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  • 1.
    Rocher Hahlin, Céline
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Franska.
    Arvidsson, Klara
    Stockholms universitet.
    Extramural French among university students in Sweden2022Ingår i: Moderna Språk, E-ISSN 2000-3560, Vol. 116, nr 2, s. 21-44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to better understand conditions for foreign language (FL) learning in Sweden. Research suggests that foreign language learners benefit from informal target language (TL) exposure and use outside the classroom (e.g., Peters, 2018; Sundqvist, 2009). While studies conducted in a Swedish context show that there are rich opportunities to come in contact with the English language outside the classroom, little is known about the learners’ extramural exposure to and use of other FLs. In analogy with the term ‘Extramural English’ (Sundqvist, 2009), this study explores ‘Extramural French’. The study includes 59 university students enrolled in a French language course. Using the survey method, we investigated the participants’ engagement in Extramural French (frequency and type), and the relationship between language learning motivation, self-assessed proficiency, and frequency of Extramural French. The results showed that about half of the sample engaged in Extramural French on a relatively frequent basis. The most frequent extramural activities included listening to music, watching TV and films, and browsing online. About a third of the sample had regular access to social interaction in French. In addition, language learning motivation increased the likelihood to spend time on Extramural French activities. Overall, the study provides insights into the conditions for FL learning in a Swedish context.

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  • 2.
    Rocher Hahlin, Céline
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Franska.
    Att skapa motivation för främmandespråksinlärning. Effekter av tre aktiviteter i en interventionsstudie i franska klassrum2021Ingår i: Forskarskolan FRAM: lärare forskar i de främmande språkens didaktik / [ed] Camilla Bardel, Gudrun Erickson, Jonas Granfeldt, Christina Rosén, Stockholm: Stockholm University Press, 2021, s. 41-64Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Hur främmandespråkinlärning kan stimuleras med hjälp av elevernas framtida självbilder studeras sedan några decenier (Dörnyei and Ushioda, 2009, 2011). Forskare har konstaterat att studenter som ser sig själva som användare av det inlärda språket i framtiden (Ideal Language 2 Self) känner en högre motivation att anstränga sig för dess inlärning (Intended Effort) än de som inte gör det.

    Syftet med den semi-longitudinella studien som presenteras i kapitlet är att undersöka hur tre särskilt utformade pedagogiska aktiviteter påverkar elevers "Ideal French self" och deras vilja att anstränga sig att lära sig franska. Aktiviteterna syftade till att stimulera elevernas självbilder kopplade till deras framtida användning av det franska språket. Två interventionsklasser och en kontrollklass på högstadiet deltog i studien som pågick under fyra månader. Efter varje aktivitet mättes elevernas "Ideal French Self" och "Intended Effort" med hjälp av en enkät, en elevloggbok och semi-strukturerade intervjuer. Studiensresultat presenteras och diskuteras i kapitlet.

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  • 3.
    Rocher Hahlin, Céline
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Franska.
    Granfeldt, J.
    Strengthening L3 french motivation: The differential impact of vision-enhancing activities2021Ingår i: Languages, E-ISSN 2226-471X, Vol. 6, nr 1, artikel-id 47Artikel i tidskrift (Refereegranskat)
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  • 4.
    Rocher Hahlin, Céline
    Lunds universitet.
    La motivation et le concept de soi: Regards croisés de l'élève et de l'enseignant de français langue étrangère en Suède2020Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis contains two studies focusing on motivation in learning and teaching French as a foreign language in Sweden. In the first study, the effect of three specifically designed pedagogical activities on learners’ Ideal French Self (IFrS) and Intended Effort (IE) was examined in a group of 15-year-old Swedish pupils. No significant difference could be found between the two intervention classes (n=45) and the control class (n=14) after the intervention (z=0,56, p=.924). However, a positive and significant effect was observed in one of the two intervention classes (Class M: t(23)=-2,33, p=.029). Moreover, the interviews and open questionnaires indicated that the activities increased the learners’ awareness of the possibility of French becoming a part of their future. After the intervention, students mentioned they realised that (teenage) French speaking cultures were closer to their own and they considered the school subject “French” to be more “real”. The students found the activities’ authenticity and the fact that they connected directly with French speaking cultures very stimulating. The study also confirmed a strong link between the variables IFrS and IE (rs=.71**).

    The second study proposes a new concept, the Teacher Motivator Self (TMS), to examine French teachers’ perception (n=294) of their role as a motivator. The TMS is built on teachers’ beliefs which in turn are based on their experiences and knowledge gathered from their past experiences, their current situation and their vision of a future and an ideal teacher situation. The responding teachers reported a strong and increasing TMS over the years. Cluster analysis revealed two major teacher profiles: in the first cluster, teachers had a generally high and stable level of TMS over the years and a weaker Ideal TMS whereas in the second cluster, teachers had a general weaker TMS over the years but a stronger Ideal TMS. The variables I had motivating teachers during my schoolyears (rs=.35**) and I perceive my work as meaningful (rs=.32**) had a moderate and positive effect on the TMS’s strength. The three motivational strategies reported as mostly used in the classroom were adapting the lessons’ content to individual student needs, reinforcing the link between lessons’ content and the world outside and using authentic material.

    The two studies highlight the complexity of the process of motivation and the close relation between learners’ and teachers’ psychology. They also underline the need to, not only inform pre- and in-service teachers about their important role as motivator, but also to help them reflect upon their own teacher beliefs and give them tools to support language students with different levels of motivation in the classroom.

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  • 5.
    Rocher Hahlin, Céline
    Lunds universitet.
    Motivation des élèves de français en Suède: Quelles stratégies au sein de la réflexion enseignante?2019Ingår i: Synergies Pays Scandinaves, ISSN 1901-3809, E-ISSN 2261-2807, Vol. 14, s. 61-78Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Motivating French Students in Sweden: Teachers’ Perception of Classroom Motivational Strategies

    This paper examines Swedish teachers’ perception of motivational strategies in the French as a Foreign Language classroom. The results, collected through a questionnaire (n=294), show that a variety of methods/activities, students’ individual support and direct links between lessons and the French-speaking world are considered as the most motivational strategies. Factors such as considering teaching as meaningful and having frequent contact with the French-speaking world have a significant effect on the teachers’ use of motivational strategies. However, factors such as gender, teaching level, and the number of working years had no significant effect on the use of strategies. These results underline the importance of offering lifelong training to keep teachers up to date with pedagogical innovations and with the French-speaking world.

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  • 6.
    Rocher Hahlin, Céline
    Lunds universitet.
    Motivation pour apprendre une langue étrangère – une question de visualisation?: Les effets de trois activités en cours de français sur la motivation d’élèves suédois2014Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users.

    This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi-structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort.

    The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also revealed the importance of including such activities as early as possible in the curriculum. For some of the learners, it was already too late in 9th grade. The findings also include a strong correlation between the learners’ Ideal French Self and their Intended Effort in French, which is another convincing argument as to why teachers should include Ideal Self-stimulating activities in their foreign language classrooms.

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