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  • 1.
    Abid Adnan, Tahani
    Dalarna University, School of Teacher Education.
    L’enseignement de la grammaire en classe de FLE: Quelles démarches pédagogiques sont aujourd'hui adoptées en Suède pour l'enseignement de la grammaire ?2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The grammar teaching and its effectiveness have been at the centre of several studies, where it has been observed that learning a new language is often facilitated by the proficiency in its grammatical elements.

    The purpose of this study is, on the one hand, to better understand how teachers in Sweden teach grammar in French as a foreign language (FLE). On the other hand, we have also studied the attitude of teachers and students towards the teaching of grammar and observed the pedagogical approaches adopted in the textbooks of FLE for the teaching of grammar.

    A qualitative method was used for this study. Interviews with four teachers teaching French, nine observation sessions during FLE to see closely the methods used to teach grammar and questionnaires distributed to students learning French as a foreign language in 9th grade. In addition, two textbooks for class 7 were selected to examine the grammatical approaches expressed in the grammar exercises.

    From the responses received during the interviews, we can see that teachers' attitudes towards the importance of grammar are very positive, but they believe that grammar needs to be stated more clearly in the curriculum and the CERC. Our data show also that teachers in French prefer to include grammar through explicit rather than implicit instruction, and that they use explicit, inductive, or deductive grammar instruction to provide better understanding to learners.

    The 15 answers to the questionnaire allowed us to understand that most studentswho participated have a positive attitude towards the role of French grammar and that they needto know grammar to speak French. The results of the questionnaire also showed that studentsprefer deduction-based teaching to learn the grammar of the target language.

    As for the two textbooks, they do not follow the same didactic approaches. In the textbook La Nouvelle Chouette B, the learner is led to discover grammatical notions through a support text or corpus and a series of exercises, and this is guided by the teacher. However, we find that the Arc en Ciel 7 textbook follows an explicit and deductive approach because a grammar rule is always stated and explained to students in French and Swedish with some supporting examples, at the beginning of each chapter. Then, the students do a series of exercises where they learn to apply the grammar rule.

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  • 2.
    Aderhold, Madeleine
    Dalarna University, School of Humanities and Media Studies, German.
    Zwischen Entwicklungsroman und Romantasy: Komparative Konfliktlösung in deutschsprachiger Fantasyliteratur anhand der Edelstein und Zeit Trilogie2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Diese Examensarbeit vergleicht zwei phantastische Jugendbücher aus dem Bereich der Romantic Fantasy (Romantasy) und analysiert inwiefern diese als Entwicklungsromane gelten. Die Trilogien sind die Edelstein Trilogie von Kerstin Gier und die Zeit Trilogie von Sandra Regnier. Der erste Abschnitt definiert und zeigt die Merkmale und Muster von Entwicklungsromanen, Fantasy und Romantasy auf. Der zweite Teil analysiert beide Trilogien auf ihre dargestellten Konflikte, die die Protagonisten bewältigen müssen und deren erfolgten Entwicklungsprozess. Es wird gezeigt wie phantastische Aspekte den Entwicklungsprozess beeinflussen und wo sich Merkmale des Entwicklungsromans in moderner Jugendbuchliteratur wiederfinden lassen.

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  • 3.
    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
  • 4.
    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
  • 5.
    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
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  • 6.
    Ahlgren, Ella
    Dalarna University, School of Language, Literatures and Learning.
    Translating Hamilton in Japanese: analysis of translation methods used in singable translations2024Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Singable translation of music is widely debated within the field. For some, singable translation is something a translator should not do, as it might require modification to the rhythm and melody which take the translated piece too far from the original. On the other hand, such translation is advocated by empathizing the importance of audience hearing and understanding the song in their own language.

