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  • 301.
    Johansson, Monique
    Halmstad University, School of Humanities (HUM).
    The Colonizer and the Colonized in Kazuo Ishiguro's Novels, An Artist of the Floating World and The Remains of the Day2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay investigates the colonized self in Kazuo Ishiguro’s An Artist of the Floating World and The Remains of the Day, by analyzing the novels from a postcolonial perspective. Furthermore, it discusses how and why Masuji Ono and Mr. Stevens are affected by Japanese imperialism and British colonialism. Through a close reading of the novels, this essay argues that the protagonists are ‘colonized’ by their own countries, and eventually also ‘imperialized,’ or influenced, by America following the Second World War. Ono is ‘colonized’ by his colleague Matsuda, while Mr. Stevens is ‘colonized’ by his employer, Mr. Darlington. Later on, they are both ‘imperialized’ through the American occupation and influence.

  • 302.
    Johansson, Roger
    et al.
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Se upp och vinn tid!2008In: Språktidningen : tidningen som bevakar och bejakar språket, ISSN 1654-5028, no 1, p. 20-21Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den som mest tittar på tangenterna skriver långsammare än den som tittar på skärmen. Har blickens riktning också effekt på textens kvalitet?

    Var tittar du när du skriver? På tangenterna eller på skärmen? Vissa skribenter tittar mest på tangentbordet och vissa tittar mest på skärmen, men nästan alla tittar på tangentbordet ibland. Frågan är om det spelar någon roll för hur texten blir i slutändan.

    Vår forskargrupp i Lund beslöt att undersöka saken. Vi lät 28 studenter (utan läs- och skrivsvårigheter) skriva en text i ett program som spelade in alla tangentnedslag som gjordes under skrivandet. Samtidigt registrerade vi vad studenterna tittade på med hjälp av en ögonrörelsemätare fäst på en cykelhjälm.

    En första analys visade att skribenterna kunde delas in i två grupper: en som mest tittade på skärmen och en som mest tittade på tangentbordet. Vi kallar den första gruppen för skärmtittare och den andra för tangentbordstittare.

  • 303.
    Johansson, Roger
    et al.
    Centre for Languages and Literature, Lund University, Lund, Sweden.
    Wengelin, Åsa
    Centre for Languages and Literature, Lund University, Box 201, 221 00 Lund, Sweden.
    Johansson, Victoria
    Centre for Languages and Literature, Lund University, Lund, Sweden.
    Holmqvist, Kenneth
    Humanities Laboratory, Lund University, Lund, Sweden.
    Looking at the keyboard or the monitor: relationship with text production processes2010In: Reading and writing, ISSN 0922-4777, E-ISSN 1573-0905, Vol. 23, no 7, p. 835-851Article in journal (Refereed)
    Abstract [en]

    In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one's own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.

  • 304.
    Johansson, Thomas
    Halmstad University, School of Teacher Education (LUT).
    “Dead celebrities are de facto amusing”: A postmodern analysis of Generation X: Tales for an Accelerated Culture2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines the novel Generation X: Tales for an Accelerated Culture by Douglas Coupland in an attempt to show how it is heavily postmodernist. Postmodernism is explained briefly to give an understanding of how it might be applied to the analysis of the novel. Then the analysis is divided into five different categories: characterization, language and style, setting and society, storytelling and thematic focus. Postmodernist literary theory is applied to various parts of the novel and the postmodernist features are highlighted and discussed. The conclusion is that Generation X: Tales for an Accelerated Culture is indeed a heavily postmodernist novel.

  • 305.
    Jonasson, Agneta
    Halmstad University, School of Humanities (HUM).
    Motives for Literacy: an investigation of adult illiterate students' motives for becoming literate.2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim for this study was to investigate adult illiterate students’ motives for becoming literate. The study was conducted in an adult education institution in Sweden where I interviewed four participants learning how to read and write in a second language. All the informants were illiterate when they started school in Sweden and I wanted to investigate if there were differences in second language acquisition dependent on age, gender, motivation or motive.

    Individual qualitative interviews were used in the method, based on grounded theory. The result showed no motive differences and all informants had the same motive as a goal; to obtain a job. Motivation, however, varied depending on age, but no gender differences could be found. According to this study, high motivation and a positive attitude are the most important factors for succeeding in the literacy work.

  • 306.
    Josefsson, Frida
    Halmstad University, School of Teacher Education (LUT).
    Då, nu och science-fiction: En studie av skönlitteraturens potential att utveckla elevers historiemedvetande2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker skönlitteraturens potentiella möjlighet att utveckla historiemedvetande hos elever på svensk gymnasieskola. Syftet med undersökningen är att se om den skönlitterära författaren skapar förutsättningar för historiemedvetande och i så fall hur samt visa på hur skönlitteratur kan användas i en ämnesövergripande svensk- och historieundervisning enligt Gy11. Två romaner undersöks, den historiska romanen Boktjuven samt science-fiction-romanen Hungerspelen. Dessa romaner dekonstrueras med hjälp av analysschemat Inomvetenskaplig och utomvetenskaplig historieskrivning för att se om romanerna kombinerar historieförmedlande och skönlitterära grepp i en växelverkan mellan distans och närhet, något som enligt Carina Renander kan leda till ett potentiellt utvecklat historiemedvetande. Resultatet från denna analys kopplas sedan samman med Gy11 och exempel på undervisningssituationer presenteras. Resultatet av undersökningen är att den historiska romanen Boktjuven potentiellt kan utveckla elevers historiemedvetande i sig självt medan science-fiction-romanen Hungerspelen genom sina skönlitterära grepp kombinerat med ett annat medie med historieförmedlande grepp kan uppnå samma effekt. Hungerspelen har även andra kvaliteter än Boktjuven i egenskap av dystopi då Hungerspelen kan fungera som sedan, en tänkbar framtidsversion, i historiemedvetandets då, nu och sedan. Både Boktjuven och Hungerspelen kan användas i ämnesövergripande svensk- och historieundervisning enligt Gy11, detta på ett sätt som levandegör och dekonstruerar historien samt inspirerar till vidare kunskap.

