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Sökning: litteraturdidakt* mat:(art)

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1.
  • Andersson, Pär-Yngve, 1954- (författare)
  • Lyrikläsning som didaktisk praktik
  • 2019
  • Ingår i: Norsk pedagogisk tidsskrift. - Universitetsforlaget. - 0029-2052. ; 103:1, s. 65-76
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • Syftet med artikeln är att utifrån aktuell forskning diskutera lyrikens betydelse i skolan i en tid där berättelser dominerar i olika medier och där mål och bedömningsfrågor fokuseras alltmer. Lyriken betraktas som en genre med en många gånger outnyttjad potential i undervisningen. Det hävdas att reader response-teorier i alltför hög grad fått utrymme inom litteraturdidaktiken på bekostnad av textstudier. Att studera texter är dock inget självändamål. Lektionerna ska hållas i en öppen och tillåtande atmosfär och uppmärksamma hur kunskaper om lyrikens särskilda språkanvändning kan bidra till drabbande läsupplevelser. Målet är att eleverna ska bli allt bättre lyrikläsare och därigenom få större möjligheter till goda framtida möten med lyriska texter.
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2.
  • Borsgård, Gustav, 1984-, et al. (författare)
  • Från litteraturförståelse till literacy Om utbredningen av ett begrepp och konsekvenserna för litteraturdidaktiken
  • 2019
  • Ingår i: Tidskrift för litteraturvetenskap. - Lund : Föreningen för utgivande av Tidskrift för litteraturvetenskap. - 1104-0556 .- 2001-094X. ; :4, s. 69-78
  • Tidskriftsartikel (refereegranskat)abstract
    • During the last few decades, the concept of ”literacy” has had a growing impact on the vast fields of education. Although the uses of the concept are multifaceted and diverse, the hegemonic policy discourse as supported by the OECD treats literacy as an individual competence closely tied to the development of explicit reading strategies. This article examines what the concept of literacy means for literary studies in general and literature education in particular. We argue that there are reasons to critically reflect upon the effects of invoking the concept of literacy in the field of literature education. With the aid of theorists like Rita Felski and Toril Moi, our main focus is to examine the risks of centering attention on the ”subject” (the student and his/her abilities) instead of the ”object” (in our case, the works of fiction). By turning to Gert Biesta and Emmanuel Lévinas, we argue that there is an educational value in acknowledging and appreciating what lies beyond the scope of the student’s immediate understanding.
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3.
  • Dodou, Katherina (författare)
  • The Value of Studying Literature : A Review of the English Higher Education Curriculum in Sweden
  • 2019
  • Tidskriftsartikel (refereegranskat)abstract
    • The article addresses the academic study of English literature as an educational project. Based on an examination of the curricula at all universities offering courses in the academic subject of English in Sweden in 2016, it accounts for the kinds of literary study that the subject regarded as worthwhile. It shows that, despite local variations, there seemed to be a consensus nationally about the knowledge that should be imparted and largely also about the underlying conceptions of literature and of the value of its study. The latter, it concludes, relied mainly on the perceived affordances of literary reading and on an emphasis on the social value of literature.
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4.
  • Johansson, Maritha, Fil dr, 1972- (författare)
  • Att förstå begrepp eller förstå med begrepp [Understanding concepts or understanding through concepts] : en studie av litterär begreppsanvändning, tolkning och analys [A study of the use of literary conceptual tools, interpretation and analysis]
  • 2019
  • Ingår i: Forskning om undervisning och lärande. - 2000-9674. ; 7:2, s. 50-66
  • Tidskriftsartikel (refereegranskat)abstract
    • <p data-select-like-a-boss="1">Denna artikel redovisar resultat från en studie inom litteraturdidaktik med fokus på litterära begrepp. I studien används två kombinerade metoder, ett begreppsförståelsetest och ett tänka-högt-test, för att undersöka gymnasieelevers litterära begreppsanvändning och begreppsförståelse. Studien syftar till att undersöka hur eleverna förstår och använder litteraturvetenskapliga begrepp vid analys av en litterär text, i detta fall en dikt. Resultaten visar att begrepp i form av ”gloslistor” är svåra att hantera för eleverna. De kan ibland ge korrekta definitioner men de flesta ger vaga eller felaktiga svar på begreppsdefinitionstestet. Tänka-högt-testet visar att eleverna har svårt att tillämpa begreppen i en analys och att när de väl använder begrepp, leder det till ett starkt fokus på textens yta. Det innebär att eleverna främst fokuserar på att identifiera och namnge stilgrepp i texten. Att enbart beskriva texten utan att reflektera över vilken betydelse eller effekt ett visst stilgrepp har leder inte till en djupare förståelse. Studiens resultat visar att överföringen mellan en passiv begreppskunskap och en aktiv användning av begrepp, vilket skulle kunna öka förståelsen, är långt ifrån självklar.
