I föreliggande magisteruppsats undersöks elevers språkbruk i naturorienterande ämnen (NO). Mer explicit riktas fokus mot kvalitéer i elevskrivna laborationsrapporter i NO. Med en modell som har teoretisk förankring i Systemisk Funktionell Lingvistik (SFL) delas elevernas meningar in i NO-ord, processord (verb) samt övriga ord för att analysera elevernas språkanvändning i deras texter. Studien syftar till att undersöka och ge svar på frågor kring hur SFL-teori kan anpassas för att både vara funktionell och lätt att tillämpa samt vilken potential modellen rymmer som ett didaktiskt lärarverktyg?       I analysen riktas fokus mot NO-ord och ord som beskriver experimentmaterial samt processord. Processorden är verb som beskriver vad som görs i ett experiment eller undersökning samt vad som händer. Resultaten indikerar att modellen erbjuder ett verktyg för lärare, att genom ett systematiskt sätt, uppmärksamma inte bara NO-ord utan även processord som beskriver aktiviteter och skeenden. Genom lärarledda dialogistiska samtal med eleverna, exempelvis i helklass, går det att argumentera för att modellen erbjuder en potential till ökat lärande hos eleverna. Ett lärande där eleverna får möjlighet att utveckla sitt språkliga register i naturvetenskap.

Magister Artium - MA / Research on EFL students has received increased interest in recent years (Elachachi, 2015; Al- Zubaidi, 2012; Awad, 2012; Eldokali, 2007; Wahba, 1998). Although much research attention has focussed on the EFL classes and practices, very little research has focussed on the Arab students and the resources used for teaching them English abroad. In particular, the linguistic and cultural barriers Arab students face when seeking higher education in a foreign country, in this case South Africa, where they have minimal to no exposure to the language of instruction used by the host institution, have not received much attention. The study investigated the academic writing skills in English of Arab students and evaluated the efficacy of the EFL teaching materials used at selected English schools in Cape Town for those intending to study in South Africa. The researcher did a text-based analysis on written essays by the Arab students, using Systemic Functional Linguistic (SFL) as a theoretical and analytical framework. The study also evaluated course books used by private language schools to teach EFL students in Cape Town. The textbooks were analysed by means of Multimodal Discourse Analysis (MDA, an offshoot of SFL to explore the different modes used in the teaching material as aspects of cultural social semiotics. It was found that the selected course books used in Cape Town language schools were focusing on teaching conversational English rather than written academic English, which was critical for essay writing required at tertiary level education. The essays showed that Arab students writing lacked in English academic writing conventions, and often resorted to adopting and adapted their first language style, which often led to unsatisfactory writing. Thus, it was concluded that the schools did not adequately prepare the students to face the academic requirements at institutions of higher learning. The study recommends a number of pedagogical measures on how to improve academic writing, as well as infusing Arabic cultural modes in the teaching material to contextualise learning and aid meaning making and consumption.

Lisa Delpit points out that when process pedagogues ignore grammar in their teaching of writing, they further the achievement gap between students of a variety of backgrounds. She then argues for a grammar/skills based pedagogy rather than process pedagogy in order to bridge the language differences students bring to the classroom. On the other hand, progressive-minded educators deeply question if skills pedagogy could ever transform unjust social conditions and relationships. Grammar pedagogy may potentially empower an individual's chance at social mobility, but what about the need for social change and respecting language diversity? Both sides of this important debate assume that grammar is a skill and that to teach grammar to writers is skills-based teaching. I challenge these assumptions in my qualitative teacher inquiry, prompted by this question: What difference would it make if the way I practiced grammar became more in tune with my beliefs about critical literacy practice? My dissertation takes up this question by arguing for a curriculum that links grammar and critical thinking and reporting on a qualitative study of this curriculum in action in my Basic Writing classroom. For this curriculum, I consciously engage theoretical micro-perspectives informed by a social semiotic view of grammar and language, explained in my dissertation as Critical Grammar. Such theoretical ground builds on the pedagogical grammars of Martha Kolln and Laura Micciche as well as the critical classroom and research practices of Min-Zhan Lu and Roz Ivanic. I then research Critical Grammar, my theoretical term, through a case study approach to my classroom, specifically through inductive, comparative analysis of how writers discuss sentence-level options and drawn on arhetorical, rhetorical, and critical reasoning in sentence workshops. My case study methodology helps me discover the effects of such discussions on a writer's final draft. Each case traces the process of composing and revising the sentence from first to final draft of an essay, drawing from the writer's process reflections, feedback from me and peers, and class workshop discussions of the sentence. In this way, the mini-cases capture how writers authorized themselves and responded to each other in ethical and resourceful ways. These case studies challenge notions that a teacher's knowledge of grammar should be in service of identifying error patterns and teaching editing skills. In sentence workshops, writers take responsibility for their sentence-level choices and authorize themselves through their ideas, often resulting in dynamic class discussions that inform their writing in a range of ways, the least of which is error reduction. In discussing choices of wording or arrangement, for instance, they would link to issues of a writer's ethos, questions of who/what has the authority for setting language standards, and cultural beliefs. At the same time, based in this research, errors were found to be implicit in Critical Grammar, leading toward further consideration concerning the function of error in Critical Grammar pedagogy. Finally, Critical Grammar was determined to be most successful when it complemented the ideological aspects to an existing curricular perspective on language.

