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Genrepedagogik : Det kollegiala samarbetet och metodens gynnsamhet för alla elever / Genre-based pedagogy : The collegial cooperation and the method's benefits to all studentsLevander, Linda January 2017 (has links)
Syftet med studien är att ge en fördjupad bild av lärares uppfattningar; om hur det är att arbeta medgenrepedagogik, det kollegiala samarbetets betydelse för metoden, samt om genrepedagogik gynnar allaelevers möjligheter till lärande i det heterogena klassrummet. Genrepedagogik vilar på tre ben, det förstaoch andra benet utgör genrepedagogikens teoretiska utgångspunkter; Vygotskijs teori om lärande ochHallidays teori om språk, som även är teoretiska utgångspunkter i den här studien. Det tredje benet utgörgenrepedagogikens pedagogiska modell som kallas cirkelmodellen. Studien har även en vetenskapligteoretisk utgångspunkt i fenomenografin där fokus ligger på hur ”något uppfattas vara” och inte ”hurnågot är” som kommer i uttryck i hur studiens syfte, frågeställningar samt frågorna i enkät/intervjuerna ärformulerade med fokus på lärarnas uppfattningar. Den fenomenografiska ansatsen kommer även i uttrycki hur de empiriska data, 3 semistrukturerade intervjuer och 44 enkätsvar, analyserades och redovisades iresultatdelen. Resultatet visade att lärares varierade uppfattningar kunde sammanställas i trebeskrivningskategorier, tydligt, stöttande och gemensamt. Resultatet av de fasta svarsalternativen ienkätundersökningen visade att lärarna ansåg att genrepedagogik gynnar alla elever i det heterogenaklassrummet, men främst andraspråkselever och lågpresterande elever. Lärare i enkätundersökningenansåg att genrepedagogik är minst gynnsamt för elever med diagnoser t.ex. adhd/autism vilket skiljde sigfrån lärarnas uppfattningar i beskrivningskategorierna. I arbetet med genrepedagogik ansåg lärare attavgörande faktorer för att stötta elevernas möjligheter till lärande var; lärarens kompetens, samspelmellan lärare, elever och kollegor samt möjligheterna till tid (tid för fortbildning och tid för kollegialtsamarbete).
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Kontrastive Studie der Übersetzung schwedischer Modalverben in Viveca Stens Roman Offermakaren ins Deutsche : Kann eine Klassifizierung nach der Systemisch-Funktionellen Grammatik ein Muster aufzeigen? / A Contrastive Study on the German Translation of Swedish Modal Verbs in Viveca Sten’s Novel Offermakaren : Could a categorization based on Systemic Functional Grammar indicate a pattern?Böiers, Ulrika January 2024 (has links)
Inom den systemisk-funktionella grammatiken delas modalitet in i fyra olika modalitetstyper. De är SANNOLIKHET, VANLIGHET, FÖRPLIKTELSE och VILLIGHET. I denna kontrastiva studie undersöks hur de tre svenska modalverben böra, skola och kunna tagna ur en svensk nutidsroman kan klassificeras i dessa modalitetstyper. Därefter undersöks hur de svenska modalverben har översatts i den tyska utgåvan av romanen. Målet med denna undersökning är att ta reda på om det finns någon regelbundenhet i vilket tyskt modalverb som används i översättningen av ett visst modalverb inom en viss modalitetstyp. Resultatet av denna studien är att det inte går att påvisa ett helt entydigt mönster som kan kopplas till ett enskilt modalverb och en särskild modalitätstyp. Däremot ses tendenser som kan undersökas närmre med hjälp av ytterligare data.
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O viés estruturalista da abordagem discursiva de Norman Fairclough / The sctructuralist aspects of the discursive approach of Norman FaircloughCASTRO, Luciana Andrade Cavalcante de 18 October 2011 (has links)
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Previous issue date: 2011-10-18 / The present research intends to explain the constitution of the Structuralist aspects of the discursive approach of Norman Fairclough, one of the most representative authors of Critical Discourse Analysis (CDA). As a methodological and theoretical approach, whose purpose consists in the study of the language in contemporary societies, Critical Discourse Analysis is derived from Critical Linguistics of 1970, consolidating itself in the decade of 1990s. As it borrowed the Social Theory of Discourse (TSD), developed by Norman Fairclough, CDA has defined itself theoretically and methodologically, and this explains the relevance of the British linguist to CDA. To elaborate the TSD, Fairclough resorted to important authors of the sciences of language like Halliday, Bakhtin and Foucault, and of social sciences like Bourdieu, Giddens, Thompson, Gramsci and others. We approached the four first ones in this work, and the choice of these authors is due to our interest in the Structuralist aspects of the research of Fairclough. When we refer to structuralist bias , we raise up a great number of problematics about Structuralism, which have existed since the moment the
Structuralism came to be seen with certain aversion for many language theorists. One of the reasons is the fact that structuralist approaches give priority to the social structures, not admitting the capacity of action and change of the social subject, this criticism is present in Norman Fairclough s books.
