Motivation inom språkinlärning spelar en viktig roll för att elever ska våga kommunicera på ett främmande språk. Denna litteraturstudie undersöker vad tidigare forskning säger om vad som påverkar elevers motivation till att vilja prata engelska i klassrummet samt vad läraren kan göra för att motivera elever till att tala på målspråket. I skolan finns det elever som gillar att tala och kommunicera på engelska men det finns även elever som väljer att vara tysta och inte visa sina kunskaper. Rapporten är framtagen genom en systematisk litteraturstudie. Arbetets gång har varit att söka i olika databaser efter vetenskapliga artiklar som varit relevanta för denna studie. Med utgångspunkt i Vygotskijs sociokulturella perspektiv och MacIntyres teori om Willingness to communicate (WTC) diskuteras olika faktorer som är avgörande för att elever ska vilja kommunicera på engelska. Studierna som analyserats visar att elevens motivation tillsammans med elevens självförtroende är två viktiga aspekter för att lyckas med språkinlärning. Det är därför viktigt med professionella lärare som i sin pedagogiska roll kan skapa en varierande undervisning som motiverar samtliga elever till att lära sig språk. Då det finns förhållandevis lite forskning i Sverige inom detta område önskas vidare forskning av elevers motivation till att kommunicera på engelska.

Att som elev delta muntligt i engelskundervisningen kan vara spännande för många elever men för en del elever uppstår talängslan. Talängslan innebär att man vid specifika situationer upplever ångest för att tala. Den här studien har genomförts utifrån intresset att undersöka huruvida lärare ser några negativa följder för elevers kommunikativa förmåga i engelska till följd av talängslan. Vidare har även läraresstöttning och motivation för att elever ska våga tala engelska i klassrummet undersökts. Studien är genomförd utifrån ett lärarperspektiv genom metodtriangulering där webbenkäter och semistrukturerade intervjuer har använts. All insamlad empiri har koncentrerats, kategoriserats och tolkats utifrån en induktiv ansats samt teorin WTC och det sociokulturella perspektivet. Informanterna i denna studie var 25 lärare med behörighet att undervisa engelska i årskurs 1–3 samt fyra undervisande lärare i engelska, utan behörighet. Resultatet visar att talängslan riskerar att påverka elevers kommunikativa förmåga i engelskundervisningen, bland annat genom att elever som saknar en god relation till sin lärare saknar grundtryggheten för att våga tala engelska i klassrummet och väljer att förbli tyst. Resultatet visar att lärarna i studien stöttar och motiverar sina elever genom att elevernas intressen tas tillvara, genom bland annat spel och lekar samt positiv förstärkning. / Learning to speak English can be exciting for many pupils, but it can cause language anxiety for others. Language anxiety refers to the fear of speaking in certain situations. This study was conducted to determine whether teachers see any negative consequences for their pupils’ communicative ability in English because of language anxiety. The study also investigated how the teachers motivate and support their pupils to speak English in the classroom. This study is based on a teacher’s perspective with method triangulation where web surveys and semi-structured interviews were used. All collected data was compiled, classified, and interpreted based on an inductive approach, as well as the WTC theory and the socio-cultural perspective. The informants in this study were 25 teachers with authorization to teach English in grades 1–3 and four teachers without authoraization. Language anxiety is at risk of affecting pupils’ communicative ability in English, according to the findings, because those pupils who do not have a good relationship with their teacher lack the basic confidence speak English in the classroom and therefor choose to remain silent. The teachers in this study believe they have the right tools to push and motivate their pupils. This study discovered that teachers who use pupils’ interests, positive and reasonably high expectations, positive reinforcement, and a playful approach to teaching can help pupils with language anxiety.

