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  • 251.
    Inose, Hiroko
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Butsuriteki na kyori wo koete - online kouryuukai no igi (Surpassing the Physical Distance - The Purpose of Japanese Online Conversation Project)2016Conference paper (Other academic)
    Abstract [ja]

    物理的な距離を越えて-オンライン交流会の意義

    ダーラナ大学(スウェーデン) 猪瀬博子

     

    発表要旨

    ダーラナ大学(スウェーデン)では、2015年3月よりグラナダ大学(スペイン)と共同で、オンラインで互いの大学の初級日本語学習者の交流会を行っている。二週間に一度の二時間程度のセッションのために、学習者は予め決められたテーマ(①自己紹介、②私の家族、③クリスマスまたはイースター、④日本に行ってしてみたいこと)についての発表をそれぞれ準備し、オンライン上の小グループで各々発表を行い、ディスカッションを行う。

    本発表では、クラスでは文法習得で精いっぱいになりがちな初級日本語学習者が、オンライン上のディスカッショングループで互いに「つながりたい、つながりやすい」環境を作り出すことで、どのように「コミュニケーションのための日本語」を体感し、これを学ぶことができるかを、参加学生による振り返り、および交流会後のアンケートにより分析していく。

  • 252.
    Inose, Hiroko
    Dalarna University, School of Languages and Media Studies, Japanese.
    The functions of Japanese Sound Symbolic Words in Different Types of Texts and Their Translation2013Conference paper (Other academic)
    Abstract [en]

    Though sound symbolic words (onomatopoeia and mimetic words, or giongo and gitaigo in Japanese) exist in other languages, it would not be so easy to compare them to those in Japanese. This is because unlike in Japanese, in many other languages (here we see English and Spanish) sound symbolic words do not have distinctive forms that separate them immediately from the rest of categories of words. In Japanese, a sound symbolic word has a radical (that is based on the elaborated Japanese sound symbolic system), and often a suffix that shows subtle nuance. Together they give the word a distinctive form that differentiates it from other categories of words, though its grammatical functions could vary, especially in the case of mimetic words (gitaigo). Without such an obvious feature, in other languages, it would not be always easy to separate sound symbolic words from the rest.

    These expressions are extremely common and used in almost all types of text in Japanese, but their elaborated sound symbolic system and possibly their various grammatical functions are making giongo and gitaigo one of the most difficult challenges for the foreign students and translators. Studying the translation of these expressions into other languages might give some indication related to the comparison of Japanese sound symbolic words and those in other languages.

    Though sound symbolic words are present in many types of texts in Japanese, their functions in traditional forms of text (letters only) and manga (Japanese comics)are different and they should be treated separately. For example, in traditional types of text such as novels, the vast majority of the sound symbolic words used are mimetic words (gitaigo) and most of them are used as adverbs, whereas in manga, the majority of the sound symbolic words used (excluding those appear within the speech bubbles) are onomatopoeias (giongo) and often used on their own (i.e. not as a part of a sentence). Naturally, the techniques used to translate these expressions in the above two types of documents differ greatly.

    The presentation will focus on i) grammatical functions of Japanese sound symbolic words in traditional types of texts (novels/poems) and in manga works, and ii) whether their features and functions are maintained (i.e. whether they are translated as sound symbolic words) when translated into other languages (English and Spanish). The latter point should be related to a comparison of sound symbolic words in Japanese and other languages, which will be also discussed.

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    The functions of Japanese sound symbolic words in different types of texts and their translation
  • 253.
    Ioannou, Irene
    Dalarna University, School of Humanities and Media Studies, English.
    Gender Conformity in Siri Hustvedt’s The Blindfold 2014Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 254.
    Ip, Wei Hing
    Dalarna University, School of Humanities and Media Studies, Chinese. The Hong Kong Polytechnic University.
    Enhancing intercultural communication in teaching chinese as a foreign language: An action research study2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Over the past few decades, the rapid development of information communication technology, internationalization and globalization worldwide have required a shift in the focus of Chinese as a foreign language (CFL) towards competence in intercultural communication in which the role of culture in the acquisition of CFL and in the pragmatic use of the language is emphasized and promoted. However, most of the current research in this academic area remains only on a theoretical level. Practical examples, particularly with regard to distance learning/teaching of the Chinese language, are very limited. This motivated the implementation of an action research study which aimed at exploring the possibilities and limitations of integrating Chinese culture and applying intercultural communication theory into a contemporary distance CFL course for beginners. By observing and comparing the performance of subjects in the control and experimental groups, this action research study focuses on exploring three basic areas. Firstly, it discloses the cultural elements which underlie effective daily communication. Secondly, it investigates how students acquire cultural knowledge and develop their ability to competently communicate in the target course. And thirdly, it evaluates how the modified course syllabus could enhance students’ intercultural communicative competence. The findings of the research aim to serve as both a resource and reference for educators and researchers who are interested in carrying out reforms and research in this academic domain.

  • 255.
    Ip, Wei Hing
    Dalarna University, School of Humanities and Media Studies, Chinese. The Hong Kong Polytechnic University, Hong Kong.
    Enhancing Intercultural Communicative Competence in Chinese L2 Education – An Action Research2014Conference paper (Refereed)
    Abstract [en]

    In the 21st Century, Chinese L2 is facing new challenges caused by the rapid development of information communication technology and internationalization. In this changing global context, how Chinese L2 learners effectively perform intercultural communication has become a crucial element in this education. While it is agreed that intercultural communication competence should be included in the present Chinese L2 education, practical research, such as how to integrate cultural elements into an existing course’s syllabus, remains an open field for scholars and teachers to explore.

    This action research endeavors to fill this research gap by exploring the scope of possibilities and limitations in implementing intercultural communication theory into an Internet-based Chinese L2 course for beginners at the university level and by investigating how it could enhance learners’ intercultural communication competence. The research applies a modified framework for communicative competence of second language education which is originally proposed by Usó-Juan and Martinez-Flor’s (2006). The theory suggests that when enhancing the learners’ intercultural communication competence in a foreign language education, it will gradually enhance the learners’ overall performance in linguistic, pragmatic and strategic competence.

    Action research seems to be well suited methodology in this study since it allows the researcher (who is also the teacher of the target course) to gather evaluative and reflective data from a direct/insider’s experience. In order to minimize the risk of subjectivity in the action research, this research also applies traditional research methodology, such as distributing and analyzing questionnaires, documentary data collections, in-depth interview, etc.

    The first research session of this research was designed to investigate the control groups in 2013 in which the researcher observed how students learned in the target course in its original settings. The data of the control group was then be used as a reference for the experimental groups in 2014 when the students were taught by modified teaching materials in which intercultural communication were highlighted.

