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  • 1.
    Albin Svensson, Fredrik
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Hur användbar är keywordmetoden?: En studie av memoreringstekniker vid ordinlärning2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats studeras keywordmetodens påverkan på gymnasieelevers ordinlärning i ett nordiskt språk, isländska. En undersökning genomfördes på 64 elever i tre gymnasieklasser som fick försöka lära sig 22 isländska ord. Två av gymnasieklasserna blev instruerade i att använda keywordmetoden, medan den tredje fick använda valfri teknik. De blev testade en gång omedelbart efter att de fått träna på orden – och en gång efter en vecka.

    Keywordgrupperna presterade jämbördigt med kontrollgruppen på första testet, men på det andra presterade de sämre än kontrollgruppen. I analysen av undersökningens resultat diskuteras flera olika aspekter som kan tänkas ha påverkat resultatet, som inte tidigare undersökningar om keywordmetoden tagit hänsyn till. I diskussionen argumenteras det för att man inte kan dra några säkra slutsatser utifrån denna undersökning, men att den pekar på en rad variabler som framtida undersökningar om memoreringstekniker i allmänhet och keywordmetoden i synnerhet bör behandla.

  • 2.
    Börestam, Ulla
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Gunnarsson, Britt-LouiseUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Språk och kultur i det multietniska Sverige2005Conference proceedings (editor) (Refereed)
  • 3.
    Ciolek Laerum, Beatrice
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Elever skriver och lärare bedömer: en studie av elevtexter i åk 92009Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Students write and teachers assess – a study of student texts in the ninth grade. Each year ninth grade students (age 15) participate in the national standardized test (NST) in Swedish. This report is based on texts written during the NST. The writing part of the test requires the students to choose one out of four topics to write about in a limited time (160 minutes). The texts are then assessed by their teacher and graded with the help of an assessment matrix.

    This study consists of 40 texts, 20 written by boys and 20 by girls during the NST of 2006. The texts also represent the three grades given (pass, pass with distinction and pass with special distinction) as well as the assessment that the student, as of yet, has not fulfilled the requirements for a grade. All texts have been graded by the students’ teacher and by three other teachers who do not know the student.

    The aim of this study is to give a brief description of how students write from a formal perspective (text length, paragraph marking and spelling) as well as compare grades between teachers.

    The results show that the students’ texts are longer than before, although boys in general write shorter than girls. The amount of spelling errors have decreased despite the fact that teachers no longer claim to value spelling as important as they have before, which has been shown in a national evaluation of compulsory schooling. My results also show that there appears to be a correlation between text length and grade, i.e. the longer the text the higher the grade.

    The results also show that even when using an assessment matrix teachers can and do differ in their grading. In general teachers who do not know the student tend to be restrictive with marking the highest or lowest grade. A few texts seem to create quite the gap in grading between the teachers. One text was graded with a total of three grades from four teachers. The difference in how the text was interpreted by the teachers also became evident when the markings on the assessment matrix were studied.

  • 4.
    Dahlin, Veronica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    "OCH SEN LAGADE EN FINT SNÖGUBBE": En jämförande studie av inlärare i svenska som andraspråk och deras grammatiska kompetens på SFI-nivåerna B, C och D2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen är att få ökad kunskap om nio andraspråkselevers grammatiska kompetens i användningen av adjektivkongruens i attributiv och predikativ ställning samt spetsställning.  Eleverna läser på nivåerna B, C och D inom svensk undervisning för invandrare på vuxenutbildningen (SFI), och dessa elever har gemensamma lektioner ibland. Syftet är också att jämföra dessa gruppers grammatiska kompetens utifrån processbarhetsteorin, som är en vedertagen teori över andraspråksinlärning. Processbarhetsteorin säger i stora drag att svenska lärs in i fem bestämda grammatiska steg vilka kommer i en bestämd ordning, och att dessa steg inte kan hoppas över. Det undersökta materialet har skrivits av informanterna utifrån en bildserie på åtta bilder, som har analyserats i en slags performansanalys som baseras på processbarhetsteorin.

         Resultatet visar att det finns stora skillnader mellan grupperna inom de undersökta strukturerna, och resultatet pekar också mot att det finns stora skillnader inom grupperna. Den grupp som läser på C-nivå är den grupp som har kommit längst i användningen av alla de grammatiska strukturerna.  Den grupp som läser på B- nivå är den grupp som har lägst resultat.