  • 307.
    Josefsson, Frida
    Halmstad University, School of Education, Humanities and Social Science.
    Vikarierande andraspråkslärare: En undersökning rörande samordningsmöjligheten mellan svenska som andraspråk och svenska2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande undersökning har varit att analysera de övergripande målen för svenska som andraspråks- och svenskundervisningen på svensk gymnasieskola, kunskapskraven för kurserna Svenska som andraspråk 1 och Svenska 1 samt frågor ur ett läromedel för respektive kurs. De läromedel som har analyserats är Svenska etc.: kursbok i svenska och svenska som andraspråk (2006) samt Svenska rum 1 (2012). Objekten har analyserats genom att de har kategoriserats in i Jim Cummins Modell för andraspråkselevernas språk- och kunskapsutveckling (Holmegaard & Wikström, 2004. s.545). Detta för att svara på frågan ”Går det att samordna undervisning som uppfyller mål och kunskapskrav för ämnena svenska som andraspråk och svenska enligt Gy11?”. Genom att kategorisera in analysobjekten i modellen fick jag fram fyra diagram som jag sedan jämförde. Resultatet visar att svenska som andraspråk och svenska går att samordna sett till grad av kognitiv nivå och situationsberoende med måluppfyllelse som resultat. De båda ämnenas styrdokument visar likvärdiga krav på kognitiv förmåga och behov av situationsoberoende,likaså gör läromedlen. Däremot finns det en större skillnad mellan vad styrdokument och läromedel prioriterar, oavsett ämne.

  • 308.
    Jotic, Sandra
    Halmstad University, School of Education, Humanities and Social Science.
    ”Kavaljerer och bröder! Hafven I glömt, hvilka I ären?”: En analys av stilen i tre romaner av Selma Lagerlöf2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande undersökning analyserar ett urval stil- och språkliga drag i tre av Selma Lagerlöfs romaner: Gösta Berglings saga (1891), En herrgårdssägen (1899) och Kejsarn av Portugallien (1914). Analysen är av stilistisk karaktär och har avsett att visa eventuella likheter och skillnader mellan de tre romanerna. Metoden utgår från Cassirer (1970) där ett urval aspekter av relevans för denna undersökning har analyserats. Dessa är aspekter på berättarperspektiv, samt språkliga och allmänt stilistiska aspekter, som redogörs både kvalitativt och kvantitativt. Resultatet i föreliggande undersökning visar att Lagerlöfs språk och stil under det 23-årigatidspann som analyserats är tämligen enhetlig. Det finns inga större skillnader mellan Gösta Berlings saga från 1891, En herrgårdssägen från 1899 och Kejsarn av Portugallien som utkom 1914. Vad gäller berättarperspektivet innehar samtliga tre romaner en allvetandeberättare, men där det i Gösta Berlings saga och Kejsarn av Portugallien även finns avsnitt utifrån ett förstapersonsperspektiv (s.k. jag-form). Lagerlöf lyckas även i samtliga tre romaneratt skapa närhet till läsaren, genom att bjuda in läsaren i handlingen. Avseende de språkliga och allmänt stilistiska aspekterna, genererar Lagerlöf att hålla sig konsekvent i sin stil, men skillnader så som i användandet av skiljetecken finns i resultatet. Romanerna präglas för övrigt av långa meningar, med flera satser och även där är det marginella skillnader som skiljer romanerna åt. Användandet av anaforer visar att Gösta Berlings saga är den roman som sticker av, då det i denna roman är tydligare än i de andra två, men annars tenderar Lagerlöf att använda anaforer, likaså sagostil och bildspråk i sina romaner.

  • 309.
    Jönsson, Ida
    Halmstad University, School of Teacher Education (LUT).
    Learning and teaching vocabulary in a second language: Testing three distinct techniques2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to investigate what technique is the most successful one when learning and teaching English vocabulary. Focus is on three distinct techniques: one focusing on writing, one involving pictures, and one that uses the concept of social interaction with tasks and exercises in groups.

    To achieve results regarding the degree of success for each technique, three different lessons are planned and executed, each lesson designed according to one of the techniques. The pupils that are taught are three classes in year 7 at Östergårdsskolan, Halmstad. The students are given pre-tests, to see how much previous knowledge the students have, and an immediate post-test is also given after the lesson. Three weeks later, the same test is given to find out how much of the information had been transformed into long-term memory.

    The results from the tests were summarized to see which class had learned the most words, and the results were discussed. Furthermore, interviews were held with four English teachers and 24 students, regarding their attitudes to vocabulary learning. These answers are also analyzed and discussed.

    After the lessons had been conducted and the results processed, it was obvious that the class that had learned the most words was the class that used the method of writing. The problem was that this class had forgotten the biggest amount of words when looking at the delayed post-test, which leads to the conclusion that the method of writing only helps the information transfer into the short-term memory.

    When analyzing the delayed post-test, it is visible that the class that remembered the biggest amount of words was the one that used the technique of images. Although they learned the least words during the lesson, they also remembered the most words after three weeks.

    The conclusion drawn from this is that it is very useful for students to write the words down on paper, even though they already have them in their books. Using another sense, in this case writing, is a great way of transferring information into short-term memory. However, if the goal is for the students to remember the new vocabulary for a long time, the method of using images is the most effective one.

  • 310.
    Jönsson, Johan
    Halmstad University, School of Teacher Education (LUT). Halmstad University.
      Förnamnstrender 2007 jämfört med 1998: En personnamnsstudie2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats handlar om vad som hänt i namnskicket bland personnamnen mellan år 1998 och år 2007. Syftet är att se vad som har hänt, och varför, på nio år. De 100 vanligaste pojk- och flicknamnen 1998 och 2007 har undersökts och tendenser har framkommit. De korta namnen, de namn som tillhör de nordiska, de namn som var populära kring år 1900 och de lite mer ovanliga namnen har blivit mer populära 2007 jämfört med 1998. Namn med betydelse har blivit mer populära bland flicknamnen, medan bibliska namn blivit mindre populära bland pojknamnen. Namn blir populära på grund av mode, det verkar även vara så att samma typ av namn blir populära med cirka 100 års mellanrum.

  • 311.
    Jönsson, Johanna
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Ridderborg, Isabella
    Halmstad University, School of Education, Humanities and Social Science.
    Att kunna är viktigt, men att vilja är avgörande: en litteraturstudie som synliggör didaktiska strategier som motiverar elever till att vilja läsa2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Eftersom motivation har ett nära samband med lärande kan det upplevas oroväckande när lärare har svårt att motivera sina elever till läsning. Läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011 skriver endast att lärare bör motivera sina elever till läsning, men nämner inga konkreta exempel på hur. Därför väljer vi att genom denna litteraturstudie ringa in de didaktiska strategier som forskning under 2000-talet anser vara användbara för att motivera elever till att vilja läsa. Forskningen som diskuteras i resultatdelen utgår från 15 artiklar med 15 studier som resulterat i att elever motiverats till läsning. De olika studierna mynnar ut i sex kategorier: högläsning av lärare, välja rätt text, interaktion mellan elever, individanpassning, skapa tillgänglighet till böcker och IKT - informations- och kommunikationsteknik. Slutsatsen vi drar i denna studie är att för att motivera elever till läsning handlar det i grund och botten om att lära känna eleven och finna elevens intresse, och därav hitta den bäst lämpade strategin för just den enskilde eleven.