    This paper will focus on presenting the findings of the first session of this research: (1) what the cultural elements explicitly and implicitly integrated into this language course are, and (2) how these cultural elements affect students’ intercultural communication in different social scenarios, such as introducing themselves and presenting other people, making phone calls, responding to compliments, etc. The findings are a valuable reference and a stepping-stone towards the second session of this action research in 2014. 

  • 256.
    Ip, Wei Hing
    Dalarna University, School of Humanities and Media Studies, Chinese. The Hong Kong Polytechnic University, Hong Kong.
    Flipping the Classroom – Integrating Intercultural Communication Competence into a Chinese Foreign Language Course2014Conference paper (Refereed)
    Abstract [en]

    The rapid development of information communicative technology today not only accelerates the pace of internationalization and globalization but also shape the modes of human communication. Facing this overwhelming challenge, the cross-cultural and societal aspects of pragmatics, intercultural communication competence has especially become one of the main focuses in second/foreign language education worldwide.

    Responding to this challenge, the latest issued official documents for Chinese as a second/foreign language education in China propose a renewed syllabus, emphasizing the importance of culture as an integral element in effective communication. However, how to integrate intercultural communication theories into present foreign language courses remains mostly on a theoretical level. Very few practical or empirical studies have been done in this academic arena.

    This motivated the implementation of an action research in 2013 which aims to explore the possibilities and limitations of integrating Chinese culture and intercultural communication theory into a present Chinese foreign language course for beginners. The research utilizes an interactive online learning platform to deliver a series of online tasks - “flipping the classroom” – to explicitly demonstrate how cultural differences affect the language used by Chinese, English and Swedish speakers. Through case studies and other brainstorming activities, the tasks gradually enhance the students’ awareness of cross-cultural differences in varying social situations.

    This paper will present the findings of this action research, in particular, the design and implementation of the online tasks for “flipping the classroom”, such as: 1) the characteristics of this interactive online tool, “flipping the classroom”; 2) the cultural elements and intercultural communication theory included in the online tasks; 3) the specific tasks integrated into the enhanced course; 4) student response to the tasks and 5) the effectiveness of these tasks in developing students’ intercultural communication competence. 

  • 257.
    Ip, Wei Hing
    Dalarna University, School of Languages and Media Studies, Chinese. The Hong Kong Polytechnic University, Hong Kong.
    Intercultural Communicative Competence in Teaching and Learning Chinese as a Foreign Language2014In: CLTA-GNY 2014 Annual Conference 12th New York International Conference on Teaching Chinese: May 3-4, 2014, New York University and Nanjing University, NY, USA: 2014 Annual Conference Program, New York, 2014Conference paper (Refereed)
    Abstract [en]

    In the past few decades, our world has experienced enormous changes due to the rapid development of information communication technology, internationalization and globalization. In response to these changes, intercultural communication has become the central focus of foreign language education in the West in which the pragmatic use of the foreign language is emphasized and promoted.

    Following these trends, the intercultural communication perspective has drawn the attention of Chinese scholars and gradually became one of the controversial issues in the teaching of Chinese as a Foreign Language (CFL). During the debate, a consensus has now been reached that intercultural communication should be a key feature of CFL education and “culture and communication” is placed as one of the main modules in CFL teachers’ education. However, most of the present research in this area is still remains only on the theoretical level. The practical implementation of the intercultural communication perspective remains an open field for scholars and teachers to explore.

    In order to explore practical ways of implementing intercultural communication theory in CFL education, this paper investigates four questions: (1) What does “intercultural communication” mean in the teaching of CFL? (2) What are the elements of culture in the Chinese language? (3) How can the framework of intercultural communicative competence be implemented into present-day education of CFL? (4) How can the effectiveness of applying intercultural communicative competence theory in CFL be measured?

    In order to provide answers to these questions, the paper presents an action research designed to revise an existing CFL course for beginners and aims to investigate the scope of possibilities and the limitations in implementing the intercultural communication approach in the CFL teaching and learning. The paper also presents a pilot study serving as a valuable reference and a stepping-stone towards more comprehensive research.

  • 258.
    Ip, Wei Hing
    Dalarna University, School of Humanities and Media Studies, Chinese. The Hong Kong Polytechnic University, Hong Kong.
    Role of Culture in the Acquisition of CSL – From the Perspective of Intercultural Communication Competence2014Conference paper (Refereed)
    Abstract [en]

    In the past few decades, the demands for coping with the rapid development of information communication technology, internationalization and globalization worldwide have shifted the focus of Chinese as a second language (CSL) towards intercultural communication competence in which the role of culture in the acquisition of CSL and in the pragmatic use of the language is emphasized and promoted. This standpoint is highlighted explicitly in the recently issued official documents of CSL education in China, 2008.

    However, most of the present research in this academic area still remains only on a theoretical level. Additional practical research related to how culture affects the acquisition of CSL; how culture should be integrated into present CSL courses, as well as how intercultural communication theories should be implemented in this education, remain an open field for scholars and teachers to explore.

    In order to explore the possibilities and limitations of integrating Chinese culture and implementing intercultural communication theory into CSL education, an action research has been conducted since the beginning of 2013 to review an actual course for beginners. The first phase of the research focuses on: (1) what the cultural elements explicitly and implicitly integrated into this language course are, and (2) how these cultural elements affect students’ acquisition of CSL.

    This paper will present the findings of the data collection from 2013. By applying the theoretical framework of intercultural communicative competence, the findings indicated that the existing CSL course provided limited information explaining the cultural elements that are reflected in the Chinese language. The findings also suggested that the cultural skills acquired in the students’ first language do influence their acquisition of CSL. This is demonstrated in the students’ written tasks such as introducing themselves and presenting other people, making phone calls, responding to compliments, etcBased on the findings of the first phrase, the second stage of the research aims to implement intercultural communicative theory in the existing CSL course and examines the effectiveness of such modification of the course.

  • 259.
    Islas, Cecilia
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    SFI-lärare och transspråkande: En undersökning om SFI-lärares uppfattningar och erfarenheter av transspråkande i klassrummet2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay explores Swedish as a second language teachers’ experiences and ideas about translanguaging in the classroom. In the Swedish as a second language context, it was earlier known that Swedish language should be the only language used in instruction. However, recent research has proven the benefits of the presence of students’ other languages in instruction, since it develops the student’s entire language repertoire. Also, positive attitudes towards student’s use of multiple languages lead to better results in instruction. The aim of this essay is to investigate teachers’ experiences and ideas about translanguaging in the classroom and if these experiences differ regarding if the teachers themselves are multilingual or not. The concept of translanguaging, dynamic bilingualism and natural and official translanguaging served as the main theoretical framework for the essay. Data was collected through interviews with four Swedish as second language teachers. The interviews were transcribed and analyzed. The results showed that the teachers had a positive view on translanguaging in the classroom and that they were aware of the student’s multilingualism. Moreover, the teachers’ positive attitudes towards translanguaging implied that they possessed a multilingual awareness. The main difference between the teachers was the teachers planning of translanguaging in the classroom, the official translanguaging. However, all the teachers claimed natural translanguaging was present in their classrooms.

