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  • 1.
    Aalto-Hardy, Annette
    Dalarna University, School of Languages and Media Studies, French.
    Les influences françaises dans la Russie tsariste: sur les réformes culturelles, sociales et politiques2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Le mémoire traite de l’influence des idées françaises des Lumières sur la Russie et son évolution, notamment sociale, politique et culturelle. Cette étude est concentrée sur les deux tsars les plus célèbres et leur règne respectifs, Pierre Ier le Grand et Catherine II la Grande puisqu’ils ont été à l’origine de la plupart des réformes. Une description de la Russie avant l'époque de Pierre Ier et du siècle des Lumières, ses philosophes et ses idées fondamentales, est aussi présentée. Le mémoire se termine par une brève discussion sur les réformes essentielles faites dans la Russie tsariste.

  • 2.
    Abdul Kareem, Ala'a
    Dalarna University, School of Education and Humanities, Comparative Literature.
    A Psychoanalytical Reading of Emily Brontë's Wuthering Heights: An Analysis of the Defense Mechanisms of Some Characters2011Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay presents a portrayal of Heathcliff, Catherine and Isabella from a psychoanalytical perspective with regard to four defense mechanisms; namely, repression, denial, sublimation and projection in order to see how these defense mechanisms have affected the characters’ decisions and behaviour, and led them to their destinations in life. It will include three major sections: repression in characters, denial in characters, and sublimation and projection in characters. These terms will be more clearly defined and explained in the subsequent sections.

  • 3.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    The Perceptual Weight of Word Stress, Quantity and Tonal Word Accent in Swedish2017In: Phonology in Protolanguage and Interlanguage / [ed] Elena Babatsouli and David Ingram, Equinox Publishing, 2017, 316-341 p.Chapter in book (Refereed)
    Abstract [en]

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

  • 4.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    The relative perceptual weight of two Swedish prosodic contrasts2015In: Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 / [ed] Elena Babatsouli, David Ingram, Chania 73100, Greece: Institute of Monolingual and Bilingual Speech , 2015, 1-7 p.Conference paper (Refereed)
    Abstract [en]

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

  • 5.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    What affects recognition most – wrong wordstress or wrong word accent?2015In: Proceedings of Fonetik 2015, Lund University, Sweden / [ed] Malin Svensson Lundmark, Gilbert Ambrazaitis and Joost van de Weijer, 2015, Vol. 55, 7-10 p.Conference paper (Other academic)
    Abstract [en]

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

  • 6.
    Abozidan, Elias
    Dalarna University, School of Humanities and Media Studies, English.
    On the Second-Generation Migrants’ Hybridity and Otherness in Hanif Kureishi’s The Buddha of Suburbia. 2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 7. Abu-Deeb, Kamal
    Al- Jurjani's Theory of Poetic Imagery1979Book (Refereed)
  • 8.
    Abu-Deeb, Kamal
    Dalarna University, School of Languages and Media Studies, Arabic.
    al-Sūnaytāt aw al-tawāshīḥ al-kāmilah: bi-al-lughatayn al-ʻArabīyah wa-al-Inklīzīyah2012Book (Other academic)
  • 9.
    Abu-Deeb, Kamal
    Dalarna University, School of Languages and Media Studies, Arabic.
    الأدب العجائبي والعالم الغرائبي: في كتاب العظمة وفن السرد العربي2007Book (Other academic)
  • 10. Abu-Deeb, Kamal
    جماليات التجاور: أو تشابك الفضاءات الإبداعية1998Book (Other academic)
  • 11. Abu-Deeb, Kamal
    عذابات المتنبي: في صحبة كمال أبو ديب والعكس بالعكس 201 هجرية ـ2001 ميلادية1996Book (Other (popular science, discussion, etc.))
  • 12.
    Abu-Deeb, Kamal
    et al.
    Dalarna University, School of Languages and Media Studies, Arabic.
    Nabsh, Dalal
    ديوان التدبيج: فتنة الإبداع وذروة الإمتاع2010Book (Other academic)
  • 13.
    Adolphson, Ulrica
    Dalarna University, School of Humanities and Media Studies.
    Elever i kommunikation med lärare: En samtalsanalytisk studie i klassrummet2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 14.
    Agerberg, Alexandra
    Dalarna University, School of Humanities and Media Studies, English.
    Jay Gatsby and Myrtle Wilson – Victims of Illusion and Destined to Fail: A Study of False-Consciousness in The Great Gatsby 2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Ahl, Josefin
    Dalarna University, School of Humanities and Media Studies, English.
    "That Little Box of Light": The Presence of Photography in John Banville’s Ghosts 2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 16.
    Ahmadi, Sanaz
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Sorry for Thanking You: Expressions of Gratitude and Apology in Favor Asking Messages of Swedish Advanced Learners of Japanese2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [ja]

    日本語を勉強する外国人の重大な問題の一つは語用論と談話に関連する難しさである。言語習得には文化的な要素が重要であるが、文化の経験がない学習者が基本的な間違いをする人が多人数である。スウェーデン人の日本語学生に支障になる事の中では相手に迷惑や失礼を回避するような方法で要求文を作成する事である。文化的な相違点を参考にし、スウェーデン人の日本語学生に要求の言語行為のDCTを使いインターネット調査を行った。調べるにあたって注目した点は依頼の場合でのポライトネス・ストラテジーという言語行為である。結果的にスウェーデン人の日本語学生の間違いは特の言語行為による事ではなく、国の社会が個人主義か集団主義かという事によるようだ。スウェーデンは日本と比較して個人主義な社会である事で個人を基本とするポライトネス・ストラテジーを用いる事が多い。

  • 17.
    Aida Niendorf, Mariya
    Dalarna University, School of Languages and Media Studies, Japanese.
    Improving Intercultural Competence for the Distance Students in Sweden through Online Joint-Seminars in Japanese with University Students from the United States2014In: Next Generation Learning Conference, March 19–20 2014, Dalarna University, Falun, Sweden: Book of abstracts, Falun: Högskolan Dalarna, 2014Conference paper (Refereed)
    Abstract [en]

    There have been quite a few studies (Helm 2009, Chun 2011, Schenker 2012, Kitade 2012, etc.) regarding the development of intercultural competence through online exchanges. Most of these exchanges, however, are between native speakers and learners of that language. The benefit of such exchanges can be maximized if both parties are learning each other’s language and they both have the opportunity to utilize the languages they are learning during the exchange, but often times, this is not the case.  Byram (1997) suggests that intercultural competence can be assessed using the following components: knowledge, skills, attitudes, and critical awareness.  If ‘intercultural competence’ means not just learning about the target culture, but also about becoming aware of one’s own culture (Liaw 2006), connecting students from different countries who are studying the same target language and culture would be an ideal setting in order for the students to evaluate both their own and target cultures critically. Having learners of a target language from different countries in a virtual classroom also helps create an environment which mimics the language classroom in the target country enabling them to experience studying abroad without leaving their home countries.

