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  • 51.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Takamiya, Yumi
    University of Alabama at Birmingham, USA.
    Beikoku to sueeden no nihongo gakushusha wo tsunaida jissen: aidentiti wo teemanishita torikumi2016In: : , 2016Conference paper (Refereed)
    Abstract [ja]

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

  • 52.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Takamiya, Yumi
    University of Alabama at Birmingham.
    Identity (re)construction and improvement in intercultural competence through synchronous and asynchronous telecollaboration: Connecting Japanese language learners in the United States and Sweden2019In: Technology-supported Learning In and Out of the Japanese Language Classroom: Advances in Pedagogy, Teaching and Research / [ed] E. Zimmerman & A. McMeekin, Multilingual Matters, 2019, p. 111-145Chapter in book (Refereed)
  • 53.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Takamiya, Yumi
    The University of Alabama at Birmingham.
    Improving intercultural competence through online joint-seminars with university students from the U.S. and Sweden2015Conference paper (Refereed)
    Abstract [en]

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

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

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

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

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

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

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

    References:

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

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

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

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

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

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

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

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

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

  • 54.
    Airaksinen Ahlsén, Joel
    Dalarna University, School of Languages and Media Studies, Sound and Music Production.
    Öppna test jämfört med blindtest: Hur påverkas lyssnarens bedömning?2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna undersökning söker ett svar på hur den relativt vana lyssnarens bedömning av ljudkvalitet påverkas av ett så kallat öppet test, där det som bedöms är känd för lyssnaren, jämfört med ett blindtest, där detta objekt är okänt. Frågan appliceras på kvalitetsbedömningen av digitala kodningstekniker, d.v.s. hur lyssnaren påverkas av att valet av kodningsteknik som avlyssnas är känd eller inte. För att ta reda på detta genomfördes ett lyssningstest med nio deltagare. Deltagarna fick betygssätta perceptuellt kodade ljudfiler mot en känd referens, både som ett blindtest samt i ett öppet test. Resultatet är mångtydigt och inga generella slutsatser för hur lyssnaren påverkas av ett öppet test jämfört med ett blindtest går att uppfatta. Resultatet visar dock att påverkan ett öppet test har på lyssnarens bedömning är högst individuell. Lyssningstest i form av blindtest bör därför användas för att uppnå pålitligast resultat. 

  • 55. Akenine, Daniel
    et al.
    Stier, Jonas
    Dalarna University, School of Humanities and Media Studies.
    Människor och Ai: En bok om artificiell intelligens och oss själva2018 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 56.
    Alagic, Aida
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Lärarstudenters syn på svenska som andraspråk2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen var att ta reda på lärarstudenters syn på ämnet svenska som andraspråk eller närmare vilka faktorer som påverkade beslutet i val av ämne samt vilka orsaker var de främsta att lärarstudenter valde/inte valde att utbilda sig i svenska som andraspråk.För att få svar på mina frågeställningar har en kvalitativ enkätsundersökning använts där öppna frågor ställdes till lärarstudenter.Undersökningsresultat visar att faktorer som påverkade lärarstudenters val av ämne var intresset för ämnet, barnens ålder, flexibelt jobb, eget modersmål och intagningskravet var de mest nämnda. Resultatet visar vidare att intresset för att bli lärare i svenska som andraspråk var stort dock var lärarstudenter bara beredda på att läsa högst en termin för att bli detta. Lärarstudenter tyckte även att ämnet är viktigt och nödvändigt men att det fortfarande har låg status. Själva lärarstudenterna hade ingen eller lite kompetens i ämnet.Slutsatserna som dras är att ämnet fortfarande används som ett resursämne och därför har låg status vilket i sin tur leder till att få lärarstudenter utbildar sig i detta viktiga ämne.