    This paper examines and discusses the translation techniques used in a singable translation of the Broadway musical Hamilton, translated from English into Japanese. The musical has been officially translated for performing only in German, in contrast to another famous American musical, West Side Story, which by 2001 had been translated into 12 different languages, including Japanese (Gottlieb, 2001). However, according to Gen Parton-Shin, a Japanese-American actor working in the scene, the musical Hamilton is said to be impossible to translate into Japanese (2019). Through examining unofficial Japanese singable fan translations using Yoko Hasegawa and Peter Low’s established techniques and principles, this paper argues the statement to be false: the translators have found equivalent expressions to apply as their most often used translation technique, combined with frequent use of borrowed words and lines, it proves there are ways to convey the story in Japanese as well.

  • 7.
    Ahlrik, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Att arbeta med skönlitteratur inom SVA och SVE: En kvalitativ studie av hur arbete med skönlitteratur kan se ut inom SVA och SVE inom vuxenutbildningen.2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    The purpose of this study is to compare Swedish as a second language (SVA) and Swedish (SVE) with focus on how the teachers think about literary studies. Interviews with three teachers in each course have been made. The results of the study are indicative rather than measurable. The interviews show that the aspect of language is more important to the SVA-teachers. There are differences in the curriculums, not only connected to the aim of developing an acceptable language, but also in contents. The teachers in SVA chose modern literature and the teacher in SVE chose classic literature and this is coherent with the curriculum. The conclusions are that the aim on developing the language in SVA is necessary, since the students who are attending that course not have reached the same level in language as the SVE-students have. But earlier research in the subject indicates that the capability to read different kind of literature does not need to be connected with skills in language. There are no justifiable arguments for the differences in content in the curriculum according to literary studies. The students may have advantages in discussing literature in mixed classes but the prework need to be different with the starting point that the students in SVA need more help with the understanding of words. The difficulties with the understanding of the whole book do not necessarily have a connection with the difficulties with the language.

  • 8.
    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。

  • 9.
    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.

  • 10.
    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, p. 395-396Article 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.

  • 11.
    Aida Niendorf, Mariya
    Dalarna University, School of Language, Literatures and Learning, Japanese.
    文化は教えられるのか?: 「日本文化」に関するコースの課題と取り組み2023Conference paper (Refereed)
    Abstract [en]

    Can Culture be Taught? 

    Issues and Initiatives in Teaching a Course on Japanese Culture

    While many universities offer Japanese Culture courses as part of their language programs, some of the materials and contents may promote stereotypes and essentialism. Although the definition of “culture” varies depending on field and context, students and teachers in foreign language classrooms commonly perceive culture unconsciously as national culture. Moreover, emphasizing cultural differences, a common practice in such courses, can also result in the formation of stereotypes. 

    Many students taking courses on Japanese culture are initially fascinated by the surface culture and especially pop culture, including anime, manga, video games, and music as well as food, literature, and language. It is not uncommon for such students to have already formed specific stereotypes or images of Japan from the media they consume. 

    This presentation will first introduce various ways of understanding culture. Using the course related to Japanese culture I teach at a European university as an example, various challenges and initiatives involved in discussing Japanese culture with students will be shared. Based on previous studies of teaching culture as part of foreign language instruction, my own practice as well as course evaluations by students, I will propose an optimal design for a culture course that does not promote essentialism from the following perspectives: (1) selection of teaching materials presenting various perspectives and encouraging critical thinking; (2) appropriate ordering of topics from deep- to surface-level culture; and (3) learners’ identities. Instead of defining what culture is, teachers can provide opportunities for questioning and discussing how culture is used and what people do with it while deepening students’ understanding not only of Japanese culture but also of the diverse culture that surrounds each student's daily life.

  • 12.
    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.

     

  • 13.
    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.

  • 14.
    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.

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  • 15.
    Aldeeb, Louai
    Dalarna University, School of Teacher Education.
    Engelska undervisning med grammatik?: En studie om engelsk grammatikundervisning strategier i svenska grundskolor2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I conducted a study on teaching grammar in English classes for grades 4-6 in primary schools in Sweden. I noticed that there was a lack of research in this area, so I wanted to increase our knowledge about teaching strategies and learning theories used by English teachers. I focused on the relationship between English grammar and the use of Swedish language, and I used sociocultural theory as the basis of the study because I believe that collaborative learning is important.

