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  • 301.
    Azmat, Asad
    Dalarna University, School of Humanities and Media Studies, African studies.
    Factors Affecting the Nation Building process in Post-Apartheid South Africa: An assessment of the performance of ANC Governments2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis examines the Nation Building process in South Africa after the demise of Apartheid era. It has primarily analysed, assessed and evaluated the performances of ANC Governments under Mandela, Mbeki and Zuma from the perspective of Nation Building process in the country. The study throws light on the different factors that have been affecting the Nation Building process in South Africa. This study explores a brief historical analysis by uncovering the conditions faced by the South African society during Apartheid era, ethnicity and race relations, how did apartheid programme the collective psyche of the people of the land, its implications in the Post-Apartheid phase of the country and the outcomes affecting the integration process of the segregated society. This work has highlighted the dream of the founding fathers in the Nation Building of South Africa, making of the constitution and its provisions supporting a consociational democratic culture favourable for the Nation Building process. At the same time the study also presents how ethnic struggle for domination in party politics affected the idea of Nation Building, Xhosa Zulu tussle, corruption, nepotism, injustice, inequalities, political repression, human rights abuses, police brutality, extra constitutional measures taken by law enforcing agencies and political institutes, disgruntled and dissatisfied masses all contributed in the creation of a chaotic environment not conducive for the Nation Building process.

  • 302.
    Baas, Ludvig
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    Mer än vandrande döda - Undersökning mytisk formula i The Walking Dead:: Universell tematik. Karaktärsrelatering. Känsloberöring genom våld.2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen undersöker hur formulas från mytiska berättelser möjligen används i tv-serien

    The Walking Dead. Detta sker genom analys av tre mytiska formulas såsom: universell tematik, relaterbara karaktärer samt förmåga att väcka känslor. För att upptäcka om The Walking dead behandlar en universell mytisk tematik kommer dess karaktärers dimensioner samt funktioner analyseras och försättas i en tematisk frågeställning - för att se om frågeställningen innehåller universella eller mytiska inslag. Därutöver, för att få svar på hur publiken relaterar till karaktärerna i The Walking Dead används termen karaktärsrelatering (egen beteckning) - det vill säga hur åskådarna förhåller sig till fiktiva karaktärer och kan sympatisera, empatisera samt identifiera sig med dem. Mytens förmåga att väcka känslor undersöks utifrån The Walking Deads våldsanvändning med hjälp av känslobegreppen: utlösande företeelser, expressiva uttryck och responsagerande i samband med hur olika våldstyper: instrumentellt våld, impulsivt våld och rättfärdigat våld kan väcka känslor i åskådaren. Analysen och slutsatsen betonar att The Walking Dead använder en tematisk frågeställning som innehåller de universella begreppen rätt och fel länkad till det universella ämnesområdet överlevnad - vilket kombinerat bildar en mytisk frågeställning. Vidare visar det sig att våldet i The Walking Dead används som en beståndsdel som kan väcka känslor i åskådaren genom karaktärernas känslomässiga reaktioner. Därutöver påverkar dessutom karaktärernas våldsanvändning publikens förmåga att sympatisera, empatisera samt identifiera med karaktärerna, alternativt känna antipati eller motempati mot dem. Däremot om The Walking Dead enbart använder mytisk formula kan diskuteras vidare, då likande formula finns angivna i filmmanusböcker och på andra berättelsehåll.

  • 303.
    Backhouse, Åsa
    Dalarna University, School of Languages and Media Studies, Spanish.
    Los Principales Problemas Fonéticos y Fonológicos en la enseñanza del Español para Extranjeros2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [un]

    The purpose of this study is to investigate the most common phonetic and phonological difficulties in the teaching of Spanish as a foreign language. The study has been based on the following questions: Which difficulties can teachers encounter when teaching phonetics and phonology? Which difficulties can students encounter when learning phonetics and phonology? How is phonetics and phonology taught? In order to be able to investigate the difficulties, a questionnaire has been handed out to five experienced teachers. The results of the questionnaires, together with the theory, has been analysed in the analysis. The outcome of the analysis shows that several difficulties can be detected in both the teaching and in the learning process. The results of the questionnaires also show us that the teachers mostly teach phonetics the same way: through repetition and imitation, the conductive method, and very few think outside of the box to encounter new methods.

  • 304.
    Bader, Katarina
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Att arbeta praktiskt utifrån teoretiska skrivdiskurser i skrivundervisningen: Med fokus på genrepedagogik och processkrivning i förhållande till svenskämnet i gymnasieskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis analyses existing scientific articles and papers about the principles of genre pedagogy, process writing and how they are working in theory and pratice. Many studies have been made to see how genre pedagogy and process writing are working in Swedish schools. This thesis gives and overview over a selection of scientific papers and books, and discusses the usage, the possiblities and challenges of these methods in different contexts. It wants to find answers to the questions how writing is taught using these discourses and what teachers should be aware of when using each of the presented methods. The conclusion of this thesis is that teachers need deep knowledge, competence and awareness of critical elements in order to teach according to the chosen writing discourses.

  • 305.
    Bader, Katarina
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Tillämpning av genreskolans pedagogik i skrivundervisningen: Ett sätt att utveckla elevens språk, text- och skrivarbete ur ett lärarperspektiv2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har utgångspunkten i mitt eget examensarbete 1, en genomförd litteraturstudie med titeln Att arbeta praktiskt utifrån teoretiska skrivdiskurser i skrivundervisningen (2018). l detta arbete kartläggs processkrivning och genrepedagogik. I litteraturstudien framkom vilka för- och nackdelar det finns i teorin när de används i undervisningen, hur lärare kan använda sig av skrivprocesser som verktyg, samt vilka effekter de bidrar till i elevernas textproduktion och vilka följder de kan ge om man som lärare inte har djupa förkunskaper i resp. diskurs.