  • 5.
    Dahlström Wenngren, Agneta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Båda språken i hjärtat, jag är ju född här.: Om att välja svenskämne på gymnasiet.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Under mina år som lärare i svenska som andraspråk har det alltid funnits ett antal Sverigefödda elever som valt att studera ämnet svenska som andraspråk, sva, i stället för svenska på gymnasiet. Jag har ställt mig frågan vad det beror på: är det bristande språkkunskaper eller beror det på något annat och i så fall, vad? I begynnelsen benämndes ämnet svenska som främmande språk för att sedan bli svenska 2 och sedan 1994 svenska som andraspråk.

    Min ambition var att ta reda på orsaken till valet av svenskämne genom fokussamtal med 7 informanter på en gymnasieskola i Mellansverige. Dessa samtal analyserades sedan med Grundad teori. De ursprungliga analyskategorierna var modersmål, skolgång, upplevelser av att vara flerspråkig i den svenska skolan, värdering av och attityd till ämnet, ett eller två svenskämnen, flerspråkig identitet och ett eller två modersmål. Resultaten som framträdde är att informanterna upplever sin skolgång som positiv men att de aldrig har uppmärksammats för sin flerspråkiga och kulturella kompetens. De är mycket nöjda med sva-lärarnas didaktiska kompetenser och det är en del av förklaringen till att de ser positivt på ämnet.

    Något som framträder tydligt i studien är den osynliga maktdynamik som finns i skolan. Denna maktdynamik strider mot de styrdokument som reglerar skolans arbete. Den uppträder på så sätt att andraspråkselever påverkas att tro att enspråkighet är det bästa. Ska man vara flerspråkig bör man vara det i högstatusspråk.

  • 6.
    Eriksson, Mats
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Referring as interaction: On the interplay between linguistic and bodily practices2009In: Journal of Pragmatics, ISSN 0378-2166, Vol. 41, no 2, 240-262 p.Article in journal (Refereed)
    Abstract [en]

    The study targets the interface of linguistic and bodily activities in referring to physically present objects in face-to-face interaction. Oil the basis of examples from a multi-party encounter between four speakers of Swedish, cases of referring sequences are analyzed, especially those involving demonstrative expressions. Referring to present objects constitutes an embedded action sequence, in which different practices provide solutions to the task of achieving a satisfactory identification of the referent. The larger matrix action sequence involves several interactional steps, such as guaranteeing a common visual focus in order to carry out the reference, as well as the Subsequent confirmation by the other participants. The bodily displays used to make the referent salient involve a variety of forms, including pointing, touching, holding, picking up, shaking, and even fetching the object. Nevertheless, the combination of demonstratives and bodily practices may not be sufficient to establish the referent in a way that the participants find satisfactory. Repairs may be initiated and completed with the same type of means as the ones by which referring had been done in the first place, i.e. demonstratives and bodily practices.

  • 7.
    Fromm Wikström, Linda
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    "Han har kommit i trotsåldern": En jämförande SFG-analys av hur synen på barn skrivs fram och konstrueras i texter från 1950-talet och 2010-talet.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 8.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Applied Linguistics2011In: Pragmatics in Practice / [ed] Jan-Ola Östman & Jef Verschueren, Amsterdam/Philadelphia: John Benjamins Publishing Company, 2011, 23-45 p.Chapter in book (Refereed)
    Abstract [en]

    The chapter gives an extensive and multifaceted presentation of the field of applied linguistics. It starts with a discussion of the term 'applied linguistics' focusing on how this term has been interpreted over time and in different traditions.  The overview of research is then organized around different settings:  the educational setting, the economic-technical setting, legal and bureacratic settings; the medical-social setting; the workplace; science and the academic setting.

  • 9.
    Gunnarsson, Britt-Louise
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Applied linguistics2006In: Handbook of pragmatics 2006, Amsterdam: John Benjamins , 2006, 1-25 p.Chapter in book (Other (popular science, discussion, etc.))
  • 10.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Business discourse in the globalized economy: The construction of an attractive workplace culture on the internet2014In: Discourse in Context: Contemporary Applied Lingustics 3 / [ed] John Flowerdew, London, New Delhi, New York, Sydney: Bloomsbury Academic, 2014, 91-112 p.Chapter in book (Refereed)
    Abstract [en]

    Business discourse in the globalized economy: The construction of an attractive workplace culture on the Internet ’ , explores multinational companies ’ construction of an attractive image of their staff policy and workplace culture on the internet. The goal is to explore how large business enterprises in their self-presentations on their career-oriented web pages balance between various concerns, values and interests: between global and local concerns, between economic concerns and social values, and between individual-centred and group-centred interests. Context is understood in the chapter at a macro level as dependent on various societal frameworks, at a meso level as situated within the studied company and at a microlevel as related to the analysed text with its specific goal and intended readers. A model is introduced which sets business discourse in relation to its contextual frameworks and the creation of an image of the corporate culture to the construction of an ‘ organizational self ’ .