    To gather data, I conducted semi-structured interviews with primary school teachers who are currently teaching or have taught grades 4-6 in different municipalities in Sweden. I used a qualitative methodological perspective, and the empirical study was based on the interviews.

    My study showed that the English teachers in my sample used a variety of teaching strategies to teach grammar in English. They relied on textbooks, digital tools, repetition tasks, and other methods. Many of the teachers based their teaching on best practices, and it was clear from their statements that sociocultural theory was important to their approach.

    Interestingly, my study didn't find that Swedish language played a significant role in English lessons except for grammar questions in English. Lastly, I found that teachers mainly assessed students' grammar knowledge through oral and written tasks rather than formal grammar tests. 

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  • 16.
    Aldén, Joakim
    Dalarna University, School of Humanities and Media Studies, English.
    Hedging Rule Discussions: A study on hedging and emoticons in an online board game discussion forum2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In everyday language, people tend to speak in a non-committing fashion when making claims, either to save their own face or to save another person’s face. In linguistics, this is called hedging, with common words and expressions such as probably, assume and I don’t know often revealing that a hedging speech act has been performed. In computer-mediated communication, Skovholt et al. (2014) discovered that emoticons, rather than signaling the sender’s emotions, were used to hedge. This study aims to further investigate the matter by looking at how users on a board game forum hedge when speaking about board games’ complexity with the research question “do more complex games involve more hedge usage on the board game forum Boardgamegeek?” as the point of departure. Data was taken from forum posts tagged with rules. The results showed that complexity barely increases the likelihood of hedging, with a slight edge given to simpler games.

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  • 17.
    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, p. 6-7Conference paper (Refereed)
  • 18.
    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.

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  • 19.
    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

  • 20.
    Alradeef, Hanan
    Dalarna University, School of Humanities and Media Studies, English. Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Engelskundervisning för nyanlända elever i ett likvärdighetsperspektiv: En studie utifrån lärarens perspektiv i grundskolan i två kommuner2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte är att undersöka hur två skolor i två olika kommuner jobbar för att stödja nyanlända elevers språkinlärning och ge dem en likvärdig undervisning i ämnet engelska, som passar med deras nivå. Syftet är också att ta reda på vilka utmaningar som engelsklärarna möter i undervisning av nyanlända elever, samt att belysa orsakerna till nyanlända elevers svaghet i ämnet engelska utifrån lärarens perspektiv. I bakgrunden definieras begreppet nyanländ elev och presenteras kartläggning som en av olika arbetssätt för att främja elevernas språkinlärning. Utöver detta beskrivs de utmaningar som lärarna möter i integrering och bedömning av de eleverna. Tidigare forskning och teori handlar om språkinlärning och likvärdighet undervisning. För att göra denna studie möjlig har jag genomfört fem intervjuer fördelade på två skolor. Jag har undersökt undervisningen på dessa två skolor som gett mina kunskaper för mitt framtida yrkesutövande. Resultatet visar att båda skolorna strävar efter att stödja nyanlända elevers språkinlärning och ge en likvärdig undervisning. Lärarna använder olika arbetssätt i sin undervisning utifrån sina erfarenheter, men uttrycker att det är en utmaning att få samtliga elever att nå godkänt av olika anledningar. Utifrån min studie har jag kommit fram till att vi som lärare verkligen behöver utvecklas i vårt arbete för att eleverna ska kunna utveckla sitt arbete.