    Det övergripande syftet med denna empiriska studie är att undersöka i vilket omfång ett fåtal svensklärare i gymnasieskolan har kunskaper om den teoretiska bakgrunden till genrepedagogiken, hur lärarna genomför sin undervisning med hjälp av denna metod och om metoden är deras didaktiska val. Syftet belyser om svårigheten att tolka och använda genre i undervisningen. Ambitionen är att ta reda på om svensklärare ser denna skrivmetod som ett verktyg för att gynna och avancera elevernas skrivutveckling genom att samla in data som talar om vilka delar av genrepedagogiken som svensklärare använder sig av, varifrån de inhämtar kunskap om genrepedagogik och hur de ser på begreppet genre i undervisningen. I den teoretiska genomgången klarläggs nationell och internationell forskning utifrån Sydneyskolans genrepedagogik. Studien är baserad på kvalitativ metod och datainsamlingen har genomförts genom intervjuer i skolors grupprum eller via högskolans Connect-plattform. Det som framkommer i resultatet är att en majoritet av informanterna uttalar sig positivt om skrivmetoder och att hälften av dem är beredda att skaffa sig mer kunskap om genrepedagogik. De som använder sig av genrepedagogiken, ser fördelar i metodens tydliga strukturer och modeller, men uttalar sig om vissa nackdelar att bruka denna skrivmetod. Svårigheter har visat sig vara tidsbristen att genomföra alla faser, stora och heterogena gruppsammansättningar som beror på elevernas olika kunskapsnivåer och grundkunskaper. Två förslag är att utveckla genrepedagogiken ytterligare för att förbättra möjligheterna för elever i stora och heterogena grupper och att informera svensklärare att fördjupa sig i genrekunskap och genreskolans pedagogik för att kunna effektivisera skrivundervisningen.

  • 306.
    Bakaldin, Mikael
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    Visuella kompromisser: Den visuella adaptionen av Watchmen 2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sedan Zack Snyders filmatisering av serietidningen

    Watchmen som länge har ansetts vara ofilmbar har filmen nu blivit hyllad för att vara väldigt visuellt trogen serietidningen. Därmed har det varit av intresse att undersöka denna visuella adaption och jämföra skillnader och likheter mellan filmen och serietidningen. Uppsatsen har fokuserad på bildformatet och dess påverkan på kompositionen i adaptionen för att det har visat sig vara en av de dominanta och primära skillnaderna mellan medierna. I samband med bildformat analyserar uppsatsen utvalda sekvens och bilder från film och serietidning utifrån kompositens element: linje, POV, kamerarörelse, Negativ yta, balans/symmetri, tredjedelsregeln och djup.

    Slutsatsen blev att fastän det finnas stora visuella likheter mellan film och serietidning så finns det fundamentala skillnader i de olika mediernas konventioner samt i de praktiska arbetsprocesserna som på många sätt tvingar filmen till kompromisser.

  • 307.
    Bakker, Barbara
    Dalarna University, School of Humanities and Media Studies, Arabic.
    Arabic dystopias in the 21st century: A study on 21st century Arabic dystopian fictionthrough the analysis of four works of Arabic dystopian narrative2018Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Dystopian fiction as intended in the Western literary tradition is a 20

    th century phenomenon on

    the Arabic literary scene. This relatively new genre has been experiencing an uplift since the

    beginning of the 21

    st century and many works that have been defined dystopias have been

    published and translated into English in the last 10 – 15 years. In order to find out their main

    features, Claeys’s categorization of literary dystopias is applied and a thematic analysis is

    carried out on four Arabic dystopian works of narrative, written by authors from different parts

    of the Arabic world. The analysis shows that 21

    st century Arabic dystopias are political

    dystopias, with totalitarianism as their main variation. Rather than on society, their focus is on

    the individual, and more specifically on personal freedom. The totalitarian constraints are

    mainly caused by religious fundamentalism and bureaucratic procedures. Surveillance and

    control over population are implemented by means of religious precepts and bureaucratic

    constructions, together with, in some instances, control over language and technological

    devices. Political totalitarianism regardless of a specific political ideology is identified as main

    theme. The thesis suggests that a Western-based classification framework is only partially

    suitable for Arabic dystopian fiction of the 21

    st century and that further research, including but

    not limited to a specific classification theory for Arabic dystopian fiction, is necessary to

    properly investigate this new literary trend in Arabic literature.

  • 308.
    Bakker, Barbara
    Dalarna University, School of Humanities and Media Studies, Arabic.
    Dystopian Trends in Modern Arabic Literature2018In: Al Jadid - A Review of Arab Culture and Arts, ISSN 1523-746X, Vol. 22, no 75, p. 6-8Article in journal (Other academic)
  • 309.
    Baldelli, Valentina
    Dalarna University, School of Humanities and Media Studies, African studies.
    Nationalism and Identity in Zimbabwe: The cultural dimension as tools for the preservation of the authoritarian power.2017Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis aims to analyze the role of the cultural dimension in power production processes. Specifically, the research will look at the ways in which the nationalist discourse has influenced the definition of identity from the struggle for independence until the constitution of the one-party state in Zimbabwe.

    The objective of this thesis is to investigate the discursive national identity of power and dissenting subjects and the change over the time from a culture of resistance to elaborating ethical, political and identity conceptions witch have become functional in the legitimation of authoritarian power.So, the purpose is to investigate the existence of asupposed link between the power and the nation's identity representation. Then, through categories of analysis of postcolonial studies, I will analyze two novels in order to understand how subjects perceived and reformulated the nationalist discourse on identity. The data have

    led me to understand that nationalistic discourse on identity evolved during the time: during the struggle for independence  nationalism became a narrative strategy, functional to the re-appropriation of the symbolic and cultural system of those who were placed in a subordinate position in the colonial system; Furthermore, nationalism constituted a rhetorical resource for power even after the achievement of independence. During this period, the theme of national unity was central in nationalist discourse, as it became functional to marginalize any form of opposition to the project of achieving a one-party state. In this way, nationalistic discourse and its identity attribution function underwent an evolution, as by a culture of resistance it became a discursive strategy for the establishment and preservation of authoritarian power.