  • 57.
    Alatalo, Tarja
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tegmark, Mats
    Dalarna University, School of Humanities and Media Studies, English.
    Winberg, Mikael
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 92018Conference paper (Refereed)
    Abstract [en]

    This paper reports on some preliminary results from the project “To read or not to read: A study of reading practices in compulsory school” funded by the Swedish Research Council. The aim of the project is to develop knowledge of existing reading practices and to find out what kind of teaching that promotes such practices in a way that enables students to learn from reading. The decline in students’ reading literacy is something that concerns and worries many European and other Western countries. But surprisingly it is difficult to find large scale studies focusing on how much students read at school. To be a good reader one needs to practice (Kuhn & Stahl, 2003; Campell et al., 2001); it takes more than 5000 hours of reading to achieve a well-functioning reading capacity (Lundberg & Herrlin, 2005). To learn from text one needs to be able to read a longer text (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Prior research in the field further shows that it is important for students to read different types of texts (Kuhn & Stahl, 2003) and thus develop vocabulary and reading skills in many subjects (see, for example, Biemiller, 2001).The amount of reading, at school or at leisure, correlates positively with reading ability (Anderson et al., 1988; Cunningham & Stanovich, 1997; Taylor et al., 990). In our study we therefore are interested in the total amount of coherent and continuous text students read during an average school day in all their subjects, with a particular focus on reading habits in Swedish (L1), English (L2), Chemistry and History. We also want to find out how the amount of reading correlates with the students’ self-assessed motivation for their school-initiated reading activities. In the first part of the project there is a predominantly quantitative focus in which we seek to find out the extent to which students read continuous prose texts – fictional as well as non-fictional – as part of their everyday school work, and how their reading is related to different types of motivation. The second part of the project has a predominantly qualitative focus where a limited number of groups will be selected for a series of closer classroom studies of teachers as well as students through observations, interviews and questionnaires in order to find out what characterizes the reading practices of these schools and classes. This paper will report on some preliminary results from the first part of the project where the following research questions are to be answered:

    • To what extent do students in years 6 and 9 read continuous prose text—fiction as well as nonfiction— as part of their school work?
    • What kind of motivation do students express for reading nonfiction and fiction texts in different school subjects?
    • What is the nature of the relationship between students’ reading motivation and the extent of their reading in school?
    • What differences in the interest of reading and in the reading habits among females and males, between school years 6 and 9, and between schools can be detected?

    The overall framework of the study is the didactic triangle and the meeting between the teacher, the student and the subject matter in terms of meaning making and reading activities that occur in this meeting (Uljens, 1997; Hudson & Meier, 2011; Liberg et.al. 2002.) We also draw on motivation theories that stress the importance of constructing classroom practices that support student reading motivation by fulfilling the basic needs of autonomy, competence and relatedness (Deci & Ryan, 2008; De Naeghel et al, 2014)  

  • 58.
    Aldea, Silvia
    Dalarna University, School of Humanities and Media Studies, Japanese.
    A comparative study of approaches to audiovisual translation2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 59.
    Aldén, Joakim
    Dalarna University, School of Humanities and Media Studies, English.
    Hedging Rule Discussions: A study on hedging and emoticons in an online board game discussion forum2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 60.
    Alejandro, Sanchez
    Dalarna University, School of Languages and Media Studies, Spanish.
    El subjuntivo en los discursos políticos (1930 -2011): Análisis comparativo de uso y frecuencia2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 61.
    Alenryd, Helena
    Dalarna University, School of Humanities and Media Studies, Art Education.
    Bildundervisning i bildkommunikation och bildmedier: En litteraturstudie av didaktisk forskning kring bildämnets läroplansfokus2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete är en systematisk litteraturstudie på kvalitativ grund.

    Resultatet bygger på forskning kring problemformuleringen som analyserats och sedan

    tolkats. Analysmetoden som valts till studien är en innehållsanalys som avser jämföra den

    utvalda forskningen för att bl.a. finna likheter och skillnader. Den pedagogiska debatten kring

    bildämnet indikerar att undervisningen inte ligger i linje med ämnesplanen. Detta blir

    problematiskt för bildämnets utveckling och innebär att undervisningen får didaktiska

    konsekvenser. Litteraturstudien har därför haft i avseende att undersöka den bilddidaktiska

    forskningens syn på den bildkommunikativa inriktningen som varit aktuell i ämnesplaner för

    bild sedan år 1980. Syftet har varit att synliggöra bildundervisningens utveckling i förhållande

    till den bildkommunikativa inriktningen samt dess didaktiska betydelse i relation till

    bildundervisningen. Genom att undersöka hur forskningen ser på bildundervisningens

    utveckling i förhållande till den bildkommunikativa inriktningen kan problematiken kring

    utvecklingen synliggöras. Genom att undersöka den bildkommunikativa inriktningens

    didaktiska betydelse för undervisningen synliggörs också vilka didaktiska konsekvenser ett

    avvikande från ämnesinriktningen kan få för samtidens bildundervisning. Utefter syftet har