  • 260.
    Ivarsson, Rebecka
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Utvecklande läsning: En kvalitativ studie om lärares uppfattningar om läsförståelsearbetet på gymnasieskolan2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien var att se hur lärarna uppfattar arbetet med läsförståelse på gymnasieskolan. Frågeställningarna som användes i studien var att se hur lärarna beskriver sitt arbete med läsförståelse, hur lärarna upplever att undervisningen påverkar eleverna samt hur lärarna motiverar sitt arbetssätt. För att besvara studiens syfte och frågeställningar genomfördes en enkätundersökning som skickades ut till alla verksamma svensklärare på tre kommunala gymnasieskolor i samma stad. Studiens teoretiska ramverk utgår från Vygotskijs sociokulturella perspektiv på lärande. Resultatet visar att lärarna fokuserar mer på aktiviteten än på texten och läsaren. Studien visar även att lärarna upplever att deras undervisning har en positiv effekt på elevernas läsförståelse. En varierande undervisning där eleverna får olika svårighetsgrader på texter och arbetar i helklass, grupper och individuellt gynnar eleverna. De slutsatser som kan dras från denna studie är att lärares kompetensutveckling inom läsförståelse gynnar elevernas läsförståelse. Ytterligare en slutsats som kan dras är att eleverna gynnas av att läraren undervisar i lässtrategier i början av årskurs 1 i gymnasieskolan. Det är även viktigt att texterna som läraren väljer engagerar, motiverar och är meningsfulla för eleverna.

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  • 261.
    Ivarsson, Rebecka
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Utvecklande läsning: En systematisk litteraturstudie om arbetet med läsförståelse och lässtrategier i gymnasieskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Svenska elevers läsförståelse har minskat enligt tidigare forskning och de internationella undersökningarna PISA och PIRLS. Nya styrdokument infördes i skolan år 2011, men dessa är tämligen otydliga när det kommer till läsförståelsearbetet på gymnasieskolan. Syftet med den här studien är att sammanställa vad tidigare forskning kommit fram till om arbetet med läsförståelse på gymnasieskolan. Frågorna som ställs handlar om vilka undervisningsmetoder samt lässtrategier som visat sig vara framgångsrika enligt tidigare forskning, samt vilka faktorer förutom bristande undervisning som kan leda till att elever får låg läsförståelse. Syftet och frågeställningarna besvarades genom en systematisk litteraturstudie där sökning och granskning av litteratur har gjorts utifrån bestämda kriterier. Studien bekräftar att skriftlig eller muntlig reflektion kring det lästa samt elevernas arbete med lässtrategier är utvecklande för läsförståelsen. Resultatet visar också att om läraren är medveten om vilka bakgrundsfaktorer som finns för minskad läsförståelse, kan läraren sätta in extra stöttning i tid för svagpresterande elever. De slutsatser som kan dras utifrån denna studie är att desto mer medveten en elev är om sin läsprocess desto bättre läsare blir eleven. För att främja svagpresterande elever behöver skolan ta sitt ansvar och bland annat satsa på att lärarna lär ut lässtrategier för att både de svaga och goda läsarna ska utveckla sin läsförståelse.

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  • 262.
    Iveslätt, Benjamin
    Dalarna University, School of Humanities and Media Studies, English.
    Varieties of English and Secondary School Students in Sweden: An analysis of English textbooks and the role of Extramural English2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines what varieties of English students in Sweden are exposed to inside and outside the classroom, what variety is favored among the students and whether is there a connection between what the students learn extramurally and what they learn in school. The study examines whether the results differ based on gender with respect to students' attitudes towards British and American English. The study involves 50 students, recruited from a school in the northern part of a large city in Sweden. The term Extramural English (EE) is used as a term for all the spare time activities involving the English language outside the language classroom. Several studies, including Sundqvist's (2009) study Extramural English Matters, show that EE leads to a more varied vocabulary use and also an improved oral fluency. The results from these previous studies show in general that there is a positive correlation between EE and students' proficiency in English. The present study was carried out by using questionnaires for both students and their teacher and through a small scale analysis of the English textbooks used at school by the student groups. The results show that students favor the American variety and that EE may be a great influence regarding English varieties in general. The results are based on a very small sample, but may give a better understanding as to whether factors other than teaching of English in the classroom are important for the perceived usage of English varieties by Swedish students. The study may also contribute to an understanding of the increasing popularity of the American variety among students, both inside and outside of the English classroom.

  • 263.
    Jaarola, Eva
    Dalarna University, School of Humanities and Media Studies, German.
    Genderbezogene Strategien der Konfliktbewältigung: Eine Untersuchung des Romans Deutsches Haus von Annette Hess2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work adress whether the gender is crucial for the end result of a selection of conflicts i.e. choice of strategy in Annette Hess novel Deutsches Haus. The undertaken studies in Deutsches Haus have shown, that the type of conflict is not important for the chosen strategy not important. However, the gender does matter by the choice of conflict management.

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  • 264.
    Jacobsson Stenström, Ann
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Förmågan att känna empati med skönlitterära karaktärer.: Högstadieelevers självrapporterade empatiska känslor för skönlitterära karaktärer2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka sambandet mellan de upplevda empatiska känslorna för skönlitterära karaktärer och faktiska skönlitterära vanorna hos elever i två olika årskurs nio. Empiri samlades in med hjälp av enkäter som bygger på Swedish Core Affect Scale, vilket är en beprövad metod för att mäta självrapporterade känslor. Eleverna ombads att rapportera självvärderade känslor vid läsning av en novell, Stig Dagermans Att döda ett barn. Frågorna handlade om hur eleverna tror att några av karaktärerna i novellen känner sig samt hur eleverna själva känner sig när de läser novellen. Eleverna delades sedan in i tre grupper utifrån sina faktiska skönliterära vanor. Grupperna namngavs enligt följande: Läsande, ej läsande och intresserade ej läsande. Elevernas svar på frågorna kopplades samman med forskning inom området. Enligt Theory of minde så finns ett samband mellan att läsa skönlitteratur och förmågan att känna empati. Skönlitteratur tycks kunna bidra både till bildning och ett livslångt lärande som främjar empati och demokrati. Hos eleverna i studien så finns tendenser som visar på ett samband mellan att läsa skönlitteratur och att känna empati för skönliterära karaktärer.