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7.
  • Sundqvist, Pia, 1965- (författare)
  • Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary
  • 2019
  • Ingår i: Language Learning & Technology. - Honolulu, HI : National Foreign Language Resource Center. - 1094-3501. ; 23:1, s. 87-113
  • Tidskriftsartikel (refereegranskat)abstract
    • The purposes of this study are to examine the relation between playing commercial-off-the-shelf (COTS) games in the wild and L2 English vocabulary and to offer comparisons with non-gamers’ vocabulary. Data were collected from two samples of teenage L2 English learners in Sweden, Sample A (N = 1,069) and Sample B (N = 16). Questionnaires and English grades were collected from A and B, productive and receptive vocabulary tests from A, and interviews and essays from B. A quantitative-dominant mixed-methods approach was adopted. Results showed a significant positive correlation between time played and test scores. They also showed that time played was related to types of games played. Multiple regression analysis including time played and types of games as predictor variables and L2 vocabulary as the outcome variable showed that the effect from type disappeared when it was entered into the model, whereas time remained significant. A close examination of 45 words (productive test) revealed significantly higher scores for gamers (compared with non-gamers) at all vocabulary frequency levels, and for particularly difficult words. Overall, findings from Sample B regarding gaming habits and vocabulary (i.e., use of advanced or infrequent words in essays) reflected the results from Sample A, making it possible to conclude that playing COTS games matters for L2 learner vocabulary.
8.
  • Tanner, Marie, 1965-, et al. (författare)
  • "...When It Is Us the Tests Are Made for". Students' Argumentations in a Performative Education System
  • 2019
  • Ingår i: Scandinavian Journal of Educational Research. - Taylor & Francis. - 0031-3831.
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim is to analyse how policy decisions about assessment practices influence what it means to be a student in a performative system. We examine an occasion where a previously mandatory national test became optional, and how students took the opportunity to try to change the school's decision about this. The study is based on student group interviews in year 6, and uses Conversation Analysis to examine how they use discursive resources to co-construct fabrications of the ideal student. The findings show how neoliberal rhetoric has worked its way into the students' everyday lives, and how they display a deep knowledge about how to use arguments that work inside the system. We argue that there is a need for more knowledge about contemporary education policies from a student perspective.
9.
  • Walldén, Robert (författare)
  • Med fokus på ord, uttryck och språklig stil : ett betydelseskapande litteraturarbete i grundläggande vuxenutbildning
  • 2019
  • Ingår i: Pedagogisk forskning i Sverige. - SWERA, Swedish Educational Research Association. - 1401-6788. ; 24:3-4
  • Tidskriftsartikel (refereegranskat)abstract
    • I denna studie utforskas ett litteraturarbete som involverar en lärare och en grupp andraspråksinlärare inom grundläggande vuxenutbildning. Den aktuella kursen är Svenska som andraspråk Delkurs 3. Syftet med studien är att utforska och synliggöra de litteracitetspraktiker som erbjuds under moment som fokuserar på romanens språk. Materialet grundar sig på observationer, ljudinspelningar och insamlat läromaterial. Analysen vilar primärt på Luke och Freebodys litteracitetspraktiker, Langers teori om textrörlighet samt Bernsteins utbildningssociologiska teori. I analysen betraktas litteraturarbetet som samspelande litteracitetspraktiker, där arbetet med romanens språk utgör en särskild textanvändningspraktik. Resultatet visar att läraren i diskussioner kring ord, uttryck och språklig stil för uppmärksamheten till de centrala karaktärernas egenskaper och utveckling genom romanen. Detta medför att textanvändningspraktiken samspelar med en betydelseskapande praktik, där de betydelser som utforskas i interaktionen överskrider betydelsen av de enskilda ord och uttryck som väljs ut och diskuteras. Detta kan tillmätas viktiga stöttande egenskaper i en undervisningsgrupp där majoriteten av eleverna skulle ha svårt att förstå romanen på egen hand. I artikeln diskuteras även hur fokuset på romanens språk öppnar upp för en textanalytisk litteracitetspraktik.