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This study was an investigation of public elementary school students' affective changes through English Activities of international understanding lessons at Japanese public elementary school. The learners' expected affective changes were regarded as International Posture, Self-esteem, Collective Self-esteem, and Interest in Foreign Affairs based on theoretical perspectives and the goals specified by Ministry of Education. / CITE/Language Arts

abstract: The core element of this research paper is an analysis of the B-flat minor prelude and fugue BWV 867. The author’s analysis is then compared with the main contributors to Bach’s analytical studies. An understanding of the work’s structure, together with its motivic and harmonic details, help the performer develop an interpretive approach to the work. Significant Bach scholars, including David Ledbetter and Peter Williams, are used as the source for the additional works to be studied. These scholars also mention close associates of Bach who offer additional insight into his music: Kirnberger and Weiss. The paper includes a brief discussion of the opening chorus fugue BWV 64, instrumental prelude to the cantata BWV 106, chorale prelude BWV 721, and Tombeau sur la Mort de Mr Comte de Logy by Weiss, as they relate to the B-flat minor prelude and fugue. In addition, the analysis provides materials on how the elements of the work relate to the Doctrine of Affections. From the B-flat minor prelude and fugue, the harmonic progressions and figuration are examined from the point of view of the Doctrine. The research also examines the fugue subject, with its unusual leap of a minor 9th, to its structural connection to the opening chorus fugue of BWV 64, and its ties to the Doctrine. Through the analysis of the B-flat minor prelude and fugue and a comparison to works by Bach that are stylistically connected to this work, the author offers insights into the music and its relationship to works that have a sacred text association. / Dissertation/Thesis / Doctoral Dissertation Music 2020

It is generally assumed that in order to learn a language, learners need to master reading, writing, listening and speaking. However, merely possessing the skills and abilities to communicate is not sufficient; one must have the will to use the language. In order to formulate a model that can accurately describe the willingness to communicate, Mac-Intyre et al. (1998) formulated a model that attempts to do just this. The goal of this study is to verify the veracity of the Willingness to Communicate (WTC) model in terms of to what extent students’ self-reported WTC correlate with their actual WTC in the class-room. To accomplish this, this study utilized interviews with Swedish EFL students in southern Sweden, based on the WTC framework, and classroom observation in order to collect data on said connection. The results of this study showed that self-reported WTC and actual WTC do not necessarily correlate with one another; for some students, they spoke English more than they reported, some spoke less, and others’ WTC reflected their self-assessed WTC. Although the WTC model could account for the students’ actual WTC, it could not account for this discrepancy. However, this discrepancy may not be due to the model itself, but rather to the situational factors that, to a certain degree, influenced the outcome of this study. Based on this study, teachers are recommended to consistently speak English, as this raises the students’ own WTC, and to encourage English usage among students themselves. For future research, it is therefore recom-mended that non-linguistic factors be taken into account, possibly through factor analysis, in order to produce more nuanced data, as well as conducting a longitudinal study.

This project involves a failure analysis of the internal structural collapse that occurred in World Trade Center 5 (WTC 5) due to fire exposure alone on September 11, 2001. It is hypothesized that the steel column-tree assembly failed during the heating phase of the fire. The results of this research have serious and far-reaching implications, for this method of construction is utilized in approximately 20,000 existing buildings and continues to be very popular. Catastrophic failure during the heating phase of a fire would endanger the lives of firefighters and building occupants undergoing extended egress times (e.g., high-rise buildings), or relying upon defend-in-place strategies (e.g., hospitals). Computer software was used to reconstruct the fire event and predict the structural performance of the assembly when exposed to the fire. Results from a finite element, thermal-stress model confirms this hypothesis, for it is concluded that the catastrophic, progressive structural collapse occurred approximately 2 hours into the fire exposure.

Oral communication is a central aspect of language learning in EFL-classrooms all over the world. Therefore, problems arise when students are passive, or unwilling to communicate and participate. The aim of this study is to investigate what factors impact Swedish upper secondary students’ willingness to communicate using self-reported data. The data in the study is gathered from a questionnaire with 203 participants currently studying in Swedish upper secondary school. The data analysis comprised inferential statistics to investigate causal relationships between the concepts of foreign language anxiety (FLA), self-perceived communicative competence (SPCC), extramural English (EE), and willingness to communicate (WTC). The results of the study suggest a causal relationship between the concepts, thus contributing to previous studies on factors that impact and describe willingness to communicate. Also, the results indicate that students’ extramural English habits impact their behavior in oral communication. In conclusion, motivating the utility of the English language for real-world purposes, in combination with a positive classroom environment, and the improvement of students’ oral communication confidence are imperative tools for the stimulation of willingness to communicate in the EFL classroom.