  • 11.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Development of medical discourse2013In: Discourse Studies Reader: Essential Excerpts / [ed] Ken Hyland, London, New York: Bloomsbury Academic, 2013, 177-193 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter sketches an exemplary picture of the emergence and development of medical written discourse. Medical articles published in scientific journals during three centuries - the eighteenth, nineteenth and twentieth centuries - are analysed and compared. The results are discussed in relation to the varied contextual frameworks in which the texts were written. Socio-historical changes in relation to text patterns and linguistics expressions of evaluation are thus related to different scientific stages: the pre-establishing stage, the establishing stage and the specialized stage.   

  • 12.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Discourse in Organizations and Workplaces2009In: Contemporary Applied Linguistics: Volume 2. Linguistics  for the Real World, London: Continuum , 2009, 122-141 p.Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    The purpose of the chapter is to deepen our understanding of the discourse-related problems facing managers and employees in the globalized economy. In the various section of the chapter I will discuss these problems from different viewpoints. First, I will explore the correspondence between organizational structure and discourse at a more general level, where I will use examples from analysis of small workplaces and large organizations. Secondly, I will view organizational discourse from the point of view of the top level management and discuss how an ‘organizational self’ is constructed by means of discourse, and the role of discourse for internal management and external marketing in the global economy. Thirdly, I will view discourse from a workplace perspective to distinguish two types of multilingual workplaces: those which use English as lingua franca and the multilingual workplaces with a workforce diversity. Fourthly, I will discuss workplace discourse in the ‘new work order’ with a particular focus on the consequences for the individual employee of technological advances and a globalized economy. Lastly, I will sketch some topics for future research.

  • 13.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Introduction: Languages of science in the eighteenth century2011In: Languages of Science in the Eighteenth Century / [ed] Britt-Louise Gunnarsson, Berlin/Boston: De Gruyter Mouton , 2011, 3-21 p.Chapter in book (Refereed)
  • 14.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Multilingualism at Work2012In: The Encyclopedia of Applied Linguistics / [ed] Carol A. Chapelle, Malden, MA, USA: Wiley-Blackwell, 2012Chapter in book (Refereed)
    Abstract [en]

    The chapter focuses on multilingualism at work and includes a survey of studies which explore discourse-related problems facing managers and employees in the globalized economy. Firstly, a model is presented which aims to grasp the complex and dynamic interplay between workplace discourse and its various contextual frames. Secondly, studies of organizational language policy are discussed. Thirdly,  multilingual workplaces are explored,  first with a focus on English lingua franca workplaces and then on workplaces with workforce diversity. The last section sketches some problem areas for future applied research.

  • 15.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Multilingualism at work: Organizational policy and practice in Scandinavian environments2012In: Discourse as social practice: Priorities and prospects. Part I, Moscow: Ministry of Education and Science of the Russian Federation , 2012, 11-21 p.Chapter in book (Refereed)
    Abstract [en]

    This article explores some discourse-related problems facing managers and employees in the globalized economy. A model is first introduced which focuses on the interplay between workplace discourse and its contextual frames. Secondly, issues related to transnational companies's language policy are discussed. Thirdly, some studies of multilingual workplaces in the Scandinavian countries are presented, both English lingua franca workplaces and workplaces with workforce diversity. Lastly, some topics for future applied research on multilingualism at work are sketched.

  • 16.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Multilingualism within Transnational Companies: An Analysis of Company Policy and Practice in a Diversity Perspective2010In: Language and the Market / [ed] Kelly-Holmes, Helen & Mautner, Gerlinde, Hampshire, UK: Palgrave and Macmillan , 2010, 1st, 171-184 p.Chapter in book (Other academic)
    Abstract [en]

    The chapter presents an analysis of ideology and practice in relation to the websites of five transnational companies operating in Sweden: ABB, AstraZeneca, Electrolux, Ericsson and Scania. One focus is on the companies's language practices and explicit language goals, as these are revealed on their websites; another is on their websites presentations of their corporate culture and 'ideal' employees.