Since the Greek phrase ἐγώ εἰµι has been used as a form of the divine name by God to reveal himself in the Septuagint, biblical scholars generally acknowledge that the appropriate interpretation of this phrase is important for understanding John’s unique presentation of Jesus. However, scholars have not reached a consensus on the interpretation of Johannine “I am” and there are several problems with contemporary interpretive works. First, the extant studies rely heavily on the background of the “I am” phrase and draw their conclusions almost on the basis of diachronic data only. Consequently, the significance of this phrase in the Gospel of John itself has not been fully understood. Second, the linguistic features that are actually essential for the appropriate interpretation of this particular linguistic structure have not been fully assessed in current biblical scholarship. Third, the existing research normally interprets the “I am” phrases individually but fails to explore the relationship between these uses. In the Gospel of John, the Greek phrase ἐγώ εἰµι and its variants occur in Jesus’ utterances in thirty-one verses, namely John 4:26; 6:20, 35, 41, 48, 51; 7:34, 36; 8:12, 18, 23, 24, 28, 58; 10:7, 9, 11, 14; 11:25; 12:26; 13:19; 14:3, 6; 15:1, 5; 17:14, 16, 24; 18:5, 6, 8. This study conducts a discourse analysis based on the theory of Systemic Functional Linguistics (SFL) to interpret these thirty-one occurrences of “I am” in Jesus’ utterances, concentrating on their interpretation and significance within the Johannine context. This new methodological framework can analyze the linguistic features of the New Testament text and may offer new insights into the current research of Johannine “I am” in most regards. Examining the function of this phrase through a functional-semantic analysis and a rhetorical-relational analysis, this study argues that the thirty-one occurrences of “I am” in Jesus’ utterances throughout the Gospel of John reinforce John’s portrayal of Jesus’ divinity. According to John’s construing of Jesus’ divinity, this study demonstrates how Johannine Christology is expressed through the narrative of John’s Gospel with various textual characteristics.

No description available.

Syftet med studien var att undersöka hur ett läromedel som är anpassat för elever med svenska som andraspråk är utformat. Materialet som ligger till grund för studien är: Läsloket Station 1b Skolstart, Läsloket Station 2b Skogen, Läsloket Station 3b Året, Läsloket Station 4b Skolan, Läsloket Station 5b Samhället. Läroböckerna är inriktade på sakprosatexter. Läroböckerna har analyserats med stöd av Björkvalls (2009, s. 9–11) tolkning av Michael Hallidays systemisk funktionell lingvistik samt genom att ställa frågor till läroböckerna. En kvalitativ studie utfördes för att ta reda på om det sker en progression i läroböckerna, om det finns tydliga kopplingar till kursplanen för svenska som andraspråk samt hur illustration och text kommunicerar med läsaren. I undersökningen framkom att det sker en progression mellan läroböckerna och att illustrationerna och texten kommunicerar med läsaren med hjälp av olika informationsvärden. Kopplingar till kursplanen för svenska som andraspråk går att urskilja.

