<p>The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.</p>

The English language surrounds young children from an early age, and as they growolder, it will continue to be an important part of their lives, both inside and outside ofschool. The ability to read English is therefore essential to participate in a democraticsociety. Previous research suggests that reading stories from an early age can supportyoung learners in acquiring new language. Therefore, this study aims to investigate howteachers select and use children’s literature in their EFL teaching for years 1-3. SixSwedish primary school EFL teachers have participated in this qualitative study. Theempirical data was collected through semi-structured interviews. The results show thatteachers express a positive attitude towards using children’s literature in their teachingand suggest several important factors when choosing and using it. However, the resultsalso indicate that teachers face challenges when implementing the materials, due tofactors such as time constraints. Despite the time constraints, several teachers usechildren’s literature because of the benefits, such as offering authentic language thatpupils can use in their daily life, both inside and outside of school.

Syftet med den här uppsatsen har varit att undersöka fyra gymnasieelevers erfarenheter av språkundervisning i moderna språk.Uppsatsens frågeställningar är:• Hur beskriver eleverna sin språkundervisning?• Vilka strategier använder sig eleverna av vid språkinlärningen?• Vilka teorier kring lärande går att observera i elevernas undervisning? Underlaget till uppsatsen har varit fyra gymnasieelevers utsagor om språkinlärning i form av kvalitativa intervjuer. Elevernas utsagor har analyserats med hjälp av olika teorier med anknytning till språkinlärning. Slutsatsen är att denna språkundervisning lägger tonvikten på den sociala interaktionen, vilket speglar den forskning som har gjorts de senaste 30 åren. Det visade sig även att det fortfarande finns spår av äldre metoder i dagens undervisning, och att det är problematiskt att hitta en balans mellan lärarcentrerad och elevorienterad undervisning.

The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.

Due to the fact that adolescents are familiar with so many different media and technology resources today, learning in a conventional way is no longer effective. The aim for this literature review was to analyse what research shows about the use of film as a teaching tool in English to develop students’ linguistic and critical thinking skills in upper secondary EFL classrooms. The results disclosed that film can improve students’ linguistic skills and critical thinking. One reason for this is that film is already such a large part of students’ lives and provides a meaningful and familiar context for them and that film offers visual support. Studentsʼ felt motivated to see and experience “real-life” situations as opposed to reading the conventional textbook. Interaction between the students also proved to be vital in developing their language skills. Results also showed that it is imperative that teachers present film not only as a tool of entertainment, but one for teaching as well. This can be done by creating contextualized assignments related to the film. The literature review concluded that there are gaps in knowledge of this subject and that further research is desirable.

Considering teacher talk as the main input into the English as a foreign language classroom, this study aims to highlight and gain a deeper understanding of how target language use can look like in a foreign language classroom in Sweden. To investigate in this essay, the following research questions are addressed: • What is the teachers´ attitude towards the use of the target language in English teaching? • To what extent does the teacher communicate orally in English during English lessons? And on what occasions does the teacher choose to use the target language andthe first language during English lessons? The study was conducted in four different elementary schools, and four teachers were observed who taught in different grades. An interview was held after every observation, and through the interviews a deeper understanding was obtained. The material consists of notes through observation schedules and recordings of interviews and recording of observation. The study is based on Krashen's (1981) input hypothesis as well as Vygotskijs (2001) notion of Zone of proximal development. Research indicates that using the target language consistently can create learning opportunities for students, and a relaxing environment for them to use the target language themselves fluently during English lessons. Furthermore, studies has alsoshown using the first language can affect the students own language production and learning of the target language. However, other have shown that in some cases it can be an advantage to use the first language to include all students during English lessons, especially for the weak students in the class. Therefore, taking into consideration these different perspectives, I investigate four teachers´ use of English and Swedish in the Swedish EFL classroom.The findings show that three out of the four teachers observed used the target language in the beginning of the English lesson, while giving instructions, commanding the students to use the target language and asking them questions however, only one of them used the target language consistently during the English lesson. The findings also shows that the teachers used the first language to facilitate the students´ comprehension and to translate when they didn’t seem to understand what was said in English. Notably, some of the participating teachers indicated a desire to use the target language to a larger extent during English lessons, but they felt obligated to use Swedish in order to include all the students. The overall 3conclusion of this study is that it can be beneficial for both teachers and students if the teacher is aware of their approach toward the target language. They can thereby reflect on the impact this can have on their students´ language learning, their English lessons and their students´ use of the target language.

Lorsque nous enseignons une langue étrangère et dans le cas de ce travail, le français, dans une classe, il faut prendre en considération les différents aspects comme l’écriture, la lecture et la compétence communicative sur laquelle ce travail met l’accent. Cette compétence peut être plus abstraite que les autres car il s’agit des dialogues et des discours qui ne peuvent pas être écrits sur un document.  Dans cette étude, nous cherchons à trouver de bonnes méthodes utilisées pour enseigner et promouvoir la compétence communicative des élèves par des professeurs dans un lycée en Suède. Le travail cherche également à trouver comment les professeurs évaluent cette compétence par rapport au plan directif et dans quelle mesure le plan directif est utilisé comme un outil dans l’enseignement. La méthode utilisée est une étude phénoménologique avec une enquête composée de questions qualitatives pour recevoir des réponses plus approfondies. Quatre professeurs d’un lycée ont été interviewés et les données ont été évaluées avec la théorie choisie. La théorie utilisée dans ce travail est un mélange de quelques approches pour enseigner une langue étrangère dans les écoles. Nous avons choisi les approches comme l’alternance codique, l’approche actionnelle, l’approche communicative et une méthodologie de base pour planifier et évaluer les activités et la compétence. Enfin, nous avons regardé les commentaires du plan directif pour les langues vivantes au niveau 3 par Skolverket (2011a) pour plus facilement interpréter les critères de notations du plan directif. Bref, les résultats ont montré que c’est mieux de créer des petits groupes en enseignant la compétence communicative et que les meilleures tâches à utiliser peuvent être des images à décrire et des questions ouvertes et adéquates qui touchent à la vie de l’apprenant. Cela peut inciter l’élève à parler et exprimer ses pensées plus facilement que des activités en grands groupes et avec des questions fermées. / When we teach a foreign language or in this case, French, in a class, we have to be aware of the different skills like communication, writing and reading whereas this study puts emphasis on the communicative skill. This skill can be more abstract than the rest of the skills since it consists of dialogues and discourses which don’t necessarily need to be written on a document. In this study we will try to reveal some applicable methods used by teachers to teach and improve students’ communicative skills at an upper secondary school in Sweden. The study also tries to find out how these teachers evaluate and grade this particular skill according to the syllabus and in what frequency the syllabus is used by the teachers as a tool in their teaching. The method used is a phenomenological study with a questionnaire consisting of qualitative questions in order to receive more accurate answers. Four teachers at an upper secondary school have been interviewed and the empirical data collected have been evaluated together with the theory chosen. The theory used in this study is a mixture of approaches for teaching a foreign language in schools. We have chosen approaches like code-switching, task-based learning, the communicative approach and a basic methodology of how to plan and evaluate the activities chosen. Lastly, we have been looking at the commentary section on the syllabus for foreign languages on stage 3 made by Skolverket (2011) in order to easier interpret the grading criteria in the syllabus. Briefly, the results showed that it is better to create smaller groups when teaching the communicative skill and that the advantageous tasks can consist of images to describe and genuine and adequate questions which concern the student’s personal life. This can generate that the students talk and express their thoughts more freely than with activities in larger groups and with display questions.