Another problematic is a kind of self saturation that the proper structuralism allows to be shown. But to explain this, it is necessary to use the division that Umberto Echo (2001) makes between ontological Structuralism and methodological Structuralism. The first one consists, basically, in the incessant search of deeper structures that lead the phenomena, and the second one consists in the application of homogeneous structural models in the analysis of different phenomena. Eco criticizes the first one, showing the impossibility of reassuring, in fact, the real existence of structures, but he presents the second one as a productive methodology for many kinds of researches. In Fairclough s
approach, we find the two modalities of structuralism displayed by Eco. During the research we demonstrate how important Bakhtin, Foucault, Bourdieu and Halliday, had been for the constitution of the structuralist bias of Norman Fairclough, allowing the British author to operate with systems of differences in the treatment of discursive phenomena, without neglecting the dialogic bias in the study
of the interaction contexts. At last, the bakhtinian dialogism, foucaultian archaeology, the constructivist structuralist sociology of Bourdieu and the functionalist linguistic of Halliday had more been excellent supports for the constitution of the structuralist bias of Norman Fairclough s discursive
approach. / A presente pesquisa de tem por objetivo expor como se apresenta o viés estruturalista da abordagem discursiva de Norman Fairclough, um dos maiores expoentes da Análise de Discurso Crítica (ADC). Tida como uma abordagem teórico metodológica, cuja finalidade consiste no estudo da linguagem nas sociedades contemporâneas, a Análise de Discurso Crítica é uma vertente dos estudos do discurso derivada da Linguística Crítica de 1970, consolidando-se a partir da década de 90. Ao se apropriar da Teoria Social do Discurso (TSD) desenvolvida por Norman Fairclough, a ADC se define
tanto teórico quanto metodologicamente, o que explica a relevância do linguista britânico para essa corrente de análise discursiva. Para elaborar a TSD, Fairclough recorreu a importantes autores das ciências sociais e da linguagem como Halliday, Bakhtin, Foucault, Bourdieu, Giddens, Thompson,
Gramsci, entre outros. Os quatro primeiros foram abordados neste trabalho, e a escolha destes se deu justamente pelo interesse no viés estruturalista da obra de Fairclough. Quando nos referimos a viés estruturalista , terminamos por trazer à tona toda uma problemática que existe desde o momento em
que o Estruturalismo passou a ser visto com certa aversão por muitos teóricos da linguagem. E uma das justificativas diz respeito ao fato de abordagens estruturalistas darem primazia às estruturas sociais, não admitindo a capacidade de ação e mudança dos sujeitos sociais, essa é uma crítica presente na obra de Norman Fairclough. Outra problemática estruturalista relevante é uma espécie de auto saturação que o próprio estruturalismo deixou surgir. Mas para explicar tal saturação, convém recorrermos a divisão que Umberto Eco (2001) faz entre estruturalismo ontológico e estruturalismo metodológico. O primeiro consiste, basicamente, na procura incessante de estruturas cada vez mais profundas que regem os fenômenos, e o segundo consiste na aplicação de modelos estruturais
homogêneos na análise de diferentes fenômenos. Eco critica o primeiro alegando a impossibilidade de se assegurar, de fato, a existência real de estruturas, mas apresenta o segundo como metodologia produtiva para diversas pesquisas. Em Fairclough encontramos os dois estruturalismo expostos por Eco. Durante a pesquisa, procuramos demonstrar como Bakhtin, Foucault, Bourdieu e Halliday foram fundamentais para a constituição do viés estruturalista de Norman Fairclough, permitindo que o autor britânico operasse com sistemas de diferenças no tratamento de fenômenos discursivos, sem que ele abandonasse os aspectos dialógicos no estudo dos contextos de interação. Enfim, o dialogismo bakhtiniana, a arqueologia foucaultiana, mais a sociologia estruturalista construtivista de Bourdieu e a Linguística Sistêmico Funcional foram suportes relevantes para a constituição do viés estruturalista da
abordagem discursiva de Norman Fairclough.
