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  • 401.
    Kuhlin, Joel
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Opinion Machine: Somatology in J.M. Coetzee’s Diary of a Bad Year 2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 402.
    Kulagin, Artyom
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Breaking the Conventions: Shakespeare, the Fair Young Man and the Dark Lady2006Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    The aim of this essay is to show how Shakespeare’s sonnets violated and reversed the conventional ideas in terms of beauty and idealisation. Furthermore, I will examine the way Shakespeare presented his beloved woman as an absolute opposite of the one created by Petrarch, and how he shifted all the divine metaphors from a woman to a fair young man, creating a new object of praise and admiration.

  • 403.
    Kvist, Josefin
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Internal Responsesand the Supernatural: An Essay on How ParanormalPhenomenon Triggers DefenceMechanisms and Affects Inner Worldsin Susan Hill’s The Woman in Black2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 404.
    Kyander, Johanna
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Semiotics of (Post)Colonialism in Joseph Conrad’s Heart of Darkness2014Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 405.
    Lahtinen, Rita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Roald Dahl’s Matilda: Angel or Monster?: Questioning the Female Binary in Roald Dahl’s Matilda 2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 406.
    Lahtinen, Rita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Roald Dahl’s Matilda: Angel or Monster?: Questioning the Female Binary in Roald Dahl’s Matilda 2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 407.
    Larsson, Samantha
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Swear Words in English in Australia: Attitudes andUsage2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Swearing is used to emphasise and express emotion through offensive language, traditionally withwords related to taboos. This study investigated attitudes towards swearing among different agegroups in Australia (18–39; 40–59; 60–85 year-olds). A survey was designed to answer to whatextent the following words are considered swear words in English in Australia: bitch, get stuffed,bloody, bugger, fuck, shit, cunt, bastard, damn, and Christ. The offensiveness of the words wereinvestigated, as were the context in which people swear. The influence of age on swear word useand attitude was determined. The survey was distributed through social media to respondents acrossAustralia. There were some differences between different age groups. For example, a majority of18–39 year-old respondents considered shit a swear word, while only one-eighth of respondentsfrom the 60–85 year-old group considered shit a swear word. A majority of respondents from allage groups considered the 'b words' bloody and bugger to not be swear words. However, more thanhalf of respondents from the 40–59 year-old group considered bastard a swear word, while themajority of the 18–39 and the 60–85 year-old groups did not. There were surprisingly smalldifferences in offensiveness rating for the ten commonly used, pre-defined swear words andbetween offensiveness rating by the different age groups. It seems from the results that youngergenerations use swear words more frequently than older generations, that there are some differencesin the view on what words are swear words and the offensiveness of different swear words betweengenerations, and that the purpose and situations that people use swear words in are similar for theinvestigated age groups.

  • 408.
    Leckie, Falina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Abilities and Cultural Understanding through Literature in the EFL Classroom: - A Literature Review2015Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The English language can be seen as a lingua franca of contemporary times. Its spread and

    use in the globalized world has affected most levels of society and it can be argued that, in

    current times, English is synonymous with communication. This need for communication

    has shaped the English as a Foreign Language (EFL) syllabus, which is evident in the

    Swedish national steering documents for the educational system. For the upper secondary

    school these documents show an emphasis on communication, on cultural understanding,

    and also on the use of literature within the EFL classroom.

    The need to possess communicative abilities and cultural understanding, in connection

    with the use of literature, has sparked an interest to investigate if and how literature itself

    can be used as a tool to develop and improve EFL students’ communicative skills and

    cultural understanding.

    This literature review thesis analyzes five international research articles from different

    geographical parts of the Globe. The findings are categorized, compared, synthesized, and

    finally discussed in order to answer the research questions asked, and also compared with

    the English subject syllabus for the Swedish upper secondary school.