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  • 265.
    Jacobsson Stenström, Ann
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Kan skönlitteratur främja elevers empati?2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag är intresserad av hypotesen att läsning av skönlitteratur bidrar till bildning, underlättar identifikationsprocessen och skapar mer empatiska människor. Via en litteraturstudie har jag undersökt vad forskningslitteraturen säger om skönlitteratur och om den kan bidra till att skapa empati hos elever. Skönlitteratur ses av tradition som en del av den västerländska bildningstanken. Läsförmågan sjunker enligt undersökningar som PISA och PRLS och skönlitteraturen har inte längre en självklar plats i samhället. I Skolan äger utbildning företräde framför tanken om bildning. Tanken om bildning innebär att en livslång individuell utvecklingsprocess äger rum. Kan skönlitteraturen bidra till denna process? Forskningslitteraturen visar att skönlitteratur kan påverka, den är ett viktigt bidrag till vårt identitetsbyggande och människor som läser skönlitteratur är mer empatiska och känner sig mindre ensamma. Det är skönlitteratur och inte texter i ett vidare begrepp som har denna positiva inverkan. Elever behöver stöd i sin litteraturläsning för att utveckla den och bli medvetna om hur de påverkas av skönlitteratur. Bildning, demokrati och empati tycks främjas av skönlitteratur men området behöver mer ämnesövergripande forskning. Den psykologiska teorin Theory of mind skulle kunna kopplas samman med litteraturdidaktisk forskning för att fastslå vikten av bildning via skönlitteratur.

  • 266.
    Jakobsson, Ann
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Hur gör jag?: Att arbeta med läsförståelseundervisning för äldre elever Explicita beskrivningar av den reciproka, transaktionella och begreppsorienterade läsförståelseundervisningen2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    De svenska eleverna har försämrat sitt resultat drastiskt när det kommer till läsning och läsförståelse, trots att de ligger i framkant när det kommer till att knäcka "läskoden" i början av sin läsning. Forskare menar att det dels beror på att de svenska lärarna inte har kunskap i eller ges stöd till att arbeta evidensbaserat och med läsförståelseutveckling, trots att undersökningar visar att undervisning i läsförståelse ger mycket goda resultat.

    Studiens syfte var därför att undersöka och redogöra för arbetsgången för tre olika huvudriktlinjer inom läsförståelseundervisning, den reciproka, den transaktionella och den begreppsorienterade/CORI. Syftet besvaras utifrån frågeställningen "Hur kan lärare med äldre elever arbeta konkret med dessa?"

    Metoden som har använts är en systematisk litteraturstudie vilket innebär att jag systematiskt har sökt, kritiskt granskat och slutligen sammanställt en del av den aktuella forskning som finns idag och som är relevant för undersökningens syfte och frågeställning.

    Resultatet av undersökningen visade explicit på olika arbetssätt och metoder för vardera inriktning. Det visade även att de olika metoderna kan anpassas efter olika klasser och nivåer och att undervisning kan bedrivas inom samtliga ämnen. Läsförståelseundervisning kräver förberedelse och engagemang, men behöver inte vara kostsamt eller särskilt tidskrävande i längden. Samtliga undersökningar visade på stora vinster både för elever och lärare, vilket är något som jag kommer att ta i beaktning i mitt framtida arbete som lärare.

  • 267.
    Jakobsson, Ann
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Vaffö gör ni (inte) på detta viset?: En kvalitativ studie om idag verksamma lärares kunskaper, erfarenheter och attityder till arbete med evidensbaserad och explicit läsförståelseundervisning2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den svenska skolan är i kris enligt den internationella kunskapsmätningen PISA. Evidensbaserad- och explicit läsförståelseundervisning har introducerats som problemlösare på skolans kris och förordas även i styrdokumenten. Dock saknas det forskning på hur det fungerar i praktiken och hur det bemöts och arbetas med i skolan. Syftet med studien är därför att utifrån ett sociokulturellt perspektiv undersöka idag verksamma lärare och deras omgivnings attityder, erfarenheter och kunskaper av de olika undervisningsmetoder.

    Undersökningen skedde genom kvalitativa semistrukturerade intervjuer med fem olika högstadielärare. Resultatet visade att deras kunskaper och erfarenheter om evidensbaserad- och explicit läsförståelseundervisning är mycket knappa, och endast förvärvade på eget initiativ. Och trots att de och skolledning ställer sig mycket positiva till metoderna, så tilldelas inga resurser till detta och metoderna används därmed väldigt begränsat.

  • 268.
    Jakus, Viktoria Kristina
    Dalarna University, School of Humanities and Media Studies, Japanese.
    A cross-linguistic case study of refusals: An analysis of pragmatic transfer of Japanese immigrants in Croatian language2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How one refuses an offer or invitation differs depending on specific cultures and one’s personal view towards interlocutors. This paper will focus on 4 Japanese immigrants and compare their refusal strategies to those of 5 Croats, while looking for indications of pragmatic transfer and considering the power-relationship between interlocutors. 4 Japanese immigrants and 5 Croatian informants answered a Discourse Completion Task (DCT) that consisted of 14 situations. The results displayed that omission of the segment of "gratitude" was the most frequent indication of pragmatic transfer; therefore, only 2 situations that involve refusing from equal status interlocutors have been discussed. Although both groups of informants view close friends and acquaintances as equal status interlocutors, the Japanese informants did not express "gratitude" when refusing offers and invitations, while the Croatian informants did. The Croatian informants consider expressing gratitude is polite and necessary when refusing an offer; furthermore, there is an indication that the Croatian informants are more focused on the degree of familiarity, rather than on the interlocutor’s status; while the Japanese informants are more concerned with the power-relationship between interlocutors.

  • 269.
    Jennerhed, Corinne
    Dalarna University, School of Humanities and Media Studies, French.
    Mémoire de Licence, université de Dalécarlie Les rapports hommes-femmes dans Les Liaisons dangereuses de Choderlos de Laclos2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this Bachelor’s thesis is to do an analysis of the novel of Choderlos de Laclos Dangerous liaisons and to answer to four important questions:

    How are men and women depicted in the novel of Choderlos de Laclos and what is the nature of the relations between the characters of both sexes.

    Is it a condemnation or an illustration and defense of the libertinage ?

    Which were the moral effects of this novel upon the society of the 18th century ?