  • 312.
    Jörninge, Fridha
    Halmstad University, School of Humanities (HUM).
    The Language of Advertising: A qualitative study of gender representation in print advertisements.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay was to investigate and highlight the strengths and shortcomings of Critical Discourse Analysis and Feminist Critical Discourse Analysis when used as an analytical tool. By comparing the representation of women and men in print advertisements, and how there may be a difference in language being used to describe both genders, including the use of sexist language, a critique of CDA and FCDA could be established. In order to establish this all areas of the advertisements had to be taken into account, including layout and images used. The ads were read and interpreted through CDA and FCDA in order to investigate and identify the strengths, and any shortcomings, of the theories. The investigation shows that, although CDA and FCDA scholars could argue that women tended to be described in a more sexist manner overall, a counterargument could also be made on most accounts. The argument which supported sexism was especially observable through how women’s bodies were more often fragmented in images and positioned in more sexual positions, but also how the advertisements not only reinforced stereotypes as well as using distinctly negative language in their descriptions. However, gender stereotyping against men in the ads was also prevalent, which allowed an argument against CDA and FCDA’s theories about existing power struggles. Although the investigation did manage to substantiate the critique regarding how CDA and FCDA view the differences in gender representations, therefore fulfilling its aim, perhaps a more accurate result would have been possible to achieve if more print advertisements had been used in the investigation. However, this was not possible due to the qualitative nature of the investigation.

  • 313.
    Karlsson, Elina
    Halmstad University.
    Modernizing Jane Austen: An investigation of the process of turning her novels into films2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For us to appreciate Austen's work it needs to be altered. We are only comfortable with it if it mirrors our expectations of it; the picturesque English countryside, elegant males and beautiful women in period clothing, living in impressive stone mansions. We want stories of strong, feminist ladies, who throw the men into raptures with their beauty and their ability to engage in passionate, snappy verbal exchanges. We want the held-back emotions, the intimacy of the near touch, the relief of liberating, emotionally charged confessions of admiration and love.

    The purpose of this essay is to examine two of Jane Austen's popular novels Pride and Prejudice and Sense and Sensibility with their respective latest film adaptations. When Jane Austen is interpreted in modern film her point-of-view is altered into our own. These changes celebrate, not Austen’s social writing, but our modern idea of romance. The themes in her novels are themes that are timeless and they are themes which our modern lives are filled with as well.

  • 314.
    Karlsson, Erik
    Halmstad University, School of Teacher Education (LUT).
    Mellan bildning och erfarenhet: en studie av litteratusyner i Svenskläraren mellan 1985-20122013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to study what conceptions of literature that are present in the teacher magazine Svenskläraren between the years 1985 and 2012. In other words: what is the underlying view on literature's value as a teaching aid and why should we study it in school? I relate my analysis to previous research about the use of fiction in education. A critical methodology has been used to study the material. In my results I distinguish three conceptions of literature that are present in Svenskläraren. The first can be described as a position in which literary texts in themselves have a universal meaning and that some literary texts are or should be mandatory for all to read. The second conception is based on an essentialist view on knowledge production where a common historical and cultural-heritage framework is seen as unproblematic. From this view, literature serves a function as an assimilating tool. The third conception is more self-reflective and based on a view of knowledge as a social and political practice.

  • 315.
    Karlsson, Erik
    Halmstad University, School of Teacher Education (LUT).
    Vad skola vi göra med litteraturen?: En studie av de nya styrdokumenten samt ett urval av läromedel och deras föreställningar om och legitimeringar av skönlitteratur i det svenska skolsystemet.2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis I set out to study how the reading of fictional literature is viewed, legitimatized and operationalized in two educational domains: the recently revised steering documents that all Swedish teachers must relate to, as well as a selection of teaching materials designed for education in the Swedish language for upper secondary school. The teaching material I have studied has been recently updated in order to correspond with the new steering documents. I relate my analysis to previous research about the use of fiction in education, and I also combine my analysis of the two educational domains to see whether the underlying intentions of the steering documents have influenced the revision of the teaching material. The outcome indicates that the steering documents’ previous focus on culture has diminished although a certain insecurity as to how to use the concept and deal with the issue of whose culture should be taught can be identified. The hierarchy between different “subjects” within Swedish language education remains, as well as the ambivalent view on literary canon. The steering documents for upper secondary school Swedish remain remarkably uncritical where the reading of fiction is concerned. In my analysis of the teaching material, I find that while the new steering documents’ focus on methods and concepts from traditional literary criticism has affected the material, it has not resulted in an increase of text-centered assignments in the teaching material.

  • 316.
    Karlsson, Johanna
    Halmstad University, School of Education, Humanities and Social Science.
    An attempt to get access to a speaker’s mind: The expectation marker actually in spoken conversation2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The use of the expectation marker actually in spoken conversation is an interesting topic. This study investigates the different functions of actually and the importance of context in eight spoken conversations from the Santa Barbara Corpus of Spoken American English. The chosen conversations are different when it comes to social factors like the participants’ age or gender.

    The interactions are studied using Karin Aijmer’s suggested functions of actually. Aijmer divides the expectation marker into two major functions: contrastive and emphatic. Basically, the contrastive actually functions as an opposition between points of views, and the empathic actually is used to justify or explain an earlier statement.

    The method used for the study is of a qualitative character as I study the interactions thoroughly both by listening to the conversations as well as studying the available transcript versions of the interactions.

    Overall, the study shows that emphatic actually is most common in the data used, and it is mainly used to explain or justify something or as a marker of a participant’s style of speech. In other words, actually is more often used as a way to underline an utterance rather than to correct or make a contrast to another participant’s statement. Actually is often used as a marker of style, a way for a speaker to signal or mark a specific style of speech.

    All of the conversations are taken from everyday life and should therefore be considered unprepared. When it comes to context it seems as if actually is more frequently used in conversations between participants close in age and who are involved in a closer sort of relationship, for example cousins or a couple in a love relationship. As for gender, actually is used by both women and by men.

