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  • 1.
    Abou Assaf, Maha
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Almahmi, Tamador
    Malmö University, Faculty of Education and Society (LS).
    Skönlitteratur som didaktiskt verktyg i modersmålsundervisning2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att utforska några lärares syn på användningen av skönlitteratur som didaktiskt verktyg i modersmålsundervisning. Syftet med modersmålsundervisning är enligt Skolverket att elever ska ges möjlighet att utveckla sin identitet och sitt språk, men också skapa en djupare förståelse för sin omvärld. Studiens teoretiska grund består av Langers teori om läsande och språkutveckling där de fem olika faserna beskriver elevers olika föreställningsvärldar i läsprocessen samt Rosenblatts perspektiv om att läsning av skönlitteratur skapar ett kulturellt sammanhang och berikar verklighetsuppfattning. Undersökningen är en kvalitativ intervjustudie där vi intervjuade sammanlagt sex erfarna modersmålslärare i grundskolan som är verksamma i Malmö och Växjö. Studiens resultat visar att lärarna i studien använder sig av boksamtal, högläsning och återberättande av texter när de arbetar med skönlitteratur i modersmålsundervisning. Deltagarna anser att skönlitteratur är en viktig komponent för språkutveckling och att den ger goda resultat om rätt förutsättningar ges till såväl läraren som eleverna i modersmålsundervisningen. Det framgick även att lärarens roll vid läsning av skönlitteratur är viktig för elevernas utveckling av tolkande läsning och i sin tur av språket.

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  • 2.
    Abou Assaf, Maha
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Almahmi, Tamador
    Malmö University, Faculty of Education and Society (LS).
    Skönlitteratur som didaktiskt verktyg i modersmålsundervisning2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att utforska några lärares syn på användningen av skönlitteratur som didaktiskt verktyg i modersmålsundervisning. Syftet med modersmålsundervisning är enligt Skolverket att elever ska ges möjlighet att utveckla sin identitet och sitt språk, men också skapa en djupare förståelse för sin omvärld. Studiens teoretiska grund består av Langers teori om läsande och språkutveckling där de fem olika faserna beskriver elevers olika föreställningsvärldar i läsprocessen samt Rosenblatts perspektiv om att läsning av skönlitteratur skapar ett kulturellt sammanhang och berikar verklighetsuppfattning. Undersökningen är en kvalitativ intervjustudie där vi intervjuade sammanlagt sex erfarna modersmålslärare i grundskolan som är verksamma i Malmö och Växjö. Studiens resultat visar att lärarna i studien använder sig av boksamtal, högläsning och återberättande av texter när de arbetar med skönlitteratur i modersmålsundervisning. Deltagarna anser att skönlitteratur är en viktig komponent för språkutveckling och att den ger goda resultat om rätt förutsättningar ges till såväl läraren som eleverna i modersmålsundervisningen. Det framgick även att lärarens roll vid läsning av skönlitteratur är viktig för elevernas utveckling av tolkande läsning och i sin tur av språket.

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  • 3.
    Adler, Kajsa
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Ljundahl, Rebecca
    How does text design affect reading comprehension of learning materials?2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.

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    Rebecca Ljungdahl Kajsa Adler
  • 4.
    Agebjörn, Anders
    University of Gothenburg.
    Learning of definiteness in Belarusian students of Swedish as a foreign language2021Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Through a series of studies, this thesis investigates the learning of definiteness in Russian-speaking students of Swedish. A communicative oral-production task elicited modified and non-modified noun phrases in indefinite and definite contexts. Study I describes the development of the morphosyntactic structure through which Swedish encodes definiteness, the association between this structure and its meaning, and the relationship between those two tasks over time. Using an English version of the elicitation task and a test of metalinguistic knowledge, Study II examines the relationship between the learners’ explicit knowledge of article semantics and their actual use of English articles. Adding a test of language-learning aptitude, Study III then explores both the influence of second-language English and that of aptitude on the development of Swedish. Finally, Study IV discusses the role of complexity and input frequency. 

    The main findings include that, at the onset of Swedish study, the learners had minimal knowledge of the morphosyntactic structure but were generally sensitive to the meaning of definiteness. However, knowledge of form developed over time while knowledge of meaning did not, and the two learning tasks did not appear to be directly related to each other. In addition, the learners were seldom aware that choosing between indefinite and definite articles requires the speaker to take the hearer’s perspective, but this lack of metalinguistic understanding did not seem to affect their use of articles. Further, previous knowledge of English appeared to facilitate the development of a Swedish morpheme that is structurally similar to its English counterpart, while aptitude was associated with the development of a morpheme whose English counterpart is structurally different. Finally, the learners used high-frequency morphemes more consistently than low-frequency ones, and morphemes were more likely to be supplied in frequent constructions than in infrequent ones. These findings are discussed in relation to a modular, cognitive framework for language learning and use. 

  • 5.
    Agebjörn, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bokander, Lars
    Jönköping University.
    Exploring the relationship between educational background, vocabulary learning strategy use, and vocabulary knowledge in immigrants learning L2 Swedish2023In: EUROSLA 32: Book of abstract, University of Birmingham , 2023, p. 42-43Conference paper (Refereed)
    Abstract [en]

    Research in SLA has traditionally involved mainly well-educated language learners. Therefore, scholars have recently pointed out the need to investigate more diverse populations of L2 learners (Andringa & Godfroid 2019). The present project responds to this call by examining the role of educational background in vocabulary-learning-strategy use and vocabulary knowledge in immigrants studying L2 Swedish. Research on individual differences in SLA suggests that strategy use may affect learning outcomes and that strategies might also be successfully instructed (Griffiths, 2022). Hence one can speculate that well-educated learners have generally more efficient strategies, giving them an advantage compared to less educated learners. However, findings are inconclusive with regard to the relationship between educational background and strategic behavior (LaBontee 2019). The present study addresses this knowledge gap.

    In this ongoing project, a questionnaire was distributed to 42 adult immigrants studying L2 Swedish at the A2 level. The group was heterogeneous with regard to age (Mdn = 35; IQR = 2545), length of residence in Sweden (Mdn = 4; IQR = 2–5), years of education (Mdn = 10; IQR = 9–14), and language background; the most represented L1s among the participants were Arabic, Kurdish and Farsi. Vocabulary knowledge was measured with a modified version of Bokander’s (2016) SweLT test, with items selected to match the participants’ level of L2 Swedish. Use of vocabulary-learning strategies was examined with a modified version of Labontee’s (2019) SVLSS 2.0 test. Together, these data enable us to explore interactions between educational background, vocabulary knowledge, and strategy use, while controlling for participants’ age, time of residence, and language background.

    Data collected so far indicate that learners with a shorter education generally use fewer vocabulary-learning strategies, compared to learners with longer education. Importantly, learners with shorter education also appear to prefer basic strategies, like writing and rehearsing wordlists, and this preference is negatively correlated with vocabulary knowledge. In contrast, learners with longer education prefer contextual strategies, like guessing the meaning of new words, and this preference is positively correlated with vocabulary knowledge. In other words, while lesseducated learners appear to focus on rehearsing words, more well-educated learners strive to learn new words in an autonomous way, which may enable them to acquire a larger vocabulary. These results suggest that research on vocabulary-learning-strategy use in well-educated L2 learners cannot be directly generalised to other populations. In addition, the findings may be helpful for L2 teachers aiming at individualising their strategy-use instruction. 

