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An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL ClassroomHenriksson, Martina January 2016 (has links)
The importance of extensive literature reading in the English as a Foreign Language (EFL) context has been given increasing attention in recent research. Literature reading is also a required part of the national syllabi of the (EFL) courses offered to both adolescents and adults at Upper Secondary level in Sweden. This thesis aims to investigate the teachers’ process of making literature choices for extensive reading in upper secondary EFL courses in Sweden. Eight teachers of three different student groups took part in the study, representing adolescent university preparatory programs and vocational programs, as well as programs for adult students. Questionnaires were used and the data was analyzed for patterns revealing three main factors affecting teachers’ literature choice: language proficiency, reading experience and contextual factors. These three factors were fitted into the theoretical framework of psycholinguistic and sociolinguistic reading models, with the addition of a perspective of motivational research. The results of this survey underline the importance of extensive reading, according to teachers, and that motivation for literature choice can be primarily related to factors associated with psycholinguistic reading models. The survey also points to the need for further investigating of teachers’ own experiences of literature reading, searching for deeper motivational factors which influence teaching choices. Another future field of research is the choice of reading activities assigned together with the chosen literature, which probably also influence teachers’ choices in the Swedish EFL classroom.
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Guidelines for a remedial reading programme for standard one and two pupilsNel, Norma 01 1900 (has links)
A synopsis of the importance and the nature of reading serve as the point of
departure for this study. The pupils involved are learning restrained as well as A comprehensive reading problem analysis table, compiled for analysis of
individual reading problems, facilitates identification of the remedial reading
areas, as well as the underlying subskills causing the problems to be
accommodated in remedial reading. A control chart, developed for recording the
information concerning the pupil's reading problem area and underlying
subskills, facilitates compilation of an integrated remedial reading programme.
Existing exercises, selected from the works of various authors and adapted,
provide guidelines and exercises for particular remedial reading areas. These
guidelines serve as a point of departure for the compilation of a specific remedial
reading programme for a particular pupil with reading problems.
Two case studies elucidate how a remedial reading programme can be compiled
according to the pupil's background, reading problems and inadequacies in the
underlying subskills.
Group A learning disabled pupils although learning disabled pupils in Group B
and C can also be involved.
The total reading process is illustrated by means of a reading model. The two
main components, namely, word identification and comprehension, form the
basis of this study. The different subcategories featuring in each component are
highlighted. This model serves as a framework for the diagnosis and remediation
of reading problems.
A teaching model is used to illustrate the complexity of teaching. The factors (
within the teaching model are indicated, as well as the ways they may serve
when reading is taught. The reduction and choice of reading content for a
specific pupil are set out as important aspects to be taken into consideration in
reading remediation.
Determining each pupil's reading levels, namely, his/her independent level,
instructional level and frustrational level, enables the teacher to choose the
appropriate reading material. / Teacher Education / D. Ed. (Orthopedagogics)
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Vampyren som inspirationskälla : En didaktisk studie i teorin / The Vampire as inspiration : A didactic study in theoryEkberg, Louise, Johansson, Karin January 2011 (has links)
Detta är en studie om det går att använda vampyrer som inspirationskälla i undervisningen på högstadiet. Syftet är att besvara följande frågeställningar: Hur kan vampyrtemat motiveras och användas i klassrummet med skräcklitteratur som Dracula (1897) och Om jag kunde drömma (2005), som är första delen i Twilight serien, som utgångspunkt? Vilka modeller inom litteraturundervisning finns att tillämpa för vampyrtemat? För att besvara frågeställningarna har närläsning använts som metod. Resultatet visar att vampyren med all rätt kan användas som inspirationskälla i undervisningssyfte. Studien visar att man måste introducera skräcklitteratur med försiktighet och användandet av olika modeller är viktigt för att nå fram till samtliga elever. I studien presenteras valda modeller för läsundervisning som är applicerbara. Eftersom ämnet bjuder på många infallsvinklar torde man kunna fånga många elevers intresse och entusiasmera till fortsatt läsning. / This is a study on whether you can use vampires as a source of inspiration when teaching at upper secondary school level. Two questions form the basis for the study: How can the vampire theme be used in the classroom with horror literature as Dracula (1897) and Twilight (2005) as a foundation? Which models for teaching literature are available for the vampire theme? In order to answer the questions of the study close reading has been used as method. The result shows that the vampire by all means can be used as a source of inspiration for an educational purpose. The study shows that you have to be cautious when you introduce horror literature in class and the use of different models is important due to the fact that you want to reach all students. In the study a few selected models for teaching literature are presented that are applicable. Since the subject invites to a wide range of approaches one should be able to catch most of the student’s interest and inspire with enthusiasm.
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Guidelines for a remedial reading programme for standard one and two pupilsNel, Norma 01 1900 (has links)
A synopsis of the importance and the nature of reading serve as the point of
departure for this study. The pupils involved are learning restrained as well as A comprehensive reading problem analysis table, compiled for analysis of
individual reading problems, facilitates identification of the remedial reading
areas, as well as the underlying subskills causing the problems to be
accommodated in remedial reading. A control chart, developed for recording the
information concerning the pupil's reading problem area and underlying
subskills, facilitates compilation of an integrated remedial reading programme.
Existing exercises, selected from the works of various authors and adapted,
provide guidelines and exercises for particular remedial reading areas. These
guidelines serve as a point of departure for the compilation of a specific remedial
reading programme for a particular pupil with reading problems.
Two case studies elucidate how a remedial reading programme can be compiled
according to the pupil's background, reading problems and inadequacies in the
underlying subskills.
Group A learning disabled pupils although learning disabled pupils in Group B
and C can also be involved.
The total reading process is illustrated by means of a reading model. The two
main components, namely, word identification and comprehension, form the
basis of this study. The different subcategories featuring in each component are
highlighted. This model serves as a framework for the diagnosis and remediation
of reading problems.
A teaching model is used to illustrate the complexity of teaching. The factors (
within the teaching model are indicated, as well as the ways they may serve
when reading is taught. The reduction and choice of reading content for a
specific pupil are set out as important aspects to be taken into consideration in
reading remediation.
Determining each pupil's reading levels, namely, his/her independent level,
instructional level and frustrational level, enables the teacher to choose the
appropriate reading material. / Teacher Education / D. Ed. (Orthopedagogics)
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