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  • 21. Al-Rubaye, Nejood
    أسلوبية النظم البلاغي في ضوء الدراسات اللغوية الحديثة1999Doctoral thesis, monograph (Other academic)
  • 22.
    Al-Rubaye, Nejood
    Dalarna University, School of Humanities and Media Studies, Arabic.
    التحولات في لغة الإعلام العربي: قناة العربية نموذجاً2012In: جريدة العالم, no 672Article in journal (Other (popular science, discussion, etc.))
  • 23.
    Al-Rubaye, Nejood
    Dalarna University, School of Humanities and Media Studies, Arabic.
    موازين الحكمة2005In: مجلة النبأ, no 74Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Al-Rubaye, Nejood
    Dalarna University, School of Humanities and Media Studies, Arabic.
    ورقة من التراث: البلاغة والوصول الى النص2005In: مجلة النبأ, no 76Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Al-Rubaye, Nejood
    et al.
    Dalarna University, School of Language, Literatures and Learning, Arabic.
    Berg, Lovisa
    Dalarna University, School of Language, Literatures and Learning, Arabic.
    Danial, Bianca
    Dalarna University, School of Language, Literatures and Learning, Arabic.
    دليل المدرّسين في طرائق تدريس العربية: تطبيقات في تدريس القواعد والأدب وطرائق التقييم2021Book (Refereed)
    Abstract [ar]

    Lärarhandledning i arabisk didaktik – litteratur, grammatik och bedömning 

    Boken är ett läromedel avsett för modersmålslärare i arabiska och består av åtta kapitel som behandlar didaktiska frågor rörande grammatik och litteraturundervisning samt bedömning.

  • 26. Al-Saedi, Mariam
    Translation from Arabic into English of the short story "A Love that I do not Love" by Mariam al-Saedi2022In: Y'alla - A Texan Journal of Middle Eastern literature / [ed] Levi Thompson, Mathew Chovanec, Merve Tabur, Blake Atwood, Adriana X. Jacobs, Austin, Texas (USA): Center for Middle Eastern Studies at the University of Texas at Austin , 2022, 2Chapter in book (Other (popular science, discussion, etc.))
  • 27. al-Sayegh, Adnan
    Translation from Arabic into Italian of two poems from the collection "Under a Strange Sky" by Adnan al-Sayegh2022In: ArabPop: Rivista di Arti e Letterature Arabe Contemporanee / [ed] Chiara Comito, Fernanda Fischione, Anna Gabai, Silvia Moresi, Olga Solombrino, Napoli: TAMU EDIZIONI , 2022, p. 26-27Chapter in book (Other (popular science, discussion, etc.))
  • 28.
    Altybay, Dina
    Dalarna University, School of Language, Literatures and Learning.
    Linking Adverbials in EFL and Native English-Speaking Students’ Master’s Theses in Education: A corpus-based comparative study2022Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Linking adverbials (LAs) are used to make semantic connections in spoken or written texts to connect authors’ ideas more smoothly and present them in a logical way; thus, they play an essential role in constructing cohesive, persuasive discourse. However, the successful incorporation of this linguistic feature in academic discourse may pose a challenge for EFL learners. Previous studies have shown that learners overuse, underuse, or misuse some linking adverbials semantically and stylistically. While many studies have investigated linking devices in written and spoken registers by speakers of various mother tongue backgrounds, little empirical research has been done on how Kazakh EFL students make use of linking adverbials in their academic writing. Moreover, because LA use tends to vary based on genre and register, more genre and discipline specific research is called for.

    This thesis aims to fill these gaps by taking a corpus-based Contrastive Interlanguage Analysis approach to expand our knowledge about the characteristics of texts composed by Kazakh EFL students by examining the frequency and functions of LAs and their possible usage pattern differences and similarities compared to native English-speaking students’ writing. The comparable corpora were compiled from 20 learner (Kazakh EFL students) and 20 native (USA) students’ master’s degree theses in the field of education. Results revealed that the overall frequency of LAs used by learner writers was slightly higher than native writers. However, the distribution of the different semantic categories was nearly identical. Regarding the overall LA types used and the top 20 LAs, considerable similarities were found. The findings could be useful for EFL/ESL academic writing instruction.

  • 29.
    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.