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  • 6.
    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 (Refereed)
    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
  • 7.
    Agebjörn, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Sayehli, Susan
    Stockholm University.
    Cross-linguistic influence and language-learning aptitude in L3 acquisition of functional morphology2021Conference paper (Refereed)
    Abstract [en]

    Cross-linguistic influence and language-learning aptitude in L3 acquisition of functional morphology

    Two factors suggested to influence second-language acquisition are cross-linguistic influence (CLI) and language-learning aptitude. However, the relationship between the two has rarely been investigated, and it is unclear to what extent the relative importance of CLI and aptitude depends on the degree of similarity between source and target language (cf. Bokander 2021; Skehan 1998; Tolentino & Tokowicz 2014). The present study addresses this issue by examining the longitudinal development of definiteness marking in Russian-speaking learners of Swedish who had previously acquired English. Unlike Russian, English and Swedish obligatorily express definiteness using dedicated functional morphology. While the English indefinite article (a park) is structurally similar to its Swedish counterpart (en park ‘a park’), the English definite article (the park) is structurally dissimilar to its Swedish counterpart, a nominal suffix (park-en ‘the park’). This enables us to investigate the role of cross-linguistic influence and aptitude in third-language acquisition of functional morphology.

    Definite and indefinite noun phrases were orally elicited from native speakers of Russian (n=18) during two terms of a beginner-Swedish course. At data point 1, their use of English articles and their aptitude were also tested (Meara 2005). Further, data were collected from native speakers of Swedish (n=26) and English (n=17). The participants’ use of indefinite and definite morphemes was analysed separately. Two linear mixed-effects models revealed that the learners’ developing use of the Swedish indefinite article was associated with their command of the English indefinite article, which is structurally similar. By contrast, their developing use of the Swedish definite nominal suffix, which is structurally dissimilar to its English counterpart, was moderated primarily by aptitude. This suggests that learners may capitalise on previously acquired linguistic knowledge primarily when source and target languages are similar, while language-learning aptitude appears to play a more important role in the acquisition of qualitatively new morphology.

    References

    Bokander, Lars (2021). Language aptitude and crosslinguistic influence in initial L2 learning. Journal of the European Second Language Association 4(1), s. 35–44. 

    Meara, Paul (2005). LLAMA Language Aptitude Tests: the manual. Swansea: Lognostics. 

    Tolentino, Leida C. & Natasha Tokowicz (2014). Cross-language similarity modulates effectiveness of second language grammar instruction. Language Learning 64(2), s. 279–309. 

    Skehan, Peter (1998). A cognitive approach to language learning. Oxford University Press.

  • 8.
    Ahlström, Elin
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Sultani, Sahar
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Litteratursamtalets möjligheter och utmaningar2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kunskapsöversikt grundar sig mot bakgrunden att svenska elevers läsförståelse behöver utvecklas då den kan ses som viktig för alla skolämnen, och att litteratursamtal kan ses som ett medel för att utveckla läsförståelsen. Den syftar till att presentera forskningsrön om litteratursamtalets möjligheter och utmaningar i undervisning i det svenska språket samt motsvarande forskning i en internationell kontext. Frågeställningen i kunskapsöversikten är därmed: vilka möjligheter och utmaningar kan uppstå vid litteratursamtal i svenskämnet på gymnasiet?

    Metoden som användes var en systematisk litteratursökning som gjorts i fyra olika databaser och efter relevans- och kvalitétsgranskning resulterade i ett urval av 10 studier, i svensk kontext såväl som internationell. Resultatet visade bland annat att möjligheterna och utmaningarna kan variera beroende på om litteratursamtalet är lärar- eller elevstyrt. Exempelvis kan det lärarstyrda samtalet vara både begränsande och utvecklande, samtidigt som det elevstyrda kan vara dynamiskt eller vilseledande och avskräckande. Vår slutsats är bland annat att svensklärare måste göra avvägningar i arbetet med läsförståelse och litteratursamtal, och ta i beaktning de möjligheter och utmaningar de kan innebära. Fortsättningsvis skulle det vara av värde att undersöka litteratursamtalets inverkan på högpresterande elevers läsförståelse, och ytterligare forskning om hur läraren kan hantera de utmaningar som kan existera inom både lärar- och elevstyrda litteratursamtal. 

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    Sahar Sultani Elin Ahlström
  • 9.
    Albayati, Rawan Farouk Omar
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Falah, Intsar
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Genrepedagogiken som metod för språkinlärning i modersmålsundervisning: nya utmaningar i en modern svensk kontext2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi är två lärarstudenter med inriktning modersmål som läser den sista terminen på VALutbildningen. I vårt examensarbete kände vi båda att vi ville skriva om ett viktigt ämne som ger oss kunskaper i vår yrkesroll som modersmålslärare. Därför anser vi att det vore intressant att undersöka genrepedagogik inom modersmål, särskilt elever som har en blandad kunskapsnivå.Syftet med vårt arbete är att undersöka resistens i genrepedagogiken i en kontext där elever har väldigt blandad kunskapsnivå i sina respektive modersmål. Vi har också valt att undersöka om modersmålslärares upplever att genrepedagogiken hjälper eller begränsar eleverna i detta sammanhang. I vår studie har vi använt kvalitativa intervjuer som metod för att samla in information från de modersmålslärare som varit involverade i vårt arbete. Vi har intervjuat fem legitimerade modersmålslärare som alla har erfarenhet av att arbeta med genrepedagogiken i sin utbildning. Vi har delat upp resultaten från dessa intervjuer efter genrepedagogikens teori och dess tre ben och därefter har vi analyserat dem för att svara på våra frågeställningar med hjälp av samma teoretiska ramverk. Resultatet av vår intervjuer visar att alla modersmålslärare anser att genrepedagogik delvis bidrar till användandet av trovärdigt material i deras undervisning, samt att det hjälper deras elever att utvecklas muntligt och skriftligt på sina modersmål. Analysen visar att cirkelmodellen ger eleverna möjlighet att förstå och skriva olika genretyper samt kan hjälpa eleverna att ta till sig nya kunskaper i ämnet och förbereda dem för nästa steg i inlärningsprocessen, men också att lärarna anser att cirkelmodellen i vissa sammanhang begränsar elevernas kreativitet. Detta sker särskilt när metoden rekommenderar användande av mallar och exempelskrivande. Vår analys av modersmålslärarens upplevelse indikerar att bristen på lektionstid och läromedel hindrar dem från att använda genrepedagogikens undervisningsform på det mest effektiva sättet. Även om lärarna skulle få möjlighet att jobba med alla stegen i genrepedagogik, kommer eleverna att tappa motivationen på grund av den långa tidsåtgången som genrepedagogiken kräver. 

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  • 10. Albonia, Ahmad
    The Linguistic Representation of the Taliban in the Afghani Newspaper, Comparison Between Before and After the Power Change2022Independent thesis Basic level (degree of Bachelor), 14 HE creditsStudent thesis
    Abstract [en]

    Bearing in mind the big role media plays in shaping public opinion and the importance of understanding how ideologies can be conveyed to the public through language, this study uses qualitative analysis to investigate the discursive representation changes around the existence of the Taliban or what they call themselves now, the Islamic Emirate, in the Afghan media before and after the power shift. In specific, it illustrates how linguistic devices are used to transmit the discourse changes through the used language in the Afghani newspaper to legitimize or delegitimize having the Taliban in Afghanistan. The primary data of this study consists of articles published in English from a digitalized newspaper published in Afghanistan. This study uses Corpus Linguistics to organize the findings around the representation of the Taliban in the gathered data. Findings results were analyzed through CDA and Fairclough, the three-dimensional model, to reveal the alteration that occurred to the discourse, which can, in turn, show the way how language devices are used to circulate the Taliban’s various images among the recipients.

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  • 11.
    Al-Ghawaleb, Saja
    Malmö University, Faculty of Education and Society (LS).
    ”Jag är som blind när jag inte kan läsa och skriva...”2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med mitt examensarbete är att undersöka några elevers uppfattningar om sin språkutveckling. Studien har ett fokus på den enskilde individen och hur den uppfattar sin språkutveckling och sin förmåga att delta i samhället på olika sätt under tiden eleven läser SFI-studier på studieväg 1. 