    What was the writer’s attitude towards women ?

    To answer these four important questions, we have decided to do an analysis of the novel, but also to put the focus on the sociology of literature, more exactly on the horizon of expectation and the reception of the work. We have used the correspondence between M. Choderlos de Laclos and Mrs Riccoboni in order to establish the author’s attitude towards women.

    In conclusion, we will demonstrate that the writer was advanced for his time and was not a misogynist as he tried to improve the education of women.

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  • 270.
    Jensen, Hanna
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Digitala verktyg som stöd i litteracitetsutvecklingen för nyanlända ungdomar på språkintroduktion: En kvalitativ forskningsintervju2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract: Svenska skolan har tagit emot en ökad grupp nyanlända elever som är i behov av grundläggande litteracitetsundervisning (Franker, 2016, s.1). För att skapa gynnsamma förutsättningar för dessa elever att utveckla läs- och skrivkompetens är det betydande att ta hänsyn till olika faktorer. Samtidigt ställer Skolverket (2016) ett ökat krav på en digitaliserad undervisning där eleverna med hjälp av digitala verktyg ska utveckla kunskaper. Denna uppsats undersöker således hur olika kompetenser inom språkintroduktion arbetar litteracitetsutvecklande med stöd av digitala verktyg. Studien utgår ifrån ett sociokulturellt perspektiv på lärande och utveckling där fysiska verktyg (digitala verktyg) utgör ett stöd i lärandet. Denna studie har en kvalitativ forskningsinriktning där fyra intervjuer genomförts på två olika språkintroduktionsprogram. Studien har ett kompetensfokus där två lärare i svenska som andraspråk, en studiehandledare och en IT-pedagog har intervjuats. I resultatet framkommer det att digitala verktyg i form av datorer, Ipads, Smartboards och smartphones förekommer på ett varierat sätt där det sociokulturella lärandet ger förutsättningar för litteracitetsutvecklingen. Studiens deltagare redogör även för att digitala verktyg i samband med litteracitetsarbetet ger förutsättningar för interaktion och kommunikation bland lärare och elever.

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  • 271.
    Jeong, Hyeseung
    et al.
    Language & Literacy Education Department, Faculty of Education, University Malaya, Malaysia.
    Thorén, Bosse
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Do Malay and Swedish speakers of English understand each other well? Cross-linguistic comparison for using English as an international language (EIL) [i] Malaysia is a multilingual country where other languages beside Malay, the official language, are spoken. In our study we focus on Malaysian English users whose first language is Malay.2016Conference paper (Refereed)
    Abstract [en]

    In using English as an international language (EIL), one important issue is the mutual intelligibility of the pronunciations of EIL speakers from different language backgrounds. The present study examines the cross-linguistic intelligibility of Malay English and Swedish English. We prepared 15 English statements (evidently true or false if understood), and examined how well 30 Swedish and 38 Malay listeners understand the statements spoken by a speaker from the other language group by comparing the number of correct answers and processing time. We also analyzed the listeners’ own accounts of their struggles in understanding the speakers’ pronunciations. Results show that Swedish listeners struggled significantly more to understand the Malaysian speaker compared to Malaysians listening to the Swedish speaker. This seems to be because the Malaysian speaker did not clearly realize certain phonetic features, such as word stress pattern, consonant cluster and long vowel. Based on the findings, we discuss the core features of EIL pronunciation for intelligibility, and suggest further attestation and investigation on the concerned matter.

  • 272.
    Jernqvist, Erik
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Students' views on the learning of kanji: A study the views and experiences of students at the Swedish universities concerning the teaching and learning of Chinese characters as used in Japanese2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Kanji, the Chinese characters adopted to write the Japanese language, is often mentioned as

    one of the most difficult aspects of mastering said language. This is especially said about people

    from outside the Sinosphere i.e. PRC, Taiwan, North and South Korea, Japan and Vietnam. In the

    following thesis 12 students studying the Japanese language at Swedish universities were

    interviewed about their experiences when it comes to learning and being taught about kanji.

    A chapter summarizing some of the research that is relevant to this thesis is also included.

    Topics touched upon in this and the result chapter include the desire for more structured approach to

    kanji learning based on breaking down the characters into elemental components, spaced repetition

    (SRS), mnemonics.

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  • 273.
    Jiborn, Catherine
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Actitudes lingüísticas hacia las variedadesdialectales del español: Un estudio sociolingüístico con profesores de españolcomo lengua extranjera (ELE) en Suecia2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate three groups of teachers from Spain, Sweden and Latin America regarding their attitudes towards the varieties of Spanish in the teaching of Spanish as a foreign language (ELE) in Sweden.The results, based on a questionnaire with a relatively limited group of informants, show that a big majority of informants believe that both the Spanish of Spain and Latin American Spanish should be taught. None of the informants had the preference for teaching Latin American Spanish, while a considerable minority was inclined towards Spanish from Spain. This positive attitude towards the peninsular variety is more recognized among teachers of Spanish origin and among the teachers who teaches at the primary school level in Sweden.Grammatical, lexical and phonological aspects have also been compared in the questionnaire but the number of informants in each group was too small for the results to be generalized.

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  • 274.
    Johanson, Teija
    Dalarna University, School of Humanities and Media Studies, English.
    Detecting Detective Fiction: The Complexity of Genre in Paul Auster’s City of Glass 2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 275.
    Johansson, Anna
    Dalarna University, School of Humanities and Media Studies, English.
    Question tags in English as a Lingua Franca: What kinds of tag question are used in an ELF business context?2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 276.
    Johansson, Erik
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Change in Meaning in the Swedish Dub of Spirited Away: A translation study on dubbing using a pivot language2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper aims to study the results of dubbing from Japanese to Swedish using a pivot language. The author examines the Swedish dubbed version of the Japanese animated film

    Spirited Away by comparing it to the original version and finding differences in what in-formation is conveyed through the dialogue. Because the Swedish dubbed version has been translated using the English language script as a base, the English dubbed version is also examined. The findings are then presented, categorized and analysed according to where the changes have appeared and what they consist of. Finally, the results are dis-cussed and compared to previous findings in the field. The study finds how many lines of dialogue have been altered, and that the use of a pivot language has greatly increased the number of altered lines, although no proof was found of an increased amount of mistrans-lations. The increased amount of altered lines leads to the conclusion that the usage of a pivot language can be problematic.

