| 1. |
- Ågerup, Karl, 1972-
(författare)
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L'esthétique didactique de Yasmina Khadra
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on three novels by the contemporary Algerian novelist Yasmina Khadra, the study discusses didactic and aesthetic features of the literary text. While essentially set in the Arab world, Khadra’s fiction links to western encyclopaedia and journalistic discourse. In relating to this part of the reader’s experience, the novels produce an impression of proximity to the peripheral real, and a sense of responsibility. It is suggested that this interdiscursivity be viewed not as a deviation from literature but as inherent to literary discourse itself; the text comments and constitutes simultaneously. Emphasising the hybridity of literary means and didactical drive, the study proposes that Khadra’s work be labelled “didafiction”.
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| 2. |
- Wesslén, Karin, 1953-
(författare)
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Att skriva, tala och tänka samhällskunskap : En studie av gymnasisters lärandeprocess
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is based on the presumption that language is fundamental to the construction of knowledge. In addition, linguistic demands are incorporated in the policy documents of the upper secondary education of Sweden; students shall, during their education, be given the opportunity to appropriate certain linguistic tools. The purpose of this thesis is to investigate how teachers and students in upper secondary education manage and utilize the discourse of social science in both speech and writing. More specifically, two classes are studied during three terms. The teachers’ ability to organize and support the students vocally and in written is examined, so are the effects of the teaching on students’ writing. The origin of the study is constituted by a sociocultural stance provided by Vygotskij, Bakhtin and Halliday. A combination of a functional perspective on language and a cognitive is probed, where the study is comparative in nature consisting of an experimental class and a control class. The importance of language for the creation of knowledge has been communicated to the teachers of the experimental class, with provided complementary subject didactic literature. This literature offers support for teachers to augment the use of explicit teaching and enhance student awareness of how conceptual structures mould social science. Qualitative analyses are performed on the basis of teacher-student dialogue and written tasks by a group of selected students. The analytical tools object language – metalanguage, linguistic operations and knowledge structures are developed for the purpose of processing data, and have been combined with the tools activity analysis, subject-related concepts and text activity. The results from the analyses display no difference in the handling of the discourse of social science between the experimental class and the control class. The teachers of the experimental class, like the teacher of the control class, are primarily utilizing object language where knowledge structures are visible, as opposed to a combination of object language – metalanguage. Furthermore, they exhibit diminutive use of dialogue in their teaching. The students of both classes, on their hand, demonstrate an equal progress in textual development. This study concludes that the experimental class has not been provided with sufficiently explicit support to advance in the structuring of knowledge and in level of reasoning. A more efficient support to teachers to manage these analytical tools would, in all probability, give them, and through this the students, an increasingly profound insight into structuring of text activities, the meaning and signalling of linguistic operations, the construction of subject-related concepts and, most importantly, how these three tools are interrelated.
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| 4. |
- Marques, Nuno, 1980-
(författare)
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A Nova Poética da natureza de Gary Snyder : budismo e ecocrítica na sua obra
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents the work of the poet Gary Snyder (1930) to the Portuguese academia in order to clearly state its original and unique place among North-American poetry. It is divided in three chapters that determine the three different grounds of the author’s syncretism. The first chapter contextualizes Snyder’s work in the history of literary representations of nature. In rupture with the Pastoral literary mode it crystallizes a moment of passing between nature writing and environmental writing. The second chapter discusses the Buddhist elements present in Snyder’s work and stresses the importance of the interrelation between mind and nature. By stating the equivalence between the Buddhist concept of interdependence and ecosystems processes, the poems assume certain formal characteristics that are presented. Finally, the third chapter defines the relation between geographical places and Snyder’s poems. The formal aspects of the author’s poetry reflect Snyder’s notion of the poet as a shaman and its clarification allows for the discussion of the author’s statement of language as a wild ecosystem. Snyder’s syncretism is his most profound, original and long lasting influence in North-American poetry. It extends its influence to environmental ethics, the presence of Buddhism in North-America and the recovery of Native American Myths and lore. It does so in the context of a social, political, poetic, religious and environmental revolution that intends to create a new (and old) place for humans with nature.