    The findings indicate that the analyzed articles share a consensus, to a varied degree,

    regarding the positive aspects of literature use in the EFL setting. The arguments are that

    communicative skills and cultural understanding are intertwined - enabling each other to

    exist, develop, and improve. One cannot exist fully without the other, and literature is a

    good tool to use to develop and improve these abilities. Literature can help develop all

    skills needed to acquire and produce both written and spoken English, and it also enables

    cultural understanding and a broadening of the mind. Where the articles differ somewhat is

    in the ideas of why literature is a good tool, how to implement literature in the classrooms,

    and what some of the negative aspects might be.

    The thesis also brings the lack of Swedish studies within EFL to the readers’ attention,

    as well as the need to do more research focusing on the students’ perspectives towards

    literature use in the EFL setting.

  • 409.
    Leckie, Falina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Students’ Perspectives on Extensive Literature: Using Literature to Enhance Communicative Competence and Cultural Understanding in the EFL-Classroom2016Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this thesis is to investigate the use of literature within the Swedish Upper Secondary EFL-classroom from the students’ perspective. How do the students in the study relate to literature and its use to enhance and enable their communicative competence and cultural understanding? Also, how do their answers compare with their teacher’s and the adult perspectives and findings from previous international research?

    The empirical data obtained from the study has been analysed from the perspectives of sociocultural and motivational theory, and the findings show that the participating students believe literature to be a good didactic tool to apply in the EFL-classroom, both in order to enhance their communicative competence and their cultural understanding. The students prefer to have a sociocultural approach to their literature-learning, with group-discussions of various sizes. The key for the students in this respect is interesting, relevant and engaging subject-matter, as well as a positive and motivational teacher.

    The responses given by the students correlate with those given by their teacher as well as previous international research. The students regard literature as a way of gaining new perspectives, as well as experiencing language in use. Where they diverge somewhat from the international research is in regard to literature’s use for enhancing their competence to speak in class, and that some students seem to think that communication and cultural understanding are separable. Future studies within this field might include the conducting of a larger and more in-depth survey regarding the students’ ideas about literature, culture and communication. Why do so many of the student respondents neither agree nor disagree with the statement concerning communication and cultural understanding being inseparable? This can be an important issue to investigate in today’s global climate of cross-cultural and intercultural experiences, especially in view of the political climate of diverse attitudes towards refugees, immigrants and emigration

  • 410.
    Lehto, Robin
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Postmodern in the English Classroom: A Didactic Consideration of Paul Auster’s City of Glass 2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 411.
    Lenart, Jessica
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    American or British English?: Attitudes towards English dialects among Swedish pupils2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The two major varieties of English are American and British English. In Swedish compulsory school both varieties are taught. This essay examines the preferences and attitudes of pupils in 9th grades towards the two varieties, and if there are any gender differences. Previous research has shown that pupils are becoming more and more positive towards American English than they have been in earlier studies. This essay is based on a quantitative study carried out through questionnaires handed-out to 84 9th graders. The results show that the pupils prefer American English in speaking and for educational purposes. However, British English is viewed as more intelligent, professional, beautiful and correct. These findings mostly correspond to previous research but also show some contrasting features such as pupils wanting to speak British English rather than American English.

  • 412.
    Li, Chonghui
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Curriculum Reform and Second Language Acquisition: A literature review on curriculum reform and English as second language teaching and learning2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    From the 1960s to the present, the Swedish school has undergone quite a few major reforms, including three new national curricula. The aim of this literature review is to investigate what previous research says about curriculum reform regarding second language teaching and learning in general, and English as a second language in particular. Through analysis of the chosen seven sources, there is some evidence that curriculum reform has affected second language learning and teaching. Especially when it comes to the implementation of curriculum, a subject syllabus plays an essential role in the process of transmitting knowledge, and the dynamic of the classroom is changing, which entails that both teachers’ role and students’ roles are shifting. The teacher is not the only source of knowledge any more, and students do not just sit in the classroom and listen to the teacher. Students’ influence is highlighted both in the curriculum and in the classroom. Communicative competence has become the focus of the teaching and learning of a second language.