    It is often said to be difficult or almost impossible for students in distance courses to develop intercultural competence because of the lack of opportunity to study abroad or the lack of an international atmosphere in the classroom (Tyberg 2009). Thus, the goal of this study is to provide opportunities for all students, regardless of their circumstances, to develop intercultural competence.  In this study, a group of intermediate/advanced level Japanese students from a university in Sweden (all distance students) and a group from a university in the U.S. were brought together in a virtual classroom using an online video conferencing system.  Through their interactions and post-seminar reflections, I examined how students develop intercultural competence.

     

    The results from this study show that through interactions with university students from other countries who study Japanese at the same level, the students can gain not only Japanese skills, but expand their horizons and deepen their understanding of another culture as well as of the topics discussed during the meetings thus satisfying each of the criteria in Byram's model. Not everyone has the opportunity to study abroad, but today's technology allows every student to be a part of the internationalization process, develop his/her cultural-literacy and reflect on his/her identity.

  • 18.
    Aida Niendorf, Mariya
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Intercultural communicative competence: the challenges and implications of teaching Japanese politeness strategies to Swedish learners of Japanese2015Conference paper (Refereed)
    Abstract [en]

    Teaching communicative competence is extremely important in language instruction. One can avoid embarrassing situations and conflicts caused by misunderstandings if she/he understands the differences in intercultural pragmatics. Politeness discourse varies in complexity according to social distance, relative power between the speakers, and situations. The data I have collected during the past 6 years indicates that Swedish learners of Japanese often do not see the necessity of learning the polite/honorific discourse and often view these negatively as Swedish society is one of the most egalitarian in the world. As a consequence, Swedish students often fail to utilize appropriate politeness strategies when speaking in Japanese. However, it is important to point out to foreign language learners that cultural and social norms are not interchangeable and that one must adapt to the language one is using and the culture one is in. Thus Swedish Learners of Japanese should consider politeness discourse as a part of the rules of the language rather than something that can be modified based on one’s opinion.

    The current study investigates the differences in politeness strategies between Swedish and Japanese discourse. Student surveys and analysis of students’ errors have revealed clear differences in the use of politeness strategies in Swedish and in Japanese context. While the politeness, respect, and formality are closely intertwined in Japanese; the Swedes perceive respect and politeness as separate matters. It is also found that while the Japanese are inclined to using verbal politeness strategies, the Swedes express their respect more through non-verbal actions or behaviors. Various Japanese and Swedish utterances have also been examined to determine the Discourse Politeness Default suggested by Usami (2006) in order to systematize the politeness strategies in ways similar to grammatical rules.

                                                                                                                                                                          

                                                                          

                                                                                                                                                                          

  • 19.
    Aida Niendorf, Mariya
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Issues on cross-cultural pragmatics: Swedish learners' attitudes regarding the learning of Japanese politeness strategies2016In: Abstracts, 2016Conference paper (Refereed)
    Abstract [en]

    Teaching communicative competence is considered extremely important in today’s language instruction. One can avoid embarrassing situations and conflicts caused by misunderstandings if one understands the differences in intercultural pragmatics. This study investigates the differences in politeness strategies between Swedish and Japanese discourse and how Japanese politeness strategies can be taught effectively to the Swedish learners of Japanese. Politeness discourse varies in complexity according to social distance, relative power between the speakers, and situations. It has been indicated in the course evaluations and comments from the students that Swedish learners of Japanese often do not see the necessity of learning the polite/honorific discourse and they often view these negatively as Swedish society is one of the most egalitarian in the world. As a consequence, Swedish students often fail to utilize appropriate politeness strategies when speaking in Japanese. However, it is important to point out to foreign language learners that cultural and social norms are not interchangeable and that one must adapt to the language one is using and the culture one is in. Thus Swedish Learners of Japanese should consider politeness discourse as a part of the rules of the language rather than something that can be modified based on one’s opinion. Student surveys and analysis of students’ errors I have complied during the past six years have revealed clear differences in the use of politeness strategies in Swedish and in Japanese context. While politeness, respect, and formality are closely intertwined in Japanese; the Swedes perceive respect and politeness as separate matters. It is also found that while the Japanese are inclined to use verbal politeness strategies, the Swedes express respect more through non-verbal actions or behaviors. This paper suggests ways in which learners of Japanese may overcome these differences.

  • 20.
    Aida Niendorf, Mariya
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Politeness as a part of intercultural competence2015In: Japanese Language Education in Europe, ISSN 1745-7165, Vol. 20, 395-396 p.Article in journal (Refereed)
    Abstract [en]

    Teaching communicative competence is extremely important in language instruction. While politeness discourse varies in complexity according to social distance, relative power between the speakers, and situations, Swedish learners of Japanese often do not see the necessity of learning the polite/honorific discourse and often view these negatively as Swedish society is one of the most egalitarian in the world. However, it is important to point out to foreign language learners that cultural/social norms are not modifiable based on one’s opinion and that one must adapt to the language one is using and the culture one is in. The current study investigates the differences in politeness strategies between Swedish and Japanese discourse. Student surveys and analysis of students’ errors have revealed clear differences in the use of politeness strategies. While politeness, respect, and formality are closely intertwined in Japanese; the Swedes perceive respect and politeness as separate matters. It is also found that while the Japanese are inclined to use verbal politeness strategies, the Swedes express their respect more through non-verbal actions/behaviors. Various Japanese and Swedish utterances have also been examined to determine the DP default (Usami 2006) in order to systematize the politeness strategies in ways similar to grammatical rules.