  • 30.
    Alves Rocha Karlsson, Fabrício
    Dalarna University, School of Teacher Education.
    Skönlitteratur i svenska som andraspråksklassrum: En fenomenografisk studie om användning av skönlitteratur i gymnasiet2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka lärarnas uppfattningar gällande användning av skönlitteratur i svenska som andraspråk. Undersökningens realiseras genom att skapa empiriska data om lärarnas uppfattningar. Detta görs genom att besvara på frågeställningar som gäller vad lärarna berättar om användning av skönlitterära texter i undervisningen och hur de beskriver deras egna arbete med skönlitteratur i svenska som andraspråk. Studien använder sig av fenomenografi med en kvalitativ metod. Metoden i studien tillämpas med användningen av en semistrukturerad intervju. Resultat som framkommer är att lärarna uppfattar urval av skönlitteratur som en komplex och väsentlig del gällande användning av skönlitteratur och undervisningen bör utgå från en erfarenhetsbaserad undervisning med fokus på elevernas bakgrund, förkunskap och erfarenhet. Dessutom visar denna studie att lärarna uppfattar att syftet med undervisningen innebär skapande av läslust bland eleverna samt engagerade och analytiska läsare. Slutsatser är att lärarna uppfattar undervisningen utifrån ett sociokulturellt perspektiv med en erfarenhetsbaserad undervisning där elevernas varierade sociala, ekonomiska och kulturella bakgrunder övervägs i hög grad. Dessutom uppfattar de att arbetssättet består av en interaktionell och integrerad språklig undervisning med muntliga och skriftliga uppgifter som innebär en högkognitiv undervisning. Lärarna berättar också att de vanligaste skönlitterära texter som väljs i undervisningen är noveller och ungdomsnoveller. Det som studien åskådliggör framför allt är att skillnader i uppfattningar synliggörs på en detaljerade nivå där olika typer av texter och arbetssätt uppfattas som användbara och övervägs beroende på elevernas förutsättningar och lärarnas erfarenheter. Studien visar även att det inte finns någon bestämd och unik formel för att verkställa en andraspråksundervisning med användning av skönlitteratur. 

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  • 31.
    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
  • 32.
    Amenan Yao, Eve Maria
    Dalarna University, School of Language, Literatures and Learning.
    Les nouvelles technologies de l’information et de la communication (TICE) en classe defrançais langue étrangère (FLE) en Suède: Une étude qualitative2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today, we live in a new era in which new information and communication technologies (ICT) are often used in all areas of life. These new technologies are also being introduced into the Swedish education system to enable pupils to develop their digital skills and be able to navigate in a digital environment in order to participate fully in the Swedish and the international society. Furthermore, in order to open up to the world, Sweden offers its pupils the opportunity to learn several foreign languages. In this study, we have focused on one of these foreign languages, French as a Foreign Language (FFL). The fact that Swedish students are used to ICT drew our attention to how these digital tools could be used by the language teacher (FFL) when preparingand teaching French as a Foreign Language (FFL). We also wondered in what ways FFL teachers use these resources to motivate FFL students. In order to answer these two questions, ten teachers answered a questionnaire, and three teachers answered an interview. According to the 13 teachers, the use of ICT in FFL classes contributes to a varied and structured teaching. They also point out that the activities in which ICT is used create a nice atmosphere that stimulates the motivation of students in FFL class. However, teachers point out the fact that the use of ICT can be a distraction in the FFL classroom and a path to the disappearance of printed textbooks.

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  • 33.
    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)
  • 34.
    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.

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  • 35.
    Andersen, Jonathan
    Dalarna University, School of Language, Literatures and Learning, Spanish.
    Un estudio de actitudes hacia el uso del lenguaje inclusivo enmujeres de Bogotá, Colombia2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 36.
    Andersson Bohen, Agnetha
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    SFI-lärarnas erfarenhet kring bedömning av elevers muntliga språkfärdigheter vid Nationella Prov2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka fyra SFI- lärares uppfattning kring vad och hur de bedömer andraspråksinlärares muntliga förmågor vid Nationella prov samt belysa lärarnas erfarenheter och utmaningar i samband med Nationella Prov. Vidareär syftet att synliggöra huruvida Skolverkets matriser är ett adekvat bedömningsverktyg för bedömande lärare som inte undervisar i kursen som de bedömer.