  • 310.
    Bandak, George
    Dalarna University, School of Education and Humanities, Comparative Literature.
    "Båda är vi fördömda - låt oss gå tillsammans!": Att läsa Brott och straff i en kristen teologisk kontext2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det huvudsakliga syftet med min uppsats var att läsa Brott och straff (1866) i en kristen teologisk kontext, där jag ville undersöka om de två trosinriktningarna i romanen förenades eller inte. Jag tog min utgångspunkt i att Raskolnikov gav uttryck för föreställningar inom Gud-är-död-teologin med betoning på Simone Weil och William Hamilton, och att Sonja gav uttryck för föreställningar inom den rysk-ortodoxa teologin.

    Vidare formulerade jag frågan: Kan man läsa Brott och straff som en egen gren inom kristen teologi? Jag tog hjälp av identitetsrekonstruktion som metod, med fokus på Ruard Ganzevoorts användning av termen.

    Resultatet är att man faktiskt kan läsa Brott och straff som en egen gren inom kristen teologi. Både Raskolnikov och Sonja har fått något i utbyte av varandra och sålunda rekonstruerat sina tidigare övertygelser och trosuppfattningar. Raskolnikovs identitet, som tidigare präglades av en övermänniskoteori och föreställningen om att Gud kanske inte finns, har påverkats av mötet med Sonja och övergett sina tidigare trosuppfattningar. Han har börjat tro. Sonja har också genomgått en förändring. Mötet med Raskolnikov har lett till att hon har börjat betrakta verkligheten med ett realistiskt synsätt. Hon har även kommit till insikt om att lidandet är ett ofrånkomligt faktum. Resultatet av den teologiska föreningen leder till en ny sorts teologi, som jag valt att kalla hoppets teologi. En teologi som förenar föreställningar från båda trosinriktningar. 

  • 311.
    Barcheus, Annika
    Dalarna University, School of Languages and Media Studies, French.
    Comment traduire la culture du café?: Une étude de deux polars suédois2011Independent thesis Basic level (degree of Bachelor)Student thesis
  • 312.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Barns och föräldrars samtalstid: om sanningar och moralisk panik2004In: Barn, ISSN 0800-1669, no 4, p. 53-76Article in journal (Refereed)
  • 313.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Constructing the Pupil: Normalization and Benevolent Governing in two Swedish Schools2012In: Canadian International Conference on Education, Guelph, Canada, 18-21 juni 2012, 2012Conference paper (Refereed)
    Abstract [en]

    This is about the socialization of school children and how normality is learned and managed in one pre-school class and one fifth grade class in the Swedish compulsory school. The Swedish school is, according to the National Curriculum based on democratic values and respect for the individual. In accordance with these values socialization of the pupil is, as the thesis argues, accomplished through 'benevolent government' by the teachers. To enable this, the pupil needs to learn how to be him or her 'self' according to norms about how the 'self' is to be expressed. The pupil also needs to learn how to balance multiple relations in school and the different aspects that constitutes the social person. Benevolent government is here used as a description of a certain kind of 'teacherhood' dependent on a certain kind of pupil. The pupil-subject that is constructed is a subordinated, self-inspecting, positive, empathic person who will approve of being governed by the teachers through the governing of themselves. The study is based on anthropological fieldwork during two years in these classes.

  • 314.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    "Dare to share": the meanings of therapeutic biographies in The Great Mother Confession2012In: 9th International Conference Crossroads in Cultural Studies Paris, July 2-6 2012, 2012Conference paper (Other academic)
    Abstract [en]

    "Dare to share " - the meanings of therapeutic biographies in The Great Mother Confession

    "Dare to share" is one of the catchy slogans presented on the website of the popular cultural event,  The Great Mother Confession. "To share" refers to the life improving, transformative powers ascribed to the act of "speaking out"  about ones feelings, and the construction of therapeutic biographies.

    The Great Mother Confession, was arranged in 2009 and 2010 by a Swedish newspaper group. It consisted of an all-day events each year with coaching and entertaining performances and a blog site for mothers public confessions. Based on material from ethnographic fieldwork conducted at the all-day arrangements and close readings of the confessional blogs, this paper aims to explore meaning-making aspects of (mother)confession through emic definitions of the meaning and function of the confessional act.  The confessions are also understood as comments on maternal norms.

