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  • 1.
    Agebjörn, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Collberg, Philippe
    Högskolan i Halmstad.
    Acceptabilitetsbedömningar av ena meningar – syntaktiska och informationsstrukturella begränsningar.2023In: Book of abstract: Svenskans Beskrivning, Linnaeus University Press, 2023Conference paper (Other academic)
    Abstract [sv]

    Svenskan har två plurala obestämda artiklar: ena och några. Bruket av ena är dock mycket begränsat; artikeln tycks fungera endast i beskrivande, värderande och rematiska nominalfraser (Teleman et al. 1999, s. 410). I Collberg och Agebjörns (2023) korpusstudie förekom ena företrädesvis i predikativer, som i Barnen är ena riktiga vildingar. Artikeln förekom också i utbrutna led och egentliga subjekt samt undantagsvis i objekt. Däremot förekom den aldrig i subjekt eller adverbial och aldrig i topikaliserade fraser. Föreliggande studie undersöker i vilken utsträckning detta begränsade bruk av den plurala obestämda artikeln ena styrs av syntaktiska respektive informationsstrukturella faktorer. Med en experimentellt designad enkät testas hur acceptabilitetsbedömningar av meningar med ena beror dels på nominalfrasens grammatiska funktion, dels på dess informationsstrukturella funktion, operationaliserad som position i relation till meningens verb. Som kontrollvillkor används motsvarande meningar med default-artikeln några. Preliminära resultat visar att ena fungerar lika bra som några i predikativer och utbrutna led, sämre än några i subjekt, egentliga subjekt och objekt samt inte alls i adverbial. Nominalfrasens position i relation till verbet verkar inte påverka bedömningarna av ena-meningarna mer än bedömningarna av några-meningarna. Sammantaget tyder detta på att bruket av den plurala obestämda artikeln ena styrs av syntaktiska snarare än informationsstrukturella begränsningar. 

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    Abstract
  • 2.
    Agebjörn, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Collberg, Philippe
    Högskolan i Halmstad.
    Några, ena eller ∅?: Obestämda artiklar i plurala, beskrivande predikativer2024Conference paper (Other academic)
    Abstract [sv]

    Svenska singulara predikativa nominalfraser kan uppträda med eller utan obestämda artikel. Artikeln en används typiskt när predikativen beskriver subjektet medan ∅ används när predikativen klassificerar det, exempelvis genom att tillskriva det en yrkestillhörighet. Även artikeln någon uppträder i beskrivande predikativer, men framför allt i icke-affirmativa satser(Teleman et al. 1999). I plurala beskrivande predikativer är artikelbruket mer varierat. Oavsett om satsen affirmativ eller inte kan några, ∅ och ena användas, den sista framför allt i värderande nominalfraser i informella kontexter (se Collberg & Agebjörn 2022). Vad som styr valet mellan dessa tre är oklart.Föreliggande experimentella studie bidrar till att fylla denna kunskapslucka genom att besvara följande forskningsfråga: Hur påverkas acceptabilitetsbedömningar av deklarativa affirmativahuvudsatser med plurala beskrivande predikativer av (i) valet av artikel, (ii) nominalfrasens position i satsen samt (iii) nominalfrasens lexikala innehåll? Nästan 600 förstaspråkstalare av svenska bedömde tolv meningar med plurala predikativer, hälften positivt och hälften negativt värderande. Varje mening förekom i sex versioner, så att varje artikel, inkluderat ∅, uppträdde både pre- och postverbalt. Dessa versioner fördelades över sex listor så att samtliga deltagare fick bedöma en mening av varje typ utan att någon fick bedöma flera versioner av samma mening. Faktorerna artikel (några/ena/∅), position (preverbal/postverbal) och värdering(positiv/negativ), samt interaktionerna mellan dessa, inkluderades i en regressionsmodell som predicerar acceptabilitetsbedömningarna.Analysen visar att artikeln några bedömdes som signifikant sämre än både ena och ∅, medanskillnaden mellan ena och ∅ var obefintlig. Preverbala predikativer bedömdes generellt som sämre är postverbala, och denna negativa effekt av topikalisering var signifikant större för några än för ena och ∅, medan skillnaden mellan de två senare återigen var obefintlig.Dessutom bedömdes de positiva predikativerna generellt som sämre än de negativa, och denna effekt var signifikant större för ena än för ∅ och signifikant större för ∅ än för några.Sammantaget indikerar dessa resultat att ena eller ∅,    snarare    än några, är det omarkerade valet av artikel i plurala beskrivande predikativer. Sämst fungerar alltså några i preverbala negativt värderande predikativer. Valet mellan ena och ∅ styrs i sin tur av huruvida nominalfrasen är positivt eller negativt värderande. Slutligen tyder interaktionerna mellan artikel och position på att valet av artikel även påverkas av nominalfrasens informationsstrukturella status.

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  • 3.
    Al-Rudainy, Karez Matli
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Kasumi, Lumnije
    Malmö University, Faculty of Education and Society (LS).
    The Effectiveness of Peer-review in Google Docs for Facilitating Writing in an EFL/ESL Environment2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates the effectiveness of Google Docs (GD) as a tool when students peer-review writing tasks. It also explorers different strategies for the teacher to use to fully utilize GD for peer-reviewing. Therefore, the research will specify in what ways can GD facilitate better student peer review for writing, both individually and collaboratively and what strategies can teachers employ to fully utilize GD for effective and timely student feedback within writing tasks. By collecting secondary empirical studies, we explore and provide an overview of the possible outcomes when using GD as a digital tool for peer-reviewing and the best strategies for teachers to use. Overall, the empirical researchers all agree that using GD improved students' implication through writing when having these peer-reviewing tasks. The researchers also pointed out that if the students are not trained and instructed the students will not develop a deeper understanding of structure and content when revising, which will lead to students not developing their critical thinking and writing ability when peer-reviewing. Therefore, it is vital for our future position as teachers to acknowledge the importance of using the right teacher strategies for the students to develop their knowledge and understanding of peer-reviewing. 

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    Karez Al-Rudainy Lumnije Kasumi
  • 4.
    Arvebro-Sjöö, Peter
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Svensson, Angelika
    Malmö University, Faculty of Education and Society (LS).
    Skillnader i pojkars och flickors läsinlärning.2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Finns det skillnader mellan pojkar och flickors läsinlärning och vilka eventuella konsekvenser har det för undervisningen? Syftet med denna kunskapsöversikt är att ge en överblick över kunskapsläget inom läsinlärning för barn med särskilt fokus på motverkandet av skillnader utifrån kön. I denna kunskapsöversikt söker vi därför svaren på frågorna: Vilka faktorer förs fram av forskning som kan förklara pojkar och flickors skillnader i läsinlärning? Hur kan denna kunskap användas för att motverka skillnaderna?

     

    Vi har sökt material genom databassökningar och bearbetat de texter vi valt genom en tematisk metod. Det texter vi valde ut sållades fram genom att läsa abstract i databaserna för att hitta en bred översikt av kunskapsläget.

     

    I kunskapsöversikten framkommer att motivation som läsare, fonologisk förmåga, arbetsmetoder och strategier i undervisningen samt förebilder i rollen som läsare är faktorer som påverkar läsinlärningen där det finns skillnader mellan pojkar och flickor. Det framkommer även att det finns motstrategier för att minska skillnaderna. En sådan strategi är att arbeta med vissa metoder för läsinlärning och att ha ett könsneutralt förhållningssätt i hur man förmedlar attityder i relation till läsning.

