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Analysing text AND talk : Att analysera texter OCH samtal
- 2014
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This report originates in two workshops on text and talk, one held in Sweden and one in Finland. It aims at exploring the intersections of text analysis and conversation analysis, and at highlighting the current themes of this field of research.List of contributions:Anna-Malin Karlsson & Henna Makkonen-Craig: Texts and conversations: traditions and perspectives from Sweden and FinlandLinnea Hanell & Mona Blåsjö: Diskurs i handling: Att studera människors handlingar med medierad diskursanalysSuvi Honkanen & Riikka Nissi: Managing organizational change through joint vision building: an analysis of practices of recontextualizationKarin Hagren Idevall & Theres Bellander: Membership Categorization Analysis – för analyser av kategoriseringar i tal och skriftAnna-Malin Karlsson: Evaluering för alla? Eller: Den farliga skriftenMats Landqvist: Positionering och validitet i enkäter och fokusgruppssamtalHenna Makkonen-Craig: Aspects of dialogicity: Exploring dynamic interrelations in written discourseHenna Makkonen-Craig: The emergence of a research tradition: Dialogically-oriented linguistic discourse analysis
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- Hagberg-Persson, Barbro, et al.
(författare)
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Ämnesprov i svenska och svenska som andraspråk för årskurs 3 : en utprövningsomgång
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Subject test of Swedish and of Swedish as a second language for Grade 3 – an initial trial run. In autumn 2007, the Swedish National Agency for Education commissioned the Department of Scandinavian Languages at Uppsala University to develop and construct the subject test of Swedish and of Swedish as a second language for Grade 3. An initial trial run was to be ready for implementation in spring 2009. This report first documents the work on these trials and what it meant for the future of the test. A large part of the report is then given over to the field study carried out in spring 2009. Following this is an account of teachers’ views and pupil results collected along with some reflections on the prospects for the test over the coming years. The first trial run for the Grade 3 subject test was held March–May, 2009. During this period, five teachers from the university observed the proceedings in the form of a field study. In all, 11 schools with a total of 222 pupils were involved. The results from the field study indicate that the different components of the exam were carried out in a way that worked well in general. Both the field observations and teachers’ views confirm this since experiences were on the whole predominantly positive. However, with respect to exam components A and B, the teachers were concerned about whether they would manage to observe every student’s oral proficiency at the same time, even though the two oral components were carried out separately with each half of the class. The pupils’ reading proficiency was tested in two exam components (C and D). Both the field observations and teachers’ views indicate that the two components worked well in general but that the time spent introducing them and the amount of detail in doing so varied among teachers. Components E/F test the pupils’ ability to produce a written narrative. The results here indicate that the written narrative task worked well in general but that some parts should be given more attention. This primarily concerns the instructions and graphic material for the writing task. Component G tests the pupils’ ability to write a descriptive text. Also apparent here is the importance of the clarity of the teacher’s instructions so that pupils can be provided with the best conditions for successfully completing this writing task.
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- Nyström Höög, Catharina, 1963-
(författare)
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Mot ökad diskursivitet? : Skrivutveckling speglad i provtexter från årskurs 5 och årskurs 9
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Drawing onobservations in texts from the national test in Swedish, the report discusses tworelated questions: 1) whether students develop their writing abilities betweengrades 5 and 9, two measuring points in the system of national tests in Swedish,and 2) how this development might be measured. In the study, two samples ofschool texts – from grades 5 and 9 respectively – were compared in terms of textlength, sentence length and genre match at a macro level. A more detailedanalysis of lexical concentration and text structure was performed on a narrowersample of twenty texts from each school grade. The comparison showed that theolder pupils write longer texts, with longer sentences and a more varied textstructure. The younger children, however, produce texts with higher lexicalconcentration – which might be construed as a higher degree of textual content –and they follow the given genre instructions more closely.
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