<p>The aim of this essay is to find out which dictionary is the best for learners and how it can be improved even further, regarding delexical verbs.</p>

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<p>Syftet med min uppsats är att undersöka hur lässituationen framställs i en handbok i brukstextanalys. Mitt material är "Vägar genom texten" (1997) av Lennart Hellspong och Per Ledin. Metoden utgörs av de textanalytiska verktygen: handlingspositioner, presuppositioner, metaforer och inferenser. I analysen används diskurs-, makt- och subjektbegrepp hämtade från Michel Foucault. Min analys visar att materialet generellt sett framställer lässituationen som en diskursiv process, men även som en traditionellt hierarkisk maktrelation där läsaren begränsas. Resultaten diskuterar jag i termer av meningsproduktion.</p>

<p>This essay, called <em>Motivation and reading comprehension</em>, is a study of the correlation between the motivation to read and the reading comprehension of Swedish students in their final year of school before university level, meaning that they are eighteen or nineteen years old, sometimes more.</p><p>The relation between the identity of the individual and the learning process has been a matter of scientific interest for some time, and this essay works in that tradition by investigating the connection between how pupils regard reading and how well developed their ability to decode text is.</p><p>The reading comprehension is measured through a test that consists of a text from the Swedish epic by Vilhelm Moberg, <em>Invandrarna</em>,<strong> </strong>where the reader at certain intervals throughout the text is asked to<strong> </strong>mark the correct word from a choice of three. This test has been used and evaluated extensively by Per Fröjd, who has found that the results are reliable and useful.</p><p>To measure the motivation to read I’ve constructed a survey to be answered before taking the reading test. It focuses on three different parts of reading motivation that are noted as the most important ones by Ivar Bråten. These are the feeling of joy and interest for reading, the goal to acquire knowledge of a specific subject, and the expectations that you have on yourself as a reader.</p><p>Results show a weak or non-existent correlation between the two factors for the whole of the subjects, but once those who have a first language other than Swedish are removed the correlation becomes significant. There does not appear to be any difference based on gender, at least none that can be divined from these results.</p><p>The analysis does not give any reason to question previous research, and together with earlier studies of compulsory school this means that we can assume that the relation between motivation and reading comprehension is relevant throughout all the stages of schooling.</p><p>Regarding further studies a possible fruitful area of inquiry could be the significance of motivation for the students who are studying at a different language than their first.</p>

<p>This essay attempts to investigate the use of lexical chunks in an empirical way. It tries to probe into the possible relationship between L2 learners competence of lexical chunks and their language production through analysing results from a multiple-choice chunk test and a writing test.</p>

<p>The purpose of this paper is to investigate the process of translating a book title from English into Swedish and vice versa. I have investigated the different methods used when translating a title, as well how common each strategy is. By contacting publishing companies and translators in Sweden, I learned of the process of adapting a title from the source language into a foreign market and the target language. Studying 156 titles originally published in English, and 47 titles originally written in Swedish, I was able to see some patterns. I was particularly interested in what strategies are most commonly used.</p><p>In my study I found nine different strategies of translating a book title form English into Swedish. I have classified them as follows: Keeping the original title, Translating the title literally, Literal translation with modifications, Keeping part of the original title and adding a literal translation, Adding a Swedish tag to the English title, Adding a Swedish tag to the literal translation, Translation with an omission, Creating a new title loosely related to the original title and finally Creating a completely different title. In the study of titles translated from Swedish into English, I found eight different translation strategies; seven of the strategies were the same as in the translation of titles from English into Swedish. The one method that differed is called Translation with an addition. The study of titles originally published in Swedish was much smaller; and yet more variety and creativity was shown in the translations. The conditions for translating from Swedish into English are different since English readers normally have no knowledge of Swedish. Names of characters and places for example, are very likely to sound very odd to an English reader, and therefore more translations are necessary. Swedish readers on the other hand are generally relatively proficient in English since they are exposed to the language naturally in their everyday lives through for example, television. Therefore it was easier to stay close to the original in the translations from English into Swedish.</p>

<p>Syftet med uppsatsen är att få en grundligare kunskap om berättande. I uppsatsen kan man läsa om vad författare anser om berättandets betydelse, medias påverkan på fantasin och vilka skyldigheter pedagoger har. Jag har även intervjuat tre pedagoger, från förskolan och skolans yngre år. Pedagogerna har givit en förståelse om hur berättande kan användas i praktiken och vilken betydelse de anser att berättande har för barnen. Jag har kommit fram till att berättande används i alla dess former ute i de verksamheter jag har besökt och är uppskattat från både lärare och barn. Jag kom också fram till att berättande hjälper barn att utveckla sitt språk, minne och fantasi. Men att viss media, d.v.s. dator och television, kan göra fantasin lat och hämma den språkliga utvecklingen.</p> / <p>The purpose of the essay is to get a thorough knowledge about narration. You can read about different authors’ opinions about narration, its significance, and the influence media has on the imagination and the duties educationists have. I’ve also interviewed three different educationists, from both pre-school and the early ages of school. They have provided insights about how to use narration in school, and the importance they think narration has for the children. The results show that narration is used in many forms an appreciated by both teachers and children. I’ve also discovered that narration helps children to develop their language skills, their memory and their imagination. But some media, like the computer and the television, could make the imagination lazy and obstruct the linguistic development.</p>