10.
  • Bergman, Lotta (författare)
  • Läsning som passion och social praktik : Om läspraktiken i en bokcirkel
  • 2018
  • Ingår i: Educare - Vetenskapliga skrifter. - Malmö universitet. - 1653-1868. ; :2018:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Den här artikeln bygger på forskning om läspraktiken i en bokcirkel med vardagliga läsare. Bakgrunden är det växande gapet mellan professionell läsning inom akademin, som ofta beskrivs som kritiskt distanserad och analytisk, och vardagliga läsares läsning, som ofta karaktäriseras som uppslukande, naiv och okritisk. Bristen på forskning på detta område har noterats av flera forskare (Felski, 2008, Miall, 2006; Persson, 2011). Syftet med studien är att förstå de karaktäristiska dragen i bokcirkelns läspraktik och det meningsskapande som sker i den. Fallstudien genomfördes i en bokcirkel med sju kvinnor som träffades regelbundet för att samtala om fiktion. Materialet består av dokumenterade träffar, intervjuer med samtliga deltagare och observationsanteckningar förda i när anslutning till träffarna. Resultatet visar en mångfacetterad läspraktik, å ena sidan präglad av uppslukande läsning kopplad till starka känslomässiga upplevelser, å andra sidan av reflektion och kritisk analys av både fiktionen och världen utanför den. Läspraktiken påverkar deltagarnas reflektioner över det egna livet och det samhälle de lever i på ett många gånger avgörande sätt. Resultatet kan ge värdefulla insikter också i ett litteraturdidaktiskt perspektiv.
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  • Gericke, Niklas, 1970-, et al. (författare)
  • Powerful knowledge, transformations and the need for empirical studies across school subjects
  • 2018
  • Ingår i: London Review of Education. - London : UCL Press. - 1474-8460. ; 16:3, s. 428-444
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.
14.
  • Henry, Alastair, et al. (författare)
  • Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
  • 2018
  • Ingår i: TESOL quarterly (Print). - 0039-8322. ; :2, s. 247-273
  • Tidskriftsartikel (refereegranskat)abstract
    • Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.
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15.
  • Olin-Scheller, Christina, 1958- (författare)
  • Då tänker jag på Sokrates
  • 2018
  • Ingår i: Värmländsk kultur. - Föreningen Värmländsk Kultur. ; :5, s. 36-37
  • Tidskriftsartikel (populärvet., debatt m.m.)
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  • Sundqvist, Pia, 1965-, et al. (författare)
  • The teacher as examiner of L2 oral tests A challenge to standardization
  • 2018
  • Ingår i: Language Testing. - Sage Publications. - 0265-5322. ; 35:2, s. 217-238
  • Tidskriftsartikel (refereegranskat)abstract
    • The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, 9th-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers (N = 204) and teacher interviews (N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized.
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  • Alfredsson, Johan, 1974- (författare)
  • Kritiskt tänkande i skolan. Betraktat genom radikal estetik, medialisering och en poetisk performance av Athena Farrokhzad
  • 2017
  • Ingår i: LIR.journal. - 1102-9773. ; 8, s. 148-165
  • Tidskriftsartikel (refereegranskat)abstract
    • Over the last decade, the Swedish school system has been discussing the intersection between aesthetics and learning with much enthusiasm. The aim of this article is to show how this discussion can be invigorated by contemporary poetic practice, and how focus thus can be shifted from what Jan Thavenius has labelled »market aesthetics« and »modest aesthetics«, to what he labels »radical aesthetics«, i.e. an overriding aesthetics which is critical by nature, and therefore able to permeate the school system. Much contemporary poetry looks upon itself as a critical art form, at least as much as a creative one. The example used in the article – a controversial radio program, and poetic performance from 2014, by Athena Farrokhzad – uses poetry to highlight the ideological and religious discourses of con- temporary – »mediatized« – society. Appropriating the poetic methods she uses, and employing them meta-critically within the classroom, could bring the school system closer to Thavenius’s ideal »radical aesthetics«.
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20.