  • 17.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Sociolinguistic Bibliography of Sweden for 20082010In: Sociolinguistica: International Yearbook of European Sociolinguistics, Berlin/New York: De Gruyter , 2010, 351-355 p.Chapter in book (Other academic)
  • 18.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Sociolinguistic Bibliography of Sweden for 2008-20092011In: Sociolinguistica: International Yearbook of European Sociolinguistics, Berlin/Boston: Mouton de Gruyter, 2011, 278-285 p.Chapter in book (Refereed)
  • 19.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Sociolinguistic Bibliography of Sweden for 20102012In: Sociolinguistica: International Yearbook of European Sociolinguistics. 26 / [ed] U. Ammon, J. Darquennes & S. Wright, Berlin/Boston: De Gruyter , 2012, 306-309 p.Chapter in book (Refereed)
  • 20.
    Gunnarsson, Britt-Louise
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    The linguistic construction of scientificality in early Swedish medical texts2011In: Languages of Science in the Eighteenth Century / [ed] Britt-Louise Gunnarsson, Berlin/Boston: De Gruyter Mouton , 2011, 303-332 p.Chapter in book (Refereed)
    Abstract [en]

    The chapter presents an analysis of the linguistic construction of scientificality in twelve medical articles published in the Transactions of the Royal Swedish Academy of Sciences between 1750 and 1769. By means of a detailed analysis of some early medical texts in Swedish, the chapter explores how 18th-century medical professionals textually created scientificality. The analytical framework can be described as socio-constructivist, which means that “scientificality” is regarded as a construction at different levels, or within different layers, of texts: a cognitive, a social and a societal layer. The description of the corpus studied is followed by three results sections. The first section focuses on the cognitive content of the texts and how it is structured, that is, on textual features that can primarily be linked to the cognitive layer. The second considers a number of linguistic phenomena (references, names and pronouns) that can be related to the social layer. The third examines how, in their texts, authors constructed a scientific role in society for the group to which they belonged. In the concluding section, a developmental perspective is applied to the 18th-century texts studied, and the findings are related to different stages in the development of medical science.

  • 21.
    Gunnarsson, Britt-Louise
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Entzenberg, SonjaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.Ohlsson, Maria
    Språk och kön i nutida och historiskt perspektiv: Studier presenterade vid Den sjätte nordiska konferensen om språk och kön, Uppsala 6-7 oktober 20062007Conference proceedings (editor) (Other academic)
    Abstract [en]

    Språk och kön i nutida och historiskt perspektiv innehåller 33 artiklar baserade på föredrag som hölls vid Den sjätte nordiska konferensen om språk och kön, som ägde rum i Uppsala den 6 och 7 oktober 2006. Boken inleds med artiklar författade av Mary Bucholtz, Bronwyn Davies, Michael Meuser, Margareta Svahn och Dorte Marie Søndergaard. De följande artiklarna är tematiskt ordnade under rubrikerna: Språk och kön i masskommunikation, Språk och kön i äldre texter, Könsperspektiv på personnamn, Språk och sexism, Språk och kön i arbetslivet, Språk och kön i skola och utbildning.

    Artiklarna är skrivna på något av de nordiska språken eller engelska. Sammanfattningar på engelska återfinns separat i slutet av boken liksom presentation av författarna. För redaktionsarbetet har Britt-Louise Gunnarsson, Sonja Entzenberg och Maria Ohlsson svarat.

    Language and Gender in Contemporary and Historical Perspective comprises 33 articles based on the papers given at the Sixth Nordic Conference on Language and Gender, which was held in Uppsala, Sweden, on 6–7 October 2006. The first part of the volume includes the plenary lectures which were given by Mary Bucholtz, Bronwyn Davies, Michael Meuser, Margareta Svahn and Dorte Marie Søndergaard. A selection of the section papers are then presented under the following headings: Language and gender in mass communication, Language and gender in texts from earlier centuries, Gender and personal names, Language and sexism, Language and gender in working life, and Language and gender in education.

    The articles are written in one of the Scandinavian languages or in English. English summaries of all the articles are found in a separate concluding section, along with a presentation of the authors and editors. Britt-Louise Gunnarsson, Sonja Entzenberg and Maria Ohlsson have co-edited the volume.

  • 22.
    Hagberg-Persson, Barbro
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Berg, Elisabeth
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lagrell, Kerstin
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Ämnesprov i svenska och svenska som andraspråk för årskurs 3: en utprövningsomgång2010Report (Other academic)
    Abstract [en]

    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.