    frågeställningar formulerats. Svaren på frågeställningarna ges sedan i resultatet, tolkning av

    resultatet samt de slutsatser som dras. Studien visar att det blir av stor didaktisk betydelse att

    bildundervisningen ligger i linje med den bildkommunikativa ämnesinriktningen, med hänsyn

    till elevers och samhällets samtida och framtida behov och yrkesliv, men även för lärarens

    professionalism samt bildämnets status i skolan. Studien visar också att bildundervisningen

    avviker från den bildkommunikativa ämnesinriktningen. Studien visar att denna avvikning

    sker bl. a mot bakgrund av att äldre ämneskonceptioner lever kvar bland verksamma

    bildlärare, att bildlärare saknar kunskaper som behövs för att jobba i linje med inriktningen

    samt att bildämnet har en marginaliserad roll i skolan med bristande resurser.

  • 62.
    Alfredsson, Anton
    Dalarna University, School of Humanities and Media Studies, Sound and Music Production.
    Filmen, musiken och rollfiguren: En studie om hur musik påverkar uppfattningen av rollfigurer.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en uppsats som grundar sig på en kvantitativ och kvalitativ undersökning om hur musik kan påverka uppfattningen om en rollfigurs sinnesstämning och karaktärsdrag i film. Syftet med uppsatsen är att försöka bidra med en ökad förståelse för vilken kraft musiken har i berättande sammanhang. En djupdykning i hur vi kan påverkas och tolka en berättelse olika beroende på vilket emotionellt uttryck som musiken förmedlar. Testdeltagare har fått se tre versioner av ett och samma filmklipp. En version utan musik och de andra två med två olika musikstycken. Det visade sig att man påverkades olika beroende på vilken musikversion som spelades. Resultaten gav tydliga tendenser att peka åt olika håll i de adjektivskalor som deltagarna fått svara på i enkäten. Det var tydligt att musiken i hög grad påverkade bedömningarna av rollfigurens sinnesstämning och karaktärsdrag.  

  • 63.
    Alfvén, Valérie
    et al.
    Stockholms universitet.
    Engel, HuguesStockholms universitet.Lindgren, CharlotteDalarna University, School of Humanities and Media Studies, French.
    Översättning för en ny generation: Nordisk barn- och ungdomslitteratur på export2015Collection (editor) (Other academic)
  • 64.
    Ali, Akbar
    Dalarna University, School of Languages and Media Studies, English.
    Concreteness in Business letters: a Corpus-based Analysis of British and Pakistani English2010Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [en]

    Linguistic features of business letters have been a research target of both linguists and business writers. In this study, the language of British and Pakistani Business letters was compared and contrasted in terms of concreteness and abstractness. A corpus of 100 business letters from Inner Circle and Outer Circle writers were collected for analysis. The findings of the study revealed that British writers use more specific and concrete nouns, definite determiners, numeral, possessive and demonstrative adjectives, cohesive and rhetorical devices than the Pakistani Writers in order to be become concrete and vivid in their communication. The present findings are rather corpus specific since the data include only two countries; however this study may lead to further cross circle research including Expanding Circle research of business letters in terms of concreteness and abstractness. The issue of concreteness in Cross-circle business English can also be studied from psychological, sociological and anthropological perspectives in future Research.

  • 65.
    Allansson, Rasmus
    Dalarna University, School of Humanities and Media Studies, Sound and Music Production.
    Musikens påverkan på film: En studie i musikens påverkan på tittarens tolkning av en karaktär.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att bidra med en djupare förståelse för hur musik påverkar

    uppfattningen av en karaktär i en film. Uppsatsen jämför resultaten från de som studerar inom

    ämnet musikproduktion med de som studerar inom ämnet bildproduktion på Högskolan

    Dalarna. Den undersökning som har bedrivits var av både kvantitativ och kvalitativ karaktär.

    Deltagarna i undersökningen har fått se en filmsekvens i tre olika versioner. Först utan musik,

    sedan med skräckmusik och avslutningsvis med spänningsmusik. Undersökningen är baserad

    på Johnny Wingstedts teorier om hur vi påverkas av musiken i vår vardag. Beroende på vilken

    musik de fick höra i samband med klippen så påverkades deras uppfattning av både

    karaktären samt handlingen i filmen.