    Arbetet har formats på det sättet att jag har intervjuat informanterna om deras skolbakgrund och vilken utveckling i målspråket de har gjort samt vilka resultat det har fått för dem som bosatta i Sverige. Arbetet belyser vad det innebär för några SFI-elever på studieväg ett att lära sig läsa och skriva på svenska samt vilka tankar det väcker hos dem.

    Metoderna som jag har använt mig av är kvantitativa djupintervjuer med sex SFI-elever på den skola där jag arbetade som SFI-lärare för att få svar på mina frågeställningar, men även litteraturstudier. Informanterna läser på SFI studieväg 1 i en SFI-skola i Sverige. De har börjat alfabetiseras under sina SFI-studier och därmed börjat att bygga upp grundläggande läs- och skrivförmåga.

    Resultat visar även att informanterna har skapat en annan språksyn och vilka möjligheter det kan innebära för dem. Genom att alfabetiseras har det även gett dem styrka att kunna klara sig själva ute i samhället utan en tolk och vågat använda det svenska språket i sin vardag och i samhället.

    Utifrån detta resultat dras slutsatsen att informanterna i min studie uppfattar att genom att utveckla sin läs och skrivförmåga på SFI-undervisningen öppnas nya dörrar för vidare utbildning och arbete. Informanterna blir mer delaktiga i samhället och de förändrar sitt sätt att tänka kring sig själva och det samhället som de är bosatta i. Informanter menar att de får tillgång till fler möjligheter i samhället, att de tar ett eget ansvar och att de får ett ökat självförtroende.

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    Saja Al-Ghawaleb
  • 12.
    Ali, Luma
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Haj Darwish, Yaman
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Skönlitteraturens användning i modersmålsundervisningen: En kvalitativ studie kring sex modersmålslärares användning av skönlitteratur som endel av modersmålsämnet arabiska2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har sin grund i lärarnas användning av skönlitteratur. Syftet har varit attundersöka hur modersmålslärare använder skönlitteratur som en del av sin undervisningi modersmålsämnet arabiska och att ta reda på vilka möjligheter och utmaningar de anseratt det finns med skönlitteratur i undervisningen. Uppsatsen utgår från olika teoretiskaperspektiv och metoder t ex Langers modell. I studiens forskningsbakgrund har vi tagitupp olika forskares syn på skönlitteraturens möjligheter i undervisningen. För att fåinformationen om hur lärare använder skönlitteratur gjordes kvalitativa intervjuer medsex verksamma modersmålslärare som medvetet använder skönlitteratur i grundskolan.Analysen visar att de använder sig främst av skönlitteratur i boksamtal för elevernasspråkutveckling. Resultatet visar att läraren kan arbeta på flera olika sätt i undervisningenoch även med skönlitteratur. Lärarna i denna studie tycker att användning avskönlitteratur är av betydelse för elevers språkutveckling. De lyfte även fram utmaningenmed att använda skönlitteratur i ämnet modersmål då det framförallt är tidsbrist somhindrar dem

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  • 13.
    Ali, Mahmoud Mohamed Ali Refaat
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Podikova Andersen, Daniela
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Språkliga resurser och kompetenser i undervisningen i skolämnet Moderna språk i årskurs 92023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I detta examensarbete har vi genomfört en analys av språkliga resurser som används i undervisningen i skolämnet Moderna språk i årskurs 9. Vi har också analyserat vilka språkliga kompetenser som tränas under denna undervisning. Syftet med studien var att undersöka vilka språkliga resurser utöver målspråket som används i tredjespråkundervisningen och hur de används. Studiens teoretiska grunder består av Garcías teori om flexibel användning av språkliga resurser samt Bachmans och Palmers teori om kommunikativ färdighet. Forskningsmetoderna för studien är dokumentation av klassrumsinteraktion och ostrukturerade intervjuer. Materialet består av ljudupptagningar från fyra olika klassrum, på två olika skolor. Materialet består vidare av 15 audioinspelade lektioner. I tyska har sammanlagt 9 lektioner spelats in, 2 lektioner på spanska och 4 lektioner på franska. Med hjälp av följande frågeställning vill vi komma fram till vilken språksyn som råder i olika klassrum och vilken språkdidaktik den leder till. 

    1. Vilka språkliga resurser förekommer i undervisningen i moderna språk och i vilken grad? 

    2. Om det är fler språkliga resurser än målspråket som används, vilka läraktiviteter förekommer dessa språkliga resurser i? 

    3. Vad används dessa resurser till? 

    Resultatet visar att alla språklärare i studien använder olika språkliga resurser i undervisning av ett tredjespråk, i olika situationer där eleverna behöver stöttning på källspråket. Resultatet visar att de språkliga resurserna används i både organisatorisk kompetens samt pragmatisk kompetens. 

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  • 14.
    Alkaaby, Farah
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Mavriqi, Dorentina
    Malmö University, Faculty of Education and Society (LS).
    The effectiveness of reading aloud on vocabulary acquisition for young learners2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This research study explores to what extent reading aloud is beneficial for vocabulary acquisition. Based on research statistics provided by Eurostat (2020) the majority of students in Sweden learn English as a foreign language. Therefore, the focus of the study is based on investigating the EFL classroom in Sweden. The research question this study is based on is to what extent reading aloud is beneficial for teaching English as a foreign language in the Swedish school from grade one to three in terms of children's ability to learn vocabulary. The method used for this research to collect scientific journals, dissertations and related research that can contribute to this discussion and result of this study is collected through different electronic databases. The access to studies conducted in an EFL classroom was rather restrictive and therefore the majority of the studies used were conducted on children who studied English as a first language in preschool and grade one to three in primary school. Whilst the selected studies target groups differed in age, findings indicate that the benefits of only reading aloud have little influence on children’s vocabulary acquisition. However, findings also presented that using word explanation and repetition during read aloud is shown to be more beneficial for vocabulary acquisition. 

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  • 15.
    Al-kefagy, Murtadha
    et al.
    Malmö högskola, Faculty of Education and Society (LS).
    Nagy, Cristina
    Malmö högskola, Faculty of Education and Society (LS).
    Peer Review in EFL Writing: Its Effect on Critical Thinking Skills and the Role of Digital Tools in Facilitating the Process2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper focuses on peer reviewing as part of the writing process and as a pedagogical strategy that can help students develop their writing and critical thinking skills. To do so, it examines the extent to which peer reviewing can develop English as a foreign language (EFL) students’ ability to evaluate and reflect on their writing in upper secondary school. Moreover, this study investigates whether digital tools can help to facilitate the peer review process. By reviewing and synthesizing ten empirical studies from the period 2013-2020, the study found that students who engage in peer reviewing in writing develop critical thinking skills, self-regulation and evaluation. It further shows that there is a consensus between researchers regarding the usefulness of peer review in developing critical thinking skills. However, the findings indicate the importance of including guided peer review training before peer review activities. Furthermore, there is a strong indication that digital tools can help facilitate the peer review process if used appropriately. Digital tools help engage students in the peer review process since they are able to interact with each other’s texts online. Lastly, the findings of the study are in line with the Swedish national curriculum and the English syllabus for upper secondary school. Therefore, teachers in Sweden should consider the use of familiar digital tools to engage students in peer review to develop their writing and critical thinking skills.