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    Angelika Svensson, Peter Arvebro-Sjöö
  • 5.
    Björnsson Berg, Julia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Examining Teachers' Awareness and Use of Learners' L1 in EFL/ESL Teaching2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    EFL/ESL teachers in Sweden have traditionally favored using only English in the classroom, however, research demonstrates they incorporate Swedish for various purposes. Moreover, teachers perceive the guidelines for the use of the target language and learners’ first language outlined in the curriculum for English as vague, experience feelings of guilt when resorting to Swedish in the English classroom and lack familiarity with the translanguaging theory. These issues could affect the requirement of evidence-based teaching and have implications for the quality of EFL/ESL education in Sweden. Through interviews and observations, this study aims to explore this matter and examine the reasons why and for what functions some English teachers in Sweden claim they use learners’ L1 in their teaching, as well as their level of awareness regarding their language practices and the concept of translanguaging. The findings indicate that the teachers primarily employ learners’ L1 to aid in knowledge construction, classroom management, and interpersonal relations. Additionally, certain inconsistencies were found between their motivations and their actual practices, indicating a potential lack of awareness and understanding of the translanguaging theory. Finally, it is suggested there is a necessity for clearer directives in the Swedish curriculum for English and for enhancing teachers’ awareness when implementing translanguaging strategies, such as pedagogical translanguaging (PTL).

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    Julia Björnsson Berg
  • 6.
    Blecher, Hannah
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Hörlin, Martin
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Formative assessments in Swedish elementary school – a study investigating teachers' experiences.2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the curriculum for compulsory school (Skolverket, 2018), it is essential to use formative assessment to support the pupils' progress in their learning. This study's purpose and aim are to give an insight into what extent and how formative assessment is used by teachers to pupils in elementary school. The research question is as follows: To what extent (and how) is formative assessment used in the English classroom in Scania (Sweden) in grades F-3. The study's results imply that most teachers use formative assessment in their English classroom, and it is mostly given orally. In addition, when the decision is made not to use formative assessment, it is due to a lack of time and resources. 

    The result is aligned with previous research that has been conducted in other countries. 

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  • 7.
    Collberg, Philippe
    et al.
    Högskolan i Halmstad.
    Agebjörn, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Hvad för ena? Utvecklingen av plural obestämd artikel i svenskan.2023Conference paper (Other academic)
    Abstract [sv]

    I många språk har obestämda artiklar utvecklats från singulara räkneord som en (t.ex. Heine 1997). Detta semantiska arv förklarar varför obestämda artiklar typiskt endast används med singulara substantiv. I nusvenskan kan dock den obestämda artikeln en användas i plural, då som ena, typiskt i beskrivande och värderande predikativer (Collberg & Agebjörn 2023; Delsing 1993:31–35; Teleman m.fl. 1999:410; Terner 1922:120); se (1).

    (1) Barnen är ena riktiga vildingar just nu.  

    Av tidigare studier framgår att dagens bruk av artikeln en är i stort sett etablerat vid 1500talets mitt (Brandtler & Delsing 2010, Srkzypek 2012; se även Nivre 2002). Emellertid fokuserar dessa studier främst på obestämd artikel i argumentella nominalfraser snarare än på sådana nominalfraser där ena vanligtvis förekommer. Denna studie syftar till att utreda den historiska utvecklingen av den plurala obestämda artikeln ena. Materialet utgörs av excerperade exempel från texter under perioden 1500 till i dag. Vi undersöker vid vilken tid och i vilka syntaktiska kontexter artikeln används, och vi diskuterar hur dagens användning av ena-artikeln har etablerats. 

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  • 8.
    Cornillie, Frederik
    et al.
    Katholieke Univ Leuven, Dept Linguist, Leuven, Belgium.;Katholieke Univ Leuven, ITEC, Imec Res Grp, Leuven, Belgium..
    Buendgens-Kosten, Judith
    Goethe Univ Frankfurt, Frankfurt, Germany..
    Sauro, Shannon
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Univ Maryland Baltimore Cty, Dept Educ, Baltimore, MD 21228 USA.
    Van der Veken, Joeri
    Katholieke Univ Leuven, Dept Linguist, Leuven, Belgium.;Sint Jozefscoll Aalst, Secondary Sch, Aalst, Belgium..
    "There's always an option": Collaborative Writing of Multilingual Interactive Fanfiction in a Foreign Language Class2021In: CALICO journal, ISSN 0742-7778, E-ISSN 2056-9017, Vol. 38, no 1, p. 17-42Article in journal (Refereed)
    Abstract [en]

    In the digital wilds, thriving storytelling practices (often in transcultural and multilingual contexts) share with Maker culture a belief in learning through doing, bricolage, collaboration, and playfulness. Key examples are fanfiction, a form of creative writing that transforms popular media in some way, and interactive fiction, a form of nonlinear narrative that verges on the world of gaming. This paper documents a pedagogical intervention carried out within the FanTALES project, which leverages creative writing and meaning-making practices from the digital wilds, in order to develop teaching and learning activities that engage secondary school learners in the writing of multilingual interactive fanfiction. Adolescent learners of English as a foreign language (N=21) wrote multilingual interactive fanfiction based on the digital game series Assassin's Creed. Qualitative content analysis of focus groups with these learners suggests that they experienced intrinsic motivation and developed skills in language and storytelling as well as transversal competences. They also dealt with a lowered sense of autonomy due to the open-endedness of the tasks, and struggled with a lack of sufficient knowledge about storytelling practices and the source text, as well as with project management. Potential improvements for the pedagogical implementation include more scaffolding of the tasks, and better integration with curriculum and assessment.

  • 9.
    Donlind, Daniel
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ljunggren, Per-Olof
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Högläsning – ett pedagogiskt verktyg för att främja högstadieelevers språkinlärning och hörförståelse i moderna språk2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning är att ta reda på i vilken utsträckning det är gynnsamt för elevernas språkinlärning i moderna språk, att läraren använder högläsning som ett instrument för att eleven ska förbättra sin hörförståelse, och eventuellt sin allmänna språkförståelse. Undersökningen grundar sig i Niclas Abrahamssons teori om “språkbad” och följande frågeställningar:

     

    Vilka faktorer verkar ligga bakom svårigheterna med hörförståelse för eleverna i moderna språk som leder till att de ofta upplever den delen som det svåraste momentet inom ämnet? 

    På vilket sätt kan man uttyda förändringar i hörförståelse efter en intensiv period av högläsning? 

    Vilka effekter på hörförståelse och språkförståelse kan man se om man under en begränsad period, simulerar ett minispråkbad genom högläsningsträning under språklektionerna för elever som tidigare inte blivit utsatta för denna didaktiska metod? 

    Vi har använt oss av det språkkoncept som Abrahamssons kallar för “språkbad” i en hermeneutisk analysansats för att tolka elevernas upplevelser i förhållande till vad som händer i högläsning efter en intensiv högläsnings träning. Eleverna fick samma frågor före och efter högläsningsträningen och med hjälp av följdfrågor. Resultatet av träningen och elevernas svar på följdfrågorna analyserade vi sedan med hjälp av ett teoretiskt ramverk centrerat kring Niclas Abrahamssons idéer om det han kallar för språkbad. Det slutliga resultatet av undersökningen visade att eleverna blev bättre på hörförståelse tack vare högläsningsträningen. 

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  • 10.
    Drachmann, Natascha
    et al.
    Univ Copenhagen, Dept English, German & Romance Studies, Copenhagen, Denmark..
    Haukås, Åsta
    Univ Bergen, Dept Foreign Languages, Bergen, Norway..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden - A comparative curriculum analysis2023In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 36, no 3, p. 327-342Article in journal (Refereed)
    Abstract [en]

    In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures: integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.

