| 1. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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| 2. |
- Ingvarsson, Jonas, 1966, et al.
(författare)
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The New Order of Criticism. Explorations of Book Reviews Between the Interpretative and Algorithmic
- 2022
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Ingår i: CEUR Workshop Proceedings. - Aachen : CEUR-WS. ; , s. 228-234
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Konferensbidrag (refereegranskat)abstract
- The New Order of Criticism (2020-2024) is a mixed-methods project combining algorithmic and interpretative approaches to the study of literary criticism. The project expands on a prior study of Swedish book reviews from the years 1906, 1956 and 2006 ('The Order of Criticism', Samuelsson 2013), re-examining and re-evaluating the original results through the use of computational tools, language technology and big data. The aim of the present paper is to discuss early experiences and results from the interdisciplinary approach utilized by the current project, a collaborative process where interpreter and programmer are in dialogue, and where methodologies, and their instantiation in tools, are reflexively discussed from an epistemological point of view. In our analysis we ask: How can insights from working with digital methodologies and tools inform traditional scholarship on literary criticism? How can interpretative approaches and results inform digital methods?.
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| 3. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English Textbooks in Parallel-Language Tertiary Education
- 2011
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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| 4. |
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| 5. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English for Academic Purposes at Swedish universities: Teachers' objectives and practices
- 2011
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Ingår i: Iberica. - 2340-2784 .- 1139-7241. ; :22, s. 55-77
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Tidskriftsartikel (refereegranskat)abstract
- In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities. Results confirmed that a majority regarded English as important during and/or after university studies and showed that they considered the use of English-language textbooks as providing a useful opportunity for incidental language learning. In strong contrast to the Situation in a content and language integrated learning environment, only a small minority of courses were reported to have any specified learning outcome related to English. Open answers showed awareness of the benefits and risks of parallel-language practices, but no interest in making aims explicit. In our view, there is no contradiction between incidental learning and explicit aims, and course aims which remain implicit make rational planning and constructive alignment more difficult. They also inhibit discussion of appropriate methodology.
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| 6. |
- Färnlöf, Hans, 1970-
(författare)
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De la motivation du fantastique
- 2007
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Ingår i: C.R.I.N.. - Amsterdam/New York : Rodopi. ; :48, s. 45-56, s. 45-56
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Tidskriftsartikel (refereegranskat)
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| 7. |
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| 8. |
- Han, Gül Bilge, 1984-
(författare)
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“Distantly a part”: Wallace Stevens and the Poetics of Modernist Autonomy
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores the social and political dimensions of aesthetic autonomy as it is given formal expression in Wallace Stevens’s poetry of the 1930s and the early 1940s. Whereas modernist claims to autonomy are often said to rest upon an ideological assertion of art’s detachment from socio-historical concerns, I argue that, in Stevens’s work, autonomy is conceived in relational terms, which gives rise to new lines of interconnection between his poetry and its cultural situation. Written over a period when the political efficacy of literature became a staple of discussion among a myriad of writers and critics, Stevens’s poetry offers an understanding of autonomy not as an escape from, but as a productive condition for imagining alternative forms of engagement with the historical crisis with which it has to reckon. In taking into account the cultural context from which Stevens’s poetics of autonomy emerged, my study aims to highlight the significance of the concept to the poet’s exploration of the tension between aesthetic and social domains, to his imaginative formations of collective agency, and to the vexed relationship between poetic and philosophical modes of thinking. By transposing the theoretical discussion of autonomy into the register of historical scrutiny, I hope to pave the way for a rethinking of autonomy and its relevance to the period’s radical and modernist writing, literary debates, and cultural politics. For this purpose, I draw on recent theories, such as those offered by Jacques Rancière and Alain Badiou, on poetry, politics, and (in)aesthetics, which serve to complicate the working definitions of modernist autonomy as literature’s immunity from the world, and to indicate an alternative path for analyzing its critical and contextual implications.
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| 9. |
- Packalén, Sture, 1947-
(författare)
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TYSKA MINNESGEMENSKAPER : Nazism, krig, förföljelse och folkmord i tyskspråkig litteratur efter 1945
- 2010. - 1
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Bok (refereegranskat)abstract
- Tyska minnesgemenskaperNazism, krig, förföljelse och folkmord i tyskspråkig litteratur efter 1945 Sedan den tyska återföreningen 1989 har man i Tyskland allt oftare ställt sig frågor kring hur minnena av nazisttiden, kriget och Förintelsen lever vidare efter 1945. Är det verkligen så att den upplevda historien alltid är den sanna? Kan samtidens överlagring av minnet innebära förfalskning och förvanskning av historien? Hur hänger minnen ihop med minnen av minnen? Vems minnen är det som ska gälla? Hur har det kollektiva tyska minnet ändrat sig över tiden? Kan man överhuvudtaget tala om ett kollektivt minne? Vilken roll spelar berättelserna om det förflutna? Hur förändras de med tiden? Dessa och många andra frågor aktualiseras när man ser hur den tyska litteraturen efter 1945 utgjort ett ”reflexionsmedium” för tysk självförståelse kring de bestående minnesspår som Hitlertiden lämnat efter sig.Sture Packalén tecknar den tyska samhällsbakgrunden och följer den tyska diskussionen kring minnet av det nära förflutna. Med utgångspunkt från den tyskspråkiga litteraturen efter 1945 visar han vilken central roll litteraturen spelat under hela efterkrigstiden för att bevara minnet av Förintelsen, men också av de tyska lidandena. I mer än sextio år har den tyska litteraturen skildrat försöken till orientering och nyorientering kring synen på det förflutna. I denna minnesprocess har litteraturen tagit på sig rollen som ett ”nationens samvete” och varit något av en moralisk instans för ett ”bättre Tyskland”. De litterära texterna synliggör hur nationalsocialismen och Förintelsen varit och fortfarande är svårhanterliga ämnen i Tyskland. Dialogen kring det förflutna, det man minns av nazisttiden och de olika roller Förintelsen spelat och fortfarande spelar i dagens tyska samhälle är beroende av på vilket sätt och av vem allt detta blir ihågkommet. Det går därför inte att tala om en enhetlig ”tysk” minneskultur vare sig före eller efter 1989. Däremot kan man, som Sture Packalén visar, i litteraturen urskilja olika tyska minnesgemenskaper som var för sig fokuserar förföljelsen av judarna, Förintelsen, kriget och det nazistiska förflutna på ett karakteristiskt sätt.
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| 10. |
- Jansson, Fredrik, et al.
(författare)
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Modeling the Evolution of Creoles
- 2015
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Ingår i: Language Dynamics and Change. - : Brill. - 2210-5824 .- 2210-5832. ; 5:1, s. 1-51
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Tidskriftsartikel (refereegranskat)abstract
- Various theories have been proposed regarding the origin of creole languages. Describing a process where only the end result is documented involves several methodological difficulties. In this paper we try to address some of the issues by using a novel mathematical model together with detailed empirical data on the origin and structure of Mauritian Creole. Our main focus is on whether Mauritian Creole may have originated only from a mutual desire to communicate, without a target language or prestige bias. Our conclusions are affirmative. With a confirmation bias towards learning from successful communication, the model predicts Mauritian Creole better than any of the input languages, including the lexifier French, thus providing a compelling and specific hypothetical model of how creoles emerge. The results also show that it may be possible for a creole to develop quickly after first contact, and that it was created mostly from material found in the input languages, but without inheriting their morphology.
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