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    Murtadha Al-Kefagy Cristina Nagy
  • 16.
    Almallah, Hala
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Almousa, Ghadah
    Engelskundervisning för nyanlända elever 6–9 i förberedelse och vanlig klass2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Arbetet syftar till att belysa de svårigheter som nyanlända elever möter inom engelskundervisningen. Genom att undersöka hur engelsklärare i grundskolan årskurs 6 till 9 hanterar de utmaningar som uppstår i undervisningen av nyanlända elever, i förberedelseklasser respektive direkt integration.Vissa nyanlända elever har fått grundläggande engelska utbildning i sina hemländer, medan andra inte kan grunderna i engelska. Betoningen i arbetet ligger på hur läraren stöttar dessa nyanlända elever och ger dem tillgång till resurser som behövs för att utveckla deras språkkunskaper. Studien bygger på empiriskt material som har samlats in genom semistrukturerade intervjuer med lärare i olika skolor.Uppsatsen diskuterar den betydande utmaning som uppstår när lärare och elever inte talar samma språk. Alla skolor har olika policys angående fortbildning av lärare som arbetar med nyligen anlända barn. När det gäller undervisning för flerspråkiga elever verkar dessa skolor vara avsevärt olika. Resultaten visar de främsta utmaningarna som lärare står inför, vilket är de korta tidsramarna, bristen på resurser samt svårigheten att kommunicera mellan lärare och elever på grund av bristen på ett gemensamt språk.I vårt arbete var lärarna överens om att en kort tid i en förberedelseklass gynnar nyanlända språk och skapar en känsla av trygghet. Transspråkande är ett oerhört viktigt verktyg i både de vanliga klasserna respektive förberedelseklasserna. Detta berodde på att eleverna har rätt att använda både sitt modersmål och alla andra starka språk de redan besitter när de lär sig ett nytt språk.

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  • 17.
    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
  • 18.
    Amini, Maria
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Bicen, Helin
    Malmö University, Faculty of Education and Society (LS).
    The Impact of Collaborative Learning on Motivation and Speaking Anxiety in the Young EFL Classroom2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study explores the influence of collaborative learning on motivation and speaking anxiety in the English as a Foreign Language (EFL) classroom for young learners. The study highlights a crucial research aspect by examining the role of collaborative learning in addressing speaking anxiety. The research question is explored by multiple investigators, and Lundahl's (2022) groundbreaking work particularly stands out, emphasising the vital role of collaborative learning in education. Building on this foundation, Fenyvesi's (2020) study on Danish learners aligns with these collaborative learning findings, emphasising the importance of fostering positive attitudes from the early stages of language acquisition. Kopinska and Azakari's (2020) study of collaborative reconstruction tasks provides a task-based perspective, illustrating the positive impact on motivation and a preference for collaboration.

    Nilsson's (2019) research reveals several triggers of speaking anxiety amongst Swedish learners, emphasising the role of classroom situations. Collaborative learning relieves speaking anxiety, as highlighted by Nilsson (2019) and supported by Bozkurt and Aydin's (2023) study involving 34 EFL students. Pladevall-Balusters (2019) study in Catalonia, Spain, compares motivation levels in traditional and Content and Language Integrated Learning (CLIL) settings, acknowledging the potential and challenges of CLIL. The result of this study shows that collaborative learning has a positive impact on young EFL learners' motivation and speaking anxiety in English classes. It reduces anxiety, increases confidence, and fosters a supportive classroom atmosphere, ultimately contributing to improved motivation and vocabulary acquisition.

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  • 19.
    Andersson, Linda
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Hussein Mohamed, Sabirin
    Malmö University, Faculty of Education and Society (LS).
    Socialization and linguistic confidence development in ESL learners through MMORPGs2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gaming is an activity that many second language students engage in during their free time, however, games are for more than just playtime. The aim of this literature study is to analyse in what way MMORPGs can have a positive impact on ESL and EFL learners' confidence in using English as well as help develop socialization skills. We found relevant empirical studies by using educational databases like ERIC. A total of 9 empirical studies were included, of which 8 focused on the topic of socialization and 6 on confidence. Multiple authors in this study claim that players engage in game-play that involves social interaction, collaboration, and autonomous learning in the MMORPG context. It was concluded throughout this study that playing MMORPGs has a positive effect on players' socialization skills as well as their confidence in using English as a second language. However, few to none of these studies presented the potential risks with MMORPGs.

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    Linda Andersson Sabirin Hussein Mohamed
  • 20.
    Andersson, Malin
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bjerseth, Hilda
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Digitalt berättande: -En drivkraft till att skriva2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The two writers who wrote this paper are two students from Malmö University. We are studying to become primary school teachers. Our interest in the topic came mostly through our experience of digital storytelling and pupils' motivation in our schools where we have our internship. This paper is based on ten different studies about digital storytelling and the focus throughout the paper is to answer the following question: what kind of impact does digital storytelling have on pupils' motivation? Some keywords are important throughout the paper. These are digital storytelling, motivation, self-esteem, writing skills and language management. There have been field studies regarding digital storytelling within education and they are mostly based on groups between 22-30 pupils around the age of five to eleven years old. The purpose of the studies was to see if pupils’ motivation has increased. How long did the pupils devote themselves to write a story? The research resulted in up to three conclusions. The pupils seemed to become more motivated and could concentrate longer on the assignment by digital storytelling. They also improved their language skills and their writing abilities due to higher self-esteem and the novelty of using digital devices. If every teacher used digital storytelling, pupils might have better writing and language skills in all subjects.

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  • 21.
    Aronsson, Mattias
    et al.
    Institutionen för språk, litteratur och lärande, Högskolan Dalarna.
    Dodou, Katherina
    Institutionen för språk, litteratur och lärande, Högskolan Dalarna.
    Svensson, Anette
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 5-9Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Arta, Zulfiu
    Malmö University, Faculty of Education and Society (LS).
    Högstadielärares attityder till litteratursamtal i svenskundervisningen – en enkätstudie om litteratursamtalen i högstadiet2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie behandlar attityder till litteratursamtal i svenskundervisningen utifrån ett lärarperspektiv. Tidigare forskning visar att litteraturläsning är väsentlig för språkutvecklingen. Samtidigt menar forskare att det även är av betydelse att integrera litteratursamtal i undervisningen för att eleverna ska få möjligheten att reflektera kring det lästa och utveckla sin läsförståelse. Skolverket betonar dessutom att lärare ska stimulera elevernas intresse för läsning och skrivning genom att analysera texter och utveckla deras språkförmåga, identitet och förståelse för omvärlden. Eleverna förväntas delta i gemensamma och enskilda läsningar, analysera texter utifrån olika perspektiv, delta i samtal och relatera texterna till sina egna erfarenheter och omvärldsfrågor. Därför är det viktigt att få insyn i lärares olika attityder till litteratursamtal då det kan integreras på olika sätt och ses som effektivt på olika sätt. Metodvalet för studien är en enkätundersökning där högstadielärare runtom i Sverige får delta. Resultatet visar på blandade attityder samt blandade åsikter kring hur effektivt litteratursamtal faktiskt är i klassrummet, men också att litteratursamtalen utformas på ett likartat sätt. 

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    Arta Zulfiu
  • 23.
    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
  • 24.
    Ashkenazi, Ofer
    et al.
    Hebrew University, Jerusalem.
    Dittmar, Jakob
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Belonging in Auto|Biographical Comics : Narratives of Exile in the German Heimat2020In: a/b: Auto/Biography Studies, ISSN 0898-9575, E-ISSN 2151-7290, Vol. 35, no 2, p. 331-357Article in journal (Refereed)
    Abstract [en]

    This article analyzes the negotiations of belonging in three current documen-tary comics that examine aspects of German history mostly from biographicalor autobiographical perspectives. The authors argue that, using different nar-ration strategies, these comics present intricate interactions between placeand identity which shed new light on the contemporary identity discourse inand vis-a-vis Germany.