  • Elmfeldt, Johan (författare)
  • Centralt upprättad kanon har spelat ut sin roll
  • 2017
  • Ingår i: Svenskläraren. - Svensklärarföreningen. - 0346-2412. ; :1
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Globalisering, digitalisering och feministisk litteraturkritik har förändrat förutsättningarna för en kanon och vad som läses i skolan. Det är svenskläraren som måste välja vad som ska läsas.
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  • Nyroos, Lina, 1979-, et al. (författare)
  • Code-switched repair initiation The case of Swedish eller in L2 English test interaction
  • 2017
  • Ingår i: Journal of Pragmatics. - Elsevier. - 0378-2166. ; 120, s. 1-16
  • Tidskriftsartikel (refereegranskat)abstract
    • Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi, Raymond, &amp; Sidnell, 2013b; Kitzinger, 2013, p. 241). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner &amp; Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e. repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The ‘other-languageness’ (Gafaranga, 2000) of the momentary code-switch amplifies test-takers’ attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker’s stance or linguistic competence, which may be particularly relevant in a language testing context.
23.
  • Persson, Magnus (författare)
  • Mästaren i Buenos Aires : Anteckningar om litteraturens makt
  • 2017
  • Ingår i: Svenskläraren. - Svensklärarföreningen. - 0346-2412. ; 61:2
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • I denna artikel beskriver jag erfarenheterna av delta i den sydafrikanske nobelpristagaren J. M. Coetzees seminarium vid Universidad Nacional de San Martin (Unsam) i Buenos Aires, där han är gästprofessor. Seminariet fokuserar frågor om litteratur och geopolitiska förhållanden på södra halvklotet, och samlar en mindre krets av utvalda författare, kritiker, forskare och studenter. Inbjudna författare detta år var Antjie Krog från Sydafrika och Mia Couto från Moçambique.
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  • Tanner, Marie, 1965- (författare)
  • Taking interaction in literacy events seriously : A conversation analysis approach to evolving literacy practices in the classroom
  • 2017
  • Ingår i: Language and Education. - Taylor & Francis Group. - 0950-0782. ; 31:5, s. 400-417
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, I examine the relation between literacy events and literacy practices in classroom interaction and add to ongoing discussions in the field of NLS about the transcontextual nature of literacy and how local literacy events are linked to broader literacy practices. It specifically focuses on how the link between literacy events and literacy practices are maintained in the institutionally shaped classroom interaction. Conversation analysis (CA) is used to explore the interactional resources and social knowledge relied upon as teachers and students orient to literacy practices in everyday classroom interactions. The analysis focuses on a frequent type of teacher–student interaction during seatwork, desk interaction, i.e. interactions that occur as students work individually at their desks while the teacher moves around in the classroom to help and supervise them. The result shows how teachers and students refer to and use previously shared experiences of institutionally shaped literacy practices in the desk interactions, using both verbal and non-verbal resources. Thus, the literacy events in these interactions are shown both to be embedded in and contributing forward to the progressive shaping of classroom literacy practices that to a large extent seem to be practices of selfregulation and responsibility in individual assignments.
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26.
  • Agnesdotter, Carina, 1969- (författare)
  • Reflektion som examinationsform inom lärarutbildningen
  • 2016
  • Ingår i: Högskolepedagogiska texter. ; s. 1-16
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • Arbetet tar sin utgångspunkt i en examinationsuppgift på kursen LGSV55, Svenska 5 för gymnasielärare, där studenterna ska leda ett textsamtal kring en dikt med sina kurskamrater, och därefter göra en skriftlig reflektion kring samtalets utgångspunkter, utfall och litteraturvetenskapliga och litteraturdidaktiska implikationer. Samtalet och reflektionen utgör tillsammans underlag för ett graderat betyg. Intrycket efter den första kursomgången höstterminen 2015 var att de reflekterande texterna var ytligare och mer beskrivande än förväntat, vilket gjorde det svårt att bedöma texterna efter de betygskriterier som formulerats. Syftet med arbetet är att med utgångspunkt i studenternas skriftliga reflektioner och tidigare forskning och teorier kring reflektion inom framför allt lärarutbildningar klargöra hur den aktuella examinationsuppgiften kan revideras, så att den både bättre bidrar till studenternas lärande och ger ett mer tillförlitligt underlag för graderad betygsättning. Tidigare forskning visar att reflektion är en viktig metod för att förbinda teori och praktik och främja djupinlärning. Analysen av studenternas examinationsuppgifter baseras på de olika typer av reflektion som definierats av Hatton & Smith (1995): deskriptiv reflektion, dialogisk reflektion och kritisk reflektion. Analysen visar att merparten av texterna utmärks av deskriptiv reflektion, som sätter studentens handlingar, tankar och känslor i centrum. Få studenter motiverar sitt val av dikt och utgångspunkterna för samtalet, eller anknyter till kurslitteratur och teorier. Med utgångspunkt i tidigare forskning föreslås att anvisningarna för reflektionsuppgiften förbättras så att de tydligare anger hur uppgiften ska skrivas och vilken typ av reflektion som efterfrågas. Mest gynnsamt för studenternas förmåga till kritisk reflektion är att formulera anvisningarna i frågeform. Betygskriterierna bör också revideras och baseras på kännetecknen för de olika typerna av reflektion.