  • 66.
    Allard, Karin
    et al.
    Örebro universitet.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Translanguaging and social justice: The case of education for immigrant persons who are deaf or hard of hearing2017In: New Perspectives on Translanguaging and Education / [ed] Paulsrud, BethAnne; Rosén, Jenny; Straszer, Boglárka; Wedin, Åsa, London: Multilingual Matters, 2017, p. 90-107Chapter in book (Refereed)
  • 67.
    Alm-Arvius, Christina
    et al.
    Stockholm University.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    Figurative and Non-figurative Aspects of Polysemy in the Word Language2012In: The Stockholm 2012 Metaphor Festival : Table of Contents : Abstracts, 2012, p. 6-7Conference paper (Refereed)
  • 68.
    Almgren, Malin
    Dalarna University, School of Humanities and Media Studies, English.
    Motivation in English language acquisition: English as a foreign language in upper secondary school2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 69.
    Almgren, Malin
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Varför grammatik?: Svensklärares attityder till grammatikundervisning Författare: Malin2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

  • 70.
    Almgren, Malin
    Dalarna University, School of Humanities and Media Studies, Swedish.
    Älskade och hatade grammatik: En systematisk litteraturstudie kring attityder till grammatikundervisning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 71.
    Almoussa Alhasan, Abdulhalim
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Svenska i praktiken - med fokus på sfi-elever2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet med studien är att få kunskap om vad det är som gör att elever som studerar svenska för invandrare (sfi) väljer att gå på praktik. Jag vill också veta hur deras erfarenheter ser ut när det kommer till möjligheten om lärande och interaktion på dessa praktikplatser. Till studien används en kvalitativ metod med samtalsintervjuer som undersökningsmetod. För undersökningen samlas data in från andraspråkselever genom intervjuer. Detta på grund av att i intervjuer finns det möjligheter för deltagarna att relativt fritt kan berätta utifrån de frågorna eller teman som jag har tagit upp. Uppsatsen lyfter fram relationen mellan triangelbegreppen, praktik, lärande och interaktion på praktikplatsen. Informanternas uppfattning visar att det finns en ömsesidig relation mellan de tre begreppen, men systemet kan variera från skola till skola eller praktikplats till praktikplats. Innan att eleverna går på praktik borde de ha en tillräcklig hög nivå i det svenska språket för att möjliggöra och motivera både elever och personal på arbetsplatsen att skapa en interaktiv miljö. Informanterna beskriver hur bristen på svenska på arbetsplatsen kan vara ett hinder för informanternas integration. Detta skiljer sig mellan olika informanter i och med att det finns olika åsikter som beror på elevernas bakgrund och tänkande.

  • 72.
    Alshehaby, Lama
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    En dold historia bakom varje ansikte: En vetenskaplig undersökning om hur utsatthet gestaltas i dokumentärfilm2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Dokumentärberättelser om utsatthet är fängslande i beaktande att de berör sociohistoriska händelser om människors livsöden. Det övergripande syftet med denna studie är att genom en semiotisk bildanalys av dokumentärproduktionerna

    He named me Malala (2015), Exodus: Our Journey to Europe (2016) och Min oro (2017) studera hur berättelser om utsatthet skildras i dokumentärfilm. Studiens huvudsakliga frågor kretsade kring: Hur gestaltas utsatthet genom bildkomposition? Vilka metoder bidrar till att tittare kan knyta an till de framställda aktörerna? och På vilket sätt presenteras aktörerna i dokumentärfilm -som offer eller som handlingskraftiga?

    Resultatet visade att filmmakarnas val av berättarkomponenter tydligt framhäver handlingskraften hos de framställda aktörerna. Således blev slutsatsen att de berörda framställs som mångfacetterade människor, som har besegrat ett mödofyllt livsöde trots att de hamnar i offerstatus i samhället. Detta har till följd att åskådaren kan knyta an till dem vederbörande oavsett skillnader i produktionsförhållanden.

  • 73.
    Altéus-Stenqvist, Charlotte
    Dalarna University, School of Humanities and Media Studies, English.
    The difference in usage of first-person pronouns Between Hillary Clinton and Bernie Sanders2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

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

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

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

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

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

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

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

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

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

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

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

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

    higher than her frequencies of I-words.