  • 25. Ashkenazi, Ofer
    et al.
    Dittmar, Jakob
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Comics as Historiography2019In: ImageTexT, E-ISSN 1549-6732, Vol. 11, no 1Article in journal (Refereed)
    Abstract [en]

    This paper considers potential ways comics narratives with a documentary claim can participate in the academic discussion of history. Academic historiography constructs (normally literal, mainly text based) arguments about historical events through discussions of (often written) sources, with reference to and in dialog with other relevant positions (Evans, 2012). While comics narration and imagery does not conform to the conventions of academic historiography, we are interested in the possibility of a mutually beneficial dialog between the arguments, and the ways they are manifested, in certain comics narratives and the ones that constitute the academic discourse of history. The following analysis focuses on a precondition for such dialog: the utilization of sources, and the explanation of how these sources are used to the readers, in comics that claim to reliably portray and explicate aspects of historical reality . As case studies, we look into four different approaches to historical comics: two graphic novels, one chapter in a comics anthology, and an archaeological paper in comics format. We will investigate their particular ways of informing readers about research methods that were employed for preparing the story, and about the provenience of archival materials that were, directly or indirectly, quoted in the comics. An integral part of the historical argument that these works make respectively involves reflections on the attempt to understand reality; we will discuss at how these attempts are communicated, to evaluate their adherence to the expectations of academic historiography.

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    FULLTEXT01
  • 26.
    Asplund Carlsson, Maj
    et al.
    Göteborg University.
    Lunneblad, Johannes
    Göteborg University.
    ”När han är arg är han turkisk”: Identitetsskapande i Lin Hallbergs kompisbokstrilogi2008In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    With a background in current theories of identification and indentifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.

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    FULLTEXT01
  • 27.
    Auer, Nathalie
    University of Leicester, UK.
    Skriftlig produktion og it-mediet2008In: Sprogforum, ISSN 0909-9328, E-ISSN 1399-8617, Vol. 44, p. 48-54Article in journal (Refereed)
    Abstract [da]

    Skriftlig produktion og it-medietPå Københavns Universitet (KUA) har vi ét fælles computerlokale til alle humanio-rastuderende (cirka 1900). Siden 1999, hvor jeg skulle undervise i skriftlig dansk påSyddansk Universitet, har jeg prøvet at finde et lokale med computere og adgang tilinternet. Det lykkedes først i forår 2007. Jeg er ellers meget kritisk i brugen af it iundervisningen, forstået på den måde at jeg ikke synes man skal bruge it for it’ensegen skyld. Man kan risikere at overføre traditionel undervisning til computereuden at anvende de muligheder der ligger i it. Inden jeg bruger it i undervisningen,stiller jeg mig selv spørgsmålet: Hvordan vil it-medietforbedremin undervisning?Hvad kan it som den almindelige undervisning ikke kan? Hvis der ikke er klare for-bedringer, så synes jeg ikke man skal bruge it, men i stedet inddrage andre gode res-sourcer. Det samme gælder for it-materialer. Som Meyer (Sprogforum 35, 2006)fremhæver i sin artikel, udnytter mange it-materialer ikke de muligheder der ligger iit-mediet, og de risikerer at ligne lærebøger der blot er transformeret til it. Mennetop i et fag som omfatter skriveprocesser, kan jeg kun se fordele ved anvendelsenaf it.Jeg har tit undervist i skriftlig sprogfærdighed og syntes at det ikke er tilfredsstil-lende at bruge tavle og kridt da der er mange ulemper forbundet med det. Stude-rende har travlt med at skrive det korrekte forslag fra tavlen med risiko for at skrivedet forkert. Desuden syntes jeg ikke at studerende skal lytte så meget til læreren nårhensigten er at de studerende skalproducereen tekst.It bør være et værktøj til at forbedre undervisningen med således at de studerendekan arbejde med skriveprocessen uden de nævnte ulemper; de kan fx udnytte dekommunikationsformer, som Absalon1tilbyder.I denne artikel vil jeg skrive om min erfaring med studerendes skriveprocesser vedhjælp af it-mediet. Efter en kort beskrivelse af den teoretiske baggrund bag forløbet,vil jeg med et eksempel vise hvordan man kan bruge it i udviklingen af skrivesprog-færdighed

  • 28.
    Bader, Nareman
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Salim, Tagrid
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Boksamtal i modersmålsundervisning: effekter på språkutveckling2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka om boksamtal av skönlitterära böcker bidrar till en bättre textförståelse samt språk- och läsutveckling i modersmålsämnet. Fokuset har varit på hur arbetet med lustfyllda metoder kan ge elever möjligheten till att utveckla sitt modersmål, men även vilket intresse de visar för skönlitteratur och filmvisning av den lästa boken.

    Den valda metoden är kvalitativt arbete, där vi använt oss av ett interaktivt arbetssätt med skönlitteratur i form av boksamtal med användning av Chambers metod, filmvisning samt textanalys. Undersökningen genomfördes med tre elever som går i årskurs 7.

    Resultaten visar att arbetet med boksamtal generellt har en viktig betydelse och är en förutsättning för bättre läsförståelse hos eleverna. Filmvisningen däremot väcker elevernas fantasi och de blir säkrare med hur deras funderingar och tankar stämmer överens med verkligheten. Den utvecklar även deras förståelse och ger en bredare insikt om sagan. Vi insåg att arbetet med det interaktiva arbetssättet kan ge eleverna en ökad textförståelse samt bättre språk- och läsutveckling. Den kunde stödja och stärka inte bara elevernas språk, utan har utvidgat deras språkfärdigheter på så sätt att de kunde skaffa sig ett större ordförråd.

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  • 29. Bader, Noor
    Ensidiga perspektiv i arabiskmodersmålsundervisning: En innehållsanalysstudie av lärobokenJag älskar och lär mig det arabiska språket2021Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att synliggöra och granska normer avseende religion och genussom vidareförmedlas i en lärobok som används i modersmålsundervisningen i arabiska.Studien syftar också till att se hur normerna framställs i läroboken samt hur de samspelarmed varandra. Läroboken har analyserats med en kvalitativ innehållsanalys som metod.Resultatet har visat att läroboken Jag älskar och lär mig det arabiska språketvidareförmedlar normer som endast fokuserar på islam och det manliga som norm. Islamsom norm är den röda tråden inom samtliga kategorier och muslimernas traditioner ochförpliktelser framställs där på ett ensidigt sätt. Vidare förmedlar denna bokkönsstereotypa normer som fokuserar på det manliga, som förblir normen. Denkönsskapande processen är uppbyggd av det underliggande budskapet i olika kategorierdär pojkar framställs som aktiva i olika fysiska aktiviteter, starka och dominanta medanflickorna är passiva i de aktiviteterna, känsliga, kopplade till hushållsarbete och skolan.De religiösa och könsstereotypa normerna samspelar med varandra på ett sätt som intestämmer överens med de demokratiska svenska läroplanerna.

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  • 30.
    Balakireva, Victoria
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    The Mah Jong Game of Life: Storytelling, Identity and Orientalist Discourse in Amy Tan’s The Joy Luck Club2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This project examines the connection between the representations of Chinese American women and the Orientalist discourse, as depicted in Amy Tan’s The Joy Luck Club. Using a deconstructive and intersectional approach, the project focuses on four interconnected constituents that regulate the novel’s main structural and thematic elements: Narrative Structure; Mother-Daughter Relationships; Language, Writing and Identity; and Feminist Affirmations. The project’s aim is to understand the logic of the novel’s representation by juxtaposing and analyzing the contrasting arguments within each of the sections. Though somewhat inconclusive, this project addresses the ambiguity of Tan’s work in hopes of expanding the critical understanding of the novel.