  • 21.
    Aida Niendorf, Mariya
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Review Understanding Intercultural Communication (Second Edition) Stella Ting-Toomey and Leeva C. Chung (2012)2015In: Sociolinguistic Studies, ISSN 1750-8649, E-ISSN 1750-8657, Vol. 9, no 4, 507-513 p.Article, book review (Refereed)
  • 22.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Languages and Media Studies, Japanese.
    Inose, Hiroko
    Dalarna University, School of Languages and Media Studies, Japanese.
    Investigating the use of the verbs ”naru” in Japanese and ”bli” in Swedish through translation2013In: Nordic Association of Japanese and Korean Studies (NAJAKS): Abstracts for 2013, 2013Conference paper (Refereed)
    Abstract [en]

    This study investigates how use of the Swedish verb “bli” corresponds to the Japanese verb “naru” using translated materials as a corpus.  

     

    Japanese is said to be a situation-oriented language, while English is person-oriented.

              e.g., Mariko wa kekkon surukotoni NARImashita.

                       (It became so that Mariko will be married.)

                       ‘Mariko will get married’ in English.

     

    The Swedish verb ”bli” usually means ’to become’ or ’to be (as an auxiliary verb),’ yet is used more widely than these English meanings.

              e.g., Det blir 100 kronor, tack.

                       (100 kr ni NARI-masu.)

                       ’It makes/will be 100kr.’

     

    Examples like this lead to the observation that ”bli” is used in a context more similar to the Japanese verb ”naru.” than English verb “become.” Comparison of some translated materials also shows that “bli” is often translated into Japanese as “naru” while it is more likely to be replaced by a transitive or intransitive verb in English.

     

    However, erros such as

               *okoru ni NARU (verb ‘to be upset’+naru)

                  [okoru: a verb]

               *annshin ni NARU (noun ‘feeling at ease’ +naru)   

                  [annshin suru: a verb derived from a noun]

    which are made by Swedish learners of Japanese indicate that the translation of “bli” into Japanese is not so straight forward.

     

    In this study, we examined the following questions:

    1. How is ”bli” translated into Japanese/English?
    2. If ”bli” is translated into ”naru” in Japanese, in what grammatical context(s) does it occur?
    3. How are these variations related to the errors students make in translating ”bli” into  Japanese?

     

    In order to examine the above research questions, we conducted two separate studies:

     

    Study I: Examining how Swedish bli is translated into Japanese in literature translation

     

    Using children´s novels “Sommerboken” by Tove Jansson and “Pippi Långstrump” by Astrid Lindgren as the data source, all the sentences that contain bli were extracted along with their translations into English and Japanese. The extracted sentences were, then, categorized according to the various types of usage of the verb bli, and the translation into Japanese for each of those categories was analyzed.

     

    Study II: The translation of various uses of bli into Japanese by Swedish students

     

    Study I above showed usages of the verb bli in various context. In Study II, we tried to see if some of these usages cause more problems than the others for the Swedish students. The students in the Japanese-English translation course at Högskolan Dalarna (Sweden) were given 7 Swedish sentences containing various usages of bli, and were asked to translate them into Japanese. Then the accuracy of the translation and the translation techniques used were analyzed.

     

    The results from Study I showed that there were numerous usages of the verb bli, such as describing conditions, describing the changes of conditions, indicating certain emotional status, and so on, which naturally led to the variety in Japanese translation. Furthermore,  apart from the most literal translation, which is to use the verb naru, various types of compound verbs (main verb – help verb combinations) were used in order to express different nuances.

     

    In some of the usages identified above, translation shifts were obligatory when translated into Japanese; i.e. the literal translation was impossible, and the translator has to make minor changes from the ST (source text) to the TT (target text), such as changes of grammatical categories or of voice (e.g. passive to active).

     

    The results from the Study II show that the sentences which require more complicated translation shifts tend to cause more errors when students translate them into Japanese.

     

    Clarifying how the use of “bli” correlates with the use of “naru” will not only help Swedish students understand the use of the somewhat difficult concept of “naru,” but also help translators deal with this issue. Finding a more systematic way to translate “bli” into Japanese using more tokens from various genres would be necessary in order to achieve this.

     

  • 23.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Takamiya, Yumi
    University of Alabama at Birmingham, USA.
    Beikoku to sueeden no nihongo gakushusha wo tsunaida jissen: aidentiti wo teemanishita torikumi2016In: : , 2016Conference paper (Refereed)
    Abstract [ja]

    言語教育におけるソーシャルネットワーキングアプローチ(以下 SNA)では、「他者の発見、自己の発見、つながりの実現」を理念に、従来の「わかる」「できる」能力に加え、新たに「つながる」能力を 重要視する(當作 2013)。SNAに基づいてことばと文化を学ぶことで、学習者の人間的成長が促され、社会力も獲得される。  本発表では、上記の教育理念を念頭に、異なる文化圏で学ぶ日本語学習者をオンラインでつないだ取り組みについて紹介する。実践には米国とスウェーデンの大学で中上級レベルの日本語を学ぶ学習者10名が参加した。1学期間、アイデンティティをテーマに授業を行い、非同期型ツールであるブログ、同期型ツールであるビデオ会議システムを利用して双方を継続的につないだ。  アンケート、インタビュー、観察データを分析した結果、学習者はこのようなオンラインでの交流により、言語面だけでなく、自己・他者のアイデンティティや文化について肯定的な視点を持つようになるという変化が見られた。これは自己・他者の新たな発見といえる。また、参加者は、日本に興味があるという共通点があるため、様々なトピックについて積極的に探求し、互いに教え学びあう関係を築くことが容易にできた。さらに「つながり」が形成されていくに従い、日本だけでなく米国やスウェーデンについてもより知りたいと考えるようになり、好奇心の幅が広がった。これはつながりの理想的な実現であるといえよう。  通常、海外の日本語学習者は、日本の英語学習者と交流するケースが多いが、この場合、母語話者に教えてもらうという一方向的な形のコミュニケーションをとりやすい。一方、異なる場所で学ぶ日本語学習者同士の交流の場合、対等な形でのコミュニケーションがとれ、場所によって日本の捉え方も違うことに気づくことで、多元的な視点で日本を捉え直すきっかけにもなる。これは学習者の言語・文化面、精神面での成長にとって大きな意義がある。発表では、学習者、教師だけでなく、教室内外の多くの人たちをつなぐことを可能にするオンラインツールについて紹介し、その効果的な使い方や交流を成功させるための具体的な提案も行う。