  • 317.
    Karlsson, Mattias
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Alvin, Therese
    Halmstad University, School of Education, Humanities and Social Science.
    Forskning om skolbarns läsförmåga: Varför får pojkar sämre resultat?2015Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 318.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Advanced students’ L1 (Swedish) and L2 (English) mastery of suffixation2015In: International Journal of English Studies (IJES), ISSN 1578-7044, E-ISSN 1989-6131, Vol. 15, no 1, p. 23-49Article in journal (Refereed)
    Abstract [en]

    Developing the skill to form derivatives is a slow incremental process even for native speakers of English, starting in elementary school and continuing through high school. In fact, it appears to be a universally challenging area of the lexicon. Nevertheless, studies have shown that it is one of the most important skills to possess for a learner aiming to enlarge his/her L2 vocabulary and that it therefore may be worth the while for learners spending time on gaining mastery of derivative forms. In the present investigation, 15 Swedish first- term university students were asked to take two gap-filling context-based tests on suffixation, one in their L1 (Swedish) and one in their L2 (English), both of which were frequency-based (both stem and suffix considered). The students were also asked to evaluate their L1 and L2 knowledge of suffixation. The present study thus addresses the following research questions: Considering 1) the combined frequency of the stem and suffix, 2) the complexity of the suffix (in terms of frequency, predictability, productivity and regularity) and 3) what word classes the suffixes are able to form, what 1) quantitative and 2) qualitative knowledge of suffixation do Swedish university students have in English as their L2 as compared to their L1?

  • 319.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Idiomatic mastery in a first and second language2019Book (Refereed)
    Abstract [en]

    The comprehension, retention and production of idiomatic expressions is one of the most difficult areas of the lexicon for second language (L2) learners, even very advanced students, to master. This book investigates this under-researched and interesting aspect of language acquisition, shedding light on both conventional uses of idiomatic expressions as well as creative variant forms. The chapters in the book delve into different aspects of idiomatic mastery: students’ comprehension of canonically used idioms in both their first and second language; the effects of multimedia and visualization techniques on learners’ comprehension and retention of L2 idioms; students’ misinterpretations of L2 idioms; L2 learners’ comprehension of creative idiom variants and their use of idioms in free composition writing.

  • 320.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    L1 and L2 quantitative and qualitative knowledge of suffixation2012Conference paper (Other academic)
    Abstract [en]

    Considering frequencies of stems and suffixes as well as meanings of suffixes and what word classes they form, the presenter discusses what quantitative and qualitative knowledge of suffixation Swedish university students have in English as their L2 as compared to in their L1.

  • 321.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Quantitative and qualitative aspects of advanced learners' L1 and L2 mastery of polysemous words2013In: Hermes - Journal of Language and Communication Studies, ISSN 0904-1699, E-ISSN 1903-1785, no 51, p. 79-112Article in journal (Refereed)
    Abstract [en]

    In the present investigation, 15 fi rst-term university students were faced with forty decontextualised polysemous words in English (L2) and Swedish (L1) respectively and asked to indicate which, of a set of six meanings, adhered to the item in question (two to fi ve of the meanings were correct). The polysemous words were of varying frequency. The investigation thus addresses the following research question: In quantitative and qualitative terms, what knowledge do advanced students have of polysemous words in their L2 as compared to their L1? Results show that most students have a relatively poor knowledge of polysemous words in both languages, especially in their L2. Furthermore, while the frequencies of the test items have no impact on the students’ achievements, the relative frequencies of the meanings of the test items and the number of meanings of each test item stand in direct relation to whether the item is known or not in both languages.

  • 322.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Quantitative and qualitative aspects of L1 (Swedish) and L2 (English) idiom comprehension2012In: 45th Annual Meeting of the British Association for Applied Linguistics, University of Southampton, September 6–8, 2012, Book of Abstracts / [ed] Mirosław Pawlak, Kalisz, Poland: Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University , 2012, p. 147-147Conference paper (Other academic)
    Abstract [en]

    According to the Dual Idiom Representation Model (Titone & Connine 1994; Abel 2003), the number of idiom entries created in a learner’s L1/L2 mental lexicon depends on the decomposability and frequency of the idiom and the time of exposure to the language in question. When the idiom is comparatively opaque, the frequency relatively low and/or little time has been spent on acquiring the language, the learner, when trying to interpret idioms, instead resorts to conceptual metaphors that exist across languages. L2 learners also make use of context to a greater extent than L1 speakers. (Liu 2008) L2 idiom comprehension thus appears to entail a more heuristic approach than L1 idiom comprehension. (Liu 2008) In the present investigation 15 first-term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively (30 of which focused on the source domain of animals which is commonly used in both languages) and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed.

    1) How well do the subjects master idioms of approximately the same total frequency in their L2 as compared to in their L1?

    2) How do a) degrees of transparency (full transparency, semi-transparency, no transparency), b) idiom frequency and c) the choice of source domain affect the subjects’ comprehension in their L2 as compared to in their L1?

    3) To what extent is context used when interpreting the idioms in the subjects’ L2 as compared to in their L1?

    The students were also requested to evaluate their knowledge. In addition, native speaker results were used as a point of reference for the L2 test.

  • 323.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Quantitative and quantitative aspects of L1 (Swedish) and L2 (English) idiom comprehension2013In: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 3, no 2, p. 293-319Article in journal (Refereed)
    Abstract [en]

    In the present investigation, 15 first term university students were faced with 80context-based idioms in English (L2) and Swedish (L1) respectively, 30 of whichwere in the source domain of animals, commonly used in both languages, andasked to explain their meaning. The idioms were of varying frequency andtransparency. Three main research questions were thus addressed:1. How well do students master idioms in their L2 as compared to their L1?2. How do (a) degrees of transparency, (b) idiom frequency and (c) thechoice of source domain affect students’ L1 and L2 comprehension?3. To what extent is context used when interpreting L1 and L2 idioms?Results show that while the frequency of an idiom does not appear to play apart in whether it is comprehended or not in either language, the degree oftransparency is of great importance in students’ L2. Also, students make extensiveuse of context in their L2.

  • 324.
    Karlsson, Sven-Göran
    Halmstad University, School of Teacher Education (LUT).
    Effektiv ordinlärning?: En studie av aktiv ordinlärning i engelska inom gymnasieskolan2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to discuss and compare different ways of learning new words and expanding your vocabulary in a foreign language. This is done by an examination of relevant literature and available research, as well as by an empirical study with two upper secondary school classes, in which two different methods are put to the test: one traditional method of the kind that is found to be most common in second language acquisition, and one designed to take existing research into account. The results show that, although effective in the initial stages of acquisition, the traditional method, where words are learned in isolation and via translation to L1, results in a very limited form of knowledge. A big part of the words acquired via this method is also forgotten soon afterwards. The other method, where words were learned and tested in its proper context, was found to result in a broader form of vocabulary knowledge, covering more aspects, and that remained over time. The results were discussed in relation to relevant research, the documents that govern the Swedish school system and the national course tests in English. The conclusion is that traditional methods of teaching and testing vocabulary are in many ways insufficient for advanced learners such as pupils in upper secondary school. New methods, based on research, should be employed in its stead. This essay illustrates one such method. 