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"Really? You're gonna say 'tunes'?": The functions of register clashes in the television drama series <em>Gilmore Girls</em>Tuna Berglin, Ieva January 2009 (has links)
<p>Register clashes are a linguistic phenomenon that occurs in both real and fictional interaction. This study, based on the theory of register as developed by Halliday, examines the functions of register clashes in the television drama series <em>Gilmore Girls</em>. It was hypothesized that the function of register clashes is to create humor, to characterize some characters on the show as sophisticated and witty and some others as lacking in communicative competence, or what is popularly referred to as <em>geeky</em> or <em>nerdy</em>, as well as to characterize the show. A total of 1,306 cases of register clashes were identified, of which 761 cases (58.3 percent) were clear cases and 545 cases (41.7 percent) were somewhat more doubtful. Nearly all cases of register clashes found were considered to have been used to create humor. Eight out of the ten most productive characters with respect to the utterance of register clashes were found to be characterized as witty; the other two characters produced register clashes in a way that characterized them as geeky. Each of the six episodes examined in this study was found to contain many instances of register clashes, regardless of the fact that each was written by a different author. The results thus suggest that the function of register clashes in <em>Gilmore Girls</em> is indeed to create humor, to characterize the characters, and to characterize the show.</p>
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Verb Dynamics : a Study of Gender Roles in <em>Blueprint A</em>Lysén Frej, Ulrika January 2009 (has links)
<p>The teaching book is a very important device in schools and its potential impact can be considerable. This essay analyses how gender is established in one of the most common teaching books in upper secondary school,</p><p><em>Blueprint A. The study aims to find out if the teaching book is stereotypical concerning the issue of gender equality. The analysis is made with Halliday’s Functional Grammar Theory as theoretical approach and is compared to the guidelines of the Curriculum and the Educational Act. To fulfil the aim of this essay, three texts are analysed from a gender perspective. If the verbs are dynamic/stative, and if the subjects function as agents or not are the factors used to establish if there is a difference between how females and males are represented in the texts. The hypothesis is based on a previous study on the same teaching book but regarding another edition and course (Odén 2005). It is hypothesised that there are differences in how men and women are presented in the texts and that women are described as more stative while men are described in more dynamic terms. The conclusion of this essay is that females are established as more stative than males and therefore it can be argued that the teaching book does not satisfy the goals of the Curriculum or the Educational Act. </em></p>
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"But one day she met this wonderful boy,he make her smile and believe in her self": : An Investigation into the Construction of Gender in School pupils' essaysLysén Frej, Ulrika January 2009 (has links)
<p>This essay analysed how gender is established in students’ texts. The aim of the study was to find out if the students in a class in an upper secondary school were able to produce texts where female and male subjects were not influenced by prevailing gender roles. The analysis was based on Halliday’s Functional Grammar Theory. Furthermore, the results are interpreted in the light of the guidelines of the Curriculum and the Education Act. To fulfil the aim of this essay 32 texts were analysed from the extra linguistic factor of gender.</p><p> The linguistic factors examined were verbs (dynamic/stative, transitive/intransitive), if the subjects function as actors or not were the factors used to establish if there is a difference between how females and males are represented in the texts. Furthermore the use of adjectives, nouns and predicatives modifying the grammatical subjects were also taken in consideration in the analysis. The hypothesis was based on a previous study made on the teaching book <em>Blueprint A </em>and the results from this current study were compared to the results from that study. The study finds that in the texts examined females are established as more stative than males and because of that it is possible to draw conclusions that the teaching book can influence the student in their writing but also that school not always uphold the goals of the Curriculum and the Education Act in the issue regarding gender equality. </p><p><strong> </strong></p><p> </p>
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"Tack för dagens rapport om ditt liv" : En studie om relations- och identitetsskapande mellan bloggare och bloggläsare i två av Sveriges största bloggar / ”Thank you for todays report on your life”. : A study of how relationships and identity forms between bloggers and blogreaders in two of Swedens largest blogsStrandberg, Matilda January 2012 (has links)