  • 24.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Takamiya, Yumi
    University of Alabama at Birmingham.
    Identity (re)construction and improvement in intercultural competence through synchronous and asynchronous telecollaboration: Connecting Japanese language learners in the United States and Sweden2018In: Technology-supported learning in and out of the Japanese language classroom: Theoretical, empirical, and pedagogical developments / [ed] E. Zimmerman & A. McMeekin, Multilingual Matters, 2018Chapter in book (Refereed)
  • 25.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Takamiya, Yumi
    The University of Alabama at Birmingham.
    Improving intercultural competence through online joint-seminars with university students from the U.S. and Sweden2015Conference paper (Refereed)
    Abstract [en]

    There have been quite a few studies regarding the development of intercultural competence through online exchanges (Helm 2009, Chun 2011, Schenker 2012, Kitade 2012, etc.). Most of these exchanges, however, are between native speakers and learners of that language. The benefit of such exchanges may be maximized if both parties are learning the same foreign language and have the opportunity to utilize the language they are learning during the interaction. As defined by Byram (1997) and Liaw (2006), 'intercultural competence' is not just learning about the target culture, but also about becoming aware of one's own culture, and connecting students from different countries who are studying the same target language and culture would be an ideal setting in order for the students to evaluate both their own and target cultures critically.

    It is often said to be difficult or almost impossible for students in distance courses to develop intercultural competence because of the lack of opportunity to study abroad or the lack of an international atmosphere in the classroom (Tyberg 2009). Thus another goal of this study is to investigate the possibility of providing opportunities for all students, regardless of their circumstances, to develop intercultural competence.

    During the spring semester 2012, a group of fourth level (intermediate to advanced level) Japanese students from Gettysburg College in the United States and from Högskolan Dalarna (Dalarna University) in Sweden took part in a study of how Japanese learners from different countries benefit from communicating with each other in Japanese. Throughout the term, the students exchanged ideas and views regarding the topics surrounding the issues of “identity” via blogs and joint-seminars using an online video conferencing system. The topic “identity” was selected since both parties can discuss the issue from different perspectives such as 'foreigners in Japan', 'foreigners in the U.S./Sweden', 'Japanese people living in the U.S./Sweden', as well as from the students' 'own identities.'

    The student survey showed that the students from both Sweden and the United States found the project to be fun, interesting and a new and positive experience. One student epitomized the comments from the majority of the participants. – “We were actively discussing identity with students raised in another culture in a class setting, which lends an air of understanding and interest to the discussion.”

    The results from this study suggest that through interactions with university students from other countries who study Japanese at the same level, the students can gain not only Japanese skills, but expand their horizons and deepen their understanding of another culture as well as the topics discussed during the meetings. Not everyone has an opportunity to study abroad, but today's technology allows every student to be a part of the internationalization process, develop his/her cultural-literacy and reflect on his/her identity.

    In this session, the process, benefits, and limitations of our online exchanges will be discussed and some suggestions on how one should conduct and what are required for in ordered to have a successful international online exchanges will also be presented based on our experiences.

    The target audience of this session are teachers and educators as well as administrators who recognize the importance of acquisition of intercultural competence, not limited to but especially, in language education, and those who are considering the possibilities of allowing students to participate in the internationalization process without traveling abroad.

    References:

    Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.

    Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg, France: Council of Europ.

    Chun, D. M. (2011). Developing Intercultural communicative competence through online exchanges. CALICO Journal, 28 (2), 392-419.

    Helm, F. (2009). Language and culture in an online context: what can learner diaries tell us about intercultural competence. Language and Intercultural Communication, 9 (2), 91-104.

    Högskoleverket. (2008). En högskola i världen: internationalisering för kvalitet. Högskoleverkets rapportserie 2008:15R.

    Kitade, K. (2012). An exchange structure analysis of the development of online intercultural activity. Computer Assisted Language Learning, 25 (1), 65-86.

    Liaw, M-L. (2006). E-learning and the development of intercultural competence. Language Learning &Technology, 10(3), 49-64.

    Schenker, T. (2012). Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3), 449-470.

    Tyberg, E. (2009). Internationalisering: perspektivbyte, förhållningssätt och fredsprojekt. In Martin Stigmar, (Ed.). Högskolepedagogik: att vara professionell som lärare i högskolan, Chapter 12. Stockholm: Liber.

  • 26.
    Alatalo, Tarja
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Har lärare i åk 1-3 möjligheter att genomföra skicklig läs- och skrivundervisning?2012In: Dyslexi, ISSN 1401-2480, Vol. 1, no 1, 11-13 p.Article in journal (Refereed)
  • 27.
    Aldea, Silvia
    Dalarna University, School of Humanities and Media Studies, Japanese.
    A comparative study of approaches to audiovisual translation2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For those who are not new to the world of Japanese animation, known mainly as anime, the debate of "dub vs. sub" is by no means anything out of the ordinary, but rather a very heated argument amongst fans. The study will focus on the differences in the US English version between the two approaches of translating audio-visual media, namely subtitling (official subtitles and fanmade subtitles) and dubbing, in a qualitative context. More precisely, which of the two approaches can store the most information from the same audiovisual segment, in order to satisfy the needs of the anime audience. In order to draw substantial conclusions, the analysis will be conducted on a corpus of 1 episode from the first season of the popular mid-nineties TV animated series, Sailor Moon. The main objective of this research is to analyze the three versions and compare the findings to what anime fans expect each of them to provide, in terms of how culture specific terms are handled, how accurate the translation is, localization, censorship, and omission. As for the fans’ opinions, the study will include a survey regarding the personal preference of fans when it comes to choosing between the official subtitled version, the fanmade subtitles and the dubbed version.

