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  • 1.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Andraspråksbehärskning i tal och skrift: Sker den grammatiska inlärningen parallellt?2013In: Svenskans beskrivning 32: Förhandlingar vid trettioandra sammankomsten för svenskans beskrivning. / [ed] Björn Bihl, Peter Andersson & Lena Lötmarker, Karlstad: Universitetstryckeriet , 2013, p. 104-117Conference paper (Refereed)
  • 2.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Bedömning av muntlig språkfärdighet och processbarhet: Grammatisk förmåga i ett muntligt språktest2008In: Språkinlärning, språkdidaktik och teknologi: Rapport från ASLA:s höstsymposium i Lund, 8-9 november 2007 / [ed] Jonas Granfeldt, Gisela Håkansson, Marie Källkvist & Suzanne Schlyter, Uppsala: ASLA , 2008, p. 49-62Conference paper (Other academic)
  • 3.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Fokus på identitet i andraspråkssamtal i högskolemiljö2015In: Språk och identitet: Rapport från ASLA:s symposium, Södertörns högskola 8–9 maj 2014 / [ed] Linda Kahlin, Mats Landqvist och Ingela Tykesson, Huddinge: Södertörns högskola , 2015, p. 11-22Conference paper (Refereed)
  • 4.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Godkänd eller underkänd?: Hur processbarhetsteorin kan tillämpas vid muntliga språktester av andraspråksinlärare2005Report (Other academic)
  • 5.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Hur pratar man egentligen på ett seminarium?: Att stötta studenter i seminariets muntliga diskurs2015In: Seminariet i högre utbildning: Erfarenheter och reflektioner / [ed] Lotta Jons, Lund: Studentlitteratur AB, 2015, p. 135-154Chapter in book (Other academic)
  • 6. Eklund Heinonen, Maria
    "Jamen de e en bra fråga": Grammatisk och/eller kommunikativ kompetens i ett muntligt språktest.2010In: Svenskans beskrivning 30.: Förhandlingar vid Trettionde sammankomsten för svenskans beskrivning. / [ed] Cecilia Falk, Andreas Nord och Rune Palm, Stockholm: Institutionen för nordiska språk , 2010, p. 61-69Chapter in book (Other academic)
  • 7.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Muntligt språktest i ett processbarhetsperspektiv:  2007In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, no 2, p. 69-84Article in journal (Refereed)
    Abstract [en]

    This paper reports results from a larger study where the grammatical development of L2-learners is related to their results of the oral test in the so-called Tisus (test in Swedish for University and College Studies).

    The present study aims to investigate if the syntactic levels of the test takers who passed differ from the ones who failed. For this purpose Processability Theory (Pienemann 1998) is applied. This theory claims that the grammar of the learner language is acquired in a fixed sequence of five levels. The study is based on recordings of 66 test takers of which 33 passed the test and 33 failed.

    The results show a clear difference between the two groups. The test takers who passed have usually reached level 4 or higher whereas the ones who failed have not. This may indicate a connection between the test takers’ syntactic development and their general communicative language ability.

  • 8.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Processbarhet på prov: Bedömning av muntlig språkfärdighet hos vuxna andraspråksinlärare2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation concerns oral language tests from a grammatical perspective. Tests today are usually assessed based on a communicative approach to language, so it is interesting to see how great a significance the level of grammatical development of test takers has for their communicative competence in general.

    The data in the investigation consist of recorded test conversations from a Swedish national language proficiency test, Tisus (test in Swedish for university and university college studies). The general aim of the study is to investigate whether there is a difference between the test takers who passed and those who failed in terms of their level of grammatical development. This is investigated in one main study and two smaller follow-up studies.

    The theoretical basis for this work is comprised of theories on second language learning and theories on language testing. For the grammatical analysis, Pienemann’s processability theory (PT) is applied. This theory posits that learners acquire certain morpho-syntactic structures in a particular order, something that produces a hierarchy consisting of five levels.

    In the main study, a quantitative analysis is made of the test takers’ level of grammatical development relative to their TISUS results. The results show a clear correlation between grammatical level and test results. There also seems to be a kind of watershed at level 4, given that most of the test takers who passed have command of this level in the PT hierarchy, whereas those who failed, as a rule, only make it to level 3.

    The first follow-up study is more qualitative in nature and is focused on the test takers who deviate from the general pattern of results in the main study: those who failed despite their high grammatical level and those who passed despite their low grammatical level. One result of this follow-up study is that, in these cases, it appears communicative competence was critical. Being able to orient oneself to the special conversational situation represented by the test conversation is considered to be particularly important. In a second follow-up study, the problems of applying PT to morphology and syntax are examined.

    The results of the dissertation suggest that there is a correlation between grammatical competence and communicative competence in general. This means that the grammatical levels in the PT hierarchy may constitute a useful basis of analysis in oral assessments, as a complement to other assessment tools.

  • 9.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Strategisk kompetens i ett muntligt språktest inför högskolestudier2016In: Svenskans beskrivning 34: Förhandlingar vid Trettiofjärde sammankomsten i Lund den 22-24 oktober 2015 / [ed] Gustafsson, Anna W; Holm, Lisa; Lundin, Katarina; Rahm, Henrik & Tronnier, Mechtild, Lund: Media-Tryck, Lunds universitet , 2016, p. 159-172Chapter in book (Refereed)
  • 10.
    Eklund Heinonen, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Jorum, Ika
    Göteborgs universitet.
    Introduction to Academic Writing from an Academic Literacies Approach2014Conference paper (Other academic)
    Abstract [en]

    In our paper we present a pilot project were we introduce new students to read, write and search for academic texts. We assume an ‘academic literacies’ approach, where these activities are seen as social practices that have to be practically acquired in authentic, meaningful contexts within the disciplines, rather than in separate courses and other support structures.

