No description available.

No description available.

The purpose of this study is to examine in which way and to which extent textbooks/workbooks for teaching English as a foreign language support oral interaction. The study compares oral exercises in two sets of primary school textbooks/workbooks, Magic and Good Stuff Gold, and is performed with quantitative content analysis and a qualitative description of exercises. The results show that in both sets of books the main speech acts promoted in exercises are asking questions and giving information about oneself. Other speech acts, such as expressing opinions or feelings, demanding actions and using typical features of social interaction, are much less frequent, which might lead to a limited repertoire of how to use the language. The study also shows that even though the books offer a fair amount of oral interaction exercises, many of the exercises do not give the pupils an opportunity to speak English based on their own interests and experiences, or a need to express meaning, contrary to what is known to support pupils developing their language skills. Both sets of books, however, also offer exercises that provide this opportunity, the more recently published Good Stuff Gold to a greater extent.

Barn som är språkligt medvetet förstår inte bara vad som sägs utan även hur. Syftet med den föreliggande studie är att undersöka hur språkkunskaperna skiljer sig mellan fonologisk och morfologisk medvetenhet hos barn i femårsåldern. I studien behandlas den språkliga medvetenheten inom fonologisk och morfologisk medvetenhet hos fem utvalda barn i femårsåldern. Metoden i studien är kvalitativ och består av intervjufrågor. Resultatet visade bland annat att det förekommer slumpartade skillnader mellan barnens språkkunskaper i båda språknivåerna och även att barnen hade lättare för den fonologiska medvetenheten än den morfologiska.

The present thesis illustrates the German influence on the Swedish Romantic Movement around 1800 from a linguistic perspective, the method being contrastive analysis of how the central German and Swedish concepts Anschauung/åskådning, Einhildungskraft/inbillningskraft, Phantasie/fantasi, Enthusiasmus/entusiasm, Gemüt/gemyt and Genie/geni/snille are used in the programmatic journals Athenäum (1798-1800) and Phosphoros (1810-1813). In what contexts are these concepts used, what are their principal connotations, in what collocations do they appear and what semantic shifts can be established from the material? The major issue concerns the testing of key word criteria elaborated by German scholars, notably the so-called Düsseldorfer Gruppe. The analyses of the German and Swedish texts show that the above-mentioned concepts meet their criteria for key words, the exception being Swedish gemyt, which takes over semantic components from Gemian Gemüt but never achieves key word status. The investigation clearly shows that the German concepts in Athenäum had a considerable impact on those of the corresponding Swedish ones in Phosphoros, particularly at a connotative level. The present study provides linguistic evidence for the long-standing claims of literary and historical scholars about the influence of German Romanticism on its Swedish counterpart. The most significant quality of the analysed concepts proved to be their metalinguistic capacity of constantly giving rise to comments in actual discourse, explicitly or implicitly. Previous research has demonstrated that key word status is achieved when a new meaning is introduced. This view is corroborated in the analysed contexts, where the concepts either show a new denotative or connotative meaning or comment on an on-going conceptual discussion. A conspicuous feature is that the words at issue here share semantic components to a great extent, all of them being concerned with the creative process. Einbildungskraft, Phantasie and Enthusiasmus can all signify the divine inspiration that Genie is provided with by means of Gemüt and Anschauung. As a consequence, the investigated concepts tend to appear in clusters, illustrating their programmatic function as key words representing the ideas of the Romantic Movement.

No description available.

No description available.

Ce mémoire a pour but de mettre en évidence l’origine de l'insatisfaction chez Emma Bovary et la raison pour laquelle Flaubert a choisi ce personnage insatisfait. Pour cela nous nous sommes basés sur le contexte socio-historique et psychologique d’Emma Bovary pour déterminer l’origine de ce sentiment. Nous avons tenté de mettre en exergue la condition de la femme au XIXe siècle pour savoir dans quelle mesure la condition de la femme de ce siècle a joué un rôle dans cette situation. Nous avons analysé le personnage de madame Bovary : son éducation, ses rêves et son mariage avec Charles. Il s’est agi de démontrer si l’éducation et l’entourage de cette femme ont eu une influence sur sa personnalité capricieuse par laquelle elle cherche toujours à satisfaire son corps et son âme. Une approche biographique de l’auteur s’est imposée pour démontrer les probables raisons qui ont poussé Flaubert à choisir le caractère insatisfait de son héroïne. / This memoir aims to highlight the origin of the dissatisfaction of Emma Bovary and the reason why Flaubert chose this unsatisfied character. For this we have based our research on the socio-historical and psychological context of Emma Bovary to determine the origin of this feeling. We try to highlight the condition of women in the nineteenth century to see how their condition in the nineteenth century played a role in this situation. We analyse the character of madame Bovary: her education, her dreams and her marriage with Charles. It is a question of showing if the education and the entourage of this woman have an influence on her capricious personality by which she always tries to satisfy her body and her soul. A biographical approach of the author is necessary to demonstrate the probable reasons which pushed Flaubert to choose the unsatisfied character of his heroine.

Syftet med denna litteraturstudie är att undersöka vad en litteraturundervisning i svenskämnet på gymnasiet menad att hjälpa elever att utveckla självinsikt och insikter om andra människors liv och levnadssituationer kräver för förutsättningar. I studien undersöks också vilka metoder som går att använda för att uppnå detta syfte. Frågeställningar tar avstamp från en formulering i Lgy11 där ett syfte med svenskundervisningen är att eleverna ska utveckla förmågan att an-vända skönlitteratur och annan fiktion för personlig utveckling av nämnda slag. Fokusområdena är litteraturdidaktik, ämnet svenska och gymnasiet.Resultatet indikerar att företeelser kopplade till identitet är viktiga för att elever ska kunna an-vända fiktion för att utveckla dessa förmågor – viktiga begrepp som har utskilts angående detta är identifikation och subjektiv förankring. Förmågan att kunna anlägga ett metaperspektiv, även kopplat till metakognitiva lässtrategier, framstår också som en viktig förutsättning. Den mer praktiskt inriktade delen av litteraturstudien finner att boksamtalet kan vara en fördelaktig ar-betsform genom vilken eleven kan utveckla nämnda förmågor, men det finns delar av resultatet som också pekar på att det också finns svårigheter med boksamtalet som arbetsform. Dessutom lyfts läsloggen fram som en arbetsform som lämpar sig för arbete med utvecklande av självin-sikt och insikt om andra människors liv och levnadssituationer.

This essay explores the correlation between industrial capitalism and environmental damage in Indra Sinha’s Animal’s People. The thesis argues that the grave pollution of land, water, and people in the novel stems from capitalistic exploitation of biophysical resources. The novel is analyzed through an ecocritical perspective with eco-Marxism and Social Ecology as the main tools for the analysis. The main findings are that it is capitalistic values, where money and influence are prioritized over the environment, that are depicted as the fundamental reason behind the contamination in Khaufpur. The essay also includes a pedagogical section where Animal’s People is suggested as a basis for an environmental education agenda in a Swedish EFL classroom. The focus would be how environmental pollution may be related to industrial capitalism and to discuss the student’s own thoughts and reflections regarding the issue.