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Lärares uppfattningar om responsfokus och responssätt för vuxna nybörjarstuderandes texter i svenska som andraspråk
Göteborgs universitet.ORCID iD: 0000-0002-7578-5717
2019 (Swedish)In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 3, no 1, p. 25-47Article in journal (Refereed) Published
Abstract [sv]

I föreliggande studie undersöks lärares uppfattningar om respons på vuxna nybörjarstuderandes skrivna texter i svenska som andraspråk. Studien behandlar uppfattningar om två centrala sidor av respons: 1) vad lärare fokuserar på i sina kommentarer, exempelvis innehåll och grammatik, och 2) hur respons ges, exempelvis genom beröm eller förslag. Studien kombinerar semistrukturerade individuella intervjuer med enkäter med tre erfarna lärare som undervisar på en heldistanskurs i svenska för invandrare (sfi). Studien tillämpar både Likertskala och rangordning. Analysen visar att alla responskategorier värderas som viktiga att uppmärksamma av samtliga lärare på Likertskalan. Det framkommer emellertid tydliga skillnader mellan lärarnas prioriteringar vid rangordning, vilket indikerar att de valt olika sätt att hantera kommunikationsproblem, tidsbrist, kursplanskrav och låg språkbehärskningsnivå hos de studerande i distansundervisning av nybörjarstuderande. Analysen visar också att lärarna prioriterar kommentarer i form av förslag men att det också finns divergerande uppfattningar. Lärarna ger uttryck för att de under responsarbetet vill ta hänsyn till många olika aspekter, ibland samtidigt, men att det inte alltid är lätt att veta vad som ska prioriteras. Dessutom uppmärksammar lärarna i intervjuerna ett spänningsfält mellan vilja och praktik.

Place, publisher, year, edition, pages
2019. Vol. 3, no 1, p. 25-47
Keywords [sv]
distansundervisning, nybörjare, respons, svenska som andraspråk, uppfattningar
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:du-29948OAI: oai:DiVA.org:du-29948DiVA, id: diva2:1313040
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2019-06-14Bibliographically approved
In thesis
1. Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar
Open this publication in new window or tab >>Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Teacher written feedback for adult beginners in Swedish as a second language : Theoretical perspectives, feedback practices, student and teacher perceptions
Abstract [en]

This compilation thesis serves to fill a research gap in teacher written feedback on second language (L2) writing and pronunciation by focusing on adult beginners of culturally diverse backgrounds. Basically, this thesis seeks to answer three questions: 1. What do teachers focus on and in what manner is feedback given?, 2. What are the teachers’ beliefs about feedback?, and, 3. What are the students’ preferences concerning feedback? The study presented in the first article concerns international students and elaborates on a model for analyzing teacher feedback practices regarding writing and pronunciation and the students’ ranking of that feedback. Based on the need for a holistic perspective recognized in the first study, the second article presents and discusses the research gap regarding feedback in adult beginner-learner L2 contexts and proposes a hermeneutic approach in the field of L2 research. In article three and four, a new feedback analysis model based on hermeneutics was applied for the design of a questionnaire, which includes the Likert scale and ranking. These studies investigated teachers’ (article three) and students’ (article four) perceptions and priorities regarding feedback. Data from the students’ questionnaires indicated that the students evaluated feedback on grammatical structures in writing as top priority. They generally valued all feedback manners, but clearly preferred specific praise and specific criticism. Results from the teachers’ questionnaires, combined with interviews, showed that they evaluated almost all categories as important but the ranking showed that there was a variation between teachers’ perceptions, which was influenced by a lack of time, and communication with the students, together with technical problems in web-based contexts. The analysis indicates several factors contributing to the complexity of feedback and, thus, providing feedback requires intuition and dexterity on the part of teachers. It is suggested that aligning students’ expectations and teachers’ practices and beliefs is especially important in distance-learning contexts in order to facilitate new understanding for clarifying the meaning of feedback.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2019
Series
Göteborgsstudier i nordisk språkvetenskap, ISSN 1652-3105 ; 35
Keywords
feedback, adult beginners, second language, Swedish, hermeneutics, teacher perceptions, student perceptions, teacher written feedback, pronunciation, writing
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-29946 (URN)978-91-87850-71-4 (ISBN)
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2019-05-02Bibliographically approved

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  • de-DE
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  • nn-NB
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Output format
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