Studien har som mål att undersöka om stödord är en fungerande metod för att välja ut relevant information ur en faktatext i två klasser i årskurs 3. 31 elever deltar i studien. Eleverna väljer stödord ur en text de läser och skriver sedan en egenproducerad text med utgångspunkt i källtexten. Teoretiskt vilar studien på systemisk funktionell lingvistik (SFL) vilket innebär en funktionell språksyn. Vi utgår från de ideationella och textuella metafunktionerna och analyserar materialet utifrån, deltagare, process, omständighet och basgenre. Analysen fokuserar på elevtexternas innehåll, struktur och de ämnesspecifika och genrespecifika stödorden. Resultatet visar att elevernas stödord är i högre grad ämnesspecifika och genrespecifika än allmänspråkliga. Eleverna använder stödorden för att skriva en beskrivande text. Dock visar resultaten även att eleverna skriver av en större mängd av källtexterna och formulerar få omständigheter. Därmed visar resultatet att eleverna i årskurs 3 har svårt att använda stödord som metod vid textbearbetning. Däremot anser vi att stödord som metod fungerar i årskurs 3

Ett företag med ekonomiska problem kan, enligt lagen om företagsrekonstruktion (LFR), ges möjlighet att rekonstruera verksamheten genom ett särskilt förfarande, en företagsrekonstruktion. Syftet med institutet är att livskraftiga bolag som har tillfälliga ekonomiska problem ska kunna komma på fötter igen och därmed undvika att bolaget försätts i konkurs med den värdeförstöring det typiskt sett innebär, både företags- och samhällsekonomiskt. En lyckad företagsrekonstruktion är ofta till fördel för flera olika intressenter: bolaget som sådant, de anställda, borgenärerna och samhället i stort. Det finns därför ett uttryckligt mål om att företag ska rekonstrueras om förutsättningar för en lyckad företagsrekonstruktion finns. Inom ramen för det bolags- och skatterättsliga regelverken finns vissa handlingsdirigerande ansvarsregler för bolagets företrädare, som en motvikt till den aktiebolagsrättsliga principen om frihet från personligt ansvar. I 25 kap. aktiebolagslagen (ABL) finns de s.k. kapitalbristreglerna som föreskriver att styrelsen, för att undvika personligt ansvar för bolagets förpliktelser, måste handla på ett visst sätt när bolagets aktiekapital understiger hälften av det registrerade aktiekapitalet. Tillika finns det s.k. företrädaransvaret i 59 kap. skatteförfarandelagen (SFL) som innebär att en företrädare för ett bolag kan bli solidariskt ansvarig för bolagets skatteskulder som inte betalats på förfallodagen, om inte företrädaren vidtagit verksamma åtgärder för avveckling av bolaget. Syftet med uppsatsen är att undersöka och analysera ansvarsreglerna i förhållande till målet med att rekonstruera livskraftiga verksamheter enligt lagen om företagsrekonstruktion. Detta görs bl.a. genom att anlägga ett gäldenärs- och ett borgenärsperspektiv på respektive regelverk för att utreda hur väl olika intressen tillgodoses. I uppsatsen används rättsdogmatisk metod. Slutsatsen är att en företrädare måste ta hänsyn till samtliga regelverk samt att ansvarsregleringen påverkar möjligheterna till en lyckad företagsrekonstruktion på ett negativt sätt. Vidare konstateras med grund i analysen att det torde vara möjligt att i dagsläget inom ramen för domstolarnas verksamhet undanta kapitalbristreglerna i 25 kap. ABL och företrädaransvaret i 59 kap. SFL under en pågående företagsrekonstruktion eftersom LFR tillgodoser gäldenärsoch borgenärsintresset på ett likvärdigt eller bättre sätt. Det föreslås även att samtliga regelverk borde ses över inom ramen för en gemensam utredning. / A company with financial problems, according to the Swedish Company Reorganisation Act, is to be given the opportunity to reconstruct the business through a particular procedure, a company reconstruction. The purpose of the institute is to ensure that viable companies with temporary financial problems get back on their feet and thereby avoid bankruptcy and value-destruction. A successful company reconstruction is often beneficial to several stakeholders: the company as such, employees, creditors and society at large. There is, therefore, an explicit goal that companies should be reconstructed if the prerequisites for a successful company reconstruction exist. Under the corporate and tax laws, there are certain action-based liability rules for the company's representatives, as a counterweight to the corporate law principle of freedom from personal liability. Chapter 25 of the Swedish Companies Act contains the so-called Capital Shortage Rules which stipulate that, in order to avoid personal liability for the company's obligations, the Board must act in a certain way when the company's equity capital is less than half of the registered share capital. There is also the so-called Tax Liability of Representatives in Chapter 59 of the Swedish Tax Procedures Act, which means that a representative of a company may become jointly and severally liable for the company's tax liabilities not paid on the due date unless the representative has taken effective measures to wind up the business. The purpose of this thesis is to investigate and analyse the liability rules in relation to the ability to reconstruct viable activities under the Company Reorganisation Act. This is done by establishing a debtor perspective and a creditor perspective on each regulatory framework to investigate how well different interests are met. In the thesis, a legal dogmatic method is used. The conclusion is that a representative must take into account all the regulations and that the liability regulation negatively affects the prospects for successful company restructuring. Furthermore, it is stated in the analysis that it would be possible to exclude, in the context of the courts, the capital shortage rules in Chapter 25 of the Companies Act and representative responsibility in Chapter 59 of the Tax Procedures Act during an ongoing company restructuring as the Company Reorganisation Act meets both the debtors interest and creditors interest in an equivalent or better way. It is also proposed that all regulations should be reviewed within the framework of a joint Swedish Government Official Report.