    Studien bygger på kvalitativa metoder genom semi-strukturerade intervjuer med fyra SFI-lärare som undervisar och bedömer elevernas muntliga språkförmågor var fjärde vecka vid Nationella Prov samt två bedömningssamtal av fem SFI D elevers muntliga språkförmågor mellan tre bedömande lärare. Studien pekar på liksom andra undersökningar att muntliga bedömningar är svåra för bedömande SFI- lärare att bedöma utifrån Skolverkets matriser. Enligt lärarnas uppfattning är det inte ovanligt att muntliga bedömningar ofta är utanför matrisens normen, och enligt lärarna beror det på brist på lärare och sva-utbildning hos bedömare men också matrisernas otydlighet. Lärarna anser därför att en SVA-behörighet är väsentlig och avgörande faktor vid bedömning och sambedömning av SFI-elevernas muntliga färdigheter vid Nationella Prov. Lärarna ser både utmaningar och möjligheter med att bedöma NP en gång i månaden

  • 37.
    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, p. 52-57Article in journal (Other (popular science, discussion, etc.))
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  • 38.
    Andersson, Maria
    Dalarna University, School of Language, Literatures and Learning.
    Conceptual Metaphors for Covid-19: An Analysis of Metaphors for Covid-19 in the Discourse of Political Leaders of the UK, the USA, Canada, and Australia2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Since the emergence of Covid-19 in December 2019, metaphors to talk about the pandemic have been extensively used in political discourse. This study aims to compare metaphors for Covid-19 in the discourse of political leaders of the UK, the USA, Canada, and Australia by drawing upon three conceptual metaphors found by De la Rosa (2007). The following conceptual metaphors are investigated: DISEASE IS A WAR, DISEASE IS A NATURAL FORCE, and DISEASE IS A JOURNEY. To find metaphors for Covid-19, one corpus of transcribed political discourse was compiled for each country. The corpora were then searched using lemmas of words specific to each conceptual metaphor. By drawing upon conceptual metaphor theory (Lakoff & Johnson, 1980) instances of metaphor usage were then analyzed. The frequency results showed the natural force metaphor to be the more frequently used in the UK and Canada corpora. In contrast, no occurrences of natural force metaphors were found in the USA or Australia corpora. The war metaphor was most frequently used in the USA corpus, and in the Australia corpus, the war and journey metaphor were used at similar frequencies. The findings of this study indicate that there is a difference in both frequency and choice of conceptual metaphors between the four corpora. The analysis also suggests that different metaphors can be used for different purposes.

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  • 39.
    Andersson, Mariella
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Olika aktörers perspektiv på nyanlända och flerspråkiga elevers skolframgång: i relation till framgångsfaktorer och skolutvecklingsprocesser2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet med den här studien är att skapa kunskap om skolutvecklingsprocesser riktade mot nyanlända och flerspråkiga elever utifrån Skolverkets framgångsfaktorer gentemot den nämnda elevgruppen och hur olika aktörer på ett gymnasieprogram förhåller sig till dessa framgångsfaktorer. För att besvara studiens frågeställningar om i vilken mån Skolverkets framgångsfaktorer utgör en resurs vid skolutveckling för lärare och rektorer, samt vilka andra faktorer som framstår som betydelsefulla för skolutveckling och vilka faktorer eleverna själva anser är betydelsefulla för skolframgång genomförs semi-strukturerade intervjuer med två rektorer, fyra lärare och sex elever på ett gymnasieprogram som nyligen har påbörjat ett riktat projekt med Skolverket rörande nyanlända och flerspråkiga elevers lärande. Aktivitetsteorin används för att strukturera upp de olika aktörernas aktivitetssystem i den delade gemenskapen skolan, via aktivitetsteorin tydliggörs vilka faktorer som påverkar de olika aktörernas handlingar sett ur ett sociokulturellt perspektiv. Det studien visar är att de olika aktörerna påverkas av olika faktorer i sina aktivitetssystem och att de har skild syn på framgångsfaktorerna och de utvecklingsområden som finns. Det är tydligt att uttalade och outtalade normer i hög grad styr lärare och elevers skolvardag och därmed inverkar vid skolutveckling, medan rektorerna i studien har ett mer forskningsinriktat fokus. Kunskapsbidraget i studien är sammanfattningsvis att det behövs förståelse aktörerna emellan för att belysa behov och sedermera lyckas implementera förändringar som gynnar de nyanlända och flerspråkiga elevernas skolframgång.