  • 315.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Den venlige magtudøvelse: normalitet og magt i skolen2009Book (Other academic)
  • 316.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Den vänliga maktutövningens regim: Om normalitet och makt i skolan2008Book (Other academic)
  • 317.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Mamma-pappa-barn: Femåringar om den heterosexuella familjen som livsprojekt2010In: Livslinjer Berättelser om ålder, genus och sexualitet / [ed] Ambjörnsson, Fanny; Jönsson, Maria, Göteborg/Stockholm: Makadam , 2010Chapter in book (Other academic)
  • 318.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Med facit i hand: Normalitet, elevskap och vänlig maktutövning i två svenska skolor2007Doctoral thesis, monograph (Other academic)
  • 319.
    Bartholdsson, Åsa
    Dalarna University, School of Humanities and Media Studies, Social Anthropology.
    Narrating anger: Conceptualisations and representations of children’s anger in programmes for social and emotional learning2014In: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438, Vol. 6, no 3, p. 295-306Article in journal (Refereed)
  • 320.
    Bartholdsson, Åsa
    Dalarna University, School of Humanities and Media Studies, Social Anthropology.
    Narrating anger: Conceptualizations and Representations of Childrens Anger in Programmes for Socio-emotional Training i Swedish Preschool and School.2014Conference paper (Other academic)
  • 321.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    "Om man är snäll aldrig får man sitta på en stol jämt": Exponeringens och exkluderingens ordningsskapande finess i förskolan2011In: Praktiknära utbildningsforskning vid Högskolan Dalarna / [ed] Åsa Bartholdsson och Eva Hultin, Falun: Högskolan Dalarna , 2011, 1Chapter in book (Other academic)
  • 322.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Praktiknära utbildningsforskning vid Högskolan Dalarna2011Collection (editor) (Other academic)
  • 323.
    Bartholdsson, Åsa
    Dalarna University, School of Humanities and Media Studies, Social Anthropology.
    Pretending Democracy: Learning and Teaching Participation in Two Swedish Schools2003In: Building a Human Rights Culture: South African and Swedish Perspectives / [ed] Karin Sporre & H Russel Botman, Falun: Högskolan Dalarna, 2003, p. 128-141Chapter in book (Other academic)
  • 324.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    På jakt efter rätt inställning: Att fostra positiva och reflekterande elever i en svensk skola2003In: Skolkulturer, Lund: Studentlitteratur , 2003Chapter in book (Other academic)
  • 325.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Shaping the Pupil: Normalization and Benevolent Governing in Two Swedish Schools2012In: International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue, ISSN 2042-6364, Vol. 2, no 2Article in journal (Refereed)
  • 326.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    ”Vi måste få en ny uppfostran”: Hem, skola och föräldraskap i reformpedagogiskt världsförbättrande2012In: Människor, miljöer och läromedier: Femte nordiska utbildningshistoriska konferensen Umeå den 26-28 september 2012, 2012Conference paper (Other academic)
  • 327.
    Bartholdsson, Åsa
    et al.
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Gustafsson Lundberg, Johanna
    Lunds universitet.
    Hultin, Eva
    Dalarna University, School of Education and Humanities, Education.
    A foot in the floor: A critical perspective on socio-emotional programs in Swedish preschools and compulsory school2012In: Proceedings of Canadian International Conference on Education, Guelph, Canada 18-21 juni 2012, 2012Conference paper (Refereed)
    Abstract [en]

    Today, Social emotional learning (SEL) is common in pre-school and school both in Europe and North America. An overall issue in this study concerns the how borders between private and public are constructed and negotiated in schools and pre-schools where socio-emotional programs are practiced. A specific aspect, dealt with in this paper, concerns the processes of internalization, among students and children, of the normative set of values proclaimed by these programs. In this first preliminary analysis we operate within a foucouldian perspective. With this as a point of departure, abilities such as self-control, regulation of emotions and social behavior, and a discursive and social competence for presenting the self are constructed through the production of docile, obedient bodies.

  • 328.
    Barwén Trollvik, Denise
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    Shall we dance?: Passion, intimitet och maskulinitet i Masayuki Suos Får jag lov? och Peter Chelsoms Shall We Dance? 2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med det här kandidatexamensarbetet är att undersöka hur den japanska filmen Får jag lov? från 1996, och den amerikanska remaken Shall We Dance? från 2004, skiljer sig från varandra utifrån hur karaktärerna uttrycker maskulinitet, intimitet och passion genom karaktärisering. Karaktärerna som undersöks är den manliga och kvinnliga huvudrollen samt en viktig biroll från varje film. Vidare undersöks även varför skillnaderna uppstår mellan Får jag lov? och Shall We Dance?. Analysen tyder på att skillnaderna i hur maskulinitet, intimitet och passion visas genom karaktärisering i de båda filmerna inte är så stora. Tvärtom så liknar filmerna varandra till stor del i dessa avseenden. Skillnaderna mellan de två filmerna visar sig däremot handla om kulturella skillnader, då filmerna är från två olika länder.

  • 329.
    Beckman, Daniel
    Dalarna University, School of Languages and Media Studies, Sound and Music Production.
    Datorspelsmusik: en undersökning om de känslor och associationer som den skapar hos lyssnare och huruvida kompositören lyckats förmedla spelets och musikens åsyftade känslor2004Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Daniel Beckman: Datorspelsmusik: En undersökning om de känslor och associationer som den skapar hos lyssnare och huruvida kompositören lyckats förmedla spelets och musikens åsyftade känslor. Högskolan Dalarna, Falun. Institutionen för Kultur, Media, Data. C-uppsats Vt. 2004. Genom att göra en undersökning med gymnasiestuderande, vana datorspelare, försöker uppsatsen påvisa på vilket sätt man som användare av datorspel lyssnar och anammar datorspelmusik. Eleverna fick lyssna på ett antal datorspelmusikstycken utan vetskap om till vilket spel musiken tillhörde. Samtidigt fyllde de i en enkät till varje stycke de hörde. De tämligen entydiga resultaten visade, att ungdomar med stor vana av datorspel, i många fall lätt kan avgöra någorlunda exakt vilka känslor som åsyftats att beskriva med musiken, samt även vilken typ av spel det rör sig om. Förförståelsen för känslor och yttringar som datorspelsmusik försöker förmedla har börjat bli så väl rotade hos den vane användaren, att man genom att bara höra musiken alltså kan bestämma både spelets karaktär och genre. Kompositörerna till musiken har då även lyckats väl med intentionerna att i toner beskriva spelets beskaffenhet.

  • 330.
    Beemsterboer, José Pauline
    Dalarna University, School of Humanities and Media Studies, Italian.
    Un’indagine sul dialetto di Nemi2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [it]

    Ci si può domandare se a Nemi si parla un dialetto. In fondo è un piccolo paese che è rimasto per lungo tempo isolato pur trovandosi soltanto a 30 km a sud di Roma. Nemi è situato sul promontorio di un vulcano antico e sovrasta il lago di Nemi. La sua torre e le sue mura furono costruite nel IX secolo e per tanti secoli i suoi abitanti sono rimasti prevalentemente dei contadini.