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  • 11.
    Ebrahimnia, Atefeh
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Hvistendahl, Jakob
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Vad utelämnas?: - En kritisk granskning av sfi-läromedel2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete är en kritisk textanalys av två läromedel avsedda för svenska för invandrare(SFI) kurs D. Analysen baseras på kritisk diskursanalys, normkritisk forskning ochkritiska vithetsstudier. Uppsatsens syfte är att synliggöra dolda maktförhållanden ochnormer som inte är uppenbara, genom en granskning av läromedelsproducenternastematiska val och framför allt vad som utelämnats ur läromedlen. Vi utgår frånstyrdokumentens skrivelser om diskriminering och andra värdegrundsfrågor samt vilkenkunskap och stöd som målgruppen ska erhålla. Vi tittar också på potentiellt negativakonsekvenser ur ett pedagogiskt och praktiskt perspektiv som utelämnandet kan få förnyanlända.Analysen visar att läromedlen utelämnat viss kunskap och information som enligt ossborde ha varit med. Utelämnandet kan även ger enligt oss en inkomplett bild av Sverigeshistoriska och samtida samhällsförhållanden än vad som faktiskt råder.Sammanfattningsvis ger studien indikationer på att det finns ett behov av attläromedelsinköpare på skolenheter mer kritiskt granskar läromedel innan inköp, utifrånexempelvis ett normkritiskt perspektiv, efterlevnad av styrdokumentens skrivningar ombl a värdegrund och skrivningar om de behov som läromedlens målgrupp har, innanläromedlen köps in av skolor och används av pedagoger.

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    Vad utelämnas? - en kritisk granskning av sfi-läromedel.
  • 12.
    Eiesland, Eli Anne
    et al.
    OsloMet – storbyuniversitetet, Norge.
    Laake, Signe
    OsloMet – storbyuniversitetet, Norge.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Grammatikk i skole og utdanning – introduksjon2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 4, article id 0Article in journal (Other academic)
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  • 13.
    Ekblad, Solvig
    Malmö högskola, Faculty of Health and Society (HS).
    Upplevd ohälsa hos vuxna asylsökande2009In: Asylsökande i Sverige: ett rättssäkert och värdigt mottagande för barn och vuxna? / [ed] Björn Fryklund, Anna Lundberg, Department of International Migration and Ethnic Relations (IMER) , 2009, p. 170-192Chapter in book (Other academic)
    Abstract [sv]

    I föreliggande kapitel presenteras en avslutad intervjustudie på 108 asylsökande. Under upplägget togs stor hänsyn till gruppens sårbarhet för upplevd ohälsa, stigma och tillträde endast till akut vård och vård som inte kan anstå. De asylsökande visar jämförbara siffror med andra studier när det gäller erfarenhet av krig, men har högre siffror på svåra traumatiska upplevelser före ankomst såsom tortyr och sexuella övergrepp samt förlust av anhöriga. Att inte känna sig isolerad och inte uppleva tidsspillan under väntan på asyl halverade risken för suicidala tankar. Traumatiska påfrestningar före ankomst kom i bakgrunden för påfrestningarna under asylprocessen. Slutsatserna av studien är att hälsofrämjande strategier bör introduceras och utvecklas från Dag 1 i asylmottagandet på olika nivåer: (1) att tiden för asylprocessen minimeras, (2) att den asylsökande är i ett sammanhang, (3) att mottagningspersonal erbjuds kontinuerlig handledning, (4) att asylsökande får av sjukvårdspersonal hälso- och sjukvårdsinformation och kunskap om risk- och skyddsfaktorer för upplevd ohälsa, (5) att kontinuerligt kvalitetssäkra att varje nyanländ erbjuds en gratis hälsoundersökning och hälsosamtal, att tiden utökas för genomförandet och efter behov, samt följs upp i samband med permanent uppehållstillstånd som grund för mål med introduktion, SFI (svenska för invandrare) praktik och arbete, samt (6) att det finns tillgång för vård efter behov och som är oberoende av juridisk status.

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  • 14. Estling Vannestål, Maria
    et al.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course2007In: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 19, no 3, p. 329-350Article in journal (Refereed)
    Abstract [en]

    Corpora have been used for pedagogical purposes for more than two decades but empirical studies are relatively rare, particularly in the context of grammar teaching. The present study focuses on students’ attitudes towards grammar and how these attitudes are affected by the introduction of concordancing. The principal aims of the project were to increase the students’ motivation by showing them that English grammar is more than a set of rules in a book and to enable them to assume more responsibility for their own learning. The idea was to introduce the use of language corpora into the curriculum for first-semester English at Växjö University in Sweden, as a complement to grammar textbooks and ordinary exercise materials. Between classes, the students worked with problem-solving assignments that involved formulating their own grammar rules based on the examples they found in the corpus. In the classroom, a system of peer teaching was applied, where the students took turns at explaining grammatical rules to each other. Besides presenting a new way of working with grammar, we also provided the students with a tool for checking questions of usage when writing English texts in the future, since the corpus we use is free of charge and available to all. The work with corpora and peer teaching was evaluated by means of questionnaires and interviews. This article describes and evaluates this initiative and presents insights gained in the process. One important conclusion is that using corpora with students requires a large amount of introduction and support. It takes time and practice to get students to become independent corpus users, knowing how to formulate relevant corpus queries and interpret the results. Working with corpora is a method that some students appreciate while others, especially weak students, find it difficult or boring. Several of the students did not find corpora very useful for learning about grammatical rules, but realized the potential of using corpora when writing texts in English.

  • 15.
    Georgievski, Elena
    Malmö University, Faculty of Education and Society (LS).
    Nyanlända högstadieelevers uppfattningar om undervisningen i engelska i Sverige och i hemlandet och deras utvecklingsstrategier2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete utforskar uppfattningarna hos nyanlända högstadieelever inom undervisningen i engelska i Sverige och i sina hemländer. Samtidigt undersöks strategierna som eleverna beskriver att de använder för att förbättra och utveckla sina språkkunskaper i engelska. Teori som används för att analysera det insamlade materialet är Cummins modell om språkundervisning som fokuserar på språkets innehåll som berör och engagerar, kunskap om språksystemet och fokus på språkanvändning i tal, skrift eller andra representationer. Detta är en kvalitativ studie baserat på kvalitativa semi-strukturerade intervjuer med öppna frågor med fyra nyanlända högstadieelever. Studien resultat visade en positiv uppfattning av undervisningen i engelska bland nyanlända högstadieelever i jämförelse med deras hemländer när det gäller den påverkan av engagerade lärare och positiv klassrumsmiljö där det finns interaktion, samt användningen av målspråket och olika resursmedel på lektionerna.

    Trots detta framkom utmaningar och brister i undervisningen i Sverige, särskilt avseende ämnesinnehåll och engagemang. Elevernas önskan om mer varierade och intressanta övningar indikerar att lektionerna ibland saknar stimulerande innehåll. Bristen på efterföljande aktiviteter efter glosförhör kan hämma elevernas effektiva tillämpning av nya ord i olika språkliga sammanhang, vilket begränsar deras förmåga att skapa djupa kopplingar mellan ordförståelse, korrekt användning och grammatik. Denna brist kan också leda till en mekanisk inlärningsprocess och riskera att elever ser språket som en uppgift snarare än ett verktyg för meningsfull kommunikation. Elever använder olika strategier för språkutveckling, inklusive samarbete, interaktion och användning av modersmål för förståelse och digitala resurser.