  • 23.
    Hagberg-Persson, Barbro
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Wiberg, Cecilia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Elever visar vad de kan: Två studier kring ämnesprovet i svenska som andraspråk för årskurs 32013Report (Other academic)
    Abstract [en]

    In this study, more detailed knowledge is gathered in two key areas related to Sweden’s national test for Grade 3 pupils in the subjects of Swedish and Swedish as a second language. The first investigation (see chapter 2) takes as its starting point the fact that pupils who follow the national curriculum for Swedish perform better than pupils who follow the national curriculum for Swedish as a second language. Consequently, an analysis is conducted of the Grade 3 test results for a number of multilingual pupils for the years 2009–2011.

    The second investigation (see chapter 3) proceeds from the assumption that the tests should contribute to as equivalent an assessment as possible. This study is limited to a calculation of points for the reading texts included in the Grade 3 test for the period 2009–2012.

    The aim of the first investigation is thus to study in more detail a number of multilingual pupils who followed the national curriculum for Swedish as a second language from 2009 to 2011 and analyse what their Swedish language ability is like, as seen through the Grade 3 test on the subject.

    The results of this study indicate that the majority of the multilingual pupils meet the standards required for the different parts of the test but that more pupils meet the standards required for the oral parts than for the reading and writing parts. In a more in-depth analysis, it is found that pupils had the greatest difficulty meeting the standards required for the parts that test reading of a factual text, followed by reading of a narrative text.

    The second investigation is aimed at mapping in what way the reading material included in the Grade 3 test for the period 2009–2012 can be considered to meet the requirement of equivalent assessment over time. A comparison is made between the pupils’ results for the different reading texts and an assignment of points determined in advance for the lowest passing level required for the different texts.

    The results of this study indicate that the texts investigated meet the requirement for equivalent assessment over time. The adjustment of points assigned to the texts, moving the level a point or two up or down relative to the degree of the text’s difficulty, worked well. Furthermore, the majority of pupils achieve high points on the two reading tests, but the narrative texts are easier for pupils to process than the factual texts.

  • 24.
    Kimell, Julia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    ”Jo häjjo, ha du vari å fiska någi åå då?”: Ålänningars dialekt och identitetsskapande på Facebook, i e-post och i sms-meddelanden.2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Sammandrag

    Den här masteruppsatsen handlar om hur unga vuxna ålänningar varierar språket och använder sig av dialektala drag på Facebook samt i sms-meddelanden och i e-post. Jag ser vilka nationella och regionala identiteter som de uppvisar i interaktion med främst andra ålänningar online. Jag undersöker om det är den åländska identiteten som märks mest när ålänningar kommunicerar på nätet, eller om de även identifierar sig som svenskar eller finländare.

    Uppsatsen delas upp i en kvalitativ och en kvantitativ del. I den inledande kvantitativa delen svarar 161 unga vuxna ålänningar på en enkät där dialektanvändandet i sociala medier är i fokus tillsammans med attityderna till den egna dialekten: ”När och till vem är det acceptabelt att skriva på dialekt?”, ”I vilka sammanhang skulle du aldrig använda typiskt dialektala drag?”.

    I den kvalitativa textstudien undersöker jag hur åländskan faktiskt används på Facebook samt i sms-meddelanden och e-brev. Jag gör en textanalys av det insamlade materialet, och ställer därtill frågor som har med språkval och dess sammanhang att göra. Förutom att undersöka hur den åländska identiteten kommer till utlopp ser jag också om det finns något genomgående tillvägagångssätt i valet mellan standardspråk och dialekt.

    Min hypotes är att informanterna varierar sitt språk beroende på genre och mottagare och att dialektala drag kan fungera som en slags identitetsmarkör för ålänningar, speciellt i interaktionen ålänningar emellan.

    Resultaten visar att ålänningarnas åsikter till den egna dialekten är tudelad. Det är viktigt med identitet, och det är många som verkligen vill visa upp sin åländska identitet för andra utomstående, såväl för de egna. Och då känner de gemenskap. Sedan finns det många som håller sig till standardspråkliga former för att alla svenskspråkiga som läser ska kunna förstå direkt, och inte behöva fråga om betydelsen. Informanterna verkar ense om vilka ord och uttryck som faktiskt är åländska; i stort sett samma ord tas upp både i enkäten och i textmaterialet. Dialekten har funktion som gruppmarkör och används främst i vardagliga samtalsämnen, något som textanalysen understöder.

    Nyckelord: sociala medier, sociolingvistik, dialekt, attityd, Åland.