    Se i nemorensi o più semplicemente nemesi parlano un dialetto, quali sono le sue caratteristiche? E, visto che a Nemi risultano meno di 2000 residenti, usano forse un lessico particolare? Forse ci si trovano ancora parole che emanano dal latino o è piuttosto l’italiano regionale che ha influenzato la parlata?

    Per poter trovare una risposta a queste domande sono stati intervistati alcuni abitanti di Nemi ed è stata fatta un’analisi contrastiva tra la parlata nemorense, l’italiano standard e altri dialetti limitrofi.

    Il progetto nazionale LinCi1, un’abbreviazione per La lingua delle città, è stata la linea guida per svolgere questa breve indagine. È stato fatto un questionario di ventotto domande formate non solo da parole, ma anche da frasi brevi e costrutti grammaticali conformi al questionario della LinCi. Queste sono state presentate ad un gruppo selezionato di nemesi e le interviste sono state audio registrate. Dopodiché le risposte audio registrate sono state confrontate con diversi vocabolari:

    il vocabolarietto del dialetto di Nemi Un dialetto, un popolo (Marianecci s.d.), il Romanisches Etymologisches Wörterbuch (REW), il vocabolario del dialetto di Marino nel libro Origine della lingua italiana Dal attuale dialetto del volgo laziale Al dialetto del popolo romano del XIII secolo (Torquati 1886) e Il dialetto di Velletri e dei paesi finitimi in «Studj Romanzi», (Crocioni 1907), inoltre sono stati consultati il Profilo linguistico dei dialetti italiani (Loporcaro 2009), e la presentazione Il lessico alimentare a Nemi, tra derivazioni latine e sviluppi autonomi (Middei 2011).

  • 331.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A case study of a distance degree program in Vietnam: Examples from a learner-centered approach to distance education.2010In: Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges and Issues / [ed] Sullivan, Kirk; Czigler, Peter; Hellgren, Jenny, Hershey, PA: Information Science Publishing , 2010Chapter in book (Other academic)
    Abstract [en]

    The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with the Faculty of Education at Vietnam National University. Students who enroll in this program are teachers of English at secondary or tertiary institutions, and will study half-time for two years to complete a Master’s degree in English Linguistics. The distance program, adapted specifically to accommodate the Vietnamese students in terms of cultural differences as well as inexperience with distance methodology, is characterized by three design features: testing, technical training, and fostering a community of learners. The design of the courses also reflects a learner-centered approach that addresses common problem areas in distance education by promoting interactivity. Central to the overall program is the maintenance of different channels of communication, reflecting an effort to support the students academically and socially, both as individuals and members of a learning community. In this way, the effects of physical and cultural distances are minimized.

  • 332.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A corpus approach to discursive constructions of a hip-hop identity2008In: Corpora and Discourse: The challenges of different settings / [ed] Reppen, Randi; Ädel, Annelie, Amsterdam: John Benjamins , 2008, p. 211-240Chapter in book (Other academic)
    Abstract [en]

    This chapter is an analysis of a 100,000-word corpus consisting of message-board postings on hip-hop websites. A discourse analysis of this corpus reveals three strategies employed by the posters to identify themselves as members of the hip-hop community in the otherwise anonymous setting of the internet: (1) defined openings and closings, (2) repeated use of slang and taboo terms, and (3) performance of verbal art. Each strategy is characterized by the codification of non-standard grammar and pronunciations characteristic of speech, as well as by the use of non-standard orthography. The purpose of the discourse is shown to be a performance of identity, whereby language is used and recognized as the discursive construction of one’s hip-hop identity.

  • 333.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A Descriptive Analysis of the Social Functions of Swearing in American English2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The methodology of the present study, designed for the purpose of collecting quantitative and qualitative data, reflects a sociolinguistic approach to swearing, allowing for an investigation of the relationship between swear word usage and social context. Swearing utterances and details of the social context in which they were made were recorded discretely and anonymously with the use of field notes within the University of Florida undergraduate student speech community. Sixty members of this speech community also participated in a six-part questionnaire which elicited information regarding use of and attitudes towards swear words. Eleven of the questionnaire participants furthermore participated in an ethnographic interview to discuss the questionnaire and the subject of swearing in greater depth. Previous research had established swearing as both a frequently occurring speech behavior within the university speech community (Cameron, 1969; Jay, 1986; Nerbonne and Hipskind, 1972) as well as a highly offensive one (Driscoll, 1981; Jay, 1977, 1978, 1986; Mabry, 1975; Manning and Melchiori, 1974). The resulting ‘swearing paradox’ represents the question of how frequency and offensiveness can be directly related. The results of the present study explicate the swearing paradox by providing evidence of a discrepancy between the type of swearing that is most characteristic of social interaction within the university speech community and the type of swearing which is typically presented in offensiveness ratings tasks. The use of swear words in conversational American English was revealed to be a linguistic device used to affirm in-group membership and establish boundaries and social norms for language use. Intraspeaker and interspeaker variation in the use of and attitudes towards swear words was shown to be primarily a function of interlocutor gender and race. The data show evidence of males imposing standards of language use on females and suggest that different races use swear words to fulfil different social functions. Finally, the data suggest that the members of the focus speech community impose restrictions and standards on the swearing behavior of out-group members.

  • 334.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A sociolinguistic analysis of swearword offensiveness2007In: Saarland Working Papers in Linguistics, Vol. 1, p. 14-37Article in journal (Refereed)
    Abstract [en]

    The methodology of the present study, designed for the purpose of collecting quantitative and qualitative data, reflects a sociolinguistic approach to swearing, allowing for an investigation of the relationship between swear word usage and social context. Previous research had established swearing as both a frequently occurring speech behavior within the university speech community and a highly offensive one. The resulting ‘swearing paradox’ represents the question of how frequency and offensiveness can be directly related. The results of the present study explicate the swearing paradox by providing evidence of a discrepancy between the type of swearing that is most characteristic of social interaction within the university speech community and the type of swearing which is typically presented in offensiveness ratings tasks.