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  • 16.
    Haraldsson, Anna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ikonen, Casandra
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Pandemins digitala svenskämne: En kvalitativ studie om gymnasielärare erfarenheter av att undervisa i svenskämnet på distans2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi ämnar utveckla förståelse för hur gymnasielärare i svenskämnet har upplevt skiftet från klassrumsundervisning till distansundervisning med särskilt intresse av läsning. Metoden utgörs av kvalitativa intervjuer med fyra verksamma svensklärare. Det teoretiska ramverket består av paradigmforskning inom modersmålsundervisning utifrån Sawyer och Van de Ven (2006). Paradigmen är: (1) det akademiska paradigmet, (2) det progressiva paradigmet, (3) det kommunikativa paradigmet och (4) nyttoparadigmet. I Sawyers och Van de Vens (2006) paradigmforskning ingår de didaktiska frågor vad, hur och varför och de används som analysverktyg i vår studie. Studiens resultat visar att lärarna upplever avsaknad av det naturliga samspelet med eleverna. Lärarna upplever att det saknas lässtrategier anpassade för distansundervisningen. Det har blivit svårare för vissa lärare att genomföra läsning av hela romaner med eleverna på distans. Lärarna upplever att vissa elevgrupper behöver tydlig stöttning vid läsning av längre texter och det har blivit svårare på distans. Lärarna har i stor utsträckning försökt efterlikna klassrumsundervisning med varierat resultat. Resultatet tyder även på en tendens att undervisningen går i riktning mot ett digitalt paradigm där de didaktiska frågorna vem och var tar större plats. En av våra slutsatser är att svensklärare ställts inför nya utmaningar under coronapandemin. De nya utmaningarna har ställt krav på lärares kreativitet samt deras didaktiska- och digitala kompetens. En annan slutsats är att läsning av skönlitteratur ersatts med kortare utdrag.

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    Anna Haraldsson Casandra Ikonen
  • 17.
    Helleskog, Kajsa
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Hamid, Saga
    Malmö University, Faculty of Education and Society (LS).
    Legitimeringar av författarurval: En läromedelsanalys av tre läromedel i svenska 22023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår undersökning är att skapa kunskap om hur representativt litteratururvalet är och vilka författare som inkluderas i läromedel i svenska 2. Vi analyserar hur författarna framställs och hur inkluderandet av dem legitimeras. Genom detta menar vi att man kan få syn på den tänkta elevgrupp läromedlen vänder sig till och vilka som exkluderas genom litteraturen och språket.  Vi har genomfört en kvantitativ innehållsanalys och en kritisk diskursanalys av tre olika läromedel i svenska 2. För att undersöka hur representativt urvalet är har vi kategoriserat författarna utifrån kön och härkomst, och utifrån detta genomfört en kvantitativ uträkning. Genom en diskursanalys har vi sett på författarporträtten i läromedlen och analyserat det språk som brukas i legitimerandet av dem. Vi har genomfört vår analys genom Magnus Perssons (2008) uppsättning av legitimeringsfrågor och Christian Dahls (2015) röstbegrepp. För att inkludera vikten av elevers igenkänning och identitetsskapande har vi använt oss av Malmgrens (1986) begrepp subjektiv förankring och Smidts (1989) begrepp subjektiv relevans. Vårt resultat påvisar att det finns en skillnad mellan hur kvinnliga och manliga, samt europeiska och utomeuropeiska, författare legitimeras och ges utrymme, vilket ligger i linje med tidigare forskning. De manliga författarna ges betydligt mer plats, och beskrivs ofta genom starkare legitimering som fokuserar på framgångsfaktorer. Kvinnliga författare förekommer mer sällan och framställs också ofta med fokus på framgångsfaktorer, men genom svagare legitimering. Enbart fyra utomeuropeiska författare inkluderas i de tre läromedlen, varav tre från USA och en från Kina. Vårt resultat visar således att det utifrån igenkänningsfaktorer sker en exkludering av elever som inte innefattas av den rådande normen. 

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    Saga Hamid Kajsa Helleskog
  • 18. Hevelius, Martina
    et al.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Ordförråd på sfi-elevers villkor2024In: Lisetten, Vol. 32, no 1, p. 7-9Article in journal (Other (popular science, discussion, etc.))
  • 19. Hudson, Jean
    et al.
    Vamling, Karina
    Malmö högskola, Faculty of Culture and Society (KS), Department of Global Political Studies (GPS). Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Att identifiera negativa effekter av undervisning på engelska: så att vi kan undvika dem2010In: Om undervisning på engelska, Högskoleverket , 2010, p. 31-38Conference paper (Other academic)
    Abstract [sv]

    Många studenter med svenska som modersmål väljer att studera kurser med undervisning på engelska. I vårt bidrag diskuterar vi studenternas språkval och utifrån detta vilka eventuella negativa effekter som kan uppstå vid studier på engelska. Diskussionen sker mot bakgrund av en komparativ studie av svenska studenters uppsatsskrivande på engelska och svenska som vi genomför vid Malmö högskola, där ett flertal grundutbildningar erbjuds parallellt på svenska och engelska. En central fråga som institutionen måste ställa sig är: Varför har vi kurser med undervisning på engelska? Institutionens motivering för detta kan vara att kursen eller programmet har en utpräglat internationell inriktning, att utbildningen bedöms vara attraktiv för utländska studenter eller att man menar att ett kursutbud på engelska bidrar till institutionens internationalisering. En annan grundläggande fråga är: Vilken verklighet är det vi utbildar studenterna för? Då vi diskuterar effekterna av undervisning på engelska är det viktigt att ha ett helhetsperspektiv och se till både studentens lärandeperiod och den följande yrkesverksamheten. Man bör överväga vad som är positivt och negativt utifrån ett övergripande perspektiv. För att identifiera negativa effekter behöver vi analysera fenomenet "undervisning på engelska" ur flera olika perspektiv. I vår presentation diskuterar vi frågan utifrån institutions-, lärar- och studentperspektiv. Vi belyser en rad punkter som man bör ta hänsyn till i samband med att institutionen bygger upp sitt utbud av kurser på engelska.

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  • 20. Hultberg, Jens
    et al.
    Gafor, Susan
    Swedish ESL Teachers in grades 4 to 6: A study on teachers’ beliefs and classroom practices regarding pupils’ vocabulary and pronunciation development and the usage of songs2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is conducted in a Swedish context, and it investigates English language teachers in grades 4-6 and their beliefs concerning vocabulary and pronunciation development in general and regarding the use of songs in the classroom. According to the English syllabus’s core content, the use of songs is compulsory in grades 1 to 6, but the focus is primarily on listening and reading in grades 4 to 6. However, Skolverket (2017) clarifies that songs' usage in English language classrooms can be advantageous regarding other communicative skills and can, therefore, have numerous fields of applications. Moreover, several researchers (Engh, 2013, et al.) emphasise that English language education through the usage of songs develop pupils’ language proficiency in general and vocabulary and pronunciation in particular. This study is focusing on English language teachers currently operating in grades 4 to 6. The study’s purpose is to see if teachers value vocabulary and pronunciation activities, if they teach through songs if they believe that songs enhance the pupils' pronunciation and vocabulary development and what factors teachers believe should lie behind the implementation of songs in the classroom. Also, this paper analyses beliefs regarding the beneficial aspects of utilising traditional teaching methods and contemporary teaching methods. This study's results indicate that teachers do not incorporate songs as much as research recommends, although they are aware of the benefits for language development that comes when teaching through songs. Despite this, teachers would like to learn how to include songs appropriately, and for this reason, they state that they need suitable and appropriate teaching material. This study’s researchers, therefore, recommend that English language teachers incorporate songs more in their teaching to benefit pupils’ vocabulary and pronunciation development. Furthermore, the results also highlight to what extent the teachers in this survey believe songs can support pupils' vocabulary and pronunciation development.