  • 11.
    Eklund Heinonen, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Lennartson-Hokkanen, Ingrid
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Scaffolding strategies: Enhancing L2 students' participation in discussions about academic texts2015In: Journal of Academic Writing, ISSN 2225-8973, Vol. 5, no 1, p. 42-51Article in journal (Refereed)
    Abstract [en]

    Widening participation in higher education (HE) in recent decades has brought new challenges for both teachers and students. One growing group of students are L2 students who often report a lack of confidence in expressing themselves verbally in academic settings. Systematically scaffolding students into developing not only written but also spoken academic discourse is therefore an increasingly important challenge. In Sweden, L2 students are offered a qualifying course in Swedish to enable them to meet HE entry requirements. This paper reports a study carried out on the academic writing module of this course. Course activities include writing a short paper and participating in a critical discussion of peer papers, from which our data was collected. The study has a socioculturally based framework which suggests that learning takes place through social interaction. The purpose is to identify scaffolding strategies by means of a qualitative, interactional analysis. The findings indicate that different types of strategies, such as open-ended, follow-up and multi-unit questions, can help students to deliver more substantial and elaborate answers. Other useful strategies are to create reflective spaces and to focus on students’ identities as academic writers to achieve inclusive and empowering learning situations.

  • 12.
    Eklund Heinonen, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Lennartson-Hokkanen, Ingrid
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Nord, Andreas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    ”Mer än bara text och ord”: Akademiskt skrivande i utbildningar i socialt arbete och sociologi2018Report (Other academic)
    Abstract [en]

    This report was initiated by the Department of Sociology at Uppsala University and aims to investigate how the department helps its students to develop academic literacies. Another aim is to provide suggestions on how the department can develop teaching practices in order to integrate writing within its courses. In the report, we have examined course designs, learning outcomes and writing instructions. In addition, we have interviewed teachers and analyzed students’ texts. The report is concluded by some general suggestions on how the department can continue to support the students’ academic literacies.

  • 13.
    Eklund Heinonen, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Nord, Andreas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages. Institutionen för svenska språket, Göteborgs universitet.
    ”Mer än text och ord”: Om en kartläggning av det akademiska skrivandet inom utbildningar på en institution – och lärdomar av arbetet med det2018Conference paper (Other academic)
  • 14.
    Eklund Heinonen, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Sköldvall, Kajsa
    Södertörns högskola.
    Nu har vi ett gemensamt språk: Om ämnesintegrerad undervisning i akademiskt skrivande2015In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 5, no 2, p. 133-138Article in journal (Other academic)
    Abstract [sv]

    I denna artikel presenterar vi ett högskolepedagogiskt projekt som syftar till en ämnesinte-grerad introduktion i akademiskt skrivande, med utgångspunkt i forskningsfältet academic literacies. Vi delar med oss av våra erfarenheter samt redovisar några viktiga lärdomar inför liknande projekt.

  • 15.
    Hjalmarsson, Jan
    et al.
    Södertörns högskola.
    Nikolaidou, Zoe
    Södertörns högskola.
    Sköldvall, Kajsa
    Södertörns högskola.
    Eklund Heinonen, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Fan vad grymma vi är!: Effekter av ämnesintegrerad undervisning i akademiskt skrivande2017In: Språk och norm: Rapport från ASLA:S symposium, Uppsala universitet, 21-22 april 2016 / [ed] Bendegard, Saga; Melander Marttala, Ulla & Westman, Maria, Uppsala, 2017, p. 37-44Conference paper (Refereed)
  • 16.
    Jorum, Ika
    et al.
    Södertörn University.
    Eklund Heinonen, Maria
    Södertörn University.
    Literacies for academic and professional purposes: Two collaboration projects with the University Library2014In: Libraries, Citizens, Societies: Confluence for Knowledge: Session 169 - Literacy and Reading, 2014Conference paper (Refereed)
    Abstract [en]

    Academic literacies among high school students and university students have been a highly discussed topic for several years in Sweden as well as other countries. Results of PISA show that high school students’ reading skills deteriorate and university teachers have given alarming reports on students’ decreasing abilities on the critical assessment of sources and academic writing. In Sweden the new curriculum for high schools sharpens the demands on students to develop a critical and scientific approach and a main learning outcome is that high school students shall ‘have the ability to critically examine and assess what they see, hear and read’ and that they ‘can use books, library resources and modern technology as a tool in the search for knowledge, communication, creativity and learning’ (Curriculum for the Upper Secondary School 2011, p. 8f). The new curriculum is also a concern for Higher Education (HE) since it is of great importance that high school students are well prepared for University studies. The fact that more heterogenous groups of students coming from different linguistic and socio-cultural contexts get access to HE, has meant that teachers need to design new pedagogical approaches that take socially situated circumstances into account. In this paper we will present two projects conducted at Södertörn University where the University Library has been involved in focusing both on students’ academic literacies and the connection between academic and professional practice. One project is an Introduction to academic writing and concerns new students. The other one concerns teacher candidates and aims to prepare them for their future professions as high school teachers. The purpose of this paper is to explore how the University Library can collaborate with other institutions to support students to develop academic literacies that are useful for both their studies and for their future professional practice.

1 - 16 of 16
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