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| 5. |
- Anderson, Pia
(författare)
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Textuell makt : Fem gymnasieelever läser och skriver i svenska och samhällskunskap
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to study how five students linguistically express textual power in conversation and writing about reading, as well as to investigate their possibilities to linguistically express textual power. The study was performed within some of the literacy practices in the subjects of Swedish and Social Studies at the social sciences programme in upper secondary school. “Textual power” is here defined as both ability and possibility: to position oneself in relation to the text, to read/interpret critically and to show mobility in the actual literacy sphere. Two analytical tools were used: Langer’s theories about envisionment building and Martin & White’s appraisal framework for attitude and engagement. The linguistic expressions are contextualised in a model inspired by Linell. I base my discussion of the students’ mobility in the actual literacy sphere on the New Literacy theories of Barton and Street, while Anward gives the means to understand text-reproducing practices. The results indicate that the students used a limited range of positions in relation to texts, rarely expressed critical literacy and showed limited mobility in the actual literacy spheres. The students’ possibilities to linguistically express textual power were determined by the design of the teaching contexts. The students were given few possibilities to develop their ability to linguistically express textual power. To compensate for this, the students used a strategy of task solving. This caused a gap between ideally desired and actually produced text. The acceptance of the gap can be explained if the practice is considered text-reproducing. The literacy sphere where the students found themselves seems to consist of an ecological system based on a consensus-driven text-reproducing practice where critical and comparative reading and writing do not take root and thrive.
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| 6. |
- Bamutura, David, 1984
(författare)
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Lexical and Grammar Resource Engineering for Runyankore & Rukiga: A Symbolic Approach
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Current research in computational linguistics and natural language processing (NLP) requires the existence of language resources. Whereas these resources are available for a few well-resourced languages, there are many languages that have been neglected. Among the neglected and / or under-resourced languages are Runyankore and Rukiga (henceforth referred to as Ry/Rk ). Recently, the NLP community has started to acknowledge that resources for under-resourced languages should also be given priority. Why? One reason being that as far as language typology is concerned, the few well-resourced languages do not represent the structural diversity of the remaining languages. The central focus of this thesis is about enabling the computational analysis and generation of utterances in Ry/Rk. Ry/Rk are two closely related languages spoken by about 3.4 and 2.4 million people respectively. They belong to the Nyoro-Ganda (JE10) language zone of the Great Lakes, Narrow Bantu of the Niger-Congo language family. The computational processing of these languages is achieved by formalising the grammars of these two languages using Grammatical Framework (GF) and its Resource Grammar Library (RGL). In addition to the grammar, a general-purpose computational lexicon for the two languages is developed. Although we utilise the lexicon to tremendously increase the lexical coverage of the grammars, the lexicon can be used for other NLP tasks. In this thesis a symbolic / rule-based approach is taken because the lack of adequate languages resources makes the use of data-driven NLP approaches unsuitable for these languages.