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  • 31.
    Balint, Erika Amalia
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Organizational Transformation and Discourse Mediation: How Discourse Mediates Change in a Danish Pharmaceutical Company2022Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This paper aims to analyse how discourse mediates change in the Danish pharmaceutical company M. The core research method used in this study is nexus analysis, with a focus on discourse analysis, which is an integral part of navigating the nexus of practice. Both quantitative and qualitative methods are used in the study. Following Scollon & Scollon’s practical fieldguide for mediated discourse analysis reveals the mediated actions, social actors and discourses in place in M’s transformation journey, as well as how these elements interact with each other in the creation of discourses about transformation. Through engagement in the nexus of practice at M, a number of nexus points/key incidents are identified. The discourses throughout these nexus points are then identified and classified via thematic analysis and evaluated from a critical discourse analysis perspective. For a quantitative analysis, two specialized corpora are created from internal communication materials in M: a leadership corpus and an employee corpus. The analysis reveals the many ways in which the communication department mediates transformation communication in M. The study also identifies gaps in the transformation communication – both between leadership and employees of M, but also between leadership communication and M’s language policy.

  • 32.
    Begu, Arbresha
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Zogaj, Erblina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Elevers attityder till läsning av skönlitteratur och faktorer som påverkar dessa attityder2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna kunskapsöversikt har varit att kartlägga och undersöka vad forskning visar om elevers attityder gentemot läsning av skönlitteratur samt för att finna svar på vår frågeställning: Vilka attityder har elever till att läsa skönlitteratur och vilka faktorer påverkar dessa attityder?

    En systematisk granskning av artiklar utmynnades i elva vetenskapliga artiklar med relevans för syfte och frågeställning. Utifrån en tematisk analysmetod identifierades fem teman som synliggör elevers inställning till läsning samt betydelsefulla faktorer som påverkar dessa inställningar. Resultatet visar bland annat att elever är positivt inställda till stöttande miljöer och egna litteraturval. Dessutom är de positiva till böcker som är relevanta och relaterbara eftersom de på så sätt kan knyta sina läsupplevelser till det egna livet. Deras negativa inställning till läsning av skönlitteratur bottnar i tidsbrist och distraktioner som exempelvis sociala medier samt att de i ung ålder har blivit identifierade som dåliga läsare, vilket har satt spår i deras senare läsning. Med stöd av relevant forskning visar kunskapsöversikten att läraren tillsammans med elevens hem har ett gemensamt ansvar för att främja en positiv inställning till läsning av skönlitteratur. 

  • 33.
    Beis, Triantafyllos
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Female Gender Representation in The Terminator Franchise2021Independent thesis Basic level (degree of Bachelor), 14 HE creditsStudent thesis
    Abstract [en]

    The aim of this research is to investigate the representation of the female gender in theTerminator franchise and to examine whether there has been an evolution in thisrepresentation throughout the years. For this purpose, the representation of the lead femalecharacter, Sarah Connor, has been examined in the films The Terminator (Cameron, 1984),Terminator 2: Judgement Day (Cameron, 1991) and Terminator Genisys (Taylor, 2015), inwhich Sarah Connor is the only main female character. The thesis begins by providing athorough presentation of the situational, specific and the theoretical background of the threefilms analysed. Then, the methodology used in the research is described and linguistic, visualand contextual data are provided. These data are then analysed and discussed in relation tothe background of the films and to the objectives set at the beginning of the research. Inparticular, the linguistic aspect of gender representation is explored based on the waylanguage is used to represent women in the Terminator films. After a thorough analysis ofdata collected and discussed, the research concluded that there has, indeed, been an evolutionin female gender representation in the Terminator films, which reflects an evolution in theperception of gender by society itself.

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  • 34.
    Bengtsson, Vanessa
    Malmö University, Faculty of Culture and Society (KS).
    Social Class as Seen through the Representation of Language in Zadie Smith's NW2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 35. Beridze, Marine
    et al.
    Kock Kobaidze, Manana
    Malmö högskola, Faculty of Culture and Society (KS), Department of Global Political Studies (GPS).
    Ethnic Identity Features: Creation, Loss and Revival Dynamics (The case of Turkish Meskhetians)2008In: Iberiul-Kavkasiuri Enatmecniereba, ISSN 1987-6572, no 36, p. 58-80Article in journal (Other academic)
    Abstract [en]

    The process of ethnic changes, that started in southern Georgia (Meskheti/ Samtskhe-Javakheti) in the 16th -17th centuries, was aimed at forming a new ethnic group out of the local population (Georgians, in particular, Meskhetians) and the immigrant population (Turks and Kurds). This was a complex and long process and was going on under the control of two powerful states: Turkey and, later, Russia. To create a new ethnic group and use it as a “tool” for mastering this strategically important territory was a policy of these states and has remained unchanged during three to four centuries. The gradual development of the features, unifying these groups, is documented in the historical sources: 1. Change of confession (encouraged by economic and other means); 2. Language shift (first within some domains and within high social classes and later in all domains and even among lower classes of the population), 3. Change of surnames (as a result of or final step of identity change), 4. New perception of own identity. Changing of the group name has reflected the group's development dynamics: Georgians who remained Christians retained their name Kartveli (Georgian in Georgian), Georgians who became Muslims in the 17-18th centuries were called Jerli (local in Turkish), and immigrated Muslims, who where ethnic Turks and Kurds, were called Tarakama. The next step was a unification of Jerli and Tarakama by the confessional feature and the naming of these two groups as Tatari (resp. Muslim). In the Russian censuses since the 19th century the unifying name of these groups, indicating confession (Tatari), has been changed with the unifying name indicating ethnicity (Turk) (regardless of the fact that ethnical composition of "Turks" was diverse). The Muslim population of this area also obtained an economic advantage. After the power change in Georgia in 1918, fear of losing the property strengthened the loyalty of this group to Turkey. In the 1920s Georgian schools were closed and Turkish schools were opened for the Georgian Muslims in Samtskhe-Javakheti. When the political climate changed, during the census before the Second World War, it was suggested that they should be registered as Georgians but this attempt failed. In the 1939 census they were called Azerbaijanis by officials and, thus, avoided the term Turk in the census. The group was deported to Central Asia in 1944. The group has retained and strengthened its unity after the deportation. Later, all Muslims deported to Central Asia from Samtskhe-Javakheti (Meskheti) irrespective of their ethnic diversity (Georgians, in particular, Meskhetians, as well as non-Georgians: Turks, Kurds) received the new shared name Turkish Meskhetians where two different names denoting the different ethnic origin are presented on the same level which is quite confusing. Nowadays people named as "Turkish Meskhetians" protest this name and demand to be called "Meskhetians" (Such a change, in turn, can cause new misunderstandings). It is noteworthy that Muslim Georgians try to avoid the term Turkish as a name of the Turkish language spoken by them and regularly call it "Our language". This seems to be a way to differentiate "our language" as a language obtained through the new confession and indicating the confessional loyalty, on the one hand, and the Turkish language that is spoken by ethnic Turks as a part of their ethnic identity and an indicator of their ethnic belonging, on the other hand. At the same time, it emphasises "our language" as a distinctive feature from the Georgian speaking Georgians. The group strives and acts for repatriation. The history of this group is an obvious case of the attempt to form one ethnic group out of different ethnic groups in the process of interaction between internal and external forces. It also confirms that the identity features function as an entire complex. Strive to reconstruct the whole complex of the features and overcome the lack of the missing feature (language, ideology, territory…) may exhibit vitality of the group. It is another matter that this strive may be employed for different goals by different political forces.