Genom en transitivitetsanalys och en analys av språkhandlingar samt textjag och textdu har jag undersökt hur bloggare och bloggläsare använder sig av språket för att skapa relation och identifiera sig med varandra i två av Sveriges största bloggar, Blondinbella och Kissie. I undersökningen tar jag mig an två blogginlägg samt femton kommentarer från vardera av de två bloggarna. Resultatet visar att blogginlägg och bloggkommentarer innehåller merparten materiella processer vilket innebär att blogginlägg och bloggkommentarer är förankrade i tid och rum, resultatet visar också att förstadeltagaren är av personlig karaktär. Av resultatet framkom att blogginlägg och bloggkommentarer byggs upp med hjälp av påståenden som förväntas accepteras eller ifrågasättas, av textens mottagare men även ett antal uppmaningar och frågor som kräver handling av den som uppmanas eller tillfrågas. En analys av blogginläggen och bloggkommentarernas textjag och textdu visade att ett vanligt sätt för bloggare och bloggläsare att markera sin egen närvaro i texten är genom användningen at pronomenet jag medan ett vanligt sätt att tilltala någon är genom användningen av pronomenet du. Efter genomförd textanalys kunde jag konstatera att språket spelar en direkt avgörande roll i relationen mellan blogg och bloggläsare och även hur dessa identifierar sig med varandra. Relationen mellan bloggare och bloggläsare är av personlig karaktär och byggs upp genom att människor delar personliga erfarenheter, kunskaper, känslor eller tankar med varandra men även genom att bloggare och bloggläsare tilltalar varandra direkt. I bloggen används språket som huvudsakligt medel för identifikation, bloggare och bloggläsare närmar och distanserar sig från varandra genom att dem delar med sig av den personliga sfären men även prövar sin egen identitet.
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Ideologiska studieförbund : En jämförande kritisk diskursanalys av Medborgarskolan och ABF:s språkliga uttryck / Ideological education associations : A comparative critical discourse analysis of Medborgarskolan and ABF's linguistic expressionsFlink, Hanna January 2013 (has links)
Syftet med denna uppsats är att analysera på vilket sätt politiska ideologier kommer till uttryck i texter producerade av ABF och Medborgarskolan. Detta med utgångspunkt i vad jag upplever som oklara förhållanden rörande vilken betydelse ideologier i praktiken spelar för dessa studieförbund. I uppsatsen undersöks vilka ideologier som går att urskilja i två texter från ABF respektive Medborgarskolan, samt hur dessa ideologier uttrycks språkligt. Även två motsvarande texter från ett tredje studieförbund – Folkuniversitet – analyseras. Uppsatsen utgår såväl teoretiskt som metodologiskt från Norman Faircloughs kritiska diskursanalys. Analysen kompletteras även med en ideationell SFL-analys. Resultatet visar att ABF och Medborgarskolan grundar sig i samma folkbildningsdiskurs, men medan ABF-texterna är starkt präglade av en socialdemokratisk diskurs så består Medborgarskolans texter av en interdiskursiv blandning av folkbildnings-, borgerlig-, humanistisk- och positiv säljdiskurs. Avslutningsvis kopplas dessa resultat till den övergripande sociala praktik som studieförbunden är en del av.
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Die entwicklung des britischen Kontextualismus /Steiner, Erich H. January 1983 (has links)
Diss.--philosophische Fakultät--Saarbrücken, 1982. / Bibliogr. p. 385-439. Index.
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Verb Dynamics : a Study of Gender Roles in Blueprint ALysén Frej, Ulrika January 2009 (has links)
The teaching book is a very important device in schools and its potential impact can be considerable. This essay analyses how gender is established in one of the most common teaching books in upper secondary school, Blueprint A. The study aims to find out if the teaching book is stereotypical concerning the issue of gender equality. The analysis is made with Halliday’s Functional Grammar Theory as theoretical approach and is compared to the guidelines of the Curriculum and the Educational Act. To fulfil the aim of this essay, three texts are analysed from a gender perspective. If the verbs are dynamic/stative, and if the subjects function as agents or not are the factors used to establish if there is a difference between how females and males are represented in the texts. The hypothesis is based on a previous study on the same teaching book but regarding another edition and course (Odén 2005). It is hypothesised that there are differences in how men and women are presented in the texts and that women are described as more stative while men are described in more dynamic terms. The conclusion of this essay is that females are established as more stative than males and therefore it can be argued that the teaching book does not satisfy the goals of the Curriculum or the Educational Act.
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