  • 325.
    Kelly, Caroline
    Halmstad University, School of Education, Humanities and Social Science.
    Do you know what I mean > :(: A linguistic study of the understanding ofemoticons and emojis in text messages2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates the understanding of emoticons and emojis used in text messages. Theaim of this study is to determine whether there is a universal understanding of emoticons andemojis, which is important considering the number of people using them every day whensending text messages. Many studies have been made of communication via text messagesand the usage of emoticons and emojis, but no study has focused on the interpretation of thesymbols and the importance of the context.For the purposes of this study, a questionnaire was completed in an uppersecondary school (Swedish gymnasium) in Stockholm, during normal school hours inNovember 2014, by 90 16-19 year old students. The result was then analysed through a‘Relevance Theory’ perspective, and in the light of the works of, amongst others, Saussure,Peirce and Thomas.The result revealed that, for the interpreter of a text message, it is important thata textual context is established, in order for the interpreter to be able to understand what theemoticons or emojis used in text messages mean. The result also showed that the emoticonsand emojis do not have a meaning in themselves and that they can have different meaningsdepending on the situation, and the mood or the person for whom the message is intended.

  • 326.
    Kihl, Charlie
    Halmstad University, School of Education, Humanities and Social Science.
    Aktivt handlande eller hemlig agent: Systemisk funktionell ergativitetsanalys som metod för kritisk diskursanalys2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to systematize and advance the Systemic-FunctionalLinguistic method of analysing Ergativity such as it has potential to be employedfor linguistically oriented Critical Discourse Analysis. By applying the termMetaphor of Ergativity, and distinguishing and defining a variety of suchMetaphors, different realizations of Ergativity can be identified and categorized.The method is subsequently adopted for an analysis of a newspaper material. Theanalysis reveals that Ergativity is realized differently depending on which Agent isassociated with an Ergative process, and that different Metaphors of Ergativity tendto be used with slightly different functions. Such differences may carry significancefor Critical Discourse Analyses, and the method could therefore be a usefuladdition to future linguistically oriented Critical Discourse Analyses.

  • 327.
    Kiswani, Mohamad
    Halmstad University, School of Teacher Education (LUT).
    "Am I Bothered by Your View of Me?": A Look at Racism's Effect on Slaves in the Novel Roots: The Saga of an American Family by Alex Haley2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats är en litteraturstudie av Roots: The Saga of an American Family. Studien syftar till att undersöka argumentet att rasism har en långvarig effekt på de människor som utsätts för rasism. I detta fall, karaktärerna i romanen som utsätts för rasismens olika hemskheter så som slaveri. Genom användningen av Robert Jensen, WEB Du Bois och Edward Saids teorier (dvs. Privileged/unprivileged, The Veil, Double Consciousness och Others) har romanen Roots analyserats. Slutsatsen visar på hur slaveriet påverkade huvudpersonerna och hur effekten av slaveri lyckats beröva de svarta människorna i romanen deras ursprungliga identitet. Slaveriet ersattes istället av en kollektiv identitet av mindre värde än vita människors identitet vilket lämnat långvariga psykiska ärr för karaktärerna i romanen. Det pedagogiska fokus som används i uppsatsen är den så kallad cooperative learning metoden.

  • 328.
    Klavebäck, Kerstin
    Halmstad University, School of Humanities (HUM).
    A Rude Awakening to Sounds: A Study of the Soundscape in Joseph Conrad’s Heart of Darkness2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines the significance of sounds and silence in Joseph Conrad’s novella Heart of Darkness (1902). The importance of visual effects has repeatedly been analyzed and therefore, it is high time to explore the text from an auditory perspective. By comparing and contrasting Victorian city sounds to sounds in the wilderness, I show that the urban and rural worlds have a great deal in common. Furthermore, by deconstructing the seemingly stable binary opposition of sound and silence as well as that of civilization and wilderness, it becomes evident that they are related and depend on one another. This paper also examines noise and how it is used as a means of power. Moreover, it deals with Thomas Edison’s invention, the phonograph, as an implicit discursive device in the text. In conclusion, it is argued that the sonic environment is of high significance and should therefore not be ignored and readers must try to close their eyes in order to hear what is said.

  • 329.
    Klemner, Maria
    Halmstad University, School of Education, Humanities and Social Science.
    Postkolonial förändring och komplexitet: En studie av Chimamanda Ngozi Adichies roman En halv gul sol2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen syftar till att belysa romanen En halv gul sol ur en postkolonialt teoretiskt ramverk med ett intersektionellt perspektiv som kompletterande analysverktyg.

  • 330.
    Klingmyr, Elisabet
    Halmstad University, School of Humanities (HUM).
    Typ, asså men ba lite ba: En studie av Halmstadungdomars talspråk2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen beskriver talspråk hos 15 ungdomar i årskurs 9 i Halmstad vintern 2012. Materialet består av inspelningar gjorda på tre högstadieskolor i områden med olika socioekonomiska förutsättningar. Huvudsyftet med undersökningen var att kartlägga förekomsten av några typiska inslag i talat ungdomsspråk, nämligen samtalspartiklarna asså, ba, typ, liksom och såhär samt slang, svordomar, fula ord och ljudord. Andra syften var att se om det förekom skillnader i ungdomarnas talspråk i de olika stadsdelarna och om inspelningssituationen påverkade informanterna. Undersökningen är synkron och har främst en kvalitativ ansats med kvantitativa inslag. Resultatet visar att det invandrartäta och socioekonomiskt minst gynnade Öster var asså-land, medan unga i de socialt mer gynnade områdena på Väster och Norr talade typ-språket. Bruket av slang, svordomar och fula ord varierade och var vanligast på Väster och överraskande lågt på Öster. Inspelningssituationen påverkade informantgrupperna olika. Störst grad av formalitet fanns hos de unga på Österskolan.   

  • 331.
    Korhonen, Jenny
    Halmstad University.
    Racism and multiculturalism in J.K. Rowling’s Harry Potter novels2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, the Harry Potter series will be analyzed in three different sections. I will use African American criticism and Critical Race Theory (CRT) in the discussion of ‘race’ and segregation that occurs between three different groups. This section will explain along what lines the world of Harry Potter is segregated and to what extent. Further, it will contain a case-study of house-elves through the lens of postcolonial criticism, that shows how certain groups are relegated to the status of “subaltern”, what form their oppression take and how they respond to it. I have chosen the elves, who are at the very bottom of the social ladder, because the extent of their oppression has been cut out from movie adaptions, and Rowling herself has liquidated the house-elf plot from the last novels. They provide the clearest example of differentiation between the groups of magical creatures, even though as a group they do not play an important part the series. The main concepts that will be used in this section are the issues of subaltern, mimicry and anticolonialist resistance. Finally, I will look at the novels through a multicultural perspective to see how Rowling has portrayed contemporary multicultural England and how it connects to the racial divisions in the magical world.