  • 335.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A sociolinguistic investigation of swearing in American English conversation: Applied linguistics and the social domain2000In: American Association of Applied Linguistics Annual Conference: Crossing Boundaries, Vancouver, 2000Conference paper (Other academic)
  • 336.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Competing contractions in spoken English2006In: ICAME-27, Helsinki, Finland, 2006Conference paper (Refereed)
    Abstract [en]

    It is well established that contraction, like many other reduced forms, occurs more frequently in spoken than in written language (Biber 1988; Tobin 1994; Tottie 1991; Yaeger-Dror et al. 2002). Nevertheless, contracted forms in written texts have received the bulk of attention in corpus studies, traditionally seen as indicators of register and interaction type (Westergren Axelsson 1998; Biber 1988; Kjellmer 1998; Tobin 1994; Tottie 1991; Yaeger-Dror et al. 2002). In this paper, I investigate contractions occurring in the spoken conversation component of the BNC, first comparing occurrences of full and contracted forms then, following Yaeger-Dror et al. (2002), specifically focussing on competing aux- vs. not-contraction in similar contexts. The current analysis confirms a clear preference for contracted forms over full forms in the spoken corpus and, in so doing, sets the stage for characterizing the variation between two contracted versions of the same full form, for example, there’s not vs. there isn’t. Such competing aux- vs. not-contractions (Hiller’s “Janus Kontraktionen”) in the conversation component of the corpus encourage a lexico-grammatical analysis (cf. Tagliamonte & Smith 2002) as opposed to one strictly based on register, dialect or interaction type. In this paper, aux- and not-contraction are shown to prefer different grammatical and lexical environments. An explanation for this phenomenon is offered based on collocational preferences instead.

  • 337.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Content management in adolescent-directed talk about sex2006In: Sociolinguistics Symposium 16, Limerick, Ireland, 2006Conference paper (Refereed)
    Abstract [en]

    In expert-novice exchanges, accommodation usually takes the form of 'content convergence' (Giles & Smith, 1979), where a lack of shared expertise on a particular topic may lead to the manipulation of content for the purpose of increasing comprehension and facilitating communication. Performed by the expert participant, such accommodation is based primarily on the limited knowledge of the novice. However, my data from expert-novice exchanges on the topic of sex and sexuality show content convergence to be negligible. Instead, accommodation in the form of `content management' characterized by access to or denial of information dominates. The research is based on conversations recorded at a youth center in Germany (German-language data). Five adult volunteers (four males, ages 20, 21, 24 and 39; 1 female, age 20) at the center each agreed to participate in one conversation about sex and sexuality with an inquisitive adolescent (14-year-old female or 13-year-old male) from the same youth center. Because of their social status as well as familiarity and experience with the topic, the adults represent the experts, while the adolescents freely admit to being novices. The adult experts manage the content of conversation by either accommodating the novices' desire to gain information or denying this desire through avoidance strategies. The extent of accommodation or avoidance is shown not to be a function of novice knowledge, but rather of age and gender. Experts accommodate to novices of the same gender and similar age by directly answering questions, being candid, joking and laughing. Their exchanges are further characterized by extensive topic exploration and detail. In exchanges among participants of dissimilar ages and genders, experts resort to avoidance strategies including requests for other-disclosure, hedging, opting out or making third-party references. Persistent topic exploration efforts by the novices are similarly and consistenty deflected, often resulting in conflict.

  • 338.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Discourse strategies and power roles in student-led distance learning2008In: Journal of Research in Teacher Education, ISSN 1404-7659, Vol. 15, no 2, p. 11-21Article in journal (Refereed)
    Abstract [en]

    The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

  • 339.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Hesitations and repair in German2005In: Proceedings of DiSS’05, Disfluency in Spontaneous Speech Workshop, p. 71-76Article in journal (Refereed)
    Abstract [en]

    The occurrence of pauses and hesitations in spontaneous speech has been shown to occur systematically, for example, "between sentences, after discourse markers and conjunctions and before accented content words." (Hansson [15]) This is certainly plausible in English, where pauses and hesitations can and often do occur before content words such as nominals, for example, "uh, there's a … man." (Chafe [8]) However, if hesitations are, in fact, evidence of "deciding what to talk about next," (Chafe [8]) then the complex grammatical system of German should render this pausing position precarious, since pre-modifiers must account for the gender of the nominals they modify. In this paper, I present data to test the hypothesis that pre-nominal hesitation patterns in German are dissimilar to those in English. Hesitations in German will be shown, in fact, to occur within noun phrase units. Nevertheless, native speakers most often succeed in supplying a nominal which conforms to the gender indicated by the determiner or pre-modifier. Corrections, or repairs, of infelicitous pre-modifiers indicate that the speaker was unable to supply a nominal of the same gender which the choice of pre-modifier had committed him/her to. The frequency of such repairs is shown to vary according to task, with fewest repairs occurring in elicited speech which allows for linguistic freedom and therefore is most like spontaneous speech. The data sets indicate that among German native speakers, hesitations occurring before noun phrase units (pre-NPU hesitations) indicate deliberation of what to say, while hesitations within or before the head of the noun phrase (pre-NPH hesitations) indicate deliberation of how to say what has already been decided (cf. Chafe [8]).