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  • Sandlund, Erica, 1972-, et al. (författare)
  • Equity in L2 English oral assessment : Criterion-based facts or works of fiction?
  • 2016
  • Ingår i: Nordic Journal of English Studies. - 1654-6970. ; 15:2, s. 113-131
  • Tidskriftsartikel (refereegranskat)abstract
    • For assessment to be equitable, it is central that teachers/raters perceive and apply grade criteria similarly. However, in assessing L2 oral proficiency in paired tests, raters mustgrade test-takers individually on a joint interaction performance. With a conversation analytic approach, we examine closely one recording from a 9th-grade national test of L2English with an aim to uncover some aspects that underpin vastly divergent assessments (as assigned by three raters) of one test-taker. Findings pointing to issues such as moral stance, rater experiences, and the interlocutor effect are discussed in light of equity in L2 oral proficiency testing and assessment.
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  • Sylvén, Liss Kerstin, 1956-, et al. (författare)
  • Validation of a test measuring young learners’ general L2 English vocabulary knowledge
  • 2016
  • Ingår i: Novitas-ROYAL. - 1307-4733. ; 10:1, s. 1-23
  • Tidskriftsartikel (refereegranskat)abstract
    • This study aims to present the validation of a test designed to assess young learners’ general L2 English vocabulary knowledge, the Young Learner Vocabulary Assessment Test (YLVAT). YLVAT consists of 37 items selected from the K1–2 frequency levels of the Productive and Vocabulary Levels Tests. In the study, Swedish learners (N = 52, age 12) took YLVAT and filled out an evaluation; scores from the national test of English (readingand listening comprehension) were also collected. Four validity measurements were used: the spread of YLVAT scores, correlation with the national test – reading, correlation with the national test – listening, and evaluation responses. YLVAT results point to a sufficient spread of scores (M = 18.9, SD = 6.5). There were significant correlations between YLVAT and (i) reading (r = .597**), (ii) listening (r = .541**), (iii) perceived test difficulty (rs = -.538**), and (iv) how fun it was to take the test (rs = .683**). An ANOVA showed that learners who found YLVAT “easy” or “very easy” scored significantly (p = .000) higher (26.1) than those who found it “difficult” (18.3) or “very difficult” (12.9). Finally, teachers found YLVAT to correlate with their own assessment of learners’vocabulary.
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  • Olin-Scheller, Christina, 1958-, et al. (författare)
  • Sweden: Fertile ground for digital fandoms
  • 2015
  • Ingår i: Transformative Works and Cultures. - Organization for Transformative Works. - 1941-2258. ; 19
  • Tidskriftsartikel (refereegranskat)abstract
    • We discuss the spread of fans and fandoms within Sweden. With a specific focus on fan fiction and video games, we describe Swedish fan activities in relation to the fact that Sweden is a connected country—that is, a highly technologically developed society. We also describe fan activities in relation to the fact that the level of English-language proficiency is high among Swedish children and teenagers.
32.