  • 332.
    Kraaij, Caroline
    Halmstad University, School of Education, Humanities and Social Science.
    En kvinna i manskläder?: En analys av tre kvinnliga detektiver i tre olika kriminalromaner2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet i föreliggande uppsats är att undersöka hur tre kvinnliga detektiver i tre samtida kriminalromaner gestaltas utifrån ett intersektionellt perspektiv och ett genusperspektiv. Vid analysen använde jag mig av Paulina de los Reyes och Diana Mulinaris samt Nina Lykkes intersektionalitetsbegrepp. Jag använde mig även av Maria Nikolajevas schema över hur manligt och kvinnligt gestaltas inom litteraturen. Utifrån analysen kan det konstateras att samtliga av de undersökta kvinnliga detektiverna till viss del eller helt bröt mot de typiska skildringarna i Nikolajevas schema, vilket går i linje med den tidigare forskningen inom området. Det framkommer även att det är fler faktorer än kön som är av betydelse för detektiverna och deras maktpositioner, både inom arbete och privatliv. Vidare problematiserar jag de framkomna resultaten i analysen ur ett genreteoretiskt perspektiv, för att i förlängningen även diskutera och argumentera för kriminallitteraturens plats i skolan.

  • 333.
    Kristensen, Madeleine
    Halmstad University, School of Humanities (HUM).
    Gendered Talk in World of Warcraft2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is predominantly a qualitative piece of research by which I mean it is mainly based on my own observations and analysis of the material. To do this I will cover the theories of communities of practice together with gendered language and apply it to the community and language of the online game World of Warcraft.

    Through using collected chat logs, I will analyse conversations held in World of Warcraft with a specific focus on gender and identity, I will then compare these to examples of face-to-face conversations. My analysis will draw on the works of theorists such as Holmes (2006), Sunderland and Litosseliti (2002), Eckert and McConnel-Ginet (1992) amongst others. This study will show that although Netspeak within World of Warcraft is written and not spoken, the strategies for creating gendered identities are not very different from real life discourse. The essay will be a general study of gendered language in a virtual community and will discover that there is an extremely nuanced language within the limited communication medium of chat, and lays the ground for more extensive research on the subject.

  • 334.
    Kristoffersen, Sofia
    Halmstad University, School of Humanities (HUM).
    Conversational Rituals in Computer- Mediated Communication: A Qulaitative Study of Discussion Forums2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to offer a new perspective on both interpersonal communication andcomputer-mediated communication (CMC), by means of conducting a pragma-linguisticanalysis and comparison of a semi-threaded discussion forum and a fully threaded discussionforum; analysing features such as linguistic markers, dialogic listening, politeness, cooperation,elaborate or laconic greetings, farewell expressions and other conversational rituals. Aqualitative study was conducted, employing two methods of gathering data: (a) participantobservation and (b) document and material analysis. The major question for discussion in thisstudy is whether there are any differences with respect to linguistic and non-linguistic featuresbetween the semi-threaded and fully threaded forums? The study concludes that there aredifferences in linguistic and non-linguistic features between semi-threaded and fully threadedforums, but these differences are minimal and can more likely be attributed to the forum subjectmatter and social context than to the forum structure itself.

  • 335.
    Kurnik, Mattias
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Testing the Cumulative Frequency Hypothesis with Multilinguals in Reading2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The non-selective and the cumulative frequency hypotheses offer competing explanations to the neurological origins of the cognate facilitation effect. Researchers have yet to establish which of these has the strongest empirical foundation, with important theoretical implications. This experiment tested the cumulative frequency hypothesis with 22 SwedishEnglish bilinguals in the eye-tracking paradigm. Data was gathered and analysed from sentence stimuli containing cognate and control words using mixed-effects statistical analysis. A significant interaction was found between Cognate Facilitation and Contextual Diversity in FFD. The results were inconclusive as regard to the dichotomy or symbiosis of non-selectivity and cumulative frequency as neurological phenomena. However, they did indicate the strong presence of cognate facilitation throughout both early and late stages of processing.

  • 336.
    Kvick, Daniel
    Halmstad University, School of Education, Humanities and Social Science.
    Läsbarhet nu och då: En undersökning om ungdomsbokens och deckarens språkliga förändring över 50 år2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstrakt

    I detta arbete undersöks den språkliga förändring som skett i ungdomsböcker från 1950- och 60- talet med ungdomsböcker från 2000- och 2010-talet. Jag jämför ungdomsböckernas förändring med förändringen hos deckarböcker under samma period. I undersökningen sammanställs ca 60 grafiska meningar ur vardera 17 böcker fördelat på fyra kategorier: Fyra ungdomsböcker från 1950-1965 samt fyra ifrån 2000-2015. Fyra deckare från 1950-1965 samt fyra från 2000-2015. Med i undersökningen finns även en jämförelsebok av äldre stilkaraktär som syftar till att tydliggöra skillnaden mellan de olika böckerna.

    Syftet med uppsatsen är att visa hur och i vilken omfattning en eventuell förändring av språket i ungdomsböcker och deckare visar sig. De språkliga företeelser som undersöks är bland annat meningslängd, förekomsten av substantiv, verb och pronomen, antal långa och överlånga ord, huvud- och bisatser, samt lix- och ovix-värde.

    Min undersökning bygger på teorier och metoder inspirerade av Aina Lundqvist (1992) och Ewelina Burri (2010) som i sina respektive arbeten undersökt liknande teman såsom läsbarhet inom barn- och ungdomslitteratur samt läroboktexter. Undersökningens resultat visar att både ungdomsböckerna och deckarna från 1950- och 60-talet har en högre grad av svår läsbarhet än dess nutida motsvarigheter. Undersökningen visar också att ungdomsböckerna och deckarna med tiden har blivit mer utjämnade gällande läsbarheten, och har anammat ett språk av större talspråklig karaktär. Nutida deckare visar sig vid ett antal tillfällen ha en enklare läsbarhet än äldre ungdomsböcker. 

  • 337.
    Kvick, Daniel
    Halmstad University, School of Teacher Education (LUT).
    Motivation in the classroom: Teachers' perspectives on what motivation is; how you attain and sustain it2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Motivation in the classroom: Teachers' perspectives on what motivation is; how you attain and sustain it

    Daniel Kvick

    1. Abstract

    The aim of this essay was to explore the issue of motivation and gain better understanding of what motivation in the school environment is all about.  Is it just a term we use in our everyday life without putting any meaning into what we really mean by it? I have centered my work around the following questions: 

    What is motivation in school? 

    What makes for a motivating school task? 

    How do teachers best motivate their students? 

    What motivates the teachers? 

    Why is it that some students just can’t be motivated? 