  • 74.
    Alvarez López, Laura
    et al.
    Stockholms universitet, Romanska och klassiska institutionen.
    Jon-And, Anna
    Dalarna University, School of Humanities and Media Studies, Portuguese. Stockholms universitet.
    Lexical and morphosyntactic features of a lexically driven in-group code2017In: Journal of Pidgin and Creole languages ( Print), ISSN 0920-9034, E-ISSN 1569-9870, Vol. 32, no 1, p. 75-103Article in journal (Refereed)
    Abstract [en]

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

  • 75.
    Alvarez, Oscar
    Dalarna University, School of Languages and Media Studies, Sound and Music Production.
    Förutsättningar för specialiserade musikproduktioner för personer med cochleaimplantat2005Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Denna studies syfte är att finna sätt att producera musikinspelningar som passar lyssnare med cochleaimplantat. Frågeställningen är: Vilka perceptuella egenskaper hos cochleaimplantat bör man som musikproducent tänka på för att kunna anpassa musikinspelningar för människor med CI? För att finna de perceptuella egenskaper som cochleaimplantat, CI, har vid musiklyssning gjordes en litteraturstudie av det som skrivits kopplat till musiklyssning med CI. Resultaten visar att inspelningarna bör mixas i mono och att melodierna i musiken bör innehålla toner med stora intervall. Grundtonen i komplexa toner bör höras, och övertonerna bör kontrolleras, så att övertonsserierna inte blir alltför långa och går för högt i frekvensspektrumet. Det dynamiska omfånget i inspelningen bör inte vara alltför stort, och frekvensomfånget bör hålla sig runt 200-5000 Hz. Syntetisk rumssimulering, som t.ex. reverb, bör inte heller användas. Vidare presenteras en idé till hur man skulle kunna styra implantaten direkt elektroniskt, för att skapa musik.

  • 76.
    Alvarez Suarez, Yisel
    Dalarna University, School of Humanities and Media Studies, English.
    Transnational Identities in Julia Alvarez’s How the Garcia Girls Lost Their Accents2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 77.
    Alvevid, Maria
    Dalarna University, School of Humanities and Media Studies, German.
    Hören Sie doch zu!: Die direkte Anrede in deutschen bzw. schwedischen Zeitungen2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 78.
    Amanda, Brunnberg Söderberg
    Dalarna University, School of Humanities and Media Studies, Sound and Music Production.
    När kapitalet färgar radiovågorna: Hur reklamfinansieringen avspeglar sig i programinnehållet i kommersiell radio2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den kommersiella radion är beroende av reklamfinansiering för sin överlevnad och det enda sättet att locka till sig annonsörer är att kunna visa att man nåt ut till den breda massan och för att nå ut till den breda massan behövs ett intressant redaktionellt innehåll. Det redaktionella innehållet är en produkt av den branschlogik som råder och ingår i det branschformat som genom kloning och franchising sprider sig inom det rådande radioklimatet. Branschformatet för den kommersiella radion avspeglar sig i bland annat rollbesättning, musiken och sändningstempot, vilka i sin tur bildar det redaktionella innehållet. Det som präglar det redaktionella innehållet är dock alltid det allmänna intresset. Branschformatet sägs även sudda ut den gräns som länge funnits och som upprätthållits av branschen där det redaktionella innehållet ska separeras från reklam. Denna gräns blir mer och mer otydlig då man har börjat hitta vägar runt i form av bland annat sponsring av inslag och tävlingar.

  • 79.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    Feedback as a Topic Changing strategy in Japanese TV Discussions: Issues in Intercultural Communication Volume1 Issue 22008In: Journal of Intercultural Communication, ISSN 1404-1634, E-ISSN 1404-1634, Vol. 1, no 2, p. 145-158Article in journal (Refereed)
  • 80.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    Feedback as strategy to change Topic and its function in Japanese TV discussion program.2007In: The 20th meeting of The Japanese Association of Sociolinguistic Sciences, Kansai Gakuen University, 2007Conference paper (Refereed)
  • 81.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    How they change topics: Empirical study of “supportive” and “negative” speaking styles in mixed-gender conversation: Arizona Linguistics and Anthropology Symposium2008In: Arizona Linguistics and Anthropology Symposium, Tuscon, USA, 2008Conference paper (Refereed)
  • 82.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The compensatory style of Feedback on Japanese Inter Relay Chat2011In: Georgetown University Round Table on Languages and Linguistics (GURT) 2011, Georgetown, Washington DC, 2011Conference paper (Other academic)
    Abstract [en]

    Feedback(FB) has been defined as the 3rd move in the interactional exchange of the Initiation-Response-Follow up structure(Coulthard et al.,1975). In Japanese , it was also defined as a response or reaction to previous statements made by other participants (Takamor, 2004). On the basis of such definisions, the formula and function of FB has also been analyzed. On the other hand, Inter Relay Chat (IRC) is considred as a relativily "Lean" Medium as IRC, based on the data that comprises 5574 utterances taken from "Yahoo Japan" chat rooms. Qualitative analysis clarified that emoticons, the hedge in a form of the alphabet "w", and the verbal play and rhyme can be considred as the unique aspects of IRC in Japanese.