  • 25.
    Nelson, Marie
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Andraspråkstalare i arbete: En språkvetenskaplig studie av kommunikation vid ett svenskt storföretag2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is a study of the everyday communication of second language speakers in a major Swedish company. On the basis of eighteen interviews with permanently employed industrial and office workers, who came to Sweden as adults from countries outside the Nordic region where non-Germanic languages are spoken, five individuals were chosen for observation.

    The overarching aim of the study is to identify communicative factors with a positive impact on the integration of second language speakers in the workplace and in their immediate work team. Subsidiary aims are to map out the communication of the five participants and to analyse their involvement in communicative activities, both professional and social. The focus is on the interaction between participants and fellow employees, primarily in terms of what participants themselves do to promote mutual understanding and good relations at work.

    Theoretically and methodologically, the study has its basis in discourse analysis, interactional sociolinguistics and the ethnography of communication. By means of fieldwork, a large body of empirical data was collected, comprising detailed field notes, audio and video recordings of naturally occurring talk, and texts read and produced by participants.

    The five participants’ day-to-day communication is shown to be influenced to a large degree by the type of occupation. At the company studied, whose corporate language is English, white-collar employees can manage without a knowledge of Swedish, so long as they know English. Factory workers, meanwhile, regard an inadequate command of English, rather than Swedish, as an obstacle to promotion. All the participants perform communicative acts designed to create and maintain group solidarity. In seeking to foster good relations in the workplace, they make use of jokes, compliments, narratives, swearing and greetings. The participants are shown to be metalinguistically and metaculturally aware, which aids everyday communication and integration. Linguistic and cultural asymmetries seem to be able to mitigate potential threats to face, making the participants a valuable resource in sensitive communicative situations. All co-workers provide linguistic scaffolding, but in interaction with the most career-oriented participant, markers of power can sometimes be observed.

    A high level of awareness and performance of relational communicative acts appear to facilitate and speed integration in the workplace and the immediate work team.

  • 26.
    Nelson, Marie
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    "Jag kopierar andras mejl": Om andraspråkstalares skrivstrategier i yrkeslivet2008In: Språkinlärning, språkdidaktik och teknologi: Rapport från ASLA:s höstsymposium i Lund, 8-9 november 2007, Lund: ASLA , 2008, 163-181 p.Chapter in book (Other academic)
  • 27.
    Nordberg, Bengt
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish. Nordiska språk .
    Talackommodation, språkstruktur och språkförändring2016In: Språk & Stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. 26, 5-37 p.Article in journal (Refereed)
    Abstract [en]

    The article takes as a starting point the claim by interactional linguists that speakers’ intraindividual variation within an individual conversation is best described and explained with reference to the local context of the utterance. Based on accommodation theory they argue that a good deal of a speaker’s conversation-internal variation can be seen as convergence with or divergence from his/her interlocutor and that this tendency is an important explanation of language change. This view is here called in question, supported by a comparison between instances of accommodation and grammatical and prosodic features in a large corpus of spontaneous speech by socially diversified informants. Not only do cases of divergence outnumber those of convergence but turn-internal variation, which cannot be interpreted as accommodation is more numerous than the sum of accommodations. The distribution of prosodic and grammatical variants in the three analyzed variables is mostly statistically significant. The results suggest that language-internal factors are at least as important as interactional ones for understanding variation. Some methodological and theoretical problems about accommodation theory are discussed, and considering these together with the empirical results, the article concludes that, along with social prestige, language-internal factors are somewhat better predictors of language change than accommodation.

  • 28.
    Nordberg, Olle
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Att finnas till som läsare – skönlitterär läsning i ett elevperspektiv: Didaktiska tillämpningar av en empirisk studie baserad på elevers egna texter om sin läsning2013Report (Other academic)
    Abstract [en]

    Throughout their schooling, children and young adults hear from their teachers how important it is to read fiction. Many times, parents and other adults close to these youths share this opinion. School policy documents and the editorial pages of major newspapers also highlight this. But what do young people themselves really say? And where can a student perspective on reading lead the discussion on didactics?

    This report is based on a student perspective of reading fiction. In this empirical investigation, the results of three tasks carried out in national tests in the 2000s by upper secondary students in their final year of studies are analysed and compared. The students, who wrote essays, reflected in their texts on their reading based on different perspectives. In the analysis, the students’ arguments for and against the reading of fiction were systematically categorised and divided into groups. Their arguments were then related to reception theory and analysed in the report based on four main concepts:

    identity, interpretive communities, literary repertoire and literary competence. These concepts are integral to the general questions in the report on receptive processes and personal development in connection with reading. The concepts constitute a framework in a concluding section on didactics, with the results of the empirical study transformed into arguments about didactics and practical pedagogy.