  • 413.
    Li, Chonghui
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Syllabi reforms and their intended impact on English teaching and learning2019Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study investigates the development of the subject of English in Swedish upper secondary schools through an analysis of the syllabi in the curricula Lgy 70, Lpf 94 and Lgy 11, with a focus on English teaching and learning. In the last 50 years, the Swedish upper secondary school has undergone three major reforms. These three reforms have had an impact on the ways of teaching the English subject. By employing Fairclough’s (1992a) three-dimensional model, the study finds that these three major reforms had an impact on English teaching and learning in terms of communicative competence and individualization and teachers’ roles. The finding is important because it indicates that the current upper secondary English classroom needs to be changed when it comes to teaching and learning methods.

  • 414.
    Li, XiaoMing
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Neologisms in Chinese Social Network Sites: An analysis on the word formation processes of thirty- eight popular neologisms used on Weibo2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 415.
    Lidström Brock, Malin
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Fashion and Appearance2007Ingår i: The Greenwood Encyclopedia of World Popular Culture, Vol. 3: Europe / [ed] Bayer, Gerd; Hoppenstand, Gary, Westpost, CT, USA: Greenwood , 2007, Vol. 3, s. 85-112Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Focusing on the cultural distinctiveness and diversity of the modern world, this six-volume reference is designed to meet the needs of today's multicultural classrooms and libraries. Thematic organization makes studying a broad range of topics-ranging from film and folk art to foods and fashions-ideal for students of American history and culture. Appealing to a wide range of audiences, the Encyclopedia of World Popular Culture gives readers quick access to the most intriguing countries of the world, all while offering critical insight into the influence of regional popular culture on contemporary societies over the past century.

  • 416.
    Lidström Brock, Malin
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Modernism2009Ingår i: The Cultural History of Reading, Vol. I: Europe and Britain / [ed] Watling, Gabrielle, Westport, USA: Greenwood Publishing , 2009, s. 227-250Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Cultural History of Reading looks at books from their earliest beginnings through the present day, in both the U.S. and regions all over the world. Not only fiction and literature, but religious works, dictionaries, scientific works, and home guides have had an impact on not only their own time and place, but continue to capture the attention of readers today. Volume 1 examines the history of books in regions throughout the world, identifying both literature and non-fiction that was influenced by cultural events of its time.

  • 417.
    Lidström Brock, Malin
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Postmodernism2009Ingår i: The Cultural History of Reading, Vol. I: Europe and Britain / [ed] Watling, Gabrielle, Westport, USA: Greenwood , 2009, s. 251-274Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Cultural History of Reading looks at books from their earliest beginnings through the present day, in both the U.S. and regions all over the world. Not only fiction and literature, but religious works, dictionaries, scientific works, and home guides have had an impact on not only their own time and place, but continue to capture the attention of readers today. Volume 1 examines the history of books in regions throughout the world, identifying both literature and non-fiction that was influenced by cultural events of its time.

  • 418.
    Lidström Brock, Malin
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Tove Jansson Rediscovered2007Bok (Övrigt vetenskapligt)
    Abstract [en]

    The nineteen essays in the volume, contributed by leading scholars from around the world, discuss themes of artistic and personal identity, gender and sexuality, childhood and old age in Jansson's work. Jansson's writing for children and adults, her paintings, cartoon-strips and illustrations are explored in contexts such as her membership of the Swedish-speaking minority in Finland and her life as an island-dweller. Assembling scholarship in children's literature, women's writing, queer theory, linguistic analysis and reception studies, Tove Jansson Rediscovered updates the critical understanding of an extraordinary writer and artist.