  • 83.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The difference of conceptualization in the Japanese and American occupational meeting - Through examining the pragmatic usage of discourse marker “Oh” and “Att”2012Conference paper (Other academic)
    Abstract [en]

    The pragmatic usage of each Discourse markers has been analyzed on its pragmaticand semantic meaning on various contexts.  Some research seeks for clarifying only the major usage for the purpose of languagelearning, such as the usage in dictionary. At the other hand, some claims Pragmaticmarkers have a number of different functions depending on the context, questioningwhether they have one meaning or many meanings.  According to Schiffrin (1987), there are two types of discourse markers in Americandiscourse. One of those is the semantic-relevant usage, which focuses on the logicalaspect of markers, such as”because”, “so” or “but”. The other one is the markers suchas “well” or “oh”, which are relatively supposed not to be logical and rather their mainfocus is on the emotional or turn-management effect.  Especially as for the discourse marker “oh”, though it belong to the latter type,Schiffrin (1987) notifies all of 6 main usages from pragmatic (strong emotional state)to semantic are based on the information management task, regardless of detailedclassification inside it.  Except the usage of each marker, this research also focuses on the perspective of“genre discourse analysis”, as a scale to examine discourse markers. Genre is aperspective to analyse discourse, and the definition of which is suggested by Bensonand Greaves (1981), as “the type of activity in which the discourse operates its content,idea and institutional focus”.  This research sets the “occupational meeting “on Japanese and American as the typeof activity, and aims to find the difference of “concept of meeting” and thus “theconceptualisation of Japanese politeness reflected in the “wakimae” principle, byinvesting the pragmatic usage of “oh” American and Japanese speakers choose.As the methodology, based on 500 turns from the speech setting of “meeting” and“casual conversation” on both of American and Japanese corpus, the marker to show“surprise” are extracted respectively and further divided to 6 usage along theSchiffrin’s categorization and then cross-examined.  Consequently the result is found as next:1. “Strong emotional state” such as showing the surprise or fear, the most pragmaticusage is frequently found in American corpus and the frequency doesn’t showany difference when the setting changed from the casual conversation to themeeting. Whereas it was rare to find same usage in Japanese especially inmeeting.2. The most pragmatic usage, which just collocates with feedback to answer, isfound frequently in Japanese especially in the meeting.3. The usage that focus on information management aspect as “repair” or “requestof clarification” increase in American meeting, compared to that in casualconversation, In contrast, the opposite tendency is found in Japanese counterparts.  In conclusion, negotiations of debating aspect are mainly cantered in Americanmeetings, in which the exchanges of the difference in information they have obtainedare focused. However in Japanese, the main issue are replaced by wakimae(discretion),which require the participants to choose certain formality of the conversational settings.

  • 84.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The framework to analyze the discourse in Adobe Connect base class- room environment: How the interaction on the web promotes the acquisition of learners2011In: / [ed] Amino, Kaoru, Yokohama National University, 2011Conference paper (Other academic)
  • 85.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The function of Feedback and Emcee’s role in Japanese TV discussion program2008In: Social and Cultural Studies, ISSN 1175-7132, Vol. 24, p. 1-11Article in journal (Refereed)
  • 86.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The pragmatic usage of contrastive connectives as Turn-Taking strategies in Japanese conversation2007In: Georgetown University Round Table on Languages and Linguistics 2007 (GURT 2007), Georgetown, USA, 2007Conference paper (Refereed)
  • 87.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The subjectivity and Sentence Final Particles in the citation clause: Re-Construct their story in Japanese mass-media2012Conference paper (Refereed)
  • 88.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The Turn-Taking strategy and its function in Japanese conversation: The 3rd meeting in Chubu district of The Society for Teaching Japanese as a Foreign Language2005In: The society for Teaching Japanese as a Foreign Language, Kinjo Gakuen University, 2005Conference paper (Refereed)
  • 89.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    The uses of contradictory conjunctions in Japanese and American Corpuses: Context Analysis from three perspectives; semantic, diverted and developed usages2010In: The Pragmatics Society of Japan, Osaka, 2010Conference paper (Refereed)
  • 90.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    Topic Closing expression before Topic-Shift: Genre and its influence in formula and function2008In: The 21th meeting of The Japanese association of Sociolinguistic Sciences, Tokyo Joshi University, 2008Conference paper (Refereed)
  • 91.
    Amino, Kaoru
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Turn the technique in Visual arts into literature: Dramatic effect in Akutagawa works and the management of tense2013In: / [ed] Takahashi Tatsuo, International Society for Akutagawa Ryūnosuke Studies , 2013, , p. 19Conference paper (Refereed)
    Abstract [en]