  • 28.
    Alfvén, Valérie
    et al.
    Stockholms universitet.
    Engel, HuguesStockholms universitet.Lindgren, CharlotteDalarna University, School of Humanities and Media Studies, French.
    Översättning för en ny generation: Nordisk barn- och ungdomslitteratur på export2015Collection (editor) (Other academic)
  • 29.
    Alm-Arvius, Christina
    et al.
    Stockholm University.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    Figurative and Non-figurative Aspects of Polysemy in the Word Language2012In: The Stockholm 2012 Metaphor Festival : Table of Contents : Abstracts, 2012, 6-7 p.Conference paper (Refereed)
  • 30.
    Almgren, Malin
    Dalarna University, School of Humanities and Media Studies, English.
    Motivation in English language acquisition: English as a foreign language in upper secondary school2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about students’ motivation to learn English and the aim is to find out if their scores on the national test can be correlated with their reported level of motivation. As English has become a global language, it is taught in Swedish school as an obligatory subject. When speaking about learning English, it is common to approach the subject of what motivates students to learn. Theories developed on the subject suggest that there are different kinds of motivation and this thesis focuses on integrative and instrumental motivation and the L2 motivational system, which have been said to be important aspects of motivation. The study was done by handing out a questionnaire to 45 students in an upper secondary school, containing statements and questions about their motivation to learn English, and then comparing their answers with their grades. When analyzing the results, it was found that there is a correlation between the answers to the statements and the students’ scores on the national test. The lower scoring students showed more tendencies to disagree with the statements while the higher scoring students more often agreed. These findings suggest that motivation can have a visible effect on students’ performance in English.

  • 31.
    Almgren, Malin
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Varför grammatik?: Svensklärares attityder till grammatikundervisning Författare: Malin2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det här är en studie om svensklärares attityd till grammatikundervisning. Jag har undersökt vad några svensklärare på gymnasieskolor i Mellansverige har för uppfattning om grammatik, deras egen grammatikundervisning, och grammatik i styrdokumenten. För att försöka svara på frågeställningarna har sex stycken semistrukturerade intervjuer genomförts med svensklärare på några olika skolor i området. Intervjuerna har visat att det finns skilda åsikter bland de medverkande lärarna kring frågor om deras egen erfarenhet av grammatik, deras undervisning, grammatikens roll i svenskämnet och styrdokumentens behandling av grammatiken. Det upptäcktes även likheter i, till exempel, deras uppfattningar om grammatikens nytta och det faktum att de flesta var missnöjda med styrdokumenten samt att elevernas förkunskaper när de börjar på gymnasiet inte alltid är tillräckliga. Studiens resultat ger en inblick i några svensklärares attityder till grammatikundervisning, men är inte generaliserbar och speglar inte hur alla svensklärares åsikter ser ut.

  • 32.
    Almgren, Malin
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Älskade och hatade grammatik: En systematisk litteraturstudie kring attityder till grammatikundervisning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study’s aim is to investigate what research in the field of grammar shows about attitudes toward grammar teaching, and if the grammar teaching in the present time is satisfactory. This study is a systematic literature study and contains database searching to find scientific studies and theses. The result found in this study shows that research in the field is very thin and not updated in the most recent years. The first research question is about attitudes towards grammar teaching, and several of the results show that grammar has a bad reputation and is often perceived as boring and difficult, and that this view of grammar often can correlate to classrooms where traditional grammar teaching is used. Amongst teachers, many of them find grammar hard to justify to their students. The second research question is about how well grammar teaching works in our time. This is difficult to find an answer to since the research is not very extensive in the field, but judging by the negative attitudes towards the subject, there seem to be room for improvement

  • 33.
    Altéus-Stenqvist, Charlotte
    Dalarna University, School of Humanities and Media Studies, English.
    The difference in usage of first-person pronouns Between Hillary Clinton and Bernie Sanders2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has been looking for any differences in the use of first-person

    pronouns between Hillary Clinton and Bernie Sanders, and it has also tried to

    clarify whether Hillary Clinton uses I-words more frequently than we-words.

    The data has been gathered from pre-election speeches, and frequencies,

    rankings and referent categories have been analyzed. The study has found that

    there are some differences in the use of first-person pronouns between Hillary

    Clinton and Bernie Sanders. The singular pronouns show us how they choose to

    present themselves to the voter. The plural pronouns show us which referent

    categories, or ingroups, the candidates identify themselves with, and if there are

    any signs of what Billig calls Banal Nationalism (1995) in their speeches.

    Overall, the results show that Hillary Clinton uses I-words and we-words more

    frequently than Bernie Sanders does, but opposite to what some online news

    sites have suggested, this study show that her frequencies of we-words are

    higher than her frequencies of I-words.

  • 34.
    Alvarez López, Laura
    et al.
    Stockholms universitet, Romanska och klassiska institutionen.
    Jon-And, Anna
    Dalarna University, School of Humanities and Media Studies, Portuguese. Stockholms universitet.
    Lexical and morphosyntactic features of a lexically driven in-group code2017In: Journal of Pidgin and Creole languages ( Print), ISSN 0920-9034, E-ISSN 1569-9870, Vol. 32, no 1, 75-103 p.Article in journal (Refereed)
    Abstract [en]

    The present paper focuses on the speech of a rural Afro-Brazilian community called Cafundó, situated 150 km from São Paulo. In 1978, when linguistic data were collected, the community constituted approximately eighty individuals, descendants of two slave women who inherited their owners’ proprieties. According to earlier studies, when the inhabitants of Cafundó spoke in their supposed ‘African language,’ Cupópia, they used structures borrowed from Portuguese and a vocabulary of possible African origin. A lexical analysis shows that the etymologies match historical and demographical data, indicating that speakers of varieties of Kimbundu, Kikongo and Umbundu dominated in the community. Through a morphosyntactic analysis, specific features were found in the data, such as copula absence and variable agreement patterns. By showing that some of Cupópia’s specific grammatical features are not derived from the Portuguese spoken by the same speakers but are instead shared with more restructured varieties, this paper defends the hypothesis that this lexically driven in-group code is not simply a regional variety of Portuguese with a number of African-derived words.