  • 419.
    Lindahl, Katarina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Engelskdidaktik i ett omvänt klassrum2018Ingår i: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, 1, s. 163-167Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 420.
    Lindahl, Katarina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. Göteborgs Universitet.
    Vocational English in policy and practice2015Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this licentiate thesis is to examine how, and in what ways, vocational English is a part of English language teaching in the Building and Construc­tion Programme in Sweden, and what the influences are for such pedagogy. The main research question is how policy documents relate to the views of teachers and their educational practice regarding vocational English. The study consists of two parts: a textual policy analysis of the three latest upper secondary school reforms in Sweden (Lgy 70, Lpf 94, and Gy 2011), and semi-structured interviews with practicing English teachers in the Building and Construction Programme. The interviews are categorised by using Spradley’s (1979) semantic relationships and taxonomies. Balls’ (Ball, 1993) and Ozga’s (1990; 2000) concept of policy enactment is used in the analysis as well as Bernstein’s (1990; 2000) theoretical framework of classification, framing, and horizontal and vertical discourse.

    The results show that five of the six teachers in the interviews work with vocational English in some way. The study also shows that there is a distinct gap between policy and practice. Several of the teachers have the notion that they are supposed to work with vocational English and that it must be written down in policy somewhere. The greatest influence on the teaching for these teachers are their students, either indirectly or directly. Further, the study shows that different frame factors such as time poverty hinders the teachers from reading policy texts and cooperating with the vocational teachers in the Building and Construction Programme.

  • 421.
    Lindahl, Katarina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Vocational English: The gap between policy and practice2017Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    A new structure for upper secondary school was introduced in Sweden 2011. In light of this new educational policy reform, which has differentiated vocational programmes and academic programmes from each other, the relationship between policy and practice is relevant to explore. It could be argued that this differentiation is a part of an international trend towards marketization and internationalization. Subjects, such as English, are adapted to different programmes in order to contribute to the increased employability of students. The purpose of this paper is to explore the gap between policy and practice for teachers when working with vocational English, and how this can affect vocational education in the future. The study consists of a textual policy analysis of the three latest upper secondary reforms in Sweden and semi-structured interviews with six teachers in the Building and Construction Programme. The perspective policy enactment is used rather than policy implementation, since policy text is constantly struggled over through a complex and creative recontextualisation process (Ball et al., 2012; Ozga, 2000). Bernstein’s concepts of classification and horizontal and vertical discourse are also used. Classification, which can be strong or weak, refers to boundaries between categories based on power relations (Bernstein, 1999; 2000). Horizontal and vertical discourse explain how knowledge is divided in two forms: the everyday knowledge  and the more abstract, official knowledge (Bernstein, 1999). This becomes relevant for the analysis since the school systematically selects the knowledge it provides to students. The results show that the teachers in this study perceived their vocational students as unmotivated to study “theoretical subjects”, they described them as “theoretical or practical”, and some teachers placed lower demands on vocational students than on students in other programmes. This is not in line with current policies, which shows that there is a distinct gap between policy and practice.

  • 422.
    Lindgren, Charlotte
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Franska.
    Dodou, Katherina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Charlotte Lindgren samtalar med Katherina Dodou om undersökning av litteraturstudier i ämnet engelska2019Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 423.
    Lindgren, Charlotte
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Franska.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Feedback på skrivuppgifter: Charlotte Lindgren samtalar med Annelie Ädel om en undersökning av feedback på skrivuppgifter vid Högskolan Dalarna2018Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 424.
    Lindgren, Johanna
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Women of Substance: The Aspect of Education, Career and Female Identity in Pride and Prejudice and Bridget Jones's Diary2009Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    Although two hundred years separate Jane Austen and Helen Fielding and, subsequently, also their portrayals of society, the similarities outweigh the differences. When juxtaposing Pride and Prejudice and Bridget Jones’s Diary in the light of feminism it is evident that both books provide clear examples of the prevailing situation of women in each time and place. The aspects of the study, which are especially important today, show both the development and some degree of stagnation of women’s rights and identities.