    The investigation shows that the different tasks in the test have served as arenas for different types of readers and reading but that all groups describe transformative, meaning-creating processes. As for the question of identity and personal development, the investigation indicates that belonging to an upper secondary study programme and over time belonging to a class guide a person’s view of reading material and the act of reading in a way that shapes identity, where the question of fiction or non-fiction can be seen as a clear example. In the concluding section on didactics, a number of possible ways of working in the classroom are proposed based on these results, with the emphasis on students having a different approach to reading than the academic approach. The most important conclusion of this investigation is that reading fiction really plays a role and can be made meaningful for all groups of students.

  • 29.
    Norén, Niklas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Pronominella returfrågor i tre vardagliga svenska samtal2010In: Språk och interaktion, ISSN 1795-4428, Vol. 2, no 2, 29-71 p.Article in journal (Other academic)
    Abstract [sv]

    I denna artikel presenteras resultat från en studie av hur pronominella returfrågor an­vänds av deltagare för att lösa olika typer av kommunikativa uppgifter i några vardagliga svenska samtal. De pronominella returfrågorna är excerperade ur videoinspelade, naturligt förekommande och vardagliga flerpartssamtal i hemmiljö, med kvinnliga del­tagare i pensionsåldern. Deltagarna (3 till 4 stycken) är i huvudsak sysselsatta med samtal och fika i de sekvenser som analyserats. Totalt 37 belägg av typiska pro­nominella returfrågor (basvarianter 1–2) har excerperats ur tre samtal om samman­­lagt 4 tim och 9 min.

    Analysen visar att deltagare använder prono­minella returfrågor för att å ena sidan respondera på vissa typer av lokala kon­texter eller handlingar, och å andra sidan att frågorna är sekventiellt implikativa på olika sätt beroende på vilken lokal aktivitet deltagarna är involverade i, samt hur frågornas syntaktiska, prosodiska och lexikala design bidrar till dessa båda dialogiska aspekter av frågeyttrandena.

    Returfrågor används för att respondera på informationsrapporter i föregående tur eller föregående minimala tur­sekvens. De kan inleda reparation i en sekvens där returfrågan följs av en förklaring eller redovisning som sätter fokus på något problematiskt i turen/turerna som föregår returfrågan. Returfrågor kan bekräfta ett föreslaget samtalsämne, samt respondera på en nyetablerad opposition mellan talare (som sedan reds ut) så att både en full konflikt och ett fullt uppgivande av den egna ståndpunkten/åsikten undviks. Returfrågor används i materialet även för att respondera på lokala kontexter där det blivit uppenbart att returtalaren och en eller flera andra deltagare inte längre delar en ömsesidig social värld här-och-nu.

    Analysen har påvisat skillnader mellan de olika lokala interaktionella kontexterna beträffande hur returfrågeyttrandena ut­formas (främst prosodiskt) och behandlas i efterföljande samtal. Det finns dock även många likheter mellan returfrågeyttrandena i materialet i stort, och mellan de returfrågor som behandlats i uppsatsen. Förutom de åter­kommande pragmatiska villkor som beskrivits, t.ex. beträffande informations­organisation, har likheterna med stor sannolikhet även att göra med yttrandenas formella grammatiska och prosodiska konfigurationer, samt de funktionella potentialer att utföra kommunikativa uppgifter i samtal som kan knytas till dessa.

  • 30.
    Orb, Jesper
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    En array av termer: Om svenskans plats inom området programmering2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Inom programmering existerar ingen samlad officiell terminologi på svenska för begreppen som används inom området. Gör detta att svenskan blir bristfällig och splittrad inom området? Denna uppsats har hämtat terminologi utifrån tre olika handböcker inom programmering på svenska och undersökt om det finns en samstämmighet kring terminologin trots tidigare nämna problem. Vidare har utövare av ämnet programmering fått svara på vilka termer de själva använder eller har kommit i kontakt med bland dessa termer hämtade utifrån handböckerna. Resultatet visar att variationen mellan handböckerna är relativt liten och att variationen mellan utövarna är ännu mindre. Att inte ha en samlad terminologi upplevs därför inte som något hinder för svenskan inom området.

