    Jönköping University, School of Education and Communication.
    Nybildade ord i Astrid Lindgrens böcker2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att lingvistiskt kartlägga, beskriva och analysera nybildningar av ord i några av Astrid Lindgrens barn- och ungdomsböcker. Undersökningen behandlar främst ordklasstillhörighet, ordbildningssätt och några semantiska aspekter hos nybildningarna. Även det karakteristiska med de nya ordbildningarna i respektive bok analyseras samt förhållandet mellan nybildningarna och barns sätt att skapa nya ord.

    Frågeställningarna var följande:

    - Vilka nybildningar av ord förekommer i Astrid Lindgrens böcker?

    - Hur förhåller sig nybildningarna till traditionella sätt att nybilda ord i svenskan?

    - Hur kan nybildningarna semantiskt förklaras?

    - Vad är karakteristiskt för nybildningarna i de olika böckerna?

    För att få svar på frågorna inventerades med hjälp av närläsning ord ur fjorton av Astrid Lindgrens böcker. Orden analyserades sedan systematiskt med hjälp av en mängd olika ordlistor för att så fastställa om de har funnits i svenska språket vid den tid då böckerna skrevs eller ej. De ord som klassades som nybildningar kategoriserades sedan i ordklass och ordbildningssätt och analys av några olika semantiska aspekter gjordes. De semantiska aspekterna avsåg egenskaper hos förleder i sammansättningar, genomskinlighet, polysemi, bildlig betydelse och förekomst av komplikationskomposita. Slutligen gjordes en översikt över det karakteristiska i nybildningarna i varje bok.

    Resultatet visar att Astrid Lindgrens sätt att nybilda ord väl överensstämmer med de ordbild-ningssätt som är vanliga i svenskan samt att den mest frekventa formen av nyord är substantiviska sammansättningar. Förekomsten av ord med flertydig och bildlig innebörd är stor vilket också medför att många av orden är kontextberoende. Karakteristiken i de olika böckerna påvisar att Astrid Lindgren bildar ord genom att hitta på eller vränga ord liknande det sätt som är brukligt för barns sätt att bilda ord.

  • 45.
    Hanzén, Maria
    Jönköping University, School of Education and Communication.
    When in Rome, Do as the Romans Do: Proverbs as a Part of EFL Teaching2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay was underpinned by the premise that the proverb plays an important role in language teaching as a part of gaining cultural knowledge, metaphorical understanding and communicative competence. The purpose with this essay was to examine whether proverbs are a part of the EFL (English as Foreign Language) teaching in the county of Jönköping, Sweden. The investigation focused on the occurrence of proverbs in eleven textbooks for the English A- and B-courses, and on the attitudes toward using prov-erbs in the teaching among nineteen teachers at seven upper secondary schools. Descriptive methods were used, which combined quantitative and qualitative approaches, i.e. content analysis and close read-ing of the textbooks and a questionnaire answered by the teachers.

    The result showed that proverbs are a small part of the EFL teaching regarding both the textbooks and the use in the classroom by the teachers. Proverbs are mainly used as bases for discussions in the text-books, and by the teachers as expressions to explain, to discuss the meaning and to compare to the Swedish equivalents. There is a positive attitude toward using proverbs and the result showed awareness among the teachers regarding proverbs as a part of the language and the culture as well as for communi-cation. The conclusion of the result was that the knowledge has to increase among educators and text-book authors about how proverbs can be used as effective devices and tools, not only as common ex-pressions, in every area of language teaching.

  • 46.
    Hedvall, Eila
    Jönköping University, School of Education and Communication.
    THOU, THEE, THY, THINE, YE, YOU, YOUR, YOURS: SECOND PERSON PRONOUNS IN TWO BIBLE TRANSLATIONS2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    ABSTRACT

    Thou, Thee, Thy, Thine, Ye, You, Your, Yours: Second Person Pronouns in Two Bible Translations

    In the King James Version from 1611 there are eight different forms of personal pronouns for second person: the singular forms thou, thee, thy, thine and the corresponding plural forms ye, you, your and yours. Because of linguistic changes in the English language the number of the second person pronouns has declined during the centuries. Accordingly, in the New King James Version from 1990 these eight earlier pronouns are represented by only three pronouns: you, your, yours. Therefore, the hypothesis of this study was that the disappearance of so many different pronoun forms might have caused some ambiguity. To examine this, The Gospel of Luke of both Bible versions was studied and all the second person pronouns were first classified according to their case and number (nominative/accusative/dative/genitive, singular/plural) and thereafter counted. The verses of the Gospel of Luke, where both one or several persons are addressed, were read and carefully studied. Furthermore, when necessary, interesting or relevant, comparisons were also made to two other translations: Gustav V´s Bible from 1917 and the Swedish Bible Version from 2000. The results of this study show that there are differences in the numbers of the examined pronouns. These discrepancies depend on several different factors which have been discussed. In addition, the investigation gives evidence of the fact that the references of pronouns are not always completely clear: several verses, which might be perceived erroneously, were found in the modern English Bible translation.