  • 340.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    I have tagit med the Eimer with the Kuchen: Code-switching evidence for a single syntactic system among child bilinguals2005In: X. International Conference for the Study of Child Language, Berlin, 2005Conference paper (Refereed)
    Abstract [en]

    In the case of child bilingualism, much debate has been generated as to whether speech reflects one single syntactic system or two. Code-switching data from child bilinguals has served both sides of the issue. It has been suggested that code-switching, or language mixing, reflects either a) one syntactic system, with harmonious interaction between each language\'s lexical and morphosyntactic features, or b) evidence of limited ability in two separate systems (cf. De Houwer, 1990; Deuchar and Quay, 1998, 2000; Genesee, 1989; Köppe, 1997; Lanza, 1992, 1997; Lipski, 1998; Paradis and Genesee, 1996; Redlinger and Park, 1980). The controversy is fundamentally one of the have\'s versus the have-not\'s: bilingual children have either one large system at their disposal, or two small systems. Can the accuracy of either theory be determined by examining code-switching data from a child bilingual learning a second language? In this poster presentation, code-switching data is presented from an English-Swedish bilingual learning German in a second-language environment. Code-switching utterances involving the child\'s \"third language\", German, were collected over a period of 6 months (from age 2,8 to 3,4), and analyzed in terms of syntax and lexicon. Should the data have been limited to English-German and/or Swedish-German code-switching, the case for two systems would be supported. However, evidence of three-language code-switching suggests the existence of a single system, where switches to the \"third language\" reveal not limited resources in the other two languages, but rather an awareness of -as well as adventurous exploitation of- a further linguistic possibility.

  • 341.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Real language: A corpus study of hip-hop language2005In: AAACL 6-ICAME 26 Joint Conference, Ann Arbor, MI, USA, 2005Conference paper (Refereed)
    Abstract [en]

    In this poster presentation, I present an analysis of a 100,000 word corpus consisting of message board entries on hip-hop music and culture. This sample corpus clearly shows that the contributors write in a manner characteristic of spoken language, but that they also exploit the medium of the message board to further identify themselves linguistically in ways which are not possible in speech. This corpus thus serves to exemplify the new wave of "real language" which corpus linguistics has yet to account for. Furthermore, the analysis addresses the problem of knowing "real speakers" by considering speaker identity not as a combination of sociolinguistic variables, but as a linguistic construction of self.

  • 342.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Review of Street Speak: Essential American Slang and Idioms2000In: The Sunshine State TESOL Journal, ISSN 1934-7030Article in journal (Other academic)
  • 343.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Review of Swearing in English. Bad language, purity and power from 1586 to the present2006In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 27, no 3, p. 542-545Article in journal (Refereed)
  • 344.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Scrutiny on the Baltic: A Linguistic Diary from Sweden2000In: The Sunshine State TESOL MessengerArticle in journal (Other academic)
  • 345.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Students’ Role in Distance Learning2008In: Opening Doors through Distance Learning Education: Principles, Perspectives and Practices / [ed] Goertler, Senta; Winke, Paula, Texas: CALICO , 2008, p. 43-66Chapter in book (Other academic)
    Abstract [en]

    1. Introduction Much of the support that students have in a traditional classroom is absent in a distance learning course. In the traditional classroom, the learner is together with his or her classmates and the teacher; learning is socially embedded. Students can talk to each other and may learn from each other as they go through the learning process together. They also witness the teacher’s expression of the knowledge firsthand. The class participants communicate to each other not only through their words, but also through their gestures, facial expressions and tone of voice, and the teacher can observe the students’ progress and provide guidance and feedback in an as-needed basis. Further, through the habit of meeting in a regular place at a regular time, the participants reinforce their own and each other’s commitment to the course. A distance course must somehow provide learners other kinds of supports so that the distance learner also has a sense of connection with a learning community; can benefit from interaction with peers who are going through a similar learning process; receives feedback that allows him or her to know how he or she is progressing; and is guided enough so that he or she continues to progress towards the learning objectives. This cannot be accomplished if the distance course does not simultaneously promote student autonomy, for the distance course format requires students to take greater responsibility for their own learning. This chapter presents one distance learning course that was able to address all of these goals. The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with Vietnam National University. Students enrolled in this program study half-time for two years to complete a Master’s degree in English Linguistics. The distance courses in this program all contain two types of regular class meetings: one type is student-only seminars conducted through text chat, during which students discuss and complete assignments that prepare them for the other type of class meeting, also conducted through text chat, where the teacher is present and is the one to lead the discussion of seminar issues and assignments. The inclusion of student-only seminars in the course design allows for student independence while at the same time it encourages co-operation and solidarity. The teacher-led seminars offer the advantages of a class led by an expert. In this chapter, we present chatlog data from Vietnamese students in one distance course in English linguistics, comparing the role of the student in both student-only and teacher-led seminars. We discuss how students navigate their participation roles, through computer-mediated communication (CMC), according to seminar type, and we consider the emerging role of the autonomous student in the foreign-language medium, distance learning environment. We close by considering aspects of effective design of distance learning courses from the perspective of a foreign language (FL) environment.

  • 346.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Swearing and the discursive construction of identity among young adults2005In: 9th International Pragmatics Conference, Riva del Garda, Italy, 2005Conference paper (Refereed)
    Abstract [en]

    Research on swearing has traditionally focussed on swear words as single units, for example, in terms of definition, offensiveness, syntactic roles, or semantic categories. In the present study, spontaneous swearing utterances were recorded in naturally occurring social settings, in an attempt to observe the social conditions conducive to swear word usage. Data collected from a university speech community suggest an important role of swearing in the identity construction of young adults. It is hypothesized that their use of swear words functions as an element of the discursive construction of identity of self, while the non-use of swear words can be understood as a construction of the identity of other. The data of over 500 swearing utterances, 60 questionnaires and 11 interviews were collected within a university speech community. The spontaneous swearing utterances reveal clear tendencies among the subjects to use swear words with interlocutors who are most like themselves in terms of age, race and gender. Among the student (young adult) sample population, the use of swear words functions to identify the speaker (self) as similar to the hearer, thus establishing or confirming group solidarity. As interlocutor similarities decrease, however, so do the swearing utterances. For example, the data showed a decrease in swear word usage when interlocutors were of different gender and a further decrease among interlocutors of different race. The fewest occurrences of swearing, however, were among interlocutors of different age. In fact, the questionnaire and interview data revealed age of the hearer to be the most influential variable in determining the speaker’s likelihood to swear. The data indicate that, for young adults, to refrain from swearing is a way of actively constructing (or imposing) the identity of other, thus establishing or confirming social distance. Swearing is regarded as a proprietary linguistic marker of identity, which itself is bound to generation. Within this student/young adult speech community, the use of swear words both with and by younger or older interlocutors is decried as inappropriate. Generation is therefore an important variable in identity construction, as it can award or restrict linguistic freedom.