  • 35.
    Alvevid, Maria
    Dalarna University, School of Humanities and Media Studies, German.
    Hören Sie doch zu!: Die direkte Anrede in deutschen bzw. schwedischen Zeitungen2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 36.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The framework to analyze the discourse in Adobe Connect base class- room environment: How the interaction on the web promotes the acquisition of learners2011In: / [ed] Amino, Kaoru, Yokohama National University, 2011Conference paper (Other academic)
  • 37.
    Amino, Kaoru
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Turn the technique in Visual arts into literature: Dramatic effect in Akutagawa works and the management of tense2013In: / [ed] Takahashi Tatsuo, International Society for Akutagawa Ryūnosuke Studies , 2013, , 19 p.Conference paper (Refereed)
    Abstract [en]

    The works of Akugatawa has been evaluated to connote the Drama-like expressiveness, which enables readers to perceive his works as if they are watching the visual arts as film or play.

    Elaine (1997) analyse those characteristic of Akutagawa works, and suggested the resemblance of it with the technique called as "Montage (Eisenstein, cited in Aumont, 1987)"used in some Visual Arts. Accordinng to Einstein, this technique is the "juxtaposition of two fragments resembles their product more than it does their sum", in which each scene is carefully framed and accumulated one after another, as if it is Kaleidoscope.

    In this research, those carefully accumulated scenes and its shifts are focused on, and how two elements, the narration by the protagonist’s view and the description of what happens are structured in each novel are examined. As well, the relevance of the shifts of scenes and how "tense" as syntactic element are differently managed are also subjects to be examined, based on his two works "Toshisyun" and "Torokko".

    To look into the usage of tense in "Toshisyun", "-ta form (past tense)" is used in the dialogue at the opening part as narration, in other hands, "-ru form (present tense)" is shown in the descriptive part.

    Same tendency is also shown in "Torokko". "-ta form (past tense)" is used the monologue by protagonist at the opening part, however the "-ru form (present tense) "is used in the descriptive part, which is actually considered to precede the narrative part chronologically.

    One reason of these contradicted usages of tense could due to the expressional effect of present form in Japanese. Maynard (2005) implies the descriptive effect of present tense as the vividness that gives readers the sensation of chronological and physical closeness to the event shown in the narrative.

    These two works also shows the structural equivalence; In addition to the usage of tense in the monologue or dialogue part in opening, "-ta form (past tense)" is also used in the closing part. This structural accordance of tense makes readers to refrain a scene, which has already been submitted. Ricio (2007) suggested the same technique in films as "flash forward". Thus management of tense in Akutagawa could realize the expressional means in visual arts in the literature, and it could be one element of Drama -characteristic in his works.

    [References]

    Aumont,J.(1998).Montage Eisenstein, London and Bloomington Publisher (BFI).

    Elaine Gerbert (1997). A new look: The Influence of Vision Technology on Narrative in Taisho, In

    Haruko Minegishi Cook, Kyoko Hijirida, Mildred M. Tahara, eds., New Trends and Issues in

    Teaching Japanese Language and Culture, Volume 3, Issue 15, Second Language Teaching and

    Curriculum Center University of Hawai’I ,pp 15-30.

    Maynard, Senko, K. (2005) Danwa Hyogen handbook, Kuroshio publisher, Tokyo.

    Rocio Montoro (2007). Analysing Literature through Films, In Greg Watson and Sonia Zyngier, eds.,

    Literature and Stylistics for Language Learners: Theory and Practice, Palgrave macmillan,Finland,

    pp48-59.

  • 38.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    話者交替と話題転換に関する言語表現: -場面・性別・メディアが言語表現に与える影響-2009Doctoral thesis, monograph (Other academic)
  • 39.
    Amukena Nyqvist, Sisiwe
    Dalarna University, School of Humanities and Media Studies, English.
    English as a Lingua Franca in Namibia:: Teachers’ Attitudes Towards English as a Medium of Instruction in Classrooms2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to investigate Namibian teachers’ attitudes towards English as a medium of instruction in Namibian classrooms. Regardless of the fact that English has no historical ties with Namibia, English still operates as the official language and the language of instruction in schools. This study briefly discusses the probable reasons for choosing English as an official language in Namibia, and as the medium of instruction in educational institutions. Furthermore, it discusses the attitudes that Namibian teachers have towards English as a medium of instruction in Namibian classrooms. A pilot electronic questionnaire, a revised questionnaire, and telephone interviews were used to acquire data for the study. The results indicate that English is a challenge for many learners and this poses a challenge to teachers as well. However, a majority of teachers from this study portray English as the language that is capable of uniting Namibian learners from different backgrounds, and a language that makes education possible in Namibia. In addition, teachers also reported that knowledge of English opens up educational opportunities for learners to study abroad.

  • 40.
    Andersdotter, Nora
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Diario de un montevideano gris: Rasgos del existencialismo en La tregua de Mario Benedetti2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 41.
    Andersson Falk, Erik
    Dalarna University, School of Humanities and Media Studies, English.
    Occupying a cage:: The construction of femininity in Tennessee Williams’ Cat on a Hot Tin Roof.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 42.
    Andersson Gossas, Carina
    et al.
    Uppsala universitet.
    Lindgren, Charlotte
    Dalarna University, School of Humanities and Media Studies, French.
    Barnböcker vuxnare på franska2011In: Språktidningen, ISSN 1654-5028, no 2, 52-57 p.Article in journal (Other (popular science, discussion, etc.))
  • 43.
    Andersson, Ilka
    Dalarna University, School of Humanities and Media Studies, German.
    Lesen in einer digitalen und multimedialen Welt: Eine Unterrichtsreihe zu Cornelia Funkes TintenherzExamensarbete2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 44.
    Andersson, Matilda
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Berättandets kraft: Gymnasielärare om elevers läsning av skönlitterär prosa2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte är att analysera fem svensklärare gällande skönlitterär läsning av prosa i

    svenskundervisningen i gymnasiet. Studiens frågeställningar är: hur förhåller sig svensklärarna till

    faktorerna kanon, bildning, upplevelse, de formella färdighetsaspekterna, de sociokulturella

    aspekterna och det fostrande och demokratiska tänkandet och hur kan svensklärarnas

    erfarenheter relateras till läroplanen för gymnasieskolan? Undersökningen är en kvalitativ studie

    med halvstrukturerade individuella intervjuer. I bakgrundsavsnittet presenteras forskare och

    didaktikers argument för vilka effekter som skönlitterär läsning medför hos läsaren. Studiens

    resultat visar att en av de fem svensklärarna som medverkade i studien är medveten om fyra av