  • 21.
    Hylén, Oscar
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Krekula, Mikael
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Grammatikundervisning och motivation2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kunskapsöversikt behandlar vad lärare kan göra för att öka elevers motivation inför grammatikundervisningen i svenska. Syftet är att undersöka vad forskningen säger om högstadieelevers motivation inför grammatikundervisningen i svenska och vilka pedagogiska hjälpmedel som skulle vara användbara för att skapa motivation för detta moment i undervisningen. Centrala frågeställningar för undersökningen är: Vad kan lärare göra för att underlätta för elevernas motivation till grammatikundervisningen? och Vilka pedagogiska hjälpmedel kan man ta hjälp av?. Genom sökningar i såväl internationella som nationella databaser har resultatet landat i att forskningen menar att det finns flera pedagogiska verktyg som lärare kan använda sig av som ökar elevers motivation till grammatikundervisningen. 

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    Oscar Hylén Mikael Krekula
  • 22.
    Kasumi, Lumnije
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Al-Rudainy, Karez
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Reading literature: teaching strategies and methods2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates the incorporation of literature in teaching practices in English as a second language (ESL) and its influence on education. It explores how teachers integrate literature reading into their instruction, the materials they choose, the underlying purposes, and the assessment methods employed. The research aims to uncover teachers' strategies for promoting literature reading and their perspectives on the value of literature in schools. Through a qualitative approach, semi-structured interviews were conducted with five teachers from two municipalities in Skane, Sweden, ensuring a diverse range of perspectives and experiences. The findings highlight the various approaches adopted by teachers when promoting literature reading. While some actively employ strategies to engage students with literature, others may not prioritize its use. The study also reveals divergent viewpoints regarding the value of literature in education. While some teachers recognize its ability to foster critical thinking, empathy, and cultural understanding, others may consider it less relevant compared to other academic subjects. These findings have significant implications for educational practices, emphasizing the importance of effective strategies to integrate literature into teaching. Such integration can enhance students' reading skills and overall educational experience. By grasping teachers' perspectives and approaches, educational institutions can promote a comprehensive and impactful use of literature in the classroom.

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    Karez Al-Rudainy Lumnije Kasumi
  • 23.
    Kolenovic, Dino
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Cukalevska, Marija
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Translanguaging in the English Classroom in Sweden – Friend or Foe?2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    To be able to communicate properly in English, it is necessary to develop one’s all-around communicative abilities, consequently becoming a part of an expanding world where English is the lingua franca. Previous reports have shown that too much Swedish is spoken during English lessons in school (Skolinspektionen, 2011). Therefore, this study set out to investigate teachers’ perceptions and use of translanguaging in English language teaching. The study employed a qualitative approach to collect data from conducting semi-structured interviews with four certified 7-9 English teachers and one certified upper secondary teacher in Sweden. The teachers were asked questions about their beliefs, practices, and the reasons why translanguaging occurred in their classrooms. The results of this study were consistent with previous research regarding translanguaging practices in the English classroom. The results showed the perceived amount of teachers’ use of translanguaging in the English classroom to be relatively small. The specific points during a lesson when translanguaging occurred are when the teachers repeated instructions, provided clarification, and maintained discipline. In addition, the results showed that less proficient pupils in English are those who needed to use to translanguaging the most, in combination with insecure pupils and less motivated pupils despite their high proficiency.

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    Marija Cukalevska & Dino Kolenovic
  • 24.
    Kolenovic, Dino
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Nadjafi, Filip
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    English Vocabulary Acquisition through MMOG/MMORPGs and other Extramural Activities2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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    Dino Kolenovic Filip Nadjafi
  • 25. Kumakhov, Mukhadin
    et al.
    Vamling, Karina
    Malmö högskola, Faculty of Culture and Society (KS), Department of Global Political Studies (GPS).
    Circassian clause structure2009Book (Other academic)
    Abstract [en]

    The monograph is a study of clause structure in the closely related Circassian languages, Adyghe and Kabardian, two minority languages spoken in North Caucasus.

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  • 26. Levin, Magnus
    et al.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    On the face of it. How recurrent phrases organize text2009In: Corpora: Pragmatics and discourse / [ed] Andreas H. Jucker, Daniel Schreier, Marianne Hundt, Rodopi, 2009, p. 169-188Chapter in book (Other academic)
  • 27. Levin, Magnus
    et al.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Sticking one’s nose in the data: Evaluation in phraseological sequences with nose2007In: ICAME Journal/International Computer Archive of Modern English, ISSN 0801-5775, E-ISSN 1502-5462, Vol. 31, p. 87-110Article in journal (Refereed)
    Abstract [en]

    With the realization that introspection and the use of dictionaries constitute a precarious foundation for studies of metaphor and metonymy, corpora have in recent years been used increasingly in the endeavour to explore the authentic use of figurative language (see, e.g. Deignan 2005; Stefanowitsch and Gries 2006). Similarly, investigations of phraseology (e.g. Moon 1998) have come to rely heavily on modern large-scale corpora, while analyses of evaluative lexis in the tradition of John Sinclair (e.g. Sinclair passim; Hunston and Thompson 1999; Stubbs 2001) have a theoretical commitment to the corpus as an indispensable tool. The present paper brings together these theoretical strands. It is commonplace in cognitive linguistics that human cognition is embodied (cf. Lakoff and Johnson 1980; Langacker 1987, 1991; Kövecses and Szabó 1996; Gibbs and Wilson 2002; Gibbs et al. 2004). Therefore it is no surprise that many phraseological sequences are built up around words related to the body, and in this corpus-based case study we have chosen to focus on the evaluative functions of metonymic and metaphorical sequences containing the noun nose. In comparison with other body parts, such as the hand and the mouth, the nose is fairly restricted in its use. Whereas in some cultures, like Maori and Inuit, the nose has an additional social importance as it is used for greeting, in western societies the nose seems to have predominantly negative or humorous connotations (cf. Gogol’s The Nose). One can only speculate about the reasons for this: perhaps it is the predominance of bad smells, or the association with snoring and the excretion of mucus. Some sequences containing nose also imply that the agent is behaving like an animal. As an example of the latter type of connotations, consider (1) to (3) with the metonymic sequence stick one’s nose somewhere. This sequence is most frequently negative, as in (1), sometimes slightly ironic, as in (2), and occasionally positive, as in (3) (see further section 4.1.1). (1) The Steinbrenner we remember was always sticking his nose in where it’s not wanted. (NYT 1996) (2) As soon as it’s nice enough to stick your nose outside, this place is packed (…) (Ind 2000) (3) Stick your nose in it. Grind it out. You can’t be turning the other cheek all the time. (NYT 1990) In contrast to most studies of evaluative language we will consider both instances where speakers express their opinions about other people’s activities and cases where the disapproval is on the part of the agent in the clause without the speakers conveying their opinions of this.

  • 28.
    Lindeberg, Daniel
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Hjort, Gabriel
    Malmö University, Faculty of Education and Society (LS).
    Examining the Practice and Beliefs of Swedish and English Use in EFL Teaching2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There has long been a debate regarding how much Swedish and English can and should be used in the EFL classroom. Some favor using only English, whereas others prefer using a mixture of languages i.e. translanguaging (Garcia, 2012). This study explores the language used by EFL teachers in Sweden. Through observations, we looked into the extent and functions of English and Swedish used by four EFL teachers in Southern Sweden. By conducting interviews, we were also able to ascertain the teachers’ beliefs about teachers’ language use and what factors they perceive to have affected those beliefs. The results were compared to previous research related to the two approaches and they were also related to the steering documents for Swedish secondary schools. The results show that teachers used predominantly English in their teaching and that this usage also corresponded to their beliefs. Some discrepancies were found between their beliefs in using Swedish and their actual practice. Furthermore, the participants' beliefs were found to be mainly affected by their teacher education, research, and their personal language learning experience. 