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  • 277.
    Johansson, Hannah
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Varför går läsresultaten hos pojkar nedåt?: En systematisk litteraturstudie om pojkars nedåtgående lästrend2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studier visar att läsningen hos elever, särskilt hos pojkar i högstadiet och gymnasiet sjunker, trots att läroplanen i svenska har många avsnitt där eleven ska fokusera på läsning. Syftet med den här litteraturstudien var att undersöka de nedåtgående läsresultat hos pojkar med frågeställningen vad är det som gör att läsresultaten bland pojkar i högstadiet går nedåt? För att besvara syftet gjordes en systematisk litteraturstudie utifrån artiklar och avhandlingar. Resultatet i studien visar att den nedåtgående lästrenden hos pojkar inte enbart beror på skolans arbete med läsning utan också på samhällsfaktorer. I skolan har lärare ofta olika förväntningar på flickor och pojkar som gör det mer accepterat att pojkar underpresterar. Utifrån ett samhällsperspektiv har pojkar ofta en ”anti-plugg”-kultur där studier är att jämföra med lågt socialt liv. Det är accepterat att ha goda resultat i skolan men resultatet ska ha kommit naturligt och inte genom studier.

  • 278.
    Johansson, Hannah
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Vem ska läsa svenska som andraspråk?: Elever och lärares uppfattning samt tolkning kring undervisningsämnet svenska som andraspråk på tre gymnasieskolor.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte är att genom kvalitativa intervjuer undersöka och tolka lärares och elevers uppfattningar om skolämnet svenska som andraspråk i gymnasial utbildning. Det genom att svara på frågeställningarna 1. Vad är lärarnas uppfattning om skolämnet svenska som andraspråk? 2. Vad är elevernas uppfattning om skolämnet svenska som andraspråk? 3. Vad anser lärarna kan utvecklas i ämnet på skolorna.

    Till skillnad från i grundskolan, där det är rektor som beslutar, är det eleven själv som väljer om hen vill läsa svenska som andraspråk eller svenska på gymnasiet. Studien visar att det finns en attitydskillnad mellan de olika kurserna och att svenska som andraspråk inte alltid är en självklar del av gymnasieskolan, där ämnet fortfarande kan upplevas vara ett ämne med lägre förväntningar, större tolerans mot sämre betyg och mindre insatser vid svårigheter hos eleven.

    Studien visa även att det finns en uppfattning både hos elever och lärare om att elever som läser svenska som andraspråk gör det för att få ett högre betyg lättare och för att det finns en uppfattning om att kursen ska vara lättare svenska och ett stöd till ordinarie kursen svenska.

    Fortsättningsvis har lärarna i studien framfört önskemål om bland annat bättre stödinsatser vid svårigheter för elever i svenska som andraspråk, men även fler undervisningstimmar och att alla lärare på skolan får en utbildning i svenska som andraspråk.

  • 279.
    Johansson, Jennie
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Att arbeta med IKT i engelskundervisning: En litteraturstudie om att använda digitala verktyg i språkundervisning i åk F-3.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I takt med att tekniken utvecklas runt om i världen synliggörs informations- och kommunikationsteknologin (IKT) allt mer i skolan. De digitala verktygens framfart är snabbare än någonsin tidigare och blir ett allt vanligare inslag i undervisningen. Syftet med denna litteraturstudie är att ta reda på vad tidigare forskning säger om nyttjandet av digitala verktyg i engelskundervisningen för yngre elever och hur eleverna kan motiveras av att använda surfplattor i språkundervisningen. Det fanns också en önskan att förstå hur surfplattor kan användas i undervisningen. Resultatet av den kvalitativa innehållsanalysen visar att eleverna upplever användandet av surfplattan som roligare än den undervisningen de är vana vid. Elevernas motivation och produktivitet ökar med användandet av surfplattor och lärare har upplevt att eleverna tar större ansvar för sitt eget lärande samt blivit säkrare att prata ett främmande språk. Det som också har framkommit är att användningen dock bör ske i rätt mängd och med tydliga mål för att användningen ska kunna vara som mest givande. Surfplattor i undervisningen är ett relativt outforskat område och det finns ännu inga definitiva besked om hur digitala verktyg påverkar elevernas motivering för språkinlärning. Examenarbetets resultat ger uppkomst för vidare forskning huruvida inlärningen påverkas i användandet av surfplattor vilket skulle kunna forskas på genom empiriska studier.

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  • 280.
    Johansson, Marie
    Dalarna University, School of Humanities and Media Studies, English.
    Skönlitteraturens plats i engelskundervisningen: En kvalitativ studie om sex engelsklärares syn på användning av skönlitteratur i sin undervisning på gymnasiet2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading authentic literature in the English classroom is part of Swedish student´s English education in upper secondary level, according to Skolverket. Therefor, the aim of this work is to determine how six English teachers on this level use authentic literature, how their attitudes towards it is and what they think the benefits for their students are.

    The method used in this work is qualitative, using interviews as the means to reach a conclusion.

    The result shows that the interviewed teachers all use authentic literature at least once every academic year and that their methods are quite similar, working with the literature in book circles and also including films as a way to compare book and film or simply to consolidate what the students have read. It also shows that the teachers have a positive actitude towards using literature in their teaching and that they consider that the benefits for the students are superior since reading trains many aspects of the language ability, such as vocabulary, grammar, interpretation of content and culture knowledge.

  • 281.
    Johansson, Marie
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Y ahora toca gramática……: Un estudio cualitativo sobre las actitudes hacia lagramática y los métodos didácticosde unos profesores del bachillerato sueco2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Grammar is one of the most discussed part of language learning. Many studentshave problems understanding how to use the grammatical forms in their ownproduction and communication. The purpose of this work is to investigate theteachers´ attitudes towards grammar and what methods they use when they teachgrammar. The method used in this work is qualitative, with four interviews ofteachers working in the Swedish high school. In order to determine how the teacherswork, we have studied the course plans presented by Skolverket and we have alsostudied what the current research have to say about this. The result shows that theinterviewed teachers mostly vary their methods, using both inductive and deductiveapproaches in order to promote the communicative competence of the students. Theinterviews also show that the teachers have a positive attitude towards grammar,considering it an important part of language learning.

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  • 282.
    Johansson, Sabine
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Flerspråkiga elevers syn på modersmålets betydelse för andraspråksutvecklingen2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur flerspråkiga gymnasieelever upplever modersmålets betydelse för deras andraspråksutveckling. För att uppnå syftet har jag utgått från tre frågeställningar gällande elevers syn på modersmålets betydelse för andraspråksutvecklingen, i vilka situationer eleverna använder sig av sitt modersmål samt hur de upplever att stöttningen av deras modersmål ser ut.