  • 47. Hietanen, Marko
    A STYLISTIC COMPARISON OF TWO SHORT STORIES BY ERNEST HEMINGWAY: "A Clean, Well-Lighted Place" and "Hills Like White Elephants"2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay is to investigate how Ernest Hemingway uses his style of writing in his short stories “A Clean, Well-Lighted Place” and “Hills Like White Elephants”. The questions at issue are: What is characteristic of Hemingway's style when looking at the use of adjectives and sentence complexity? How is the Iceberg Technique used? What stylistic differences and similarities are there between the stories?

    In my investigation I used a stylistic approach, in which adjectives are counted and sentence length is measured (creating mainly a quantitative analysis). The frequency of adjectives is calculated and compared against the norm in imaginative prose. Sentence length is compared against the norm for modern English. Previous research has provided a foundation for further analysis of the Iceberg Technique.

    The analysis shows that the frequency of adjectives is very low compared with the norm and that many adjectives are used repeatedly. The sentences are very short, not even reaching half the length of the norm presented. Hemingway’s Iceberg Technique shows in the scarce use of dialogue tags and a plot that does not reveal much about the characters or the setting. The real plot is often hidden, leaving it to the reader to interpret and “feel” what the story is really about.

    In conclusion: it may be said that both short stories are told in a minimalistic style, using only what is necessary to tell the story. They have a simple plot and simple characters, just like the Hemingway style we know.

  • 48. Hietanen, Marko
    UNGDOMAR OCH SVORDOMAR: Ungdomars användning av och attityder till svordomar2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to investigate and provide knowledge about young people’s use of and attitudes toward curse words in today’s society. My own experience shows that there is a big interest, especially among school staff, in this field of research. The questions are following: What attitudes do young people have toward curse words in today’s society? That is to say, why do young people curse, and what words do they find especially offensive? What are the attitudes toward the education about curse words in school? What curse words do young people use? Are there differences between boys and girls in these questions?

    The method used is gathering of data from questionnaires where the students answer a fixed amount of questions, and the students’ genders are taken into consideration. To complement the questionnaire the school staff is interviewed. In addition to this the parents’ influence is taken into consideration. The investigation is both qualitative and quantitative. Sixty-one students (later grades) responded to the questionnaire and five members of the school staff.

    The results show that fan and jävlar are the most common curse words and the word hora is the most offensive. The investigation also shows that young people curse mostly when they are angry or that it happens spontaneously. Everyone in the school staff and 43% of the students agreed that the school should teach about curse words. I found that it is clearly more common for parents to curse themselves than let their children use curse words. The results show clear differences between the genders, e.g. girls curse less in the class room than boys.

  • 49.
    Hulteke, Ricard
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Selimovic, Lejla
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Drömmar med vingesus: - en undersökning av gymnasisters förståelse av äldre ord i Luciasången2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis work involves a quantitative study concerning secondary school students' understanding of older Swedish words in the lyrics in the Lucia song written by Elmfors way back in 1919th. The text has some old words and phrases that today's high school students do not really understand. The study includes surveys of two different classes in high school, a theoretical and a practical program. In some cases students can understand words by the context, but previous research shows results in general weakness in students' existing vocabulary. According to previous research, this is due, inter alia, that young people read and write less today.

    The results of all students are totally 38%, where the theoretical program has a slightly higher performance. Very few pupils on the Media Program have a somewhat understanding of what each word means and it is clear that many students in this class have little understanding of old words. The result shows that girls in the Media Program has a notably better word comprehension than boys in the Media Program, while boys in the Society is distinguished by markedly higher word comprehension of specific words.

  • 50.
    Hultström, Mattias
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Stighagen, Johan
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Sköld, Magnus
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Elbolag i blåsväder: Investering för att säkra eldriften2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Problem Efter stormen Gudrun drog över Sverige den 8 januari 2005 var en naturkatastrof ett faktum. Träd blåste ner och många skogsägare förlorade åtskilliga hektar skog. Elledningarna som sträcker sig genom den småländska skogen blev ett lätt byte för stormen. En del elbolag har valt att satsa på driftsäkerhet genom att gräva ner elledningar. Att genomföra en sådan radikal förändring av nätstrukturen skulle troligen innebära lång förberedelse och en mångmiljoninvestering.

    Syfte Syftet med denna uppsats är att söka svar på vilka faktorer Sydkraft Nät AB tar hänsyn till vid planläggande av investeringar

    Metod Utifrån syftet med uppsatsen valdes en kvalitativ metodansats med personliga intervjuer där fokuspunkter användes. Dessa var framtagna utifrån uppsatsens frågeställning med intention att uppfylla uppsatsens syfte. Vår avsikt var att granska Sydkraft Nät ABs agerande utifrån deras eget perspektiv och tolka dessa med hjälp av på området vedertagna teorier.

    Resultat Sydkraft Nät AB tar hänsyn till en rad olika faktorer vid planläggande av en inve-stering:

    • Vilken investeringstyp det är, det vill säga om ett nät behöver bytas ut/byggas ut eller så projekteras ett helt nytt nät fram.

    • Vilket syfte investeringen har.

    • Vilken sorts elledning som passar bäst till investeringens syftet.

    • Kostnader för investeringen.

    • Vilka intäkter investeringen förväntas generera.

    • Vilken nättariff som är skälig enligt Statens reglering.

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