Det engelska språket har genom åren börjat undervisas i allt yngre åldrar i Sverige där muntlig produktion utgör en stor del av undervisningen. För många elever är detta kul och spännande men för vissa elever uppstår talängslan. Talängslan avser att känna oro och obehag inför att tala. Den här studien har genomförts utifrån intresset att undersöka vad elever har för attityder till den muntliga kommunikationen i engelskundervisningen samt vad lärare har för uppfattningar om talängslan och hur de arbetar för att främja muntlig produktion i ämnet. Studien är genomförd utifrån både elev- och lärarperspektiv genom metodkombination där enkäter och semistrukturerade intervjuer använts. All insamlad empiri har koncentrerats, kategoriserats och tolkats utifrån en induktiv ansats samt teorin WTC och det sociokulturella perspektivet. Informanterna i denna studie var 38 elever i årskurserna 2 och 3 samt tre lärare med behörighet att undervisa engelska i årskurserna 1–3. Resultatet visar att elever i årskurserna 2 och 3 till stor del har en positiv inställning till den muntliga produktionen i engelskämnet. Sammantaget visar resultatet från både elevenkäter och lärarintervjuer att talängslan förekommer, om än i liten grad. Resultatet visar även att elevernas trygghet ligger till grund för elevernas vilja att kommunicera på engelska, där varierade arbetssätt, mindre grupper och elevernas intressen förespråkas. / Over the years, the English language has started to be taught at younger ages in Sweden where oral production forms a large part of the education. For many pupils this is fun and exciting, but for some pupils language anxiety can occur. Language anxiety refers to feeling anxiety and discomfort towards speaking. This study has been carried out based on the interest to investigate pupils' attitudes towards oral communication in English education, and teachers' perceptions of language anxiety and how they work to promote oral production in the English language class. The study is carried out from both pupils and teacher perspectives through a combination of methods where questionnaires and semi-structured interviews were used. All collected data has been compiled, categorized, and interpreted based on an inductive approach as well as the WTC theory and the socio-cultural perspective. The informants in this study were 38 pupils in grades 2 and 3, and three teachers with authorization to teach English in grades 1–3. The results show that pupils in grades 2 and 3 mainly have a positive attitude towards oral production in the English subject. Overall, the results from both pupils’ questionnaires and teacher interviews show that language anxiety occurs, albeit to a small degree. The results also show that the pupils' sense of safety is the basis for the pupils' willingness to communicate in English, where varied working methods, smaller groups and the pupils' interests are advocated. / <p>Engelska</p>

Aim – The paper at hand has three aims which are based on the recent adjustments made to the Swedish curriculum which take effect in summer 2018 and stipulate the implementation of digital competence in all subjects. Firstly, the study examines the effect of ICT and digital media/ aids on the WTC and motivation of second language learners. Secondly, a look is taken at how ICT and digital media/ aids are implemented in teaching today and thirdly, the challenges teachers face by the diverse interpretation and definition of the term digital competence and its realization in the classroom are investigated. Design/methodology/approach – The study is a literature review in which recent literature and research papers in the field of ICT in teaching with focus on second language teaching and learning were examined. Findings – According to the results, the author found that the use of ICT and digital media/ aids have a positive effect on the WTC and motivation of second language learners when used appropriately. The challenges teachers face in this respect is a lack of methods and strategies as well as technical support that are needed to successfully implement ICT in their lessons. Especially the lack of technical support is viewed as a time consuming one as it requires teachers to have a back-up-plan which in effect means more lesson planning on their part. Additionally and in regard to the implementation of digital competences in all subjects, teachers are faced with new challenges which comprise a technical; theoretical and didactical knowledge of the term and its practical realization. Due to the recency of the changes made to the curriculum, the investigation of the challenges that present themselves to the teachers open up for new research that can be made in this field.