  • Sundqvist, Pia, 1965- (författare)
  • About a boy A gamer and L2 English speaker coming into being by use of self-access
  • 2015
  • Ingår i: Studies in Self-Access Learning Journal. - 2185-3762. ; 6:4, s. 352-364
  • Tidskriftsartikel (refereegranskat)abstract
    • This is an interview study of Eldin, a 14-year-old Bosnian boy living in Sweden since the age of six. The aim is to investigate how Eldin became a gamer and how he, strongly motivated, learned foreign/second (L2) English mainly through self-access gameplay. Using language learning motivation theories, Dörnyei’s (2005, 2009) L2 Motivational Self System and Dweck’s (2006) concept of mindsets, the questions are: (i) By whom and at what age was the learner introduced to video games?, (ii) What was it about the games that kept the learner motivated for two years before he started to play ‘for real’?, and (iii) How does the learner himself describe his process of language learning? Data consist of an in-depth interview and three university-level vocabulary/multiple-choice tests measuring English proficiency. Guided by the questions, interview data were analyzed qualitatively. Eldin’s mindset seems to favor naturalistic language learning, matching his interest in gaming. Experiences of having fun and daring to use ‘trial-and-error’ in gaming have contributed to his English proficiency, which is equivalent to a passing grade at second-semester university level. Elements of gaming (in particular, competition, stories, and escapism) appeal to Eldin, thereby indirectly contributing to his successful learning of English.
  •  
33.
  • Sundqvist, Pia, 1965-, et al. (författare)
  • Engelska på fritiden och engelska i skolan : en omöjlig ekvation?
  • 2015
  • Ingår i: Educare - Vetenskapliga skrifter. - Malmö : Malmö högskola. - 1653-1868. ; :1, s. 53-71
  • Tidskriftsartikel (refereegranskat)abstract
    • The present article explores challenges facing English language classrooms in Sweden and elsewhere due to new informal out-of-school language learning settings created by the current media landscape. The article also discusses the empowerment of teachers and teachers’ perceived ability to bridge the gap between the English used in school and the English used outside of school (extramural English) in various activities (blogging, playing digital games, watching TV/films etc.). Generally young people engage in extramural English activities on a voluntary basis and because of a specific interest; that is, they do not commonly do it for the purpose of language learning. As a consequence, they may become discouraged and demotivated during English classes in school. After an extensive literature review about motivation/demotivation in second language learning in general, and the current media landscape in relation to English language learning in particular, this article discusses problems with learner demotivation, the empowerment of teachers, and the development of teaching practices in order to meet the new challenges. The discussion draws on the authors’ experiences of in-service training programs (related to language teaching methodology) and on the results of a small-scale survey carried out among English teachers participating in Boost for teachers (Lärarlyftet).
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34.
35.
36.
  • Asklund, Helen, 1975-, et al. (författare)
  • Läsa med de yngsta
  • 2014
  • Ingår i: Förskoletidningen. - Stockholm : Gothia Förlag AB. ; :4, s. 21-26
  • Tidskriftsartikel (populärvet., debatt m.m.)
  •  
37.
  •  
38.
  • Sundqvist, Pia, 1965-, et al. (författare)
  • Language-related computer use Focus on young L2 English learners in Sweden
  • 2014
  • Ingår i: ReCALL. - Cambridge University Press. - 0958-3440. ; 26:1, s. 3-20
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N=76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digitalgame groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (&gt;4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showedthat YELLs are extensively involved in extramural English (EE) activities (M=7.2 hrs/w).There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p &lt; .01), the reason being boys’ greater time investment in digital gaming and watching films.The girls, on the other hand, spent significantly more time on pastime language-relatedactivities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p &lt; .05), the reason being girls’greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one’s L1 was more commonly reported by non- and moderate gamers than frequent gamers.
39.
  •  
40.
  • Tanner, Marie, 1965- (författare)
  • Förenklad debatt om katederundervisning
  • 2014
  • Ingår i: Svenskläraren. Tidskrift för svenskundervisning.. - Svensklärarföreningen. - 0346-2412. ; :3, s. 10-11
  • Tidskriftsartikel (populärvet., debatt m.m.)
  •  
41.
  • Tanner, Marie, 1965-, et al. (författare)
  • In between self-knowledge and school demands : Policy enacted in the Swedish middle year classroom
  • 2014
  • Ingår i: Discourse. Studies in the Cultural Politics of Education. - 0159-6306. ; 35:4, s. 554-569
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we focus on the interaction in a Year 5 classroom where students fill in a ‘self-evaluation form’ as a preparation for a forthcoming discussion on progress aiming at the production of an Individual Developmental Plan. Drawing on the theoretical concepts of fabrications and performativity (Ball, 2003; 2006), we understand this as an enactment of policy where both teacher and students become actors and subjects (Ball et al., 2012; Maguire et al. 2011). From using document analysis together with conversation analysis as a methodological approach, we show how the ‘self-evaluation’ in interaction becomes a successful exercise in fabrications as teacher and student negotiate conceptions of the ideal student in relation to self-knowledge and school demands. The article is an empirically grounded contribution to the understanding of how policies are interpreted and made into being by local actors in everyday practices, in this case teachers and students in schools.