  • 31.
    Palmér, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Att bedöma det muntliga: Utvärdering av ett delprov i gymnasieskolans nationella kursprov, Svenska B2010Report (Other academic)
  • 32.
    Palmér, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Bedömning av det muntliga nationella provet – en mötesplats om muntligheten2012In: Rhetorica Scandinavica, ISSN 1397-0534, no 61Article, book review (Other academic)
  • 33.
    Palmér, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Bedömning i svenska och svenska som andraspråk årskurs 6-92009Other (Other (popular science, discussion, etc.))
  • 34.
    Palmér, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Muntligt i klassrummet: Om tal, samtal och bedömning2010Book (Other academic)
  • 35.
    Palmér, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Rättvis bedömning?: Bedömaröverensstämmelse vid muntliga nationella prov i gymnasieskolan.2009In: Muntlighetens möjligheter - retorik, berättande, samtal: Sjätte nationella konferensen i svenska med didaktisk inriktning, Uppsala 27-28 november 2008 / [ed] Anne Palmér, Uppsala: Uppsala universitet , 2009, 119-129 p.Conference paper (Other academic)
    Abstract [sv]

    Artikeln redovisar en undersökning av bedömaröverensstämmelse vid gymnasieskolans muntliga nationella prov. Undersökningen ingår i ett mer omfattande forsknings- och utvärderingsprojekt med namnet Att bedöma det muntliga, där det muntliga nationella provet studeras mot bakgrund av de förändringar av provet som genomfördes år 2007. Materialet är hämtat från en klassrumsundersökning genomförd ht 2008 i samband med det ordinarie muntliga provet i Svenska B. Det består av 32 elevanföranden från sju klasser på fyra olika gymnasieprogram och komvux. Varje anförande har bedömts av tre lärare som alla var närvarande vid framförandet.

    I vilken mån överensstämmer de tre bedömarnas betyg med varandra? Frågan besvaras med hjälp av beräkningar av s.k. procentuell överensstämmelse (percent-agreement, Stemler 2004) av bedömarpar. När den aktuella fyrgradiga betygsskalan tillämpas visar beräkningarna på en relativt hög överensstämmelse av bedömarparens betyg: som lägst 0.69 och som högst 0.84. Vid utvärderingar av kvalitativ bedömning av det slag som görs i det nationella provet brukar en 70-procentig överensstämmelse anses motsvara en reliabel (tillförlitlig) bedömning. Författaren ser det aktuella resultatet som tecken på att en s.k. tolkningsgemenskap (Berge 2005) för bedömning av muntliga prov existerar i svenska gymnasieskola.

  • 36.
    Palmér, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Skrivdidaktiska diskurser bakom gymnasieskolans nationella prov: Genre, kommunikationssituation och skrivdidaktiska diskurser2013In: Genre.: Tionde nationella konferensen i svenska med didaktisk inriktning. Stockholm 18-19 otkober 2012 / [ed] Judith-Ann Chrystal & Maria Lim Falk, Stockholm: Stockholms universitets förlag, 2013, 72- p.Conference paper (Refereed)
    Abstract [sv]

    Artikeln innehåller en diskursanalys av tre nationella prov i skriftlig framställning för gymnasieskolan. Utifrån Roz Ivanič (2004) diskuteras provens förhållande till olika ”discourses of learning and learning to write”, skrivdidaktiska diskurser. Provens anknytning till tre diskurser undersöks: processdiskursen, genrediskursen och diskursen om sociala praktiker. Dessutom analyseras provens förhållande till två olika genrebegrepp, ett socialt genrebegrepp (Miller 1984) och ett lingvistiskt genrebegrepp från australiensisk genrepedagogik (Martin & Rose 2008).De analyserade proven är ett delprov i kursprovet Svenska B, som ges för sista gången vt 2013, och delprov i de nya kursproven Svenska 1 och Svenska 3.

    Analysen visar att proven inte på något enkelt sätt kan knytas till en skrivdidaktisk diskurs. Snarare finns drag av de tre diskurserna i alla studerade prov, som kan betecknas som skrivdidaktiska hybrider. Genom skrivuppgifter som presenterar fiktiva skrivsituationer där textens syfte, genre, mottagare och publiceringsställe anges, anknyter proven till en funktionell syn på skrivande och ligger därmed i utkanten av diskursen om sociala praktiker. Provens användning av begreppet genre motsvarar huvudsakligen ett socialt genrebegrepp. Även om inga stora förändringar av skrivteoretisk anknytning har skett genom åren är en öppning mot genrediskursens inriktning mot skrivande i skolans alla ämnen en nyhet i de nya proven.

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