Abstract Huvudsyftet med denna uppsats är att undersöka om svensklärare i årskurs 7-9väljer icke-västerländska författare vid val av skönlitteratur. Även om det finns ett bakomliggande motiv till deras skönlitterära val kommer studien även att fokusera på hurvalet avicke-västerländsk litteratur kan bidra till ett mer vidgat perspektiv i undervisningen. Studien är kvalitativ och består av intervjuerdär fyra informanter svarar på frågor angående sinalitteraturval och användning av icke-västerländsk litteratur i klassrummet.Slutsatsen som kan konstateras gällande denna studie äratt hälften av lärarna använder sig aktivt av icke-västerländsklitteraturmedan den andra hälfteninte gör det. Alla lärare har olika motiv vid skönlitterära val. Några av dessa motiv har varit att lärarnagrundar sina val av litteratur påelevernas intresseområden. Många skolor saknarävenresurser och kännedom om ett varierat litteraturutbud utöver de typiska klassiska böcker som elever läser. Nyckelord Icke-västerländsk litteratur, Icke-västerländska författare, skönlitteratur, lärare, intersektionalitet, postkolonialism

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The Faustian myth may not have started with Christopher Marlowe and the staging of his play The Tragical tale of Dr. Faustus, but few adaptions have managed to become as prominent as Marlowe’s in passing on the Faustian myth. Psychoanalyst Jacques Lacan highlights the presence of a more or less conscious catalyst behind each desire, the objet a (the lost object of desire), thus indicating that desiring is not a straight path but rather a constant filling of the void that comes with being human. In an eerie mirroring of this tendency, the play eloquently paints the picture of Faustus’ incessant search for his true desire -his objet a-, by veiling it in other desires (omnipotence and omniscience). This quest ultimately culminates in the demonic pact with Mephistopheles, which, as will be explored and argued in the analysis is what locks Faustus out from achieving his true desire: salvation. Hence, the main investigative aim of this essay is to asses how Lacan’s objet a can be used to explore the development of the theme of unfilled desire displayed by Marlowe’s protagonist Faustus.

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<p>Godkänt datum 2021-06-06</p>

This study set out to investigate how male and female vocabulary skills differ in terms of frequency level and CEFR level. It was hypothesised that the female students would outperform the males both in terms of how wide and advanced their vocabulary is. In order to investigate this, fifty essays were analysed using a method inspired by that of Walker and Allan (2018), and Holmerg Sjöling (2019). In the analysis, three programs were used in order to find the frequency levels and CEFR levels of the vocabulary in the student essays: VocabProfiler VP Compleat, Tex Lex Compare, and English Profile. The results and subsequent discussion revealed that there were no significant differences between the male and female students in relation to frequency level and CEFR level. However, it was found that the males appear to have command over a more varied vocabulary, which does not conform with the stated expectations. In all, it was concluded that the initial hypothesis was not supported. Moreover, it was argued that the results presented may be related to the unique, neutral position that the English language has among men and women, and how this affects students’ motivation. Additionally, it was speculated that the schools of the participants have been successful in sustaining their male students’ motivation to learn the English language. Finally, there are interesting aspects that are not fully explored in the present study that could constitute the basis for further research. Firstly, while vocabulary size is not the only metric considered in grading, it would be interesting to analyse how it relates to the students’ final grades and, indeed, to other aspects of language proficiency, such as reading skills. Secondly, it would have been interesting to have more data on the participating students’ views on the English language and their motivation to learn it – both in relation to gender and their individual vocabulary skills. / <p>Godkänt datum 2021-10-15</p>