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| 7. |
- Simola, Hanna, 1976-
(författare)
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Styrning som stöttning : en etnografisk fallstudie om en högstadielärares didaktiska ledarskap som stödstruktur för språk- och kunskapsutveckling
- 2019
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I den här licentiatuppsatsen undersöks en lärares arbete med språk- och kunskapsutveckling i ett högstadieklassrum. Syftet är att belysa betydelsen av det didaktiska ledarskapet i undervisningen av nyanlända och flerspråkiga elever. Genom att beskriva det didaktiska ledarskapet kan uppsatsen också bidra med ytterligare kunskap om språk- och kunskapsutvecklande arbetssätt. Två forskningsfrågor har använts för att nå syftet. Den första frågan rör kännetecken för ett didaktiskt ledarskap. Den andra frågan handlar om aspekter i det didaktiska ledarskapet som kan utgöra en stödstruktur för nyanlända och flerspråkiga elevers språk- och kunskapsutveckling. Studien har genomförts som en etnografisk fallstudie, där jag genom deltagande observationer följt en lärare över tid i ämnena SO, hemkunskap och matematik i hens mentorsklass bestående av omkring 28 elever, varav nio nyanlända och flerspråkiga elever. Jag har också intervjuat läraren. Centralt för studien är att kunskaper skapas genom interaktion mellan människor. Licentiatuppsatsen utgår från ett sociokulturellt perspektiv på undervisning och lärande där begreppet stöttning i den närmaste utvecklingszonen ingår. Vidare diskuteras även begreppet didaktiskt ledarskap. Sociokulturellt perspektiv, stöttning i den närmaste utvecklingszonen och didaktiskt ledarskap är således betydelsefulla för studien, men det är inte givet hur relationen mellan dem ser ut. Det finns ingen tidigare studie som kombinerar dessa tre.Resultaten visar att studiens teman tydlighet och struktur, tillgänglighet och reflexivitet samt höga krav och kognitiva utmaningar är betydelsefulla faktorer i det didaktiska ledarskapet som har en positiv inverkan på lärandeklimatet, där elevernas tillgång till olika stödstrukturer i undervisningen för att vidareutveckla nya kunskaper och sitt lärande är en självklarhet. Genom att i en modell sammanfoga den didaktiska triangeln med förhållandet mellan studiens olika teman åskådliggörs det didaktiska ledarskapet i det didaktiska rummet, det vill säga i och utanför klassrummet, där stöttning på olika nivåer är betydelsefull i undervisningen och där interaktion utgör den sammanhållande länken mellan didaktiskt ledarskap och stöttning. Stöttning kan både vara en förutsättning för didaktiskt ledarskap och en effekt av det. Fokus i studien har varit på flerspråkiga och nyanlända elever, men jag ser det som självklart att ett didaktiskt ledarskap som jag har beskrivit det är betydelsefullt för alla elever, i det didaktiska rummet, oavsett språk och bakgrund, grundskola eller gymnasiet.
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| 8. |
- Falkenjack, Johan, 1986-
(författare)
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Towards a Model of General Text Complexity for Swedish
- 2018
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In an increasingly networked world, where the amount of written information is growing at a rate never before seen, the ability to read and absorb written information is of utmost importance for anything but a superficial understanding of life's complexities. That is an example of a sentence which is not very easy to read. It can be said to have a relatively high degree of text complexity. Nevertheless, the sentence is also true. It is important to be able to read and understand written materials. While not everyone might have a job where they have to read a lot, access to written material is necessary in order to participate in modern society. Most information, from news reporting, to medical information, to governmental information, come primarily in a written form.But what makes the sentence at the start of this abstract so complex? We can probably all agree that the length is part of it. But then what? Researches in the field of readability and text complexity analysis have been studying this question for almost 100 years. That research has over time come to include many computational and data driven methods within the field of computational linguistics.This thesis cover some of my contributions to this field of research, though with a main focus on Swedish rather than English text. It aims to explore two primary questions (1) Which linguistic features are most important when assessing text complexity in Swedish? and (2) How can we deal with the problem of data sparsity with regards to complexity annotated texts in Swedish?The first issue is tackled by exploring the task of identifying easy-to-read ("lättläst") text using classification with Support Vector Machines. A large set of linguistic features is evaluated with regards to predictive performance and is shown to separate easy-to-read texts from regular texts with a very high accuracy. Meanwhile, using a genetic algorithm for variable selection, we find that almost the same accuracy can be reached with only 8 features. This implies that this classification problem is not very hard and that results might not generalize to comparing less easy-to-read texts.This, in turn, brings us to the second question. Except for easy-to-read labeled texts, the data with text complexity annotations is very sparse. It consist of multiple small corpora using different scales to label documents. To deal with this problem, we propose a novel statistical model. The model belongs to the larger family of Probit models and is implemented in a Bayesian fashion and estimated using a Gibbs sampler based on extending a well established Gibbs sampler for the Ordered Probit model. This model is evaluated using both simulated and real world readability data with very promising results.
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