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  • 40.
    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.

  • 41.
    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.

  • 42.
    Andersson, Mimmi
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    ”Det är som en Challenge kan man säga”: Sva-elevers upplevelser av nationella program efter avslutade studier på språkintroduktion2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats handlar om hur elever som tidigare studerat på språkintroduktion i gymnasieskolan upplever nationella program. I uppsatsen intervjuas fyra elever som tidigare studerat på språkintroduktion och nu studerar andra året på nationella program kring sina upplevelser av mottagandet på nationella program, inkludering i klass och hur deras språk påverkats. Resultatet visar att eleverna upplever att de bemöttes och behandlades som de elever som påbörjar studier på nationella program efter årskurs nio. Eleverna uppger att det var svårt i början på det nationella programmet, bland annat beroende på skillnaderna mellan språkintroduktion och nationella program. Flera av eleverna uppger att de umgås med andra elever i klassen i och utanför skolan. Ingen av eleverna ser aktiviteter som grupparbeten som extra problematiska och en bild ges av att flertalet elever upplever sig inkluderade i sina klasser. Samtliga elever anser att deras svenska förbättrats sedan de började studera på nationella program. Eleverna verkar uppfatta svenska som ett viktigt språk medan elevernas andra språk varierar i användning på nationella program.

  • 43.
    Andersson, Sebastian
    Dalarna University, School of Language, Literatures and Learning.
    Scanlation vs. Official Translation: A Case Study on Tokyo Ghoul2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    When comparing official translations and scanlations (fan-translation) the discussion often leads to the method of translation, namely foreignization and domestication. This study seek out to compare the official translation, by Vizmedia, to the scanlation done by Twisted Hel Scans, of the manga Tokyo Ghoul. The translations were compared to see if some different tendencies in their translation choices could be found. As well as looking for differences, the accuracy was also analyzed to see which translation had the higher accuracy. The results showed that the official translation leaned more towards a domesticated approach but did use some foreignizing aspects as well. The scanlation was leaning much heavier towards a foreignizing approach in which the translators tried to keep the original sentence structure and also tried to transfer Japanese cultural terms into the translations. The scanlation overall had a worse flow of the text when compared to the official translation, and it also presented more translation errors. 

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  • 44.
    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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  • 45.
    Annaklara, Björk
    Dalarna University, School of Language, Literatures and Learning.
    Sprechangst und positive Emotionen im DaF-Unterricht: Empirische Studie der didaktischen Ausgangspunkte2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Diese Examensarbeit beschäftigt sich mit den Fragestellungen, wie Lehrkräfte im schwedischen gymnasialen DaF-Unterricht Fremdsprachenverwendungsangst dämpfen, Foreign Language Enjoyment fördern und anhand welcher didaktischen Ausgangspunkte dies geschieht. Mit einer qualitativen Methode wurden 3 Lehrkräfte befragt. Die Ergebnisse zeigen, dass die häufige Verwendung derZielsprache, eine kooperative Atmosphäre im Klassenraum, ein variierterLehrinhalt und eine Lernatmosphäre, in der Fehler ein natürlicher Bestandteil des Unterrichts sind, alle eine Rolle spielen.