    Staffan Thorsons fem aspekter. Den färdighet som lärarna inte talade om var det fostrande och

    demokratiska tänkandet, vilket är något som forskningen argumenterar för. Endast en av de fem

    medverkande lärarna talade om de sociokulturella aspekterna genom skönlitterär läsning av prosa.

    Resultatet visar även att det faktum att lärarna lider av tidsbrist och dessutom tolkar läroplanen

    olika resulterar i att det finns skillnader i vilka färdigheter, kunskaper och i hur mycket eleverna

    kan utvecklas. Lärarna argumenterar för de färdigheter som de anser att läsningen medför i

    läroplanen, men framhåller även hur svårt det är att få eleverna att ta del av läsningens positiva

    effekter om eleverna inte ser det som lustfyllt.

  • 45.
    Andersson, Matilda
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Varför svenska skolelever bör läsa skönlitteratur: Vilka argument finns för att skönlitteratur ska användas i svenskundervisningen2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats ämnar undersöka vilka argument som framförs i de två senaste årtiondenas

    forskning av skönlitterär läsning i svenskundervisningen samt på vilket sätt dessa argument

    förhåller sig till skolans styrdokument. Frågeställningarna som studien vilar på är hur forskarna

    argumenterar för läsning av skönlitteratur i svenskundervisningen samt om forskarnas

    argumentation kring läsning av skönlitteratur förhåller sig till skolans styrdokument.

    Undersökningens metod är en systematisk litteraturstudie. Där forskarnas argument för läsning

    av skönlitteratur har analyserats. Resultatet redovisar de argument som forskarna framför för

    vilka fördelar som läsning av skönlitteratur bidrar till, inte endast kunskapsmässigt utan även

    personlighetsmässigt. Vidare visar studiens resultat, med utgång från författarnas motiveringar för

    läsning av litteratur hur detta är kopplat till skolans styrdokument. Syftet är att denna studie ska

    utvecklas till en studie med ett normativt syfte där den andra studien ska undersöka hur

    verksamma lärare arbetar med skönlitteratur för att öka läsförståelsen.

  • 46.
    Andersson, Mikaela
    Dalarna University, School of Education and Humanities, Comparative Literature.
    Den monstruösa naturen: En ekokritisk analys av fyra skräcknoveller2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen är en ekokritisk analys av fyra noveller ur Anders Fagers Samlade svenska kulter: skräckberättelser. De undersökta novellerna är ”Furierna från Borås”, ”När döden kom till Bodskär”, ”Leka med Liam” och ”Tre veckor av lycka”. Syftet med uppsatsen är att undersöka hur förhållandet mellan natur och kultur, människa och natur samt människa och icke-människa skildras. Metoden som använts är närläsning. Analysen visar att naturen och de icke-mänskliga varelserna skildras som ett hot mot människorna. Naturskildringen ansluter till tropen vildmark, där naturen är skrämmande och ogästvänlig. Kvinnorna knyts närmare naturen och de framställs som ett hot mot männen. Detta kan dock ses som ett sätt att ge naturen och kvinnorna rollen av aktivt subjekt snarare än passiva objekt.

  • 47.
    Andersson, Pierre
    Dalarna University, School of Humanities and Media Studies, Spanish. Göteborgs universitet.
    Actitudes hacia la variedad caló: Un estudio sociolingüístico de adolescentes andaluces2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Caló is a language/variety spoken by the Spanish Calé (i.e. the Roma). The variety belongs to a group of languages referred to as “Para-Romani”, characterized by Romani vocabulary, but largely non-Romani morphology, phonology and syntax, in the case of Caló deriving from Spanish.

    Much research has been carried out regarding the vocabulary and the grammar of this variety. The conclusions drawn in those studies indicate that Caló is on its way to extinction. However, there is an expressed inter... merest in reintroducing the variety, in a form called “Romanó-Caló”.

    Language attitudes play a decisive role for the destiny of endangered languages. In order for a revitalization project to be successful, the attitudes towards the variety being reintroduced have to be positive. The aim of this study is to measure the attitudes that both Calé and non-Calé have towards Caló and Caló speakers, a type of study never carried out in the past. The methods applied are both direct and indirect. In part one, 231 informants listened to different recordings of voices acting as either a “Spanish speaking person” or a “Caló speaking person”, a technique referred to as ‘matched guise’. Firstly, the informants were asked to write down their first three impressions of the speakers. Secondly, nine short questions related to the voices were asked, to which the subjects expressed their answers on attitude scales. They were also asked to match the voices with photos of people. Furthermore, the informants have answered questions regarding what variety is spoken at home, as well as if he or she has any knowledge of, or contact with, any language/variety, apart from Spanish. 182 informants continued with part two of the questionnaire, which consisted of 20 items – positive and negative statements towards Caló and Caló speakers. The informants have rated their agreement or disagreement to these statements on a Likert scale. Another exercise measured the willingness of the informants to use Caló words for naming various objects. In addition, the subjects were tested on their knowledge of some Caló words, as well as asked whether they thought it was “useful” to know how to speak Caló. Various statistical methods have been used in order to establish whether or not the results are statistically significant.