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    Gabriel Hjorth Daniel Lindeberg
  • 29.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    A corpus study of lexicalized formulaic sequences with preposition + hand2009In: Formulaic Language: Distribution and historical change, vol. 1 / [ed] Roberta Corrigan, Edith A Moravcsik, Hamid Ouali, Kathleen M. Wheatley, John Benjamins Publishing Company, 2009, p. 239-256Chapter in book (Other academic)
  • 30.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Corpus linguistics and the description of English2009Book (Other academic)
  • 31.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Lexical grammar and progressive pedagogy: What corpus-driven linguistics can do2007In: International Journal of Corpus Linguistics, ISSN 1384-6655, E-ISSN 1569-9811, Vol. 12, no 2, p. 119-131Article, book review (Other academic)
    Abstract [sv]

    Recension av: Ute Römer: Progressives, patterns, pedagogy. A corpus-driven approach to English progressive forms, functions and didactics. Amsterdam : Benjamin, 2005. ISBN 90-272-2289-4

  • 32.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Stubbing your toe against a hard mass of facts: Corpus data and the phraseology of STUB and TOE2008In: Language, People, Numbers. Corpus Linguistics and society / [ed] Andrea Gerbig, Oliver Mason, Rodopi, 2008, p. 217-229Chapter in book (Other academic)
  • 33.
    Lindquist, Hans
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Wiewpoint -wise: The spread and development of a new type of adverb in American and British English2007In: Journal of English Linguistics, ISSN 0075-4242, E-ISSN 1552-5457, Vol. 35, no 2, p. 132-156Article in journal (Refereed)
    Abstract [en]

    In the second half of the twentieth century, a new type of adverb, viewpoint adverbs formed with the suffix -wise, appeared in English. This article traces the diffusion and development of viewpoint -wise adverbs using American and British newspaper corpora, the spoken component of the British National Corpus, and the Longman Spoken American Corpus. It is shown that the adverbs are at least twice as frequent in the spoken corpora as in the written, that they are increasing in both American and British English, and that the originally American adverb type is now more frequent in British English. Its spread seems to be motivated by both functional and social factors. In newspapers, a high proportion occurs in represented speech, and the major domains are sports, art and entertainment, and “living.” It has extended its range of bases from nouns to noun phrases and, to some extent, generalized to adjectives and adverbs.

  • 34.
    Lindquist, Hans
    et al.
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Levin, Magnus
    FOOT and MOUTH: The phrasal patterns of frequent nouns2008In: Phraseology: An interdisciplinary perspective / [ed] Sylviane Granger, Fanny Meunier, John Benjamins Publishing Company, 2008, p. 143-158Chapter in book (Other academic)
  • 35.
    Lindquist, Hans
    et al.
    Malmö högskola, Faculty of Culture and Society (KS), Department of Language and Linguistics (SPS).
    Levin, Magnus
    The grammatical properties of recurrent phrases with body part nouns: The N1 to N1 pattern2009In: Exploring the Lexis-Grammar Interface / [ed] Ute Römer, Rainer Schulze, John Benjamins Publishing Company, 2009, p. 171-188Chapter in book (Other academic)
  • 36.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Svensson, Anette
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    Ungdomars fiktionsvanor2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 2, no 5, p. 30-51Article in journal (Refereed)
    Abstract [en]

    This article reports on a questionnaire study conducted among Swedish teenagers aged 17-18. The study aims to map out their use of fictional texts through various media forms in the two contexts school and recreational time. The study, which has a quantitative approach, focuses on mediation, gender, and study orientation, when exploring the media habits of Swedish teenagers. The results show that although the participants read fiction, they spend much more time using fictional texts in other media forms, such as computer games, TV-series, and films. Gender differences are visible in that men play computer games and women read literature to a greater extent. There are few prominent differences concerning the choice of educational programme. Instead, the results show that divergence should be considered on an individual level, and that large differences in media use can occur within the same school class. The results are discussed from a media ecological as well as a mediatization perspective, and in relation to an educational context.

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  • 37.
    Malmström, Melinda
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Promoting Multilingualism as a Resource in Education: A Minor Field Study on a Senior Secondary School in The Gambia2023Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    AbstractThe study aims to explore how students’ linguistic resources are used for learning in a school in Gambia. The study is a field study and was conducted at a Senior Secondary School during January and February 2023. As a postcolonial country, Gambia is a culturally and linguistically highly diverse country with English as the official language and several native languages, also called local languages. Despite this fact, English is the only language of instruction. The local languages are used as the main means of daily communication, while English is used in communication with the authorities and as a language of instruction. The students, in other words, do not learn to read and write in their first language, which is one of the local languages.The theoretical framework for the study is Janks’ theory of critical literacy (2010) which emphasizes the concepts of domination, access, diversity, and design. The method is a qualitative research method with an ethnographic approach, based on interviews with both students and teachers, as well as participant observation and documentation of lessons in several school subjects. The material consists of audio-recorded interviews and field notes from the lesson observations. The results show that the majority of the study’s participants expressed advantages in using all their common linguistic resources in school. However, one teacher considers that he, as a state school employee, is obliged to use only English as the language of instruction and sees no reason to question it. Also, according to one student’s opinion, it is right to use English as a common language, and not to use the local languages as a support for students’ understanding.The result from the classroom observations shows that there is a gap between the students’ requesting more language support in teaching and the teachers’ use of multilingualism as a resource for learning. Only occasional examples and no systematic use of local languages were observed during lessons for promoting learning and multilingual development. Despite this, there were teachers, who, although they were obliged through the curriculum to only use the English language, chose to include students' linguistic resources, interests, and earlier experiences in the curriculum. One conclusion of the study is that the issue of linguistic and cultural diversity in the classroom) is not easy to solve, due to the complex language situation in Gambia. Another conclusion is that teachers, through their choice of a didactic design based on students’ linguistic resources, interests, and earlier experiences, can support students’ access to the curriculum and contribute to a more equitable education.

    Keywords: Access to the Curriculum, Didactic Design, First Language, Language of Instruction, Language Domination, Linguistic and Cultural Diversity, Multilingualism

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    fulltext
  • 38.
    Mandou, Lama
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Modersmålets roll i elevernas utveckling2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att bidra till kunskapsutvecklingen om modersmålets betydelser för en mer allmän kunskapsutveckling för elever med ett annat modersmål än svenska. Studien undersöker därför hur lärarna arbetar för att säkerställa att modersmål inte blir ett isolerat ämne och hur modersmålet kan påverka flerspråkiga elevernas prestation i övriga skolämnen. 

    Frågeställningarna som besvaras är: Hur framställer lärare ämnet modersmål? Vilka innebörder knyter modersmålsläraren till modersmålsundervisning? Hur menar sig lärarna arbeta för att modersmålsundervisning ska stärka elevens kunskapsutveckling i övriga ämnen. Vilka svårigheter och möjligheter identifierar lärarna i detta pedagogiska arbete? Den sociokulturella teorin om lärande utgör studiens teoretiska utgångspunkt. I teori avsnittet ligger fokus på vissa aspekter såsom social interaktion, mediering, internalisering, zon för proximal utveckling (ZPD) och stöttning. I studien presenteras även resultat från relevant forskning som jämförs sedan med studiens resultat. Metoden bygger på kvalitativa intervjuer med fem lärare och syftar till att skapa djupare förståelse för ämnet. I enlighet med tidigare forskning, visar studiens resultat att bättre kunskaper på modersmål bidrar till bättre kunskapsnivåer och prestationer i övriga ämnen. Dessutom belyser studien vikten av studiehandledning på modersmål för flerspråkiga elevers utveckling och självständighet på längre sikt. 

