Denna studie utgår ifrån fyra lärares bedömning av elevtexter i svenska som andraspråk. Syftet med studien är att undersöka hur likvärdigheten i bedömning och betygssättning påverkas av lärarens värdering av texterna utifrån aspekterna kommunikationsstrategier och språk och stil. Bedömningen av dessa aspekter skiljer sig i ämnet svenska och svenska som andraspråk. I studien ingår två elevtexter i svenska som andraspråk från det nationella provet i åk 9, samt tillhörande bedömningsmatris. Analysen sker med utgångspunkt i ett fokusgruppssamtal där lärarna, utifrån texterna och bedömningsmatrisen, samtalar om aspekterna kommunikationsstrategier och språk och stil samt bedömningen av dem. Det framkommer av studien att aspekten kommunikationsstrategier är svåra att både identifiera och bedöma i en skriven text. Resultatet visar dessutom att bedömningen inte är samstämmig bland de fyra lärarna.

For a westerner or any other person who comes from a language background where the alphabet is used to form words and sentences, Chinese is one of the most difficult languages for second language learners. Especially the mastering of the Chinese written language is deemed by a majority of Chinese language students as the most difficult part of learning Chinese. This study investigates how a pedagogic teaching method called meaningful interpretation and chunking can assist students in acquiring the skills of reading and writing Chinese characters. To facilitate the transfer of new knowledge, it is important to bring meaning and sense to what the students are asked to learn. For the novice, Chinese characters may seem like randomly assembled strokes which are hard to comprehend. With this thesis I have wanted to highlight the value of using a teaching method that thoroughly analyzes and explains the different radicals and components of the Chinese characters, such a method, will not only increase students’ understanding of the characters, it will also work towards ensuring that the characters’ form and meaning stay in the students’ memory so they can be reproduced at a later point in time.

The purpose of this study is to broaden our understanding of the attitudes Swedish university students hold towards RP and GA. Although several studies have been conducted on the topic, none have sought to describe the three components traditionally assumed in the mentalist approach to language attitudes. The present study aims to bridge this gap. This was done by investigating students at Stockholm university using the verbal guise method. The present study found that students of Stockholm university with English as their L2 think that RP sounds more arrogant and boring, but also more responsible, gentle and intelligent than GA. The investigated population also felt more irritation while listening to RP than GA. They also felt more trust and liking for speakers of GA than of RP. Lastly, there were also differences regarding the accent the investigated population perceives it uses. GA was heavily favored in this respect. The findings of the present study could help to solve educational issues such as finding which English accents are suitable or most suitable for teaching.

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Textbooks are considered an integral part of language teaching-learning. The aim of the present study is to investigate the relationship between textbooks and teachers as well as students. Through the use of a mixed methodology by combining interviews with teachers (a qualitative element) and a survey questionnaire for students (a quantitative element) the present study intends to provide an answer to the research question: What is the role of textbooks in English second language learning in Swedish high schools? More specifically the study aims to examine the advantages and disadvantages of ESL textbooks as well as compare differences between how ESL textbooks are used in Sweden and other countries. Lastly, the study will also investigate what changes need to be made to ESL textbooks in Swedish high schools. The results of the study indicate several advantages and disadvantages with the use of textbooks. The advantages of textbooks afford teachers short-term benefits in the form of inspiration, ready-made material and a framework for the course and curriculum. The disadvantages of textbooks are the need for adaptation and modification to fit course criteria as well as learner group and situation which present as long-term problems that require time, knowledge and skill to overcome. Analysis of the results presents the question of whether or not the short-term benefits of textbooks are substantial enough to justify the time it takes for teachers to modify and adapt them as no textbook is perfect for every learner group or situation. In conclusion, the study shows that textbooks are best considered temporary servants that in the hands of their masters, the teachers, are best utilized to build a comprehensive language teaching-learning environment that better enables students to learn and utilize the English language.

In this paper, I will analyze the interconnections between Class S and lesbian identity as exemplified by Yoshiya Nobuko’s early writings with the goal of reconciling two schools of thought—that Class S is inherently lesbian fiction, or that it does not depict lesbians at all. To do so, I will be examining “Yellow Rose” through the lens of biographical criticism in order to illuminate the inherent connection between the themes present in Yoshiya Nobuko’s writings and her lived experience as a same-sex attracted woman.

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<p>Godkännandedatum 2018-05-15</p>

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Le simple fait de lire le texte d’un livre pour enfant permet -il à ce dernier de développer son langage ? C’est la question que nous nous sommes posée dans ce mémoire. Notre but est d’analyser les textes des livres de Petit Ours Brun, héros favori des petits enfants et d’observer s’il existe une répétition significative de certains termes comme ceux de « Petit Ours Brun », personnage principal, mais aussi des termes contenus dans les titres de ces livres. Pour atteindre cet objectif nous avons analysé les textes dans les livres de Petit Ours Brun destinés aux enfants de 3 ans et la place syntaxique des termes les plus fréquemment utilisés. Nos résultats permettent de valider partiellement notre hypothèse. De plus nous avons étudié les types de verbes (état ou action) et les temps qui sont le plus souvent utilisés dans les textes. Notre objectif est de savoir si le personnage de Petit Ours Brun est un personnage d’action ou d’état d’une part, mais aussi de voir si les temps utilisés correspondent au niveau de langage d’un enfant de 3 ans. Nos résultats démontrent que Petit Ours Brun est bien un personnage d’action et ce, même si on observe une répétition plus fréquente des verbes d’é tat. Cependant, les temps les plus souvent utilisés sont le présent et donc ne semblent pas correspondre aux compétences grammaticales sur les temps d’un enfant de 3 ans. / Does the simple act of reading a children’s book enable children to deve lop their language skills? This is the question we pose in our thesis. Our goal is to analyse the texts in the books about Little Brown Bear (Petit Ours Brun in French), who is a favourite among small children, and to observe whether certain terms, like Little Brown Bear, are repeated, as well as terms that form part of the book titles. To achieve this goal, we analysed the texts in the books about Little Brown Bear and the syntactical place of the most frequently used terms. Our results partially validate our hypothesis. In addition, we studied the types of verbs (state or action) and the verbal tenses that are most often used in the texts. Our goal is to examine whether the character of Little Brown Bear is one of action or state, and to see whether the verb tenses used correspond to the language level of a 3-year-old child. Our results show that Little Brown Bear is indeed a character of action, despite our observing a more frequent repetition of state verbs. However, the most often used tense is the present and as such does not meet the level of grammar that a 3-year-old child can use and understand.