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Title: The Code of the Hero in Ernest Hemingway's The Old Man and the Sea Author: Tobias Eklöf English C, 2006 Abstract: By examining the depiction of Santiago, his actions, life style and role models as well as his close relation to the author I show how he grows from an old worn out man into a true hero by following a particular stance towards life; a code. The protagonist's approach to life and being put to the supreme test of overcoming bad luck, through the struggle with the marlin, creates a hero. In addition, the depiction of Santiago in terms of undefeated nature adds to his heroic proportions. The adversity of old age and the recent bad luck force the old man to challenge and defend his claimed championship. By catching and killing the ultimate opponent he recovers his selfhood. As I will show, there are two important role models providing the old man with strength and endurance during his battles. Joe DiMaggio gives the old man courage and stands as a symbol for the right way of living, a man who defied pain to achieve greatness. The boy Manolin provides the old man with strength as he plays the role of the observer, Santiago's audience. The boy is also the inheritor of the mastership, given by the protagonist. Both Joe DiMaggio and the boy Manolin fit Santiago's code and are therefore a direct source of inspiration. The results of Santiago's actions, of living according to his code, are illustrated through the ultimate sacrifice: crucifixion. The protagonist follows his code right to the very end, and is therefore undefeated, though facing physical defeat (loosing the fish to the sharks). The parallel between the old man and Christ's passion is created as a symbol for the inevitable; we are all going to die, what matters is how we live the life we are given. Christ never abandoned his belief and he eventually was crucified. Santiago chooses to stick to his code, and confront death with grace.

El objetivo del presente trabajo es investigar cómo se diferencian las descripciones para aprendices extranjeros del pronombre relativo quien y el uso de esa palabra en la lengua hablada en España, centrándose en diferentes registros de la lengua: la formalidad alta y la formalidad baja. La investigación se ha realizado por medio de tres gramáticas pedagógicas para aprendices suecos del español y un estudio de dos corpora distintos, uno para cada registro, con ejemplos tomados del corpus CREA. Tomamos en cuenta algunas teorías sobre el propósito de una gramática pedagógica, por ejemplo las teorías sobre autenticidad y prototipicidad, las cuales tratan del debate de elegir, para la gramática pedagógica, lo prototípico de la lengua o lo auténtico. Tras una discusión sobre las descripciones en comparación con los resultados del estudio de corpus parece que las descripciones de quien en las gramáticas pedagógicas concuerda sobre todo con la formalidad alta; que, en varios aspectos, las gramáticas pedagógicas describen de manera adecuada el uso de quien como pronombre relativo, pero deberían incluir una aclaración de qué es un antecedente tanto como una descripción de las expresiones fijas con quien, para ayudar al lector aprender la variedad amplia de este relativo. Palabras clave: quien, pronombre relativo, lengua hablada, gramáticas pedagógicas, registro, autenticidad, prototipicidad

Titel: British, American or Mid-Atlantic English: What accent do Swedish learners use and where do they get their influences from? Författare: Jessica Pettersson Engelska C, terminsuppsats 2008 Antal sidor: 38 Abstract: The main purpose of this paper was to determine whether learners in lower secondary school used the British English accent, the American English accent, or if they perhaps mixed the two accents. I also wanted to find out from where the students got their influences. It is no longer prohibited in the Swedish curriculum to use other accents than the British one, and due to that it was interesting to see if the learners began to get their influences from somewhere else but their teacher. Teachers are also free to choose what accent they want to use. It often seems to be the case that learners take after their teacher’s pronunciation, but it is widely believed that they are also influenced by the English they hear in their spare time. Most of the learners in this investigation said in the survey that they preferred watching TV-shows and movies from the USA and therefore appeared to prefer an American accent. My informant study shows that most of the learners who took part in the test spoke with a British accent when reading single words, but when it came to reading sentences a mix of the two major varieties became noticeable. The results indicate that learners are first and foremost influenced by their teacher and what accent he or she uses and to a somewhat lesser extent by the English they come across when they are not in school. Nyckelord: British English, American English, Mid-Atlantic English, pronunciation, accents, influences.

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This essay gives a comprehensive theoretical background and then uses observations of how FTAs can be analyzed. The observation, made in a school setting is characterized by an asymmetric relationship between the main participants. The aim is to discuss theories and models of politeness, and how to operationalize them. As theoretical foundation Brown and Levinson´s theory of politeness strategies is used. My conclusions are that theories and models describing politeness can be expressed quantitatively and that there is correlation between my observations and Brown and Levinson´s theory of politeness face threatening acts and the author’s formula to calculate the degree of imposition. My Conclusions from the theoretical background is that the argument of universality for politeness increases with globalisation. There is though a likely development that the multinational class create their own variety of politeness and that the use of this code gives access to power and prestige. At the same time this creates social boundaries and alienation by those excluded from access. A conclusion from my observations is that the social relationship between teacher and student is constant, in the sense that it does not vary depending on the specific question or type of imposition that is currently going on. / <p>Titelsida i färg</p>