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  • 39.
    Manninen, Satu
    et al.
    Lunds universitet.
    Wiktorsson, Maria
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    “#COVIDSchmovid! #SummerTreats”: The usage and functions of schm-reduplications in corona virus related discourse2020In: Lund Journal of English Studies, ISSN 2003-7597, Vol. 1, no 1, p. 1-46Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to investigate the uses of schm-reduplications, also known as deprecative reduplications, in current corona virus related discourse. The investigation shows that schm-reduplications, such as covid schmovid, corona schmorona and pandemic schmandemic, are often used in a spirit-lifting function, to show that, despite all the threats and complications posed by the virus and national lockdowns, we are still able to do things and that we also continue to have a sense of humour in our lives. Another common function of schm-reduplications is criticism of other people’s irresponsible behaviour. The functions identified in previous work on schm-reduplications—associations with aspects of irony, scorn, scepticism, disparagement and dismissal—are seldom present in the corona virus related formations.

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  • 40.
    Melkersson, Fabian
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Facilitating Learner Engagement in Creative Writing2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Creative writing is a well-established approach to teaching English in the L2 classroom, with the Swedish curriculum including it among its core contents section. There is however a lack of research done on the field, especially when it pertains to learner engagement. As such, this study investigates to what extent engagement in learners can be fostered and facilitated for creative writing. The method used is an analysis of the empirical studies performed on the subject to this date, with the aim of making conclusions based on their findings. Some of the conclusions made from those are that learner engagement can be fostered and facilitated in creative writing, but any exercise should take into concern the learners’ own interests and capabilities. The results also suggest including feedback and revision in every creative writing exercise to extend the time spent on any given project, leading to higher engagement levels in the given exercise. The results of the analysed studies do suggest a clear picture of the advantages of creative writing for engagement, but the lack of research on the subject, both in a Swedish and international context, coupled with creative writing’s central role in the classroom suggests more research needs to be done on the subject.

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    Fabian Melkersson
  • 41.
    Mitrevski, Darko
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Almorabe, Noor
    Malmö University, Faculty of Education and Society (LS).
    Foreign Language Anxiety: Teachers and Students’ Perspectives, and their reported Strategies to Manage it2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This project aims to research teachers’ and students’ perspectives on Foreign Language Anxiety when speaking English, and what strategies teachers and students report having in the ESL classroom. To achieve this, three ninth-grade students were interviewed in a group setting, and five secondary school ESL teachers used semi-structured interviews. The interviews were conducted in a school south of Sweden. This is done to get both perspectives with a focus on perceptions and strategies to manage speech-related anxiety. Speaking is one of the four important skills that students need to master to fully master a language. The results show that many students find Foreign Language Anxiety to be a factor in hindering their progress in English, as they sometimes have difficulties speaking because of psychological issues where anxiety often occurs as a factor. Through exploration and comparison between the perceptions of students and teachers, the study uncovers effective strategies to lessen or eliminate Foreign Language Anxiety for students and help them develop their speaking skills in English. Additionally, the results show that it is important to give the students the opportunities and conditions for them to succeed regardless of psychological barriers. This study contributes to the existing findings of Foreign Language Anxiety while adding the comparison between the teachers and students and also effective strategies. 

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    Darko Mitrevski Noor Almorabe
  • 42.
    Nolan, J. Shaun
    et al.
    Københavns Universitet: København K, DK.
    Hornsby, Michael
    Katolicki Uniwersytet Lubelski.
    The Regional Languages of Brittany2011In: Handbook of Language and Ethnic Identity, Volume 2. The Success-Failure Continuum in Language and Ethnic Identity Efforts. / [ed] Fishman, Joshua A ; Ofelia García, Oxford, New York: Oxford University Press, 2011, p. 310-322Chapter in book (Refereed)
  • 43.
    Oldby, Jennifer
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Rushworth, Elin
    Malmö University, Faculty of Education and Society (LS).
    Is Early L2 Reading of Children’s Literature a Good Idea?: How the attitudes to reading English children’s literature affect book access and teacher-library collaboration in two Swedish primary schools2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This case study investigates how teachers’ and school librarians’ attitudes towards L2 reading in years 1-4, as well as their perceived book access and teacher-library collaboration, influence the use and reading of English children’s literature in two Swedish primary schools. This study is motivated by the importance the English language has in Sweden for higher education, the previous research proving powerful language benefits of extensive L2 reading, as well as the recent proposition to strengthen the school library’s role in Sweden. The data collected through qualitative, semi-structured interviews suggests that the participants’ attitudes affect book access, teacher-library collaboration and finally the pupils’ reading of English children’s literature at school. The results show that a confident and positive attitude towards early L2 reading appears to result in more reading, whereas more hesitant attitudes result in less reading. Despite the positive attitudes towards L2 reading in general, most teachers still displayed ambivalent attitudes toward dedicating ample class time to the reading of English children’s literature in the earliest years, often perceiving such reading as too difficult for their pupils. This ambivalence negatively affects the teacher-library collaboration, the inadequate access to physical books catering for the youngest pupils, as well as these learners’ early exposure to English reading. The results indicate that the interpretative nature of the English syllabus has teachers perceive the urgency of reading English children’s literature differently, consequently resulting in different reading practices. In a macro perspective, an unwelcome consequence for Swedish pupils may be an unequal reading preparation for the increasing English demands ahead. 

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  • 44.
    Ortuño Molina, Jorge
    et al.
    Universidad de Murcia, Spain.
    Alvén, Fredrik
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI). Malmö University, Disciplinary literacy and inclusive teaching.
    Concepciones de docentes en formación suecos y españoles sobre la desigualdad de género en perspectiva temporal2021In: Panta Rei, ISSN 1136-2464, Vol. 15, no 161, p. 161-184Article in journal (Refereed)
    Abstract [en]

    The research is concerned with pre-service teachers’ assumptions about gender inequality and its development across time. In conducting the research 131 narrations of Spanish (n = 55) and Swedish (n = 76) students, enrolled in Primary and Secondary education programs, were analyzed. The research design has been the content analysis of the narratives through a coding process and subsequently identification of co-occurrences, cluster analysis, density of codes and nets of codes with software Nvivo 12 Pro. Although some differences come up regarding the orientantion over time among Swedish and Spanish narratives, in both cases prevail a lack of intentional historical agency (specially of women against the power asymmetries in societies), and a weak analysis of the past from gender perspective that could help to understand current situations.

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  • 45.
    Papp, Alexandra Gréta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Garpstål, Nike
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Pedagogers narrativ om TAKK och metodens betydelse för barns sociala liv i förskola2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur förskolepedagoger använder TAKK och beskriver dess betydelse för barns utveckling och sociala liv i förskolan. Den metodologiska ansatsen är narrativ och utifrån fyra intervjuer och en enkät med 25 svar bearbetas forskningsfrågorna: Hur beskriver förskolepedagoger TAKK i förskolan? Hur kan TAKK bidra till barns språkutveckling enligt pedagoger? samt hur kan TAKK användas i verksamheten/knytas till förskolans utbildning? Pedagogernas narrativ analyseras med stöd i den sociokulturella teorin. Resultatet visade att TAKK innebär enligt pedagogerna en fördel för barnens språkutveckling men även utveckling i sociala och kommunikativa sammanhang i förskolan. Många pedagoger har liknande erfarenheter och uppfattningar om TAKK. Vi kan konstatera med insamlade data, teoretiker och forskare att språket gynnas av TAKK och att pedagoger anser att TAKK är ett bra hjälpmedel. Utifrån respondenternas narrativ kan det konstateras att det har stor betydelse för barnen att förstå och göra sig förstådda men också ta del av och inkluderas i förskolans sociala liv och rutiner.