  • 425.
    Lindgren, Sandra
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Eurocentrism and Hybridity in Xiaolu Guo’s A Concise Chinese-English Dictionary for Lovers2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 426.
    Lindstam, Viktoria
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Paula Spencer and the Celtic Tiger2010Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 427.
    Lopes Valerio Hayles, Vivian
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Treatment of Indians and Women as the Other in Ruth Prawer Jhabvala’s Heat and Dust:: Olivia’s and the Nawab’s Experiences of Discrimination as the Primary Reason for Their Mutual Attraction2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 428.
    Luck Renberg, Teresa
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Approaches to Critical Literacy Instruction in the Middle School ESL/EFL classroom2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this literature review is to compare some critical reading comprehension classroom practices globally, with particular focus on the teaching of reading comprehension in Sweden, where student well being and equity are issues of importance. Critical literacy used is a term that encompasses many aspects of power related issues in language. The Swedish curriculum is explicit in naming these issues of student identity and democratic agency which it shares with critical pedagogical practices.

    The result of the review is a presentation and discussion of the different studies, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that higher level comprehension is a skill that takes time to train and should be done explicitly by pointing out the aspects of language which convey meaning. Learning to search the text for evidence of the underlying meaning gave verystrong effect sizes on standardized tests for reading comprehension. The reading comprehension results of minority/ESL students on standardized tests improved when space was made to discuss very different experiences within the same culture in language classrooms.

  • 429.
    Luck Renberg, Teresa
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    English film instruction in Swedish EIL middle schoolclassrooms: Using Critical Literacy with film texts2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This thesis is a qualitative text analysis of worksheets used in conjunction with watching films in English language studies in Swedish middle schools. The assignments used in the thesis were partly collected from partner schools in the teacher program and partly collected from a website which is a database of teacher submitted lesson plans. The results of the thesis include a presentation and discussion of different worksheets used by teachers, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that two factors gave an increase in explicitly named aspects of critical literacy in film studies: firstly, that the assignment be situated in a program of study within the Swedish curriculum which shares many of the goals of critical literacy studies and secondly that the choice of film is one that challenges students to reconsider their experiences in light of the film. This study also raises the concern that the questioning methods used to implement critical literacy studies are being used to increase student talk for the purposes of grading oral proficiency without interactive discussions.

  • 430.
    Lynch, John
    et al.
    Karlstad universitet.
    Dodou, KatherinaHögskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Leaving of Ireland: Migration and Belonging in Irish Literature and Film2015Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 431.
    MacGregor, Sean
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Science of the Sirens: A Critical Analysis on the Compounded Abjection of Science, Progress and Women in Three Short Stories by H.P. Lovecraft2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 432.
    Mahmutovic, Amina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Typical Pronunciation Issues Found Among L1 Spanish Learners of English: Typical Pronunciation Issues Found Among L1 Spanish Learners of English2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 433.
    Malmberg, Emilia
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Level up: Language proficiency and gamification in upper secondaryschool2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Gamification is a new but upcoming feature in classrooms that has grown with the digitalisation in Swedish homes and schools. The aim of this literature review is to research how gamification can influence upper secondary students’ language proficiency in English as a foreign language. Five sources were analysed, four journals and one conference paper, and the results show that gamification could increase language proficiency if it is used in a moderate amount and that the summative assessment with instant feedback could be beneficial for students when moderating their own language development. Motivation seems to be the key word in the results and the main subject that all the authors agree can be created and beneficial to the students' language proficiency. The results also showed that gamification is a new feature that has to be researched more in order to give a valid answer to the question of whether or not gamification is appropriate to use in school.

  • 434.
    Malmberg, Emilia
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Levelling Up: A study on gamification and feedback use by Englishteachers in Swedish upper secondary school2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Gamification is a topic that most people assume has something to do with playing video games in the classroom. The aim of this thesis is to discuss how Swedish EFL teachers work with feedback in upper secondary school, what they know about gamification and how gamification and feedback might be related. Four teachers participated in the semi-structured interviews. The results showed that teachers work with formative assessment to a great extent during the year and more with summative feedback at the end. Firstly, the feedback that the teachers gave pupils was both in written and oral production and the feedback itself could also be written and spoken. Secondly, the study showed that gamification and feedback might be related because they can both increase motivation and language development. Finally, the teachers did not know much about gamification, but the study showed that the idea of gamification was being used by teachers. The most commonly used gamified tools used by these teachers were online programs, feedback and rewards.