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  • 46.
    Apostolou, Dimitrios
    Dalarna University, School of Language, Literatures and Learning.
    Mandarin lexical tone perception by native speakers of Greek2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines the perception of Mandarin lexical tones by native speakers of Greek who are naïve to Mandarin. Being able to discriminate between Mandarin lexical tones is essential for effective and accurate communication in the language. While there is an increasing number of research studying the perception of Mandarin tone by speakers from various backgrounds, the Greek language has not received much attention. By employing an AXB discrimination task, this study tested the perception of Mandarin tone pairs T1-T2, T1-T4, and T2-T3 by native speakers of Greek. Due to their acoustic similarity, these three pairs are often found to be the most confusing tone contrasts for non-native listeners of Mandarin. Greek speakers (NG) had the highest accuracy for T1-T2 (0.88), and similar accuracy rates for T1-T4 (0.83) and T2-T3 (0.82). Subsequently, the Greek speakers were divided into two groups based on their experience with learning or playing a musical instrument, as this is a factor that has been shown to affect tone perception. Compared to non-musicians (NG1), the group of musicians (NG2) had higher accuracy rates for T1-T2 and T1-T4, and a similar accuracy rate for T2-T3. For NG1, from easiest to hardest, the accuracy rates were: T1-T2(0.93)>T1-T4(0.92)>T2-T3(0.82). For NG2, the accuracy rates were: T2-T3(0.82)≥T1-T2(0.82)>T1-T4(0.74). These findings could improve our understanding in regard to the factors that can affect the perception of Mandarin lexical tone by native Greek speakers, which might contribute to language pedagogy. 

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  • 47.
    Arnell, Emma
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Att hitta sin identitet i en ny kultur: En studie av tre SFI-studenters upplevelser och tankar kring sin identitet i en den svenska kulturen2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 48.
    Aronsson, Mattias
    Dalarna University, School of Language, Literatures and Learning, French.
    Au diable le gorille ! Les chansons de Georges Brassens en traduction suédoise2022In: Revue musicale OICRM, ISSN 2368-7061, Vol. 9, no 2, p. 116-133Article in journal (Refereed)
    Abstract [en]

    The article investigates Swedish translations of Georges Brassens’ chansons. The aim is to establish what translation methods have been used when the songs were transferred to the target language and covered by Swedish artists. Ten target texts have been analyzed using Johan Franzon’s (2021) system of classification of popular songs in translation. Seven target texts stayed faithful to the source texts and were classified as “Near-enough translations.” The three remaining target texts did not resemble the source texts at all and were classified in the category “All-new target lyrics.” A tendency towards a higher degree of fidelity in the song translations was observed from the 1980s and onwards.

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  • 49.
    Aronsson, Mattias
    Dalarna University, School of Language, Literatures and Learning, French.
    Borgerlighet hånades av Brassens2021In: Dala-Demokraten, ISSN 1103-9183, p. 18-19, article id 2021-11-05Article in journal (Other (popular science, discussion, etc.))
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  • 50.
    Aronsson, Mattias
    Dalarna University, School of Language, Literatures and Learning, French.
    L’œuvre de Jacques Brel en traduction suédoise – une médiation à multiples facettes2021In: Moderna Språk, E-ISSN 2000-3560, Vol. 115, no 4, p. 71-93Article in journal (Refereed)
    Abstract [fr]

    Nous étudions dans cet article la traduction et la médiation de l’œuvre de Jacques Brel en suédois. Les questions de recherche sont les suivantes : Quelles chansons de l’artiste belge ont été transférées en suédois ? Quand les interprétations sont-elles sorties sur le marché cible ? Quelles méthodes de traduction peut-on identifier dans les textes cibles ? Les résultats montrent que 52 chansons de Jacques Brel ont été traduites en suédois, et ces traductions ont donné lieu à 168 interprétations en langue cible. Les chansons sources les plus populaires en Suède sont « Ne me quitte pas », « Quand on n’a que l’amour » et « La chanson des vieux amants ». La plupart des textes cibles sont produits après la mort de l’artiste en 1978, et les traducteurs et les interprètes ont été particulièrement actifs pendant les années 1980. 

    Pour l’analyse des méthodes de traduction, nous avons utilisé la typologie de Franzon (2021) et nous avons étudié les chansons qui ont introduit Brel en tant qu’auteur-compositeur dans le pays cible. La conclusion est qu’un processus de consécration de l’artiste s’est produit pendant cette période (1968-1983). Plus Jacques Brel devient connu et consacré en tant qu’auteur-compositeur en Suède, plus les paroles cibles sont fidèles aux textes sources et, par conséquent, aux intentions de l’auteur.

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