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  • 46.
    Rimling, Maria
    Malmö University, Faculty of Education and Society (LS).
    Comme ci ou comme ҫa: en undersökning om likvärdigheten i bedömningar av muntlig färdighet i franska i årskurs 92021Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In many countries high-stakes oral tests of modern languages are assessed by external assessors who have been particularly trained to assess that particular test. This is not the case in Sweden where every teacher assesses his or her own students which puts a great deal of faith in the ability of the teacher to assess correctly. In this paper six teachers of French as a modern language in Sweden, of which three are experienced teachers and three are novices without a teaching degree, assess the oral production of six students in grade 9. The students have been audio-recorded in pairs when they have taken part in an assignment which highly resembles the oral exam of the so called subject-test in modern languages. This test is not compulsory to do in Sweden.

    The purpose of the study is to gain an understanding of what the respondents include in their comments for an assignment which is set to be assessed as an overall assessment of the student’s oral ability of French. Another purpose is to look at the teachers’ grading and written assessments from a validity and reliability-point of view.

    The respondents have filled in two digital surveys; one about their background in teaching and how familiar they are with the subject-test and its oral exam as well as the guidelines that follow; another called the assessment survey where they listen to the audio-recordings produced for this study and note what grade they want to give each student’s oral performance. In the assessment survey the teachers are urged to write down the basis of their assessment.    

    The results show that the summative assessments of the teachers are nor equivalently graded, nor equivalently commented. Even though this is the case it can be said that all the teachers have commented in a valid way, with the exception of a teacher who didn’t comment anything on two students. They have used the criteria from the curricula and in the instances that they have used other parameters not found in the assessment overview, such as comparing students with each other and noticing a student’s effort, similar comments can be found in material produced by the Swedish National Agency for Education, which comments on the knowledge requirements related to oral ability of modern languages for grade 9.

    What makes the results to be inequivalent is that the intra-rater-reliability and inter-rater-reliability is low. Based on a grading scale of six grades the three students who received the lowest average grades have a one grade difference between the highest and lowest grade given by the respondents. The three students with the highest average grades have a two grade difference between the highest and lowest grade given by the respondents.

    In their comments the respondents have commented on different things, and on several occasions respondents differ in their views relating to how well a student uses vocabulary, the level of fluidity in the language, even to the point as regarding the same language aspect in a negative or positive light. It can also be seen that respondents give similar comments but different grades to the same student.

  • 47.
    Shareef, Ban
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Sadiku, Syleme
    Malmö University, Faculty of Education and Society (LS).
    The Impact of the Learning Environment on Students’ Motivation in Upper Secondary School2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The present study sets out to explore the impact Swedish upper secondary students' present learning environments have on their motivation to learn English as a second language. More specifically, we aim to investigate student opinions on how their learning situation and their teachers’ approach to leadership and pedagogy affects their motivation in L2 English. The study is performed with the third component of Dörnyei’s (2005) L2 Motivation Self-System, the L2 Learning Experience, as a theoretical point of departure. The L2 Learning Experience emphasizes the motives connected to the immediate learning environment through course-specific, teacher-specific, and group-specific aspects. A quantitative study including four qualitative questions was carried out by a self-report questionnaire to four different Swedish upper secondary schools. The results showed that the students’ learning environment was positive for their motivation across all schools. Moreover, it was found that students seem to consider the teacher’s role to be an important factor in their motivation and learning in L2. A teacher’s mood, spontaneity, and flexibility all seem to be influential aspects of the students’ motivation. This demonstrates the importance of making room for creating meaningful teaching situations and relationships with the students. We conclude that if the motivation was emphasized explicitly in the Swedish curriculum, then teachers would perhaps receive the time and the tools to achieve Skolverket’s goal of stimulating a lifelong desire to learn. 

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    Ban Shareef Syleme Sadiku
  • 48.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    A translation of worlds: Aspects of cultural translation and Australian migration literature2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores the exchange of cultural information that takes place in the meeting between immigrant and non-immigrant characters in a selection of Australian novels focusing on the theme of migration: Heartland (1989) by Angelika Fremd, A Change of Skies (1991) by Yasmine Gooneratne, Stella’s Place (1998) by Jim Sakkas, Hiam (1998) by Eva Sallis and Love and Vertigo (2000) by Hsu-Ming Teo. The concept cultural translation functions as a theoretical tool in the analyses. The translation model is particularly useful for this purpose since it parallels the migration process and emphasises the power relations involved in cultural encounters. Within the framework of the study, cultural translation is defined as making an unfamiliar cultural phenomenon familiar to someone. On the intratextual level of the text, the characters take on roles as translators and interpreters and make use of certain tools such as storytelling and food to effect translation. On the extratextual level, Fremd, Gooneratne, Sakkas, Sallis and Teo represent cultural translation in the four thematic areas the immigrant child, storytelling, food and life crisis.

    The first theme, the immigrant child, examined in chapter one, explores the effects of using the immigrant child as translator in communication situations between immigrants and representatives of Australian public institutions. In these situations, the child becomes the adult’s interpreter of the Australian target culture. The role as translator entails other roles such as a link to and a shield against the Australian society and, as a result, traditional power relations are reversed. Chapter two analyses how the second theme, storytelling, is presented as an instrument for cultural education and cultural translation in the texts. Storytelling functions to transfer power relations and resistance from one generation to the next. Through storytelling, the immigrant’s hybrid identity is maintained because the connection to the source culture is strengthened, both for the storyteller and the listener. The third theme, food as a symbol of cultural identity and as representation of the source and target cultures, is explored in chapter three. Source and target food cultures are polarised in the novels, and through an acceptance or a rejection of food from the source or target cultures, the characters symbolically accept or reject a belonging to that particular cultural environment. A fusion between the source and target food cultures emphasises the immigrant characters’ cultural hybridity and functions as a strategic marketing of culturally specific elements during which a specific source culture is translated to a target consumer. Finally, the fourth theme, life crisis, is analysed in chapter four where it is a necessary means through which the characters experience a second encounter with Australia and Australians. While their first encounter with Australia traps the characters in a liminal space/phase that is signified by cultural distancing, the second encounter offers a desire and ability for cultural translation, an acceptance of cultural hybridity and the possibility to become translated beings – a state where the characters are able to translate back and forth between the source and target cultures.

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  • 49.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    Response2013In: Translation Studies, ISSN 1478-1700, E-ISSN 1751-2921, Vol. 6, no 1, p. 111-114Article in journal (Other academic)
  • 50.
    Tchantouria, Revaz
    Malmö University, Faculty of Culture and Society (KS), Department of Global Political Studies (GPS). Malmö University, Faculty of Culture and Society (KS), Russia, Ukraine and the Caucasus Regional Research (RUCARR).
    Bask'uri gramat'ik'is mok'le nark'vevi: (kartveluri p'aralelebit)2022Book (Other academic)
    Abstract [en]

    This study (in Georgian) is a description of central features of Basque grammar. Throughout the book comparisons are given of Basque and the Kartvelian languages Georgian and Megrelian. Tte study provides a rich material of parallel examples in the three languages.

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