    Undersökningen är gjord i form av kvalitativa intervjuer med sex gymnasieelever med annat modersmål än svenska. Tre av dessa studerar sitt modersmål i skolan och resterande tre gör det inte. Metodvalet gjordes med anledningen av att ha möjlighet att belysa några elevers uppfattningar om ämnet.

    Resultatet av intervjuerna visade att fem av de sex eleverna inte är medvetna om modersmålets betydelse för andraspråksutvecklingen. Däremot framgick det att samtliga någon gång under sin andraspråksinlärning har använt sig av modersmålet i utvecklingen av svenskan, exempelvis för att översätta ord. Samtliga elever uppgav att de är nöjda med det stöd de får i modersmålet, både från skolan och hemmet. Både de elever som inte studerar sitt modersmål i skolan och de elever som inte gör det menade att de ser positivt på modersmålsundervisning. Dock framkom det att majoriteten, fyra av eleverna, ser modersmålsundervisning snarare som ett stöd i svenska än i modersmålet. En sammanfattande slutsats utifrån intervjuerna är att eleverna inte har tillräcklig kunskap om modersmålets betydelse för andraspråksutvecklingen.

  • 283.
    Johansson, Sverker
    Dalarna University, Not School affiliated.
    Patterns of preposition use across World Englishes2019Conference paper (Refereed)
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  • 284.
    Johansson, Sverker
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    What constraints does animal communication place on human language origins?2010Conference paper (Other academic)
  • 285.
    Johansson, Vanja
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Between the Lines: Japanese-to-English Song Translations and Singability2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In translation of lyrics, there is a lot to consider that may not have evident counterparts in other forms of translation – for example, whether the translation result ends up being singable or not, or if it simply is conveying the meaning of the lyrics in another language, which could arguably fall under general translation studies and has been addressed within the field before. However, from the perspective of Japanese-to-English lyrics and how these can be handled, the field is somewhat lacking in material – even more so from the perspective of fan-made translations. Thus, this project will aim to address this by investigating the theory behind song translation of lyrics and how to translate them into singable versions. It will then attempt to outline and discuss how the restrictions of singability may alter the message of the songs compared to the originals, why this may happen, and what to define the results as.This will be done by performing an analysis of already existing, fan-made translations of lyrics and their rewritten singable counterparts within a chosen fanbase, then translating an originally Japanese song into English before rewriting it into a singable version, while documenting the process.

  • 286.
    Jon-And, Anna
    Stockholms universitet.
    Concordância de número no SN no português de Moçambique num contexto comparativo2008Conference paper (Refereed)
  • 287.
    Jon-And, Anna
    Stockholms universitet.
    Estudo comparativo de concordância nominal and verbal em quatro variedades do português falado2007Conference paper (Refereed)
  • 288.
    Jon-And, Anna
    Dalarna University, School of Humanities and Media Studies, Portuguese. Stockholms universitet.
    Tendências comuns na marcação de plural at variedades africanas and brasileiras do português2012Conference paper (Refereed)
  • 289.
    Jon-And, Anna
    Stockholms universitet.
    Uma perspectiva nova sobre a concordância no português falado2007Conference paper (Refereed)
  • 290.
    Jon-And, Anna
    Dalarna University, School of Humanities and Media Studies, Portuguese. Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier.
    Variação, contato e mudança linguística em Moçambique e Cabo Verde: A concordância variável de número em sintagmas nominais do português2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study investigates variable noun phrase number agreement (VNA) in two second language varieties of Portuguese, spoken in Maputo, Mozambique and in Mindelo, Cape Verde. Quantitative VARBRUL analysis is carried out based on recordings made in Maputo and Mindelo 2007 and 2008.

    Previous quantitative studies on VNA in varieties of Brazilian Portuguese (Guy, 1981; Lopes, 2001; Andrade, 2003) as well as on VNA in first and second language varieties of Portuguese from São Tomé (Baxter, 2004; Figueiredo, 2008, 2010) indicate contact between Portuguese and African languages as the main origin of this phenomenon. VNA in Brazilian Portuguese is, however, interpreted by Scherre (1988) and Naro & Scherre (1993, 2007) as the result of language internal drift.

    Varieties of Portuguese from Mozambique and Cape Verde are particularly interesting to contrast in order to investigate influences from African languages on VNA, as in Mozambique Bantu languages are first languages of the vast majority of Portuguese speakers, whereas in Cape Verde, practically all Portuguese speakers are first language speakers of Cape Verdean Creole, whose substrates are West African, and not Bantu, languages. Comparison is also made with previous studies from Brazil and São Tomé.

    The results of this study comment previously postulated explanations for VNA in Portuguese in various ways. The analysis of the variables onset age and age stratum indicates that VNA in the analyzed varieties is a phenomenon linked to the acquisition of Portuguese as a second language and/or language contact rather than the result of internal drift. The fact that all the compared varieties tend to mark plural on pre-head components contradicts Bantu transfer as an explanation for this pattern, and raises the need to also consider more general explanations based on language contact. The basic structural similarity between the compared varieties suggests the existence of a grammatical restructuring continuum.

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  • 291.
    Jon-And, Anna
    et al.
    Dalarna University, School of Humanities and Media Studies, Portuguese.
    de Avelar, J. O.
    López, L. Á
    Contact, variation and change in Angolan Portuguese: The case of existential constructions in Cabinda2020In: Bulletin of Hispanic studies (Liverpool. 2002), ISSN 1475-3839, E-ISSN 1478-3398, Vol. 97, no 1, p. 81-103Article in journal (Refereed)
  • 292.
    Jonsson, Herbert
    Dalarna University, School of Languages and Media Studies, Japanese.
    En bloggare i 900-talets Japan: Sei Shônagon, Kuddboken2012In: Karavan, ISSN 1404-3874, no 3, p. 75-Article, book review (Other (popular science, discussion, etc.))
  • 293.
    Jonsson, Herbert
    Dalarna University, School of Languages and Media Studies, Japanese.
    Nioizuke: reconsidering verse linking in haikai no renga2011Conference paper (Refereed)
    Abstract [en]

    In linked poetry, modern renku and Edo-period haikai no renga, the ideal of “linking by scent”, nioizuke in Japanese, is regarded as typical for the haikai tradition that followed after Matsuo Bashô. Today it is often used as a generic concept for “Bashô-style verse linking”, but there is not much research done about its background and possible meanings. The modern way of understanding this concept probably originates from an argument by Torahiko Terada, in which it is linked to the montage technique of Western cinema. This understanding has been adapted by several haikai scholars, and eventually it becomes connected with the metaphor theory of Roman Jakobson in an article by Haruo Shirane. The aim of this paper is to deconstruct this modern way of understanding the nioizuke by demonstrating how it has been discussed in older texts and treatises. Analyzing some of the works written by several of Bashô's disciples and followers in later centuries and the often enigmatic descriptions of this “scent” and similar concepts they give, it will be suggested that there originally was no single and generic concept, but several related words which were used to describe ideals very different from the basically structural montage or metaphor theories of modern scholarship. A proposal of a more useful definition of the concept will be made and a few verse links will be interpreted from this perspective to demonstrate the usability of the concept in its supposedly more original form.