  • 435.
    Markus, Marcia
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Interaction and Persuasion: An analysis of the use of rhetorical devices in Gordon Brown's speech to the Labour Party Conference, on September 25, 20062006Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    This essay has identified and analysed rhetorical devices in Gordon Brown’s speech delivered at the Labour Party conference on September 25, 2006. The aim of the study was to identify specific rhetorical devices which are described as interactional resources, analyse their uses and discuss possible effects that they may have when included in a political speech. The results are based on my own interpretations but are supported by information provided in current literature by analysts and researchers of rhetoric use. The result findings could probably serve as evidence of the need for better understanding of the devices used by politicians in their relentless endeavours to influence audience decisions.

  • 436.
    Martinez, Manuel
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Correlation Between Google Scholar Rankings and Readability and Cohesion of Texts in Linguistics2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In this study, a corpus of expert texts in linguistics is analysed quantitatively and qualitatively so as to determine whether a correlation can be found between their linguistic qualities and ranking positions in Google Scholar. Using 32 articles of academic material in the field of linguistics, this study examines the linguistic features of the texts in the Google Scholar index in order to determine whether linguistic features such as cohesion and readability of texts correlate to how Google Scholar ranks them. Overall, the results indicate that no significant correlation could be found between cohesion and readability and the rankings as whole.

  • 437.
    Mathes, Jordan Lewis
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Performing Paul Auster’s Authorship: Authorship and Authority as Cultural Performance in the New York Trilogy2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 438.
    Mattsson, Alexandra
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    "No Emotion Is the Final One": Constructing and Performing Gender Identity Through Storytelling in Oranges Are Not the Only Fruit - A Queer Reading. 2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 439.
    Mattsson Kershaw, Anneli
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Academic English in CLIL-programs: Classroom practices that promote or hinder proficiency inacademic English vocabulary2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    English CLIL-instruction in Sweden is supposed to be beneficial to students who want to

    improve their academic English vocabulary proficiency in preparation for studies or

    employment abroad. However, recent research shows that there is no difference in academic

    English proficiency between students in upper secondary school CLIL-programs and students

    in regular upper secondary schools in Sweden. Furthermore, educational researchers question

    if CLIL-programs in Sweden qualify to be defined as CLIL-instruction since Swedish

    translanguaging is extensively used which does not make the programs 100% Englishmedium

    instruction. Through teacher observations and questionnaires, this study investigates

    the classroom practices at a CLIL-program in Sweden in addition to ask the CLIL-teachers

    about

    their teaching strategies in regards to promoting students’ acquisition, development, and

    use of academic English. The findings include that the classroom practices are in accordance

    with practices considered beneficial to students’ proficiency in academi

    c English by

    numerous previous studies. In addition, all the teachers questioned in this study purposely

    work to support and develop students’ academic language proficiency in their respective

    subject areas and across the curriculum. The study also found four possible factors that

    perhaps can undermine the acquisition, development and use of academic English vocabulary

    and those include the following: First, the teachers believe that the students are already

    sufficiently fluent in academic English, and thus concentrate more on content than on

    language in their instruction. Secondly, extensive translanguaging in the classroom is

    common in addition to the students’ habit of speaking Swedish to each other in stude

    nt-tostudent

    communication. Thirdly, the students do not receive the corresponding level of

    education in their native language of Swedish as they do in English, which can have

    detrimental effects on their abilities to develop their English past their Swedish language

    abilities. Finally, classroom practices that are not inclusive of all students can work to

    undermine the acquisition and use of academic English vocabulary.