    The research for this essay was carried out in two ways.  The first part was to complete an online survey, which was then e-mailed to several teachers in the Laholm area.  The second part consisted of a series of interviews with four different teachers which centered around the questions stated above.  The teachers, who were between the age of 31-51, were all working at Osbecksgymnasiet in Laholm (Upper-Secondary-school) and were all teaching different sets of subjects (English, French, Maths, Swedish, Physical education, and Sciences).  Interviewing teachers from a variety of subjects rather that just focusing on English gave me an opportunity to compare attitudes towards the different subjects.  The interviews were carried out in the school, and varied between 44 minutes to 1 hour and 24 minutes

    Keywords: motivation, intrinsic motivation, extrinsic motivation, immediacy

  • 338.
    Känno, Annika
    Halmstad University, School of Humanities (HUM).
    Henry Chinaski: Charles Bukowskis romanfigur i ett mansforskningsperspektiv2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Till min uppsats valde jag att koncentrera mig på två verk, Post Office och Factotum, av författaren Charles Bukowski (1920-1994). Huvudpersonen i båda romanerna kallas Henry Chinaski och är en mycket komplicerad karaktär. För att kunna analysera dennes självdestruktivitet samt syn på kvinnor och arbete anlade jag ett mansforskningsperspektiv, något som jag också utförligt beskriver.

  • 339. Kästel, Magnus
    The Politician and the Accent: An interview study about students' perceptions of a politician speaking English with a Swedish accent2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Swedish speakers of English tend to speak with an accent, but the attitudes toward said accent is unknown. While a few studies have been made regarding listeners' perceptions of their own first language accents, the results varied and did not specifically adress English with a Swedish accent. In the present study of attitudes toward accent, listeners were Swedish, the spoken target language was English, and the speaker was a person in power. Eight informants of Swedish and English language backgrounds watched a video recording of Swedish politician Margot Wallström speaking English with a Swedish accent, after which they were asked questions regarding her accent and their perceptions and attitudes thereof. While the Swedish informants' attitudes were more negative and expressed that Wallström should be able to speak with less Swedish accent, the non-Swedes were more neutral and thought that the accent was expected and acceptable. The results suggest that Swedes have high expectations of their accents when speaking English, which is relevant for English speakers, especially public ones, with Swedish language backgrounds.

  • 340.
    Lagerström, Erika
    Halmstad University, School of Teacher Education (LUT).
    "Dom är uppvuxna med film": En studie om filmens roll i svenskämnet2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats handlar om att undersöka och jämföra hur tre svensklärare beskriver sitt arbete med film i svenskämnet och hur de ser på filmens roll i svenskämnet. För att uppnå syftet ställs tre frågor: Hur ser de på film i relation till styrdokumenten och som ett eget textbegrepp? Hur ser de på film i relation till litteratur? Hur ser de på film i relation till ungdomar? Denna studie bygger på kvalitativa intervjuer som gjorts med tre svensklärare på gymnasiet. Intervjuerna har spelats in med diktafon, transkriberats, analyserats och jämförts.

         Resultatet visar på att film används för att illustrera en epok eller ett litterärt verk eller som en jämförelse i samband med tematiska arbeten. Två av de tre lärarna beskriver filmens roll i relation till styrdokumenten. En av lärarna ger tydliga exempel på hur filmen kan används i relation till kursplanerna. Det handlar om att: ge eleverna redskap att bli aktiva tittar, analysera film narratologiskt och se film som en berättande text i relation till det vidgade textbegreppet.  

         När det gäller filmens relation till litteraturen finns en lärare i studien som betonar undervisning av skönlitterära texter framför studiet av film. För de andra två lärarna har de skönlitterära texterna ingen högre status, även om de vet att det inte alltid är så i praktiken, men i deras svenskundervisning är de skönlitterära texterna och filmen som text likvärdiga.    En av lärarna i uppsatsen belyser att hon använder sig av film för att relatera till ungdomarna. Hon använder sig av den kunskap som de redan har från film och TV-tittande, för att ge dem redskap för att analysera film och även för vidare studier av litteratur.

  • 341.
    Langeblad, Michelle
    Halmstad University, School of Education, Humanities and Social Science.
    Elsa, William, Docka och Brunte: En studie av våra samtida hästnamn2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsatsen studeras de svenska samtida hästnamnen som finns 2016 och syftet har varit att kategorisera namnen och jämföra utifrån ett könsperspektiv. Namnen hämtades från försäkringsbolaget Agria och utgjorde totalt 396 namn, således 198 namn per kön. Det visade sig att namnbeståndet skiljer sig åt mellan könen på hästarna vilket tyder på en könsskillnad. Det är vanligare att sto får personnamn medan valack/hingst har mer tendens att få ett fiktivt namn. Namnen i sig visar sig ha likheter i viss mån med det som tidigare studier har visat, men en viss förändring har skett. Det tyder på att en högre grad av en humanisering av hästarna har gjorts och samma könsmönster som är i människors namn finns även i deras.

  • 342.
    Larsson, Alexander
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Borg, Michelle
    Halmstad University, School of Education, Humanities and Social Science.
    The learning and teaching of English: A field based study at Phaung Daw Oo Monastic High School, Mandalay2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    This essay reports on a Minor field study carried out at Phaung Daw Oo Monastic Educational High School in Mandalay, Myanmar. The aim was to carry out a three-stage analysis of the learning and teaching of English whilst in the institution. Firstly, the general needs of PDO were identified and field notes were taken. Secondly, we worked with improving the pupils’ English communicative skills. Finally, areas regarding teaching and suggestions for future projects for teaching English at PDO were highlighted.

     

    The questions we sought to answer were:

    • What strategies do the local English teachers at PDO use to activate their pupils’ English communicative skills?
    • What developmental areas regarding the teaching of spoken English can be identified, and how can they be acted upon at PDO?

     

    In order to carry out the analysis we chose to take an ethnographical approach where observations and interviews were our main sources for collecting data. During our eight-week stay at PDO, we taught several subjects through English in different departments with the aim of activating and improving the pupils’ English communicative skills.

     

    The main finding was that the local teachers mainly used a modified rote learning strategy to activate their pupils’ English communicative skills. Furthermore, several developmental areas regarding the teaching of English were identified. We believe that the local teachers’ limited education in teaching methodology and in spoken English are the major areas for development.

  • 343.
    Larsson, Amanda
    Halmstad University, School of Education, Humanities and Social Science.
    "Det hade varit som om jorden gick under": En kvalitativ studie om talängslan2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay was to survey why students still suffer from speech anxiety, eventhough the new curriculum, present multiple opportunies to practice oral speaking. From this purpose, this question emerged: What kind of aspects affect the students’ who are suffering from speech anxiety? What kind of aspects affect the students´ who are not suffering from speech anxiety? What is separating them? Interviews were conducted with six students and from these eleven different categories were created. These eleven categories were analyzed by using the concept and theory of gender and speech anxiety. The result was that students´ with speech anxiety had bad past experience, little practice and had negative thoughts of themselves as well as they did´nt see the purpose of practice in argue speech. The result was that students´who didn´t suffer from speech anxiety thought highly of themsleves, had a good self confidence, had strategies to handle the speech situation and had practiced alot. However, what separated them mostly was how they thought of themselves and how they handled the situation.