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

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

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

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

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

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

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

    [References]

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

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

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

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

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

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

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

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

    pp48-59.

  • 92.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    Turn-Taking strategies and style shift by gender difference: Linguistic convention and its obligation2008In: The Japanese association of Sociolinguistic Sciences, Tokyo Joshi University, 2008Conference paper (Refereed)
  • 93.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    Turn-Taking Strategy and Style-Shift in Japanese Women2009In: Proceedings of the 5 th Biennial International Gender and Language Association Conference IGALA 5, held at Victoria University of Wellington, July 2008, Wellington, New Zealand: Victoria University of Wellington , 2009, p. 225-239Conference paper (Refereed)
    Abstract [en]

    This article examines gender differences and style-shifting of women in turn-taking (TT) strategies during Japanese conversations; such strategies appear when there is a new shift in conversation. Specifically, the article explores the gender difference in TT strategies and whether a woman’s TT strategy changes in accordance with the interlocutor’s gender. This article suggests that women have varying conversational styles that are rather similar to those of men. The following tendencies were observed in the TT strategies of men and women. First, in the TT strategies adopted toward male interlocutors, females exhibited supportive tendencies, such as involving men in the conversation or actively responding to them. Second, the TT strategies adopted by males toward female interlocutors revealed negative elements such as the use of blunt responsive markers or first person pronouns. Third, in the TT strategies adopted toward female interlocutors, females displayed relatively negative tendencies, using blunt or simple TT strategies in comparison to those seen in the conversations between males and females. The article then discusses the implications of these findings as women do not innately possess supportive conversational styles and simply converse in accordance with their gender role. In particular, the discussion focuses on the possibility that the socialization of women also compels them to follow linguistic socialization, which reflects a woman’s customary role to engage in assistant work.

  • 94.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    Turn-Taking Strategy in Japanese CMC2009In: Studies in Language and Cultures, ISSN 1341-0032, Vol. 24, p. 47-64Article in journal (Refereed)
    Abstract [un]

    IRC (Inter Relay Chat) falls under the form of media called CMC (Computer-mediated communication); however, this form of media lacks such features as co-presence and simultaneity (Lark and Brennan, 1991). Therefore, CMC is said to be a limited form of media, compared to face-to-face communication (King, 1996). With regard to CMC, studies on turn-taking systems have been examined in the Western context. Hence, in this paper, I would like to argue that, to some extent, Japanese CMC has its own turn-taking system. One of the unique characteristics of the Japanese turn-taking system is the coconstruction of turns by more than two participants, in which one of the participants utters only the former part of the statement, anticipating that the latter part will be completed by the other participants (Mizutani, 1993). In Japanese, co-construction is possible partly because of the language's syntactic structures, in which syllables can easily be attached one after the other. This type of construction is called turn-projectability and the individual part of a sentence is called TCU (Turn Construction Unit; Szatrowski, 1993). Focusing on TCU, this paper studies how a turn is taken and examines how turn-taking in IRC is different from that in face-to face communication. On the basis of 3000 turns extracted from the IRC of “Yahoo Japan,” I first counted the frequency of turn-taking strategy by initiations, such as connectives, fillers, and responsive markers as discourse markers, and then compared it with the frequency of turn-taking strategy found in face-to-face communication. Consequently, it was clarified that the initiations in CMC are not as frequent as they are in face-to-face conversation. A further observation of the data showed that TCU tends to appear instead of initiation. Through a qualitative analysis of each TCU, it can be said that primer turn, which ends in the topical marker “wa,” draws a response from other participants in the cyber community and makes the community livelier. Furthermore, in the case of a narrative, a participant connects each turn by using the conjunctive suffix “-te,” in order to draw the other's response to the story, thus contributing to the vividness of communication in cyber space. In conclusion, TCU effectively compensates for the leanness of CMC, and the various TCU can be unique and powerful tools for turn-taking strategy in Japanese CMC.