The present study examines power relations, textual genre and attitudes to the matching process in the labor market in the employment office’s opinion articles in the period 2009–2014.      The power relations that emerge in the debate articles between employers, job seekers and private employment constitute the study's main question. The theoretical starting points are taken from Fairclough’s critical discourse analysis (1992, 2001, and 2010), where the discursive practice consists of the employment office’s production of opinion articles during a recession. The social practice consists of the laws and regulations that make its actions to reduce unemployment in the society. The method is derived from Halliday’s (1994, 2002) systemic functional linguistics. The analysis is based on the theory of his three metafunctions, with the analysis performed on interpersonal, ideational and textual levels.      The result shows that the employment office has a clear agenda that it wants to convey to the receivers of the polemical articles. The employment office seeks legitimacy for its work by explaining reasons for the lack of results. The employment officealso makes replicas of critical debate by leading politicians and commentators, where they defend their current practices. The polemical articles also describe how unemployment can be reduced in the community if employers and job seekers follow their instructions. The employment office operates their own agenda to the causes of unemployment that they want to convey through its debate articles. / Föreliggande studie undersöker maktrelationer, textuell genre och attityder till matchningsprocessen på arbetsmarknaden i Arbetsförmedlingens publicerade debattartiklar under perioden 2009–2014. De maktförhållanden som framkommer i debattartiklarna mellan arbetsgivare, arbetssökande och privata arbetsförmedlare utgör studiens huvudsakliga fråga.      Studiens teoretiska utgångspunkter är hämtade från Faircloughs kritiska diskursanalys (1992, 2001, 2010), där den diskursiva praktiken består av Arbetsförmedlingens produktion av debattartiklar under en pågående lågkonjunktur. Den sociala praktiken utgörs av de lagar och författningar som utgör statens åtgärder för att minska arbetslösheten i samhället. Metoden är hämtad från Hallidays (1994, 2002) systemisk-funktionella lingvistik. Analysen bygger på teorins 3 metafunktioner, där analysen görs på interpersonell, ideationell och textuell nivå.      Resultatet visar att Arbetsförmedlingen har en tydlig agenda som de vill förmedla till debattartiklarnas mottagare. De söker legitimitet för sitt arbetssätt genom att förklara orsaker till de bristande resultaten. De gör även repliker på kritiska debattinlägg från ledande politiker och debattörer, där de försvarar sitt nuvarande arbetssätt. Debattartiklarna redogör också för hur arbetslösheten kan minska i samhället om arbetsgivare och arbetssökande följer deras instruktioner. Arbetsförmedlingen driver en egen agenda till orsakerna bakom arbetslösheten som de vill förmedla genom sina debattartiklar.

This is a qualitative analysis that, based on systemic functional linguistics, or SFL, and genre theory, has aimed to study the genre pedagogical implications on written language as they occur in narrative stories and expositions whilst the model is introduced. Systemic functional linguistics is a linguistic theory that views the organisation of language as functional options for meaning; language is a set of resources to channel meaning through realisation. Genre theory elucidates the pragmatic and educational uses of SFL in the categorizing of language in configurations of meanings as they are set and understood in different cultures.  The purpose of the survey is to do so with focus on successful and less successful writers by attempting to answer two primal issues: How is development of written language in reference to the introduction of the genre pedagogical model visible in the studied texts? How does genre pedagogical teaching influence successful and less successful writers as visible in their writing with a certain purpose? To answer these issues the survey is based on narratives and expositions written by high school students who have been divided into two groups according to the purpose of the survey. One text in each genre has been written by the students before and after lessons based on the genre pedagogical learning wheel explaining the relevant genres. Thereafter the texts have been analysed, both in accordance to the staging of the relevant genres, but also with an inductive focus on the variations of the texts.  The results show that significant development of the texts, after the genre pedagogical lessons, is visible in both student groups in different ways. This demonstrates how the genre pedagogical approach to teaching language is a method that is able to lift students regardless of their prior merits.