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  • 36.
    Bernhardsson, Katarina
    et al.
    Lunds universitet.
    Hansson, Kristofer
    Lund university.
    Tema:: Tio fallstudier i medicinsk humaniora2016In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 93, no 3, p. 229-233Article in journal (Refereed)
    Abstract [sv]

    Medical Humanities har varit ett etablerat begrepp i den engelsktalande forskarvärlden sedan mer än ett decennium. Inom forskningsfältet har tidskrifter och centrumbildningar skapats och introducerande böcker getts ut. Under sitt engelska namn eller försvenskad till medicinsk humaniorahar området också börjat göra insteg i Sverige, och har på olika sätt etablerats på flera lärosäten i landet. Fältet har under de senaste åren introducerats och diskuterats i ett antal skrifter, och alla landets läkarutbildningar har någon form av humanistiskt inslag i sin kursgivning. Samtidigt som mycket hänt under de senaste åren är humanistisk forskning inom fältet medicin, hälsa och vård inte på något sätt nytt i Sverige, utan i flera ämnen finns en lång forskningstradition med väl utarbetade teorier, metoder och frågeställningar. Medicinsk humaniora kan alltså ses som både något nytt och något ganska väletablerat. Vi menar dock att något är på väg att hända när fältet nu formerar sig på ett aktivt sätt med fler ämnen inblandade och när det går i en tydligare mångdisciplinär, och kanske också tvärdisciplinär, riktning. Med detta temanummer om medicinsk humaniora önskar vi synliggöra fältet och betona bredden av de ämnen som kan bidra inom det. Därför har vi i det här numret av Socialmedicinsk tidskrift samlat ett antal yngre forskare som på något sätt är eller har varit knutna till Lunds universitet.

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  • 37.
    Bjärstorp, Sara
    et al.
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Ragnerstam, Petra
    Malmö University, Faculty of Culture and Society (KS), Collaborative Future Making (CFM). Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Live Action Role Playing and Engagement with Literature2023In: The Routledge Companion to Literary Media / [ed] Astrid Ensslin; Julia Round; Bronwen Thomas, Routledge, 2023, 1, p. 502-512Chapter in book (Other academic)
    Abstract [en]

    The digital age has seen an unprecedented proliferation of literary content across different media, involving different audiences. As a consequence of this, scholars are directing their attention to how literature lives on beyond the book. While much of this research focuses on forms of intermediality, less attention has been given to embodied, participatory and interactive practices where literature is used in a variety of ways. In this chapter, we will discuss what happens to literature when it is used in physical, collaborative gameplay, focusing on live action role playing (larp), specifically larps in the Nordic tradition.

    Since larp is located at the intersection of a number of different cultural expressions, we draw on scholarly work on gaming, performance, adaptation and participatory culture to discuss how literary material is used in three different larps, at which we have carried out fieldwork. Fortune and Felicity (2017) engaged with all of Jane Austen’s work, taking place over five days in period costume and setting. Located at the actual Elsinore Castle, Inside Hamlet (2017) adapted Shakespeare’s play to a revolutionary, decadent context. Using Thomas Vinterberg’s film The Celebration as the frame story, A Nice Evening With the Family (2018) thematised bourgeois family trauma through the use of a number of nineteenth-century Scandinavian plays, like Henrik Ibsen’s A Doll’s House.

    Although thematically diverse, these larps raise common questions: What happens when a literary storyworld is materialised in embodied practices such as live action role playing? How can the unfolding story be understood collectively and individually and what storytelling mechanisms are used? What does it feel like to embody characters and actions from a work of fiction? By addressing these questions, this chapter highlights the intricate relation between literature and its collective embodiment in larp.

  • 38.
    Björk, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Gitarrsolon som folkbildning och hantverk. Bland proffs och amatörer på musikhus och folkhögskolor 1975–19902005Conference paper (Other academic)
    Abstract [sv]

    Argumenten för att studier av ungdomars värderingar och hur de möter, formar och formas av institutionella strukturer och de värderingar som råder i dessa är inte svåra att finna. Det är också intressant att se hur ungdomar organiserar sig, skaffar nödvändiga resurser och bildar eller knyter an till olika nätverk. I denna text vill jag framför allt lyfta fram frågeställningar relaterade till amatörism och professionalitet och folkbildningsinstitutionernas roll. Min ambition är dessutom att försöka relatera detta till en lokal och regional kontext.

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  • 39.
    Blecher, Hannah
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Hörlin, Martin
    Malmö University, Faculty of Education and Society (LS).
    Formative assessment in elementary school2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study's purpose is to investigate formative assessment/feedback in elementary school.

    According to the Curriculum (2018), it is essential to use formative feedback in the

    classroom because it helps students progress in their learning. The aim is to see how

    formative assessment is conducted in English as a second language/English as a foreign

    language classroom. The research questions that we used were to what extent is formative

    feedback used in the elementary classroom? Furthermore, are there different ways of giving

    formative assessment in an English classroom? The primary method used has been

    electronic searches in two databases, such as Education research complete and ERIC. The

    study results will show that the teachers know that formative assessment is beneficial for

    the students' learning process. However, they do not use it due to the lack of experience,

    time and knowledge. We investigated the teachers' role in formative assessment and

    discussed how essential time and prioritizing are.

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  • 40.
    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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  • 41.
    Bodor, Adrienn
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Modernist and Postmodernist Features in the Depiction of Trauma and Recovery in Graham Swift’s Mothering Sunday2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 42.
    Bokander, Lars
    et al.
    Jönköping University.
    Agebjörn, Anders
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Skolbakgrund, strategianvändning och ordförrådsutveckling på sfi2023In: Book of abstract: Svenskans Beskrivning, Linnaeus University Press, 2023Conference paper (Refereed)
    Abstract [sv]

    Ordförråd är en central komponent i andraspråksinlärares kommunikativa språkfärdighet. Forskning har visat att ordförrådsutveckling påverkas av inlärares användning av ordinlärnings-strategier och att sådana strategier kan läras ut. Därför är det rimligt att anta att andraspråks-inlärares skolbakgrund inverkar på deras strategianvändning och ordförrådsutveckling. Denna pilotstudie fokuserade på strategianvändning och ordkunskap hos 42 sfi-elever med varierande skolbakgrund. Alla läste kurs D och var alltså på ungefär samma språkliga nivå. Med modifierade versioner av Bokanders (2016) ordkunskapstest och LaBontees (2017) strategi-användningstest utforskade vi samband mellan deltagarnas skolbakgrund, strategianvändning och ordkunskap. Resultaten visade att sociala strategier, som att använda nya ord i kommunikativa situationer, korrelerade positivt med ordkunskap. Skolbakgrund tycktes inte påverka elevernas benägenhet att använda sådana strategier. Strategier för att befästa redan bekanta ord föredrogs i högre utsträckning av elever med kortare skolbakgrund. Denna preferens korrelerade negativt med ordkunskap. Strategier för att utvidga ordförrådet, exempelvis genom att utifrån kontexten gissa vad okända ord betyder, föredrogs av elever med längre skolbakgrund. Denna preferens korrelerade positivt med ordkunskap. Dessutom var elever med längre skolbakgrund mer benägna att planera sin ordinlärning. En viktig implikation av studien är att sfi-elever med kortare skolbakgrund behöver stöttas i att använda strategier som syftar till att utvidga ordförrådet och inte bara till att befästa redan kända ord. Dessa elever behöver även stöttas för att planera en långsiktigt hållbar ordförrådsutveckling. 

