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<p>This essay is about metaphors of time, mortality and transience in William Shakespeare’ssonnets. Exploring these metaphors, I examine sonnets nr. 60, 64 and 65 more closely, since Ithink they are particularly representative as regards the metaphors of time. Unlike the rest ofthe sonnets, these three deal with the subject throughout the sonnets, focusing on theinevitable degeneration of material things. The image of time in the sonnets is depicted in avaried way constructed by several metaphors that add to the depth and paint imagesinfluenced by the beliefs and knowledge of Shakespeare’s time. I put these images in relationto the English Renaissance and its concepts of time using sources from, for example, JohnSpencer Hill, Katherine Duncan-Jones and Dympna Callaghan, who all have made their ownanalyses of Shakespeare’s sonnets. In my close reading of the sonnets I analyse the variousmetaphors Shakespeare uses to make us experience the passage of time as in, for example,sonnet number 60, where the ongoing passage of time is described in a cyclical way by theuse of the metaphor of the waves rolling in and out of a pebbled shore. In a repetitive way thewaves are in constant motion. We can recognise ourselves as being the pebbles, affected bythe constant motion in our lives, slowly turning into sand by time’s cruel hand.</p>

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<p>Background: During our VFU (Workplace-based Education), we met a teacher, who worked with metacognitive strategies, and used a holistic, top-down approach with her pupils. The teacher had been working with them in this way for three years. We wanted to know how the pupils used lexical inferencing strategies they had learned about in school, in their spare time outside school. Purpose and aim: The purpose of the study was to examine the use of lexical inferencing strategies and the aim was to find out whether pupils who had been encouraged to use lexical inferencing strategies in classroom teaching actually used these strategies when encountering unknown English words in their spare time. Method: We used a qualitative, semi-structured group interview, with an interview guide approach as method to achieve descriptions of the lived world of our interviewees. Eighteen out of 24 pupils in a 9th grade class were interviewed. We conducted six interviews, since the pupils were interviewed in groups of three. During the process of data analysis four different categories of strategy use emerged. Results: The results of our study showed that the pupils used the following strategies when encountering an English word outside school: avoidance, referring to another resource, inferencing from context and metalinguistic knowledge. The results also showed that even though the pupils are trained to use these strategies in school, they did not use them consistently in free time encounters with English language texts</p>

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<p>This essay examines middle school students’ understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5.</p> / <p>Detta arbete undersöker om mellanstadieelever förstår en högläst engelsk text och om det finns ett samband mellan grad av hörförståelse och den förmodade ökade ordkunskapen i engelska under mellanstadiet. Samma hörförståelseövning genomfördes i en klass vardera från åk 4, 5 och 6 på en mellanstadieskola för att kartlägga skillnader i engelsk hörförståelse när det gäller förmågan att återge innehållet i en avlyssnad berättelse. Resultatet visar att det var en progression från nivå till nivå när det gäller förståelse och antal ord som återgivits och att denna progression var mest markant mellan åk 4 och 5.</p>

<p>Abstract</p><p>Titel: Native Language Interference: A study of interference patterns in Swedish students’ English writing.</p><p>Författare: Skoog, Petra</p><p>Engelska C, 2006</p><p>Abstract: The purpose of this investigation was to find out if there are any patterns of native language interference in Swedish students’ written English. Extensive research has been carried out in the area of native language influence on the target language and a large number of terms are used when the influence of the native language is discussed, including contrastive analysis and positive and negative transfer. These are described in the theoretical background section of this study. The material for the empirical investigation was collected from students in year eight at a secondary school. They were given a task consisting in free essay writing, so that a general picture of interference problems would emerge. 42 essays were handed in, containing about 201 interference errors. The total number of non-interference errors found in the students’ essays was 1115 and this suggests that interference errors are not especially common among the students in my investigation. The errors committed due to interference mainly concerned the use of prepositions. One conclusion that can be drawn from this investigation is that it is very difficult to determine the source of errors and separate between errors in general and interference errors.</p><p>Nyckelord: Foreign language learning, native language influence, errors, interference.</p>

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