Thesis (doctoral)--Uppsala universitet, 1991. / Added t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. [193]-200).

<p><p>Syftet med undersökningen är att undersöka de vanligaste språkfelen, på ord- och meningsnivå, i gymnasieelevers uppsatser samt att belysa några svensklärares tankar kring skrivundervisning.</p><p>Skrivundervisningen i skolan har gått från att vara formalistisk till att bli mer och mer funktionalistisk. Genrepedagogik och en processinriktad skrivundervisning är enligt många forskare viktigt för att utveckla elevers skrivande och förbereda dem på kommande arbetsliv och högre studier. Samtidigt förs en diskussion kring det ökade internetanvändandets inverkan på ungdomars skriftspråk.</p><p>Som underlag till undersökningen ligger 23 uppsatser skrivna av gymnasieelever under det Nationella provet i Svenska B ht 2007. Uppsatserna har rättats och undersökts med syfte att plocka ut de vanligast förekommande språkliga felen. Utöver detta har tre svensklärare intervjuats gällande deras åsikter kring, och sätt att arbeta med, skrivundervisning.</p><p>Resultatet visar att de vanligaste felen i elevernas uppsatser är satsradningar, ofullständiga satser samt särskrivning av ord.</p><p>Lärarna arbetar till viss del med en processinriktad skrivundervisning med responsgrupper. De anser att eleverna ofta särskriver och gör satsradningar men det största problemet anser de vara bristen på motivation och arbetslust hos eleverna.</p></p>

This research shows and analyses how pupils in ninth grade in the nine-year compulsory school look at being multilingual, at the Swedish language and at Swedish as a second language. I also want to know if language and culture knowledge are taken care of in school as it says in official documents for the Swedish school and as it also is desired in an intercultural education. For my research I do eight interviews in a suburb school south of Stockholm. My work includes a limited account for the current research about being multilingual, Swedish as a second language and about the close relationship between language and culture. The applied theory is a social constructivist theory which in short can be explained like that we construct social structures that have consequences on the individual as well as on the society. I show in my research how the view of the world around the pupils influences their view on their languages, their school and their neighbourhood. I also draw conclusions from my interviews that language knowledge is little appreciated in school and that Swedish as a second language has a low status.

Vårt syfte med denna studie är att utifrån skrivprocessen undersöka hur elevers skrivarbete tar sig uttryck i skolans år tre. Vi fokuserar studien kring fyra av skrivprocessens faser, stoffsamling, strukturering, respons och bearbetning, samt interaktionens verkan för elevers skrivande. Genom vårt deltagande i ett gemensamt skrivprojekt mellan lärarutbildningen i Umeå och en skola i norra Sverige har vi tillgång till ett undersökningsfält för att genomföra vår empiriska del. Vår studie har en etnografisk ansats. Vi använder oss av deltagande observationer, elevtexter, ljudbandsupptagningar och elevintervjuer. Vi vänder oss till nordisk forskning, som intresserar sig för elevers skrivande och som menar att respons, interaktion och samtal är viktiga redskap i undervisningen. Denna forskning visar även på mottagarens betydelse för elevers skrivglädje. En slutsats vi drar av vår studie är att arbetet med skrivprocessen innefattar och gynnas av interaktion mellan elever och mellan lärare och elever. Resultatet visar att elever genom samtal och interaktion samlar och strukturerar stoff och byter och lånar idéer av varandra för skrivandet. En ytterligare insikt vi når är att skrivprocessen främjas om den leder fram till en produkt. Detta för att skrivandet ska fungera kommunikativt och bli meningsfull för eleverna.

Examensarbetet belyser hur kommunikativ undervisning har utvecklats inom svenska som andraspråk.

Abstract This thesis explores how secondary schoolteachers in Swedish, prioritise from the Swedish language history materials. The study includes interviews with two Swedish teachers and inquiries with students in two classes at the social science programme (third year). The student literature that is used has been analysed and the teaching is compared with the Swedish central teaching plan. The results show that the students are weak in placing language at different historical time periods and make conclusions of this. The results from both the inquiries and teaching contents disclose a general weakness as it comes to Swedish language history. The interviews points at the standardizing attitude towards the subject, from the teachers influence the size and the depth of teaching the students get in Swedish language history.

Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.