  • 347.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    The appropriation of media texts as conversational and pragmatic strategies2007In: 10th Conference of the International Pragmatics Association, Gothenburg, Sweden, 2007Conference paper (Refereed)
    Abstract [en]

    A cornerstone of pragmatic theories of the interpretation or negotiation of meaning is the concept of common ground (Stalnaker, 1978), common knowledge (Lewis, 1969), or joint knowledge (McCarthy, 1990), which Clark (1996:92) refers to as the “sine qua non for everything we do with others.” One thing we often do with others is watch television or movies, and subsequently we secure these activities as common ground through talk. In this paper, I analyze conversations among family members whose use of quoting from the dialogue of films and television programs represents conversational strategies whereby common ground is exploited for different purposes. In particular, quoting is shown to be used by children to showcase knowledge and hold the floor, and by parents to establish alignments with other members of the family or indirectly opinionate on an on-going conversation between other family members. The data come from recorded conversations among members of a four-person, Swedish-American family. Each family member speaks Swedish and English and uses both on a daily basis. Three members of the family also speak German and use it on a near-daily basis. The shared linguistic knowledge among the family members therefore represents an additional common ground, which enables the appropriation of media texts in different languages. The integration of quotes from film or television texts into conversation often results in code-switching and, due to the languages typically associated with the different possible familial dyads, crossing (Rampton, 1995) can be said to occur as well. The appropriation of a media text is therefore identified as an appropriation of and alignment with a linguistic identity, resulting in additional challenges to interlocutors with regards to the negotiation of meaning.

  • 348.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    The discursive construction of identity in an Internet hip-hop community2006In: Revista Alicantina de Estudios Ingleses, ISSN 0214-4808, E-ISSN 2171-861X, Vol. 19, p. 23-44Article in journal (Refereed)
    Abstract [en]

    In this paper, the Internet message board forum is proposed as an example of a community of practice (Eckert and McConnell-Ginet, 1992) in which contributors exhibit common linguistic conventions and forms of participation. The emergence of individual identities in interaction is examined in the genre-specific context of hip-hop Internet message boards. A corpus analysis of message board postings clearly shows that contributors systematically exploit the spoken and written qualities of the language of message boards, the “third medium” (Crystal, 2001) to identify themselves linguistically. Linguistic conventions or practices reveal a tendency among contributors to discursively construction their identities via a “social positioning of self and other” (Bucholtz and Hall, 2005) as experts or non-experts in the hip-hop community. Contributors’ identities as experts or simply in-group members are further corraborated or established by the codification not only of non-standard pronunciations and grammar characteristic of speech, but also of non-standard orthography, which demands a written forum to be appreciated, as it is neutralized and unremarkable in speech. Because of the written and spoken qualities of message board discourse, both the content and the form of postings can be manipulated to showcase familiarity with hip-hop discursive practices. Internet message boards therefore represent the ideal forum for discursively constructing a hip-hop identity.

  • 349.
    Beers Fägersten, Kristy
    Dalarna University, School of Humanities and Media Studies, English.
    Using discourse analysis to assess social co-presence in the video conference environment2010In: Cases on Online Discussion and Interaction: Experiences and Outcomes / [ed] Shedletsky, Lenny; Aitken, Joan, Information Science Publishing , 2010Chapter in book (Other academic)
    Abstract [en]

    In this chapter, I analyze computer-mediated communication in the form of online, synchronous, professional discourse in the multimodal video conference environment with the aim of assessing social co-presence (Kang et al., 2008). I argue for the applicability of discourse analysis methodology by presenting extracts of video conference communication which illustrate how talk-in-interaction contributes to or threatens the three elements of social co-presence: co-presence, social richness of the medium, and interactant satisfaction. Examples of interaction illustrate how disruptions in mediation serve to threaten co-presence by isolating interlocutors, how multiple modes of communication are exploited to ground participants in a shared communicative environment thereby establishing social connectedness, and how multimodal communication allows for iconic or paralinguistic support of the discursive expression of emotional stance. The chapter concludes with feature recommendations for video conference software development from the perspective of social co-presense.

  • 350.
    Beers Fägersten, Kristy
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    Cox Eriksson, Christine
    Dalarna University, School of Languages and Media Studies, English.
    So you think you can type: Knowledge performance in net-based learning2009In: National Forum for English Studies in Sweden, Malmö, 2009Conference paper (Other academic)
    Abstract [en]

    In this workshop, we consider how the use of new media technologies in net-based education can facilitate or impair knowledge performance. Our examples come from net-based courses offered by the English Department at Högskolan Dalarna, and show different kinds of technologies and educational tools in use. The examples reflect not only the student perspective, but also a teacher perspective, in acknowledgement of the fact that teachers are also performers of knowledge and users of new media technologies. The goal of the workshop is to share experiences of both successful and unsuccessful performances of knowledge in the net-based education environment, and, by including both the student and teacher perspectives, encourage workshop participants to discuss how they and their students can more effectively interact with technology.

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