  • 294.
    Jonsson, Herbert
    Dalarna University, School of Humanities and Media Studies, Japanese.
    What may be gained from mistranslations of Japanese haiku?2015Conference paper (Refereed)
    Abstract [en]

    What may be gained from mistranslations of Japanese haiku?

    Translations into Western languages of Japanese haiku have been done for well over a century. The shortness of these poems with their seemingly simple structure has made the form attractive to translators with little or no knowledge of the original language, and in both old and newer publications of translated haiku, mistranslations abound. In translation studies, the focus is usually on the strategies followed to reach a, in some sense, successful translation. In this paper, however, I will investigate a few examples, in English and Swedish, that may rather be regarded as failures and consider why these have turned out in this way. Following George Steiner, I will suggest that translation is a hermeneutic process that is open ended. Mistranslation will thus not be understood as a complete failure, but rather as a first tentative step towards understanding. In that way we may analyze the structural and contextual aspects of the (mis)translation and show how adjustments of these may help us to get beyond what we may regard as common sense and get closer to the very different world of the poem. This may also help us to reflect over the way in which conventions and the cultural context function to define the borderline between understanding and misunderstanding.In addition I will discuss the common theory in haiku translation, maintained by David Barnhill, Steven D. Carter and others, insisting on that the words of a poem, even when translated, should be rendered in the same order as in the original. It will be shown how this theory often lead to what may be called "pidgin translations" which may have influenced the development of Western haiku into a poem that is slightly different from the form practiced in Japan.

  • 295.
    Jonsson, Sandra
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Rhyme in translation: How rhymes in Mother Goose are translated into Japanese2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [ja]

    詩、特に韻の翻訳はは難しいと考えられており、訳すことは無理だと考える向きもいる。翻訳が難しい韻を、翻訳者はどのように訳したのかを調べる為、本研究では二人の翻訳者による訳を見る。作品は有名なマザーグースのナーサリー・ライムである。翻訳者、和田誠と谷川俊太郎である。翻訳手法を確かめる為、本研究では韻の数また韻の種類を見た。また、どのように韻を踏ませたのかも調べた。二人の翻訳者を見比べると、韻の訳し方の違いが明らかになる。韻を訳す傾向が低い谷川に比べて、和田は韻を訳す傾向が高い。

  • 296.
    Jonsson, Stina
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Att lära sig skolspråk och skriva på akademiskt vis: En kvalitativ studie kring lärares tankar och erfarenheter av undervisning för skriftspråksutveckling hos andraspråkselever i senare skolåren2019Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The acqusition af advanced literacy is a challenge for many of the second language speaking students, who have to learn a new language, as they learn in a new language. The aim of this essay is to find out how teachers, who teach swedish as a second language, plan and reason around their work to give their students optimal possibilities to develope advanced literacy and thereby succeed in their studies.

    The theoretical framework in this essay is the systemic functional linguistics, SFL, that focuses in particular on function in the language using, rather than on the form. Since scientific research has shown that didactic methods connected to SFL, are helping student developing advanced literacy, this essay aims to clarify weather teachers are familiar with these theories and methods and if so, are the methods advocated in the teaching or do the teachers prefer to teach in other ways with different methods.

    To find answers, three qualitative interviews have been done with three teacher who work with second language speaking teenagers in the later years of school. All of them find difficulties in helping their student to achieve ability in comprehensing and using a more academic language, accordning to knowledge recuirements in curriculum. None of the teachers say that they use SFL-methods purposely, though, all of them mention that they have a genre-based approach in teaching the students new text types.

    Neither of the informants say that they explicitly teach their student how to create texts that are more abstract och general, as in academic literature, for instance by creating gramatical metaphores, according to SFL. The results of this study find that the interviewed teachers lack of a distinct metalanguage that may be useful in teaching the students how to develop advanced literacy and master the academic language.

  • 297.
    Juin, Maria
    Dalarna University, School of Humanities and Media Studies, German.
    Wunderland von Tom Tirabosco: eine Graphic Novel im schwedischen Deutschunterricht2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Diese Arbeit untersucht, wie man mit einer Graphic Novel im schwedischen Deutschunterricht arbeiten kann. Heute beschäftigen sich Kinder und Jugendliche in ihrer Freizeit mit einer Vielzahl von verschiedenen Medien aus Wort und Bild. Dieses Interesse und Können der Schüler kann man im Klassenzimmer nutzen.

    Die Arbeit beschreibt, wie Wort und Bild in Graphic Novels zusammenwirken und geht näher auf das Werk Wunderland von Tom Tirabosco ein. Außerdem wird Literatur über Lernprozesse im Fremdsprachenunterricht untersucht, um anschließend Unterrichtsentwürfe zu entwickeln.

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  • 298.
    Juslin, Kajsa
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Remembering Hiroshima: Hadashi no Gen from a Trauma Theory Perspective2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis, a semi-autobiographical manga, Hadashi no Gen, written by Nakazawa Keiji, is analyzed through the lens of trauma theory. By using trauma theory, I hope to shed light on in what way trauma might affect narrative techniques and in what way the narrative techniques convey trauma and emotion to the reader. For the analysis “Trauma Fiction” by Anne Whitehead was chosen and categories based on her findings were made. The categories are: Intertextuality, repetition, dispersed and fragmented narrative voice, memory place, choiceless choice and fantastic. I discovered that all these themes, observed in other trauma fiction as well, are more or less used as a narrative tool in Hadashi no Gen. Further I observed that by conveying traumatic events and emotions through a combination of images and language is a powerful tool and might even be more effective than standard prose text

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  • 299.
    Juvas Sjöström, Sara
    Dalarna University, School of Humanities and Media Studies, German.
    "Darf ich Sie um das Du bitten?": Eine Untersuchung über die Entwicklung der Anredeformen und Titulaturen anhand von deutsch(sprachig)en Anstandsbüchern (1910-1990)2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 300.
    Juvas Sjöström, Sara
    Dalarna University, School of Humanities and Media Studies, German.
    "Darf ich Sie um das Du bitten?": Eine Untersuchung über die Entwicklung der Anredeformen und Titulaturen anhand von deutsch(sprachig)en Anstandsbüchern (1910-1990)2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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