Forskning har visat att svenskar, i synnerhet barn och ungdomar, läser allt läser mindre. Multimodala medier skapar nya möjligheter och nya verktyg för att utforma undervisning och på så vis även försöka främja elevers motivation till att läsa. Den här studien har som syfte att bidra med kunskap om hur svensklärare arbetar med multimodala medier i klassrummet för att främja elevers läsmotivation. Genom intervjuer med fyra yrkesverksamma svensklärare på gymnasiet undersöker studien hur lärare beskriver sina kunskaper om multimodala medier och deras didaktiska möjligheter och utmaningar när det gäller främjandet av läsmotivation, samt vilka för- respektive nackdelar det finns i arbetet med multimodala medier kontra traditionella texter. Resultatet visar att samtliga lärare besitter olika mycket kunskap om hur multimodala medier kan användas i undervisningen för att främja läsmotivation hos eleverna. Lärarna beskriver att multimodala medier skapar förutsättningar för att fånga upp fler elever i klassrummet och kan fungera som en hjälpande hand eller språngbräda in i berättandet och till en motivation att läsa. Exempelvis genom att elever får möjlighet att med olika medier ta till sig en och samma berättelse. / Research indicates that the Swedish population, especially children and young adults, read less and less. Multimodal media have the potential to create new opportunities and new tools for teachers to foster student’s motivation to read. The purpose of this study is thus to contribute with knowledge about how Swedish teachers use multimodal media in the classroom to promote students reading motivation. The empirical material consists of qualitative interviews with 4 teachers from different upper secondary schools in Sweden, with the purpose to analyze how teachers describe their knowledge of multimodal media and their didactic possibilities and challenges regarding the promotion of reading motivation, and what advantages and disadvantages there are in working with multimodal media versus traditional books.  The study shows that all of the interviewed teachers possess various much knowledge about how multimodal media can be used in classrooms to promote students reading motivation. The teachers describe that multimodal media can act as a helping hand or springboard to increase student motivation to read. For example, by giving student the opportunity to understand a specific story through different multimodal media.

The aim of the research is to explore which level or levels of knowledge in the Swedish language can enhance the employment and/or occupational matching possibilities for refugees in Sweden.Methodology: This study conducts a quantitative research approach, Primary data was used, an online survey was distributed among a sample of Syrian refugees (defined as who were born outside Sweden with 0-9 years of residence in Sweden). Non-probability sampling by means of volunteer, snowball, and convenient sampling were used in order to collect the data, 112 valid responses were analyzed using descriptive statistics, reliability, multiple linear regression, multivariate analysis of variance and hierarchical multiple regression analyses.Findings: it is found that the relationships between the knowledge in Swedish language and employment either occupational matching are statistically significant. However, there are no significant relationships between the level of knowledge in Swedish language and employment and occupational matching. Moreover, demographic variables had hardly any influence on the employment and occupational. Nevertheless, the only effect has been observed is between the education variable and employment.Conclusion: Based on the findings of this research, it is detected that the level of the Swedish language does not play a considerable or notable impact on the refugees’ employment and/or occupational matching in Swedish labor market. So, attaining specific level in the Swedish language knowledge does not positively impact the refugees’ employment and/or occupational matching in Sweden.

The purpose of this study is to examine, from a gender perspective, fictional books self-selected by middle-aged children. The aim of this is to test how these books function in Swedish studies to promote equality between students. In order to help investigate the purpose, two issues have been formulated: “Which fictional books do middle-aged children read today?” and “How do these books portray gender?” The method that is used is a quantitative survey where students in year 5 answered which fiction book is their favorite. Based on the answer from the survey a top-three list of the books girls, and boys, has named as their favorite have been compiled. The book that ended up at the top of each list has been reviewed and analyzed from a gender perspective, which is the theory that is infusing the entire study. The results of the study showed that gender patterns and gender stereotypes are a common occurrence in the books. The gender patterns that emerge are a division between the sexes where men are over-represented. The same type of gender patterns also appeared in the areas of activities and qualities where boys are portrayed as active, violent and rational, while girls are portrayed as passive, emotional and caring. In conclusion, this study urges that it is important for teachers to have an idea of how the most self-selected fiction books portray gender, because the books middle-aged children prefer to read do not brake traditional gender patterns. The books that have been analyzed in this study are Glasbarnen by Kristina Ohlsson and Dagbok för alla mina fans: Gregs bravader by Jeff Kinney.