    The results of the analysis indicate that the attitudes differ towards Caló and Caló speakers, depending on the informant’s (a) ethnicity (b) contact with Caló as well as with Caló speakers, and (c) gender. It is those who – in their own opinion – belong to the ethnic group Calé, as well as those who claim that they have some contact with the variety and its speakers, who show positive attitudes in both parts of the study. The women also show more positive attitudes than the men. It is also possible to note positive attitudes towards the variety and its speakers among the subjects with a high level of knowledge of Caló words, as well as among those with the highest willingness to use Caló.

    These observations suggest that a revitalization project of the variety Caló has a clear chance of being successful.

  • 48.
    Andersson, Pierre
    Dalarna University, School of Humanities and Media Studies, Spanish. Göteborgs universitet.
    Actitudes hacia la variedad caló y sus hablantes: Un estudio sociolingüístico de las opiniones de adolescentes andaluces2016Book (Refereed)
    Abstract [en]

    Caló is a language/variety spoken by the Spanish Calé (i.e. the Roma). The variety belongs to a group oflanguages referred to as “Para-Romani”, characterized by Romani vocabulary, but largely non-Romani morphology, phonology and syntax, in the case of Caló deriving from Spanish.

    Much research has been carried out regarding the vocabulary and the grammar of this variety.The conclusions drawn in those studies indicate that Caló is on its way to extinction. However, thereis an expressed interest in reintroducing the variety, in a form called “Romanó-Caló”.

    Language attitudes play a decisive role for the destiny of endangered languages. In order for arevitalization project to be successful, the attitudes towards the variety being reintroduced have to bepositive. The aim of this study is to measure the attitudes that both Calé and non-Calé have towards Calóand Caló speakers, a type of study never carried out in the past. The methods applied are both direct andindirect. In part one, 231 informants listened to different recordings of voices acting as either a “Spanishspeaking person” or a “Caló speaking person”, a technique referred to as ‘matched guise’. Firstly,the informants were asked to write down their first three impressions of the speakers. Secondly, nineshort questions related to the voices were asked, to which the subjects expressed their answers on attitudescales. They were also asked to match the voices with photos of people. Furthermore, theinformants have answered questions regarding what variety is spoken at home, as well as if he or she hasany knowledge of, or contact with, any language/variety, apart from Spanish. 182 informants continuedwith part two of the questionnaire, which consisted of 20 items – positive and negative statementstowards Caló and Caló speakers. The informants have rated their agreement or disagreement to thesestatements on a Likert scale. Another exercise measured the willingness of the informants to use Calówords for naming various objects. In addition, the subjects were tested on their knowledge of some Calówords, as well as asked whether they thought it was “useful” to know how to speak Caló. Variousstatistical methods have been used in order to establish whether or not the results are statisticallysignificant.

    The results of the analysis indicate that the attitudes differ towards Caló and Calóspeakers, depending on the informant’s (a) ethnicity (b) contact with Caló as well as with Calóspeakers, and (c) gender. It is those who – in their own opinion – belong to the ethnic group Calé, as wellas those who claim that they have some contact with the variety and its speakers, who show positiveattitudes in both parts of the study. The women also show more positive attitudes than the men. It is alsopossible to note positive attitudes towards the variety and its speakers among the subjects with a highlevel of knowledge of Caló words, as well as among those with the highest willingness to use Caló.

    These observations suggest that a revitalization project of the variety Caló has a clear chance ofbeing successful.

  • 49.
    Andersson, Pierre
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Attitudes towards the minority variety Caló in the south of Spain: a sociolinguistic studyManuscript (preprint) (Other academic)
    Abstract [en]

    Caló is a variety spoken by the Spanish Calé (i.e. the Roma). It belongs to a group of languages referred to as “Para-Romani”, characterized by Romani vocabulary, but largely non-Romani morphology, phonology and syntax, in the case of Caló deriving from Spanish. According to previous research carried out – with focus on the vocabulary and the grammar of this variety – Caló is on its way to extinction. However, there is an expressed interest in reintroducing a form called “Romanó-Caló”.

    Attitudes play an important role in minority language maintenance as well as in order for a revitalization project to be successful. The aim of this study is to measure the attitudes that both Calé and non-Calé have towards Caló and Caló speakers, a type of study never carried out in the past. The methods applied are both direct and indirect. In total, 231 informants listened to different recordings of voices acting as either a “Spanish speaking person” or a “Caló speaking person”, a technique referred to as ‘matched guise’, answering questions related to the voices on attitude scales. Furthermore, 182 of the informants rated their agreement or disagreement to positive and negative items towards Caló and its speakers on a Likert scale.

    The results of the analysis indicate that the attitudes differ towards Caló and Caló speakers, depending on the informant’s (a) ethnicity (b) contact with Caló as well as with Caló speakers, and (c) gender. It is those who – in their own opinion – belong to the ethnic group Calé, as well as those who claim that they have some contact with the variety and its speakers, who show positive attitudes in both parts of the study. The women also show more positive attitudes than the men. It is also possible to note positive attitudes towards the variety and its speakers among the subjects with a high level of knowledge of Caló words, as well as among those with the highest willingness to use Caló.

    These observations suggest that a revitalization project of the variety Caló has a clear chance of being successful.

  • 50.
    Angella Guzmán Carrero, Maria
    Dalarna University, School of Humanities and Media Studies, Spanish.
    La relación entre el aprendizaje autorregulado y el rendimiento académico en lenguas extranjeras: Una revisión sistemática de estudios anteriores2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Este estudio tiene como objetivo examinar lo que estudios anteriores muestran sobre la relación existente entre el aprendizaje autorregulado y el rendimiento académico en el aprendizaje de lenguas extranjeras, es decir, si existe una relación positiva entre estas dos variables. El método usado fue una revisión sistemática de estudios anteriores. Los estudios encontrados indican que existe una relación significativa y positiva entre el aprendizaje autorregulado y el rendimiento académico en lenguas extranjeras. Los estudios que hemos encontrado muestran, además, que los estudiantes que hacen uso del aprendizaje autorregulado en lenguas extranjeras obtienen mejores calificaciones y, por lo tanto, tienen un mejor rendimiento académico.

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