  • 95.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    When men use feminine sentence final particles: the act of deviating from the classical citation rule in narratives2008In: Georgetown University Round Table on Languages and Linguistics 2008 (GURT 2008), Georgetown, Washington DC, 2008Conference paper (Refereed)
  • 96.
    Amino, Kaoru
    Dalarna University, School of Languages and Media Studies, Japanese.
    話者交替と話題転換に関する言語表現: -場面・性別・メディアが言語表現に与える影響-2009Doctoral thesis, monograph (Other academic)
  • 97.
    Amukena Nyqvist, Sisiwe
    Dalarna University, School of Humanities and Media Studies, English.
    English as a Lingua Franca in Namibia:: Teachers’ Attitudes Towards English as a Medium of Instruction in Classrooms2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 98.
    Andersdotter, Nora
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Diario de un montevideano gris: Rasgos del existencialismo en La tregua de Mario Benedetti2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 99.
    Andersson, Andreas
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    Den rörliga bildens komponenter som förstärkning av narrativet i spelfilm: En jämförande studie av en svensk och en amerikansk långfilm2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En spelfilm berättas med hjälp av ljud och bild. Bilden är en form av kommunikation som likt ett

    vanligt språk är uppbyggt med regler. Dessa regler används för att hjälpa publiken att tolka bilden

    och kallas för berättarkomponenter. Denna uppsats bidrar till en djupare förståelse för tre av dessa

    berättarkomponenter: bildkomposition, bildutsnitt och kamerarörelser. Med hjälp av teorin

    analyseras och jämförs bildspråket i två filmer baserade på samma roman av Stig Larsson. Dessa

    två filmer är producerade i två olika filmkulturer.

    Syftet med denna uppsats var att undersöka hur bilden används för att förstärka narrativet i

    långfilm. Filmerna som har analyserats är The girl with the dragon tattoo som har producerats av

    den amerikanska filmkulturen. Den andra filmen är Män som hatar kvinnor som är producerad av

    den svenska filmkulturen. Resultaten av analyserna har sedan jämförts för att ta reda på om det

    finns någon skillnad i bildspråket mellan kulturerna. Uppsatsen visar att båda filmerna tillämpar

    reglerna på ett liknande sätt men att bildspråket anpassas till hur historien berättas.

  • 100.
    Andersson, Calle
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    Identitetsskapande och lärande via visuella intryck och uttryck i och utanför bildundervisningen2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här litteraturstudien är att undersöka vad tidigare forskning säger om ungdomars konstruktion av identitet i samband med de visuella intryck och uttryck som används och tar form i och utanför bildundervisningen. I studien synliggörs visuella intryck och uttryck utanför skolan med fokus på sociala medier och gatukonst och deras inverkan på ungdomars representation och konstruktion av identitet; dessutom synliggörs sambandet mellan bildskapande och identitetsutveckling i bildundervisningen: Vad kommunicerar elever och ungdomar själva via sitt bildskapande? Vilka kopplingar finns det mellan visuella uttryck och identitetsskapande i och utanför bildämnet? Hur kan visuella intryck och uttryck i elevers vardag föras in och användas i bildundervisningen för att främja elevers identitetsutveckling och lärande? Resultatet av studien visar bland annat att visuella uttryck är ett sätt för elever och ungdomar att kommunicera avvikande åsikter och perspektiv gentemot samhälle och sociala mönster, skapandet blir med andra ord ett sätt för elever och ungdomar att ifrågasätta och göra sin röst hörd, vilket i sin tur bidrar till att stärka, konstruera eller utveckla en identitet. Identitetsskapande via visuella uttryck bidrar även till lärande då barn och ungdomar i samband med bildskapande utvecklar sin kommunikativa kompetens, vilket framträder i analysen av tidigare forskning som valts ut i studien. I mångt och mycket visar studien på bildens roll vad gäller att experimentera och pröva olika identiteter, samt varför och vilka typer av visuella intryck och uttryck utanför skolan bör och kan föras in och användas i bildundervisningen för att främja elevers lärande.

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