  •  
42.
43.
  • Persson, Magnus (författare)
  • Myten om den goda litteraturen
  • 2013
  • Ingår i: Dansk Noter. - Dansklaererforeningen. - 0107-1424. ; :4
  • Tidskriftsartikel (populärvet., debatt m.m.)
44.
45.
  • Sandlund, Erica, 1972-, et al. (författare)
  • Diverging task orientations in L2 oral proficiency tests : a conversation analytic approach to participant understandings of pre-set discussion tasks
  • 2013
  • Ingår i: Nordic Journal of Modern Language Methodology. ; 2:1, s. 1-21
  • Tidskriftsartikel (refereegranskat)abstract
    • Presumably most students strive to do well in school and on national tests. However, even in standardized tests, students’ and examiners’ expectations on what it means to ‘do well’ may diverge in ways that are consequential to performance and assessment. In this paper, we examine how students and teachers in an L2 English peer–peer speaking national test (9th grade) display their understandings of appropriate ways of dealing with pre-set discussion tasks. Using conversation analysis and 38 recorded national tests in English in Sweden, we demonstrate, e.g., how teachers’ displayed understandings of how tasks should be appropriately handled steer the interactional trajectory between students in particular directions. The analysis shows that participants spend much time on negotiating understandings of the task-at-hand. We argue that in terms of valid assessment of oral proficiency, task understandings merit more attention, as task negotiations inevitably generate different conditions for different dyads and teachers.
  •  
46.
  •  
47.
48.
  • Andersson, Peter (författare)
  • New Literacies i klassrummet Vägar till en alternativ läs- och skrivpedagogik
  • 2011
  • Ingår i: KAPET.Karlstads universitets Pedagogiska Tidskrift. - Karlstad : Karlstads universitet. - 1653-4743. ; 7:1, s. 41-64
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • Digitala verktyg och skrivarenor är av stort intresse för läs- och skrivforskning idag, särskilt inom den gren som kommit att benämnas New Literacies. Nya arenor för läsning och skrivande medför ett nytt sätt att tänka, handla och skapa mening, vilket innebär att bloggar, nätgemenskaper och wikis öppnar vägen till en omdefiniering av undervisning och lärande. Många studier visar dock att klassrumsarbete präglas av traditionella skrivuppgifter där lärare snarast försöker att dressera in digitala verktyg i en gammal diskurs. I denna artikel ges en översikt över teoretiska perspektiv på läsning och skrivande i relation till vår tids textvärldar. Jag argumenterar för att det är hög tid för nytänkande både inom undervisning och forskning; barn och ungas skriftspråkliga vanor och erfarenheter bör studeras närmare och integreras i skolans dominerande skriftspråkliga aktiviteter. 
49.
  •  
50.
  • Sandlund, Erica, 1972-, et al. (författare)
  • Managing Task-Related Trouble in L2 Oral Proficiency Tests : Contrasting Interaction Data and Rater Assessment
  • 2011
  • Ingår i: Novitas-ROYAL. - 1307-4733. ; 5:1, s. 91-120
  • Tidskriftsartikel (refereegranskat)abstract
    • The present study takes as an empirical point of departure the nature of interaction in second language speaking tests. We examine the relationship between ratings of students performance in an oral proficiency test and the social practice of conducting test talk. Using conversation analysis, our focal point is how students in peer-driven test interactions manage trouble related to the task-at-hand. Given that students were assessed not only on their linguistic skills, but also on their interactional ability and treatment of topics assigned, our emphasis on task management stems from a hypothesis that orientation to the test task is intimately connected to overall test outcome. We demonstrate that different types of task-related trouble (TRT) reveal diverse understandings of the test task and that doing-being a successful task manager is connected to a moderate orientation to the task and test format. Students displaying such task management strategies were also assessed as highly proficient, whereas other task management strategies identified in our study correlated with low scores and grades. However, the relationship between subskill ratings and task management was not always clear-cut. We argue that the diverging understandings of the test task that learners display become part of how they are assessed and that certain task management strategies are rated less favorably than others. Our study holds promise for the fine-tuning of oral proficiency subskill ratings and raises questions as to the framing of test tasks, since this appears to have implications for student performance and evaluation.
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