  • 344.
    Larsson, Anna
    Halmstad University, School of Humanities (HUM).
    Looking for Bidis-A Comparative Lexical Analysis of Indian English in The White Tiger and The Inheritance of Loss2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is an essay about Indian English and especially its presentaion in the novels The Inheritance of Loss and The White Tiger. The focus is on the lexical presentation in the novels. There is also a presentation of the concept Indian English.

  • 345.
    Larsson, Charlotte
    Halmstad University, School of Humanities (HUM).
    L'anglais - la cinquième langue de la Suisse?2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Le rôle de la langue anglaise en Suisse a changé et a aujourd’hui beaucoup plus d’influence dans le pays. Dans ce mémoire, j’ai choisi d’étudier l’influence de l’anglais sur la communication entre les différents groupes linguistiques en Suisse et la relation entre les deux langues principales du pays – l’allemand et français – et je vais essayer de tirer des conclusions concernant l’avenir de l’anglais en Suisse. Je vais aussi examiner les raisons pour lesquelles les germanophones semblent plus positifs vis-à-vis de l’influence de l’anglais que les francophones.

  • 346.
    Larsson, Elisabeth
    Halmstad University, School of Teacher Education (LUT).
    Den skenbara normbrytaren: - En studie av genuskonstruktion i fyra svenska bilderböcker för barn2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract

    Elisabeth Larsson

    Den skenbara normbrytaren – en studie av fyra svenska bilderböcker

    UV5002 Ht 2011

    I förskolans uppdrag ingår att motverka stereotypa genusnormer, vilket även innefattar att oreflekteratpresentera sådana via litteratur skriven för barn. Genom att uppmärksamma barnlitteratur somskapare och upprätthållare av genusstereotyper och genusnormer kan detta medvetandegöras ochdärmed bemötas.Är bilderböcker för barn bärare av genusnormer eller är de objektiva och fria från dylika värderingar?Med den frågeställningen som utgångspunkt tar föreliggande uppsats sig an Pija Lindenbaumsbilderböcker Gittan och gråvargarna, Gittan och älgbrorsorna, Lill-Zlatan och morbror raringsamt Kenta och barbisarna för att undersöka huruvida dessa motverkar eller cementerar rådandesyn på kön och genus.Studien tar avstamp i ett feministiskt poststrukturalistiskt perspektiv, då man inom denna riktningfokuserar på de normer och ramar som styr formandet av sociala genusstrukturer, vilket är engrundläggande del i föreliggande studie.Studien bygger på Maria Nikolajevas förslag till analysverktyg, vilka fokuserar på hur genusframställs i bilderböcker riktade till barn.Analysen visar att samtliga studerade verk är bärare av genusvärderingar som inte ligger i linjemed dem som förskolan förväntas förmedla, trots att verken till ytan sett marknadsför sig som genusmedvetna.Studien har relevans för aktiva inom pedagogisk verksamhet för yngre barn då den fokuserar påhur sagda verk inverkar på en yngre publik. Studien kan även med fördel läsas av litteratur- och genusvetaredå dessa ämnen intar en framträdande roll i tidigare nämnda undersökning.

  • 347.
    Larsson, Evelina
    Halmstad University, School of Teacher Education (LUT).
    Vad tycker elever är viktigast när de läser?: Vilken eller vilka läsarter tillämpas av en klass gymnasieelever i mötet med novellen Ett anspråkslöst förslag (Swift, 1729) i en skolkontext?2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a study of the reactions of high school students in Sweden when reading A Modest proposal (Swift, 1729). If they get the chance to write whatever they want about the text, what do they find important? This study emanates from Rosenblatts (2002) view of reading out of two different stances: the aesthetical and the efferent. The aesthetical mode is reading for pleasure and experiencing the text, whilst in efferent reading the reader is primarily focused on what he or she will carry away as information from the text (Rosenblatt). To be able to categorize the material from the students more properly, a different set of ideas about reading modes, obtained from Tengberg (2011), is also presented and used in this essay.

  • 348.
    Larsson, Kim
    Halmstad University, School of Education, Humanities and Social Science.
    En stilvalörsanalys: Substantiv i dystopi- och kriminalromangenren2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to establish a connection between the dystopian literary genres and crime novels with certain stylistic characteristics by doing a comparative study using two books marketed as dystopian: Stjärnklart by Lars Wilderäng (2015) and Den nya människan by Boel Bermann (2014), and two marketed as crime novels: Till offer åt Molok by Åsa larsson (2013) and Levande och döda i Winsford by Håkan Nesser (2014). This is done by analyzing stylistic characteristics described in Stil, stilistik & stilanalys by Peter Cassirer (2003), and Stilistik by Per Lagerholm (2015), that can be found on the lexical linguistic level.

    The results of this investigation shows that there are certain stylistic characteristics that can be traced back to the dystopian genre through a qualitative analysis of the quantitative results gathered from the material. The authors individual writing styles has created issues reaching these conclusions, as they seem to dictate the largest differences in the use of certain stylistic strategies. Despite this there are consistent patterns in the quantitative results that facilitated the conclusions presented in this essay.

  • 349.
    Larsson, Peter
    Halmstad University, School of Education, Humanities and Social Science.
    Stimulating Reading among Upper Secondary ESL Speakers through a Cooperative Approach2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 350.
    Larsson, Therese
    Halmstad University, School of Teacher Education (LUT).
    Originalet och den lättlästa: En jämförelse av språket i Stolthet och fördom i två olika versioner2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här C-uppsatsen undersöker hur det lättlästa språket ser ut i en bearbetning av Jane Austens Stolthet och fördom. Med hjälp av begreppen läsbarhet, textbindning och inferens är syftet att utreda hur språket i den lättlästa bearbetningen ser ut i jämförelse med originalet samt vad som ändrats och/eller tagits bort och vad det kan få för konsekvenser. Med dessa konsekvenser följer en analys som värderar om bearbetningen är lyckad eller inte. Slutsatsen är att den lättlästa versionen är enklare än originalet samt att det blir tydligt att en bearbetning av en roman handlar om att göra avvägningar och vissa generaliseringar gällande innehållet. Dessutom är det även en avvägning vem som faktiskt behöver läsa lättläst och vem som kan istället bör hålla sig till ”vanliga” texter.

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