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  • 43.
    Bommarco, Birgitta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Texter i dialog: En studie i gymnasieelevers litteraturläsning2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis is a reception study and the focus of the research is on what happens during the reading process when an upper secondary school class reads fiction. The theoretical basis consists of theories of reading as transaction and the envisionment-building and dialogic classroom. A process-based and relational perspective on reading, writing and oral exchange in teaching has been central. The empirical material, which consists of the pupils’ texts, discussions about literature, evaluations and interviews, has been collected from the teacher's own work during a period of three years. The questions to be studied are: What understanding do the pupils build and what reflection is expressed in their written texts and discussions? What touches their own lives? How does the classroom become a secure place for the exchange of experience and knowledge? The thesis also examines the pupils’ reading of the three novels The Catcher in the Rye, Musselstranden (Mussel beach) and The Stranger. Reader portraits describe and discuss three pupils’ reading and their thoughts about and experiences of studying literature. The results show that while writing their reading logs and other written tasks, pupils have a strong need to make written connections between experiences in their own social worlds and the worlds in the texts. Discussions show that exchanges of experience and knowledge have occurred. The reader portraits show that the literature takes on different dimensions for different pupils, depending on their background, socialisation and needs. The study indicates that there are opportunities for further work with the social worlds of the texts and the social worlds the pupils live in. The thesis discusses how such a reading can be included in enquiry-based teaching of literature where the pupils are also allowed to create new artefacts in the extended classroom.

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  • 44. Borges, Jorge Luis
    Söderberg, Lasse (Editor, Translator)
    Borges III: 1971-19862020Book (Other (popular science, discussion, etc.))
  • 45.
    Brauer, Alexander
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Didactical applications of creative writing: An integrative literature review2024Conference paper (Other academic)
    Abstract [en]

    Research topic/aim 

    Although research shows creative writing to have the potential for facilitating learning, Swedish upper secondary school policy documents do not mandate or suggest it as a pedagogical tool. Consequently, upper secondary school teachers may find creative writing to be didactically valuable yet difficult to legitimize except as extraneous activities, due to the lack of support in both policy documents and textbooks (Malmström, 2017; Pulls, 2019). 

    Theoretical framework 

    The present integrative literature review explores research on the didactical potentials of creative writing in secondary education to “assess, critique, and synthesize the literature on a research topic in a way that enables new theoretical frameworks and perspectives to emerge” (Snyder, 2019, p. 335). The review maps the uses for creative writing in education, making use of abductive analysis (cf. Timmermans & Tavory, 2012) and Ivanič’s (2004) discourses of writing in education: the skills, creativity, thinking and learning (see Sturk & Lindgren, 2019), process, genre, social practices, and sociopolitical discourses of writing. 

    Methodological design

    A total of 318 peer-reviewed articles – both empirical and theoretical – on creative writing in secondary education and beyond have been systematically collected and categorized according to their discoursal positionings in the abstracts, introductions, and/or conclusions (in order of priority). These excerpts have also been inductively coded for topics and themes. Furthermore, several articles have been both randomly and purposefully selected for close reading. 

    Expected conclusions/findings 

    The review shows that despite a large body of international research showing didactical affordances of creative writing, few Nordic studies on the issue exist. The research portrays creative writing as relevant within all the writing discourses, thus demonstrating its usefulness in comprehensive pedagogical practices. For instance, creative writing is found to support learners’ general, literary, and critical literacies and to foster students’ interpersonal, cultural, and writerly identities. 

    Relevance to Nordic educational research 

    These findings may a) inform in-service teachers interested in integrating creative writing into their pedagogical repertoires, b) facilitate precise assessment of creative writing without necessarily making judgments on learners’ creative or artistic abilities, and c) inspire research on the topic to be carried out in the specific contexts of the Nordic countries.

  • 46.
    Brauer, Alexander
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Responsiveness to culture through literature: Creative writing as culturally responsive pedagogy2024In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 62-77Article in journal (Refereed)
    Abstract [en]

    This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.

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  • 47.
    Bruhn, Jørgen
    et al.
    Linnéuniversitetet, Institutionen för film och litteratur (IFL).
    Gutowska, Anna
    University of Kielce, Poland.
    Tornborg, Emma
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Karlstad University, Sweden.
    Knust, Martin
    LNUC Intermedial and multimodal studies, IMS.
    Transmediation2022In: Intermedial Studies: An Introduction to Meaning across Media / [ed] Jørgen Bruhn;Beate Schirrmacher, New York: Routledge , 2022, p. 138-161Chapter in book (Refereed)
    Abstract [en]

    This chapter explores transmediation between qualified media types. It discusses the adaptation of a literary canonical work, Joe Wright’s 2005 novel-to-film adaptation of Jane Austen’s novel Pride and Prejudice a novel that repeatedly has been adapted into new contexts and audiences. The qualified medium of opera implies certain conventions but also certain limitations of space, time and voice. The natural venue for experiencing an opera is the stage. An experienced opera or musical librettist will consider where to put such music highlights when writing the text. Both drama text and opera score are a set of directions fixed in a script but resulting in different kinds of performances. It has been our aim to demonstrate in specific analysis the very abstract idea that all media transformation is interplay or a negotiation between transmediality and medium specificity.

  • 48.
    Bruhn, Jørgen
    et al.
    Linnéuniversitetet, Institutionen för film och litteratur (IFL).
    Salmose, Niklas
    Linnéuniversitetet, Institutionen för språk (SPR).
    Schirrmacher, Beate
    Linnéuniversitetet, Institutionen för film och litteratur (IFL).
    Tornborg, Emma
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Karlstad University, Sweden.
    Truthfulness and truth claims as transmedial phenomena2022In: Intermedial Studies: An Introduction to Meaning Across Media / [ed] Jørgen Bruhn; Beate Schirrmacher, Routledge , 2022, p. 225-254Chapter in book (Refereed)
    Abstract [en]

    This chapter explores different relations of truthfulness and discusses the truth claims of the different qualified media types. Truthfulness is a transmedial notion and when we speak of truth in different contexts, we refer to different kinds of knowledge. Truth, facts and authenticity are often used in everyday discourse as part of apparently clear-cut binaries like truth–lie, authentic–fake, fact–fiction. The truth claims of media can be employed in communication to produce a perception of truthfulness. As media products can be truthful both in relation to external perception or inner experience, another way to look at truth claims is to divide them into objective and subjective truth claims. The chapter discusses how different forms of disinformation draw on the truth claims of news media and construct a perception of truthfulness that is based more on internal coherence than on events that actually have taken place.

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  • 49.
    Cardell, David
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Kameralinsens sport och rum: Om produktion av platser och identitet2008In: Malmö Studies in Sport Sciences, ISSN 1652-3180, Vol. 6, no 6, p. 145-166Article in journal (Refereed)
  • 50.
    Chen, Yulong
    Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    The Rebellion Power of the F-word in Modern Songs: A Corpus-Based Discourse Analysis2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract:

    In this thesis, the general use and specific instances of F-words in modern music lyrics have been studied based on the corpora extracted from songs in Billboard year-end charts from 2013 to 2022, which represented the most popular songs in English-speaking countries. By screening the actual meaning and contexts of those F-words in the lyrics, I extracted those special instances in which F-words were used to express rebellious feelings to challenge social norms and fight against authority powers. The theme of those rebellious F-words was first studied by the quantitative analysis by years, which shows a clear time dependence associated with the social and political environments. Notably, there was a significant increase in the use of rebellious F-words in lyrics during the intense social and political crises of 2019-2020. A comparative investigation was then carried out across four distinct music genres: rap, rock, R&B, and pop. Among these, rap music stood out with a higher prevalence of rebellious F-words. However, the impact of these words was diminished due to their frequent occurrence, resulting in a reduced level of audience reaction and shock value. The following textual analysis of grammatical features and literary devices associated with those F-words provided evidence that more assertive and aggressive expressions, such as imperative sentences, were favored when incorporating rebellious F-words in the lyrics. This study provides a comprehensive overview of how modern pop music expresses and conveys rebellious power through the use of profanity. 

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