<p>This paper sets out to examine to what extent French grammar teaching contributes to the students’ practical, oral skills. Are the students familiar with the grammatical system without knowing how to apply it orally in practice? The paper contains a theoretical background and an empirical survey. One quantitative and one qualitative method have been applied in the survey. 52 questionnaires have been completed and 6 High School students’ interviews have been carried out. Only 15 % of the surveyed students state that they completely approve with the statement that they can apply their grammatical knowledge in oral production. This shows that the teaching of grammar seems to contribute to the students’ oral skills to a relatively small extent. The result also suggests that there is a larger emphasis on theoretical explanations than on practice in grammar teaching. One of the problems seems to be that the practicing of grammar mainly is in written form. To reach the aims for communicative skills set in the syllabi for modern languages a functional method is suggested, which emphasises on meaning and includes oral practice of grammar.</p> / <p>Detta examensarbete syftar till att undersöka i hur stor utsträckning grammatikundervisningen i franska bidrar till elevernas muntliga, praktiska, förmåga. Är eleverna förtrogna med det grammatiska systemet i franska utan att kunna tillämpa det muntligt i praktiken? Uppsatsen innehåller en teoretisk bakgrund samt en empirisk undersökning. En kvantitativ och en kvalitativ metod har tillämpats i den empiriska undersökningen. 52 enkäter har besvarats och 6 djupintervjuer med gymnasieelever i franska har genomförts. Enkätresultaten visade att endast 15 % av de tillfrågade instämde helt i påståendet att de kunde tillämpa grammatiska kunskaper i muntlig produktion. Grammatikundervisningen verkar således bidra till elevernas muntliga förmåga i relativt liten grad. Resultaten talar också för att teoretiska förklaringar ges större utrymme än praktiken i grammatikundervisningen. Ett problem tycks vara att praktiken av grammatiken huvudsakligen sker skriftligt. För att uppnå den kommunikativa förmåga kursplanerna i moderna språk eftersträvar föreslås en funktionell metod där meningsskapande står i fokus och den muntliga praktiken av grammatiken inte förbises.</p>

<p>Abstract</p><p>My purpose with this essey is to study how they work in preschool whir language- stimulation. I will try a way to work with this trough intervjus whit teacher at preschool. My main questions are: Way dose teachers use language- stimulation? How dose teachers use language- stimulation when it comes to there way of working and methods? Do the teachers think that language- stimulation help the childrens development?</p><p>To answer these questions I interviewed 6 teachers I central Sweden and used this as data. I have written about language, language- development in a biologik and theoretical aspect, teachers plan, language- stimulation, playing by language sounds and TRAS (early registration of language development) in my literary review.</p><p>My result shows that working whit language- stimulation helps children in there language- development, it also develops there self-image and identity. Children that have had language- stimulation in preschool are aware of the use of the language. Whit language- stimulation the childs self- knowledge and social competens are strengthening.</p><p>Keywords: language- stimualtion, language- development, language- games, teachers plan</p> / <p>Sammanfattning</p><p>Syftet med min uppsats är att undersöka hur man på förskolan arbetar med språkstimulering. Detta kommer jag att göra genom intervjuer med lärare på förskolan. Frågeställningar: Varför använder sig lärarna av språkstimulering? Hur använder sig lärarna av språkstimulering vad gäller arbetssätt och metoder? Anser lärarna att språkstimulering på förskolan underlättar barnens utveckling?</p><p>För att besvara dessa frågeställningar intervjuade jag 6 förskollärare i Mellansverige och använde detta som insamlingsdata. I litteraturgenomgången har jag skrivit om språk, språkutveckling i olika aspekt, läroplanen, språkstimulering, språkljudlek och TRAS (tidig registrering av språkutveckling) som är kopplat till resultatet.</p><p>Resultatet visar att arbete med språkstimulering hjälper barnen i deras språkutveckling, det utvecklar dessutom deras självinsikt och identitet. Barn som har fått språkstimulering på förskolan använder sig medvetet av språket. Med språkstimulering växer barnets självinsikt och den sociala samvaron stärks.</p><p>Nyckelord: språkstimulering, språkutveckling, språklekar, läroplanen</p>

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