Esta monografía compara el uso del pretérito perfecto compuesto y del pretérito perfecto simple en cinco entrevistas hechas a españoles y tres a americanos. Se propone la hipótesis de que el pretérito perfecto en América Latina reactualiza el componente aspectual y pone la temporalidad en un segundo plano. Para comprobar la hipótesis, se analizan, en primera instancia, los complementos adverbiales de valor temporal y se investiga cómo éstos influyen en la elección de uno u otro tiempo. Luego se examinan los casos americanos que realzan el componente aspectual de forma más representativa y se profundiza en un segmento de una de las entrevistas americanas para observar la dinámica entre los tiempos verbales. Por último, se exploran los casos de pretéritos perfectos en entrevistas a españoles para ver si realmente hay una diferencia tan grande con América y, en tal caso, en qué consiste. / temporalidad, aspecto perfectivo, aspecto imperfectivo, pretérito perfecto, pretérito simple

Este estudio tiene como objetivo investigar la relación entre el aprendizaje autorregulado y el rendimiento académico en el aprendizaje de ELE. El método usado fue un cuestionario que se condujo a 71 estudiantes de bachillerato que estudian ELE. El cuestionario se utilizó con el fin de obtener información sobre las calificaciones de estudiantes y la medida de uso del aprendizaje autorregulado de los estudiantes. Los resultados demostraron que existe una relación positiva entre el aprendizaje autorregulado y el rendimiento académico en estudiantes de ELE. Además, nuestros resultados mostraron que los estudiantes que emplean el aprendizaje autorregulado en gran cantidad son los que tienen mejores calificaciones en ELE, es decir, tienen un mejor rendimiento académico. / The purpose of this study is to investigate the relationship between self-regulated learning and academic achievement in Spanish as a foreign language learning. The method that was applied in this study was a questionnaire. It was conducted on 71 upper secondary school students who studied Spanish as a foreign language. The questionnaire was made in order to obtain information about the students’ school grades and about to which extend the students used self-regulated learning. The results showed that there is a positive relationship between self-regulated learning and academic achievement in students of Spanish as a foreign language. Furthermore, the results showed that students who use self-regulated learning in a great manner are those who have the best grades in Spanish as a foreign language, i.e. they have a better academic achievement.

I denna studie har läsvanor och ordkunskaper jämförts. Tillvägagångssättet i uppsatsen har varit att utgå ifrån hypotesen att omfattande läsvanor och goda ordkunskaper hör ihop. Syftet har varit att undersöka om detta samband finns och det har skett genom en enkätundersökning i två niondeklassare på en skola i Uppsala. Enkäten bestod av två delar: dels en läsvanedel där informanterna fick ange hur mycket och hur ofta de läser och dels en del där informanterna fick göra ett ordkunskapstest. Jämförelsen mellan de två delarna genomfördes genom att informanternas läsvanor poängsattes och sedan jämfördes med antalet rätt de hade på ordkunskapstestet. Korrelationskoefficienten räknades sedan ut för att se om det fanns något samband. Undersökningen i denna uppsats har kommit fram till att det finns ett samband mellan omfattande läsvanor och goda ordkunskaper. De niondeklassare som läser mycket, och läser olika sorters litteratur, är bättre på ordkunskap än de som läser lite. Andra resultat som framkommit är att flickor läser mycket mer än pojkar på alla områden som undersökts (skönlitteratur, facklitteratur, dagstidningar, kvällstidningar, serietidningar och tidskrifter) utom serietidningar där det var relativt jämt mellan könen, med en knapp ledning för pojkarna. Läsvanorna på Internet är väldigt knappa men det är desto vanligare att informanterna chattar eller besöker olika communities. Flickorna är duktigare än pojkarna på ordkunskap, men skillnaden är liten.

Denna uppsats behandlar skillnader och likheter i slangbruk mellan ungdomar på mindre orter på landsbygden i Småland och ungdomar i de större städerna Uppsala och Malmö, dels gällande användningen av äldre slangord, dels gällande nya lånord från ”miljonsvenskan”. Forskningen på slang är i dag främst fokuserad på ungdomar från invandrartäta områden men det förekommer även andra undersökningar av ungdomars slangordförråd. Resultaten i denna uppsats har framkommit genom en enkätundersökning där 198 informanter i årskurs 9 på de olika platserna deltagit. De äldre slangorden är tagna från den främsta forskaren på området, Ulla-Britt Kotsinas, undersökningar som är publicerade i En bok om slang, typ (Kotsinas 2003), och de nya lånorden är bland annat tagna från debatten om ”miljonsvenskan”. Hypotesen att ungdomar på landsbygden i större utsträckning håller kvar vid äldre slang stämmer inte då det är ungdomar i Uppsala som främst använder de äldre slangorden i undersökningen. Och hypotesen att ungdomar på landsbygden i stor utsträckning inte känner till de nya lånorden stämmer samtidigt som Malmö uppvisar lika liten kännedom om orden.