  • 440.
    Mattsson Kershaw, Anneli
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Teaching Academic English to English Learners: A literature Review on Classroom Practice2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The level of fluency in the genre specific language of schooling, also known as Academic English (AE), determines students’ success in school. Government agencies that legislate school policies therefore give teachers the directive to conduct education in ways that promote communicative abilities in academic English across all curricula. While the acquisition of an AE register entails hard work for native English-speaking students it presents an enormous challenge for English language learners (ELLs) who are faced with the triple burden of leaning basic interpersonal communicative skills (BICS) in addition to content knowledge and academic English. Classroom practices, teachers’ training, and students’ cognitive abilities are predictive factors in the successful acquisition of academic English by ELLs. This literature review, which draws on cognitive theory in addition to systemic functional linguistics theory, contributes to the topic of how to most effectively teach AE to ELLs in English speaking classrooms. The results from seven peer reviewed research sources indicate that teaching practices differ depending on the nature of the subject, but that systemic learning theory, scaffolding, and contextual awareness are reoccurring elements. Furthermore, the results imply that there are challenges including that ELLs constitute a very heterogeneous student body with varying cognitive abilities that require a variety of teaching approaches. In addition educators’ attitudes, competences and training in teaching AE across all curricula pose a challenge to the quality of instruction. Further research on the topic could involve making actual classroom observations in addition to conducting teacher interviews in schools that have content and language integrated learning in Sweden to explore what instructional methods are used to teach AE in CLIL- education.

  • 441.
    Matynia, Michal
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Sources for the Dualistic Role and Perception of Women in Celtic Legends2005Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 442.
    Medvedeva, Natalia
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    "The Cosmic Horrors": Archetypal Images of Death and Blood in "Wilderness" by Jim Morrison2011Självständigt arbete på avancerad nivå (masterexamen)Studentuppsats (Examensarbete)
  • 443.
    Melander, Linda
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    English Language Use in the Swedish Daily Press2003Självständigt arbete på avancerad nivå (masterexamen)Studentuppsats (Examensarbete)
  • 444.
    Melander, Linda
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Language attitudes: Evaluational Reactions to Spoken Language2003Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
  • 445.
    Michaelin M. Anyanwu, Rose
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Diaspora and Cultural Hybridity: A Study of the First and Second Generation Immigrants in Jhumpa Lahiri’s The Namesake 2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 446.
    Michaelin M. Anyanwu, Rose
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Migration and Identity in Buchi Emecheta’s Second Class Citizen : A Black Feminist Perspective2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 447.
    Mihart, Mirella
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The reversibility ofthe Concept of the‘Other’ in J.M.Coetzee’s Disgrace: a Postcolonial Approach2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 448.
    Missing, Lisa
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    A Psychoanalytic Reading of Vladimir and Estragon in Samuel Beckett’s Waiting for Godot2007Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats (Examensarbete)
    Abstract [en]

    Much has been written about Samuel Beckett’s Waiting for Godot, but as far as I am aware no one has compared the two characters of Vladimir and Estragon in order to analyse what makes Vladimir more willing to wait than Estragon. This essay claims that Vladimir is more willing to wait because he cannot deal with the fact that they might be waiting in vain and he involves himself more in his surrounding than Estragon. It is Vladimir who waits for Godot, not Estragon, and Vladimir believes that Godot will have all the answers. This will be explored by examining four topics, all of which will be dealt with from a psychoanalytical point of view and in relation to waiting. Consciousness in relation to the decision to wait; Uncertainty in relation to the unknown outcome of waiting; Coping mechanisms in relation to ways of dealing with waiting; Ways of waiting in relation to waiting-time and two kinds of waiting-characters.

  • 449.
    Moe, Annika
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Victim or Survivor?: A Deconstructive Study of Binary Oppositionsin Malcolm Bradbury’s The History Man2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 450.
    Mohamud, Abdirahman
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A Postcolonial Feminist Analysis of the Character of Ebla in Nuruddin Farah’s From a Crooked Rib 2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
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