This study explores the role of learning and education in American historical fiction written in the 1820s. The United States has been, and still is, commonly considered to be hostile to scholarly learning. In novels and short stories of the 1820s, however, learning and education are recurrent themes, and this dissertation shows that the attitudes to these issues are more ambivalent than hitherto acknowledged. The 1820s was a period characterized by a political struggle, expressed as a battle between intellectuals, represented by the sitting president, John Quincy Adams, a Harvard professor, and anti-intellectuals, headed by the war hero Andrew Jackson. The battle over the place of scholarly learning in the U.S. was played out not only on the political scene but also in historical fiction, where the themes of learning and education become vehicles for exploring national identity. In these texts, whose aim is often to establish an impressive national history, scholarly learning carries negative connotations as it is linked to the former colonizer Britain and also symbolizes social stratification. However, it also stands for civilization and progress, qualities felt to be necessary for the nation to come into its own. The conflicting views and anxieties surrounding the issues of learning and education tend to center on a recurrent character in these texts, the learned person. After providing an overview of how the themes of learning and education are treated in historical narratives from the 1820s, this dissertation focuses on works of three writers: Hobomok (1824) and The Rebels (1825) by Lydia Maria Child, The Prairie (1827) by James Fenimore Cooper, and Hope Leslie (1827) by Catharine Maria Sedgwick.

Under det senaste decenniet har barns och ungas tillgång till olika digitala medier ökat. De flesta elever möter det engelska språket varje dag på något sätt och de är inte bara konsumenter av språket utan de producerar också engelska i olika aktiviteter på fritiden. Syftet med studien är att undersöka vilket utrymme elevernas extramurala engelska får inom ramen för skolans engelskundervisning och i vilken utsträckning eleverna har användning av engelskan de lär sig i skolans undervisning i sina fritidsaktiviteter. Extramural engelska är ett begrepp som innefattar all den engelska som eleverna kommer i kontakt med utanför skolan. Studien omfattar tre lärare och nio elever i årskurs 4-6 från tre olika kommuner i Jönköpings län. Studien har en fenomenografiskt inspirerad ansats och materialinsamlingen har gjorts genom semistrukturerade intervjuer. Resultatet visar att lärarna arbetat mer eller mindre med en inkludering av elevernas extramurala engelska i engelskundervisningen. Något som var gemensamt för samtliga intervjuade lärare var att de såg en signifikant skillnad i språkliga förmågor mellan de elever som spelade mycket onlinespel och de elever som inte gjorde det. Flertalet av de intervjuade eleverna ansåg sig på ett eller annat sätt ha användning av den engelska de lär sig i skolan på sin fritid. En slutsats som dras är att det är viktigt att undervisande lärare sätter sig in i var, i vilken form och på vilket sätt eleverna möter engelska i sin fritid för att kunna inkludera det i undervisningen i engelska. / Over the past decade, children and adolescents have had an increased access to digital media. Most students get exposed to the English language in some way every day and they are not just consumers, they are also producers of English when they are engaged in different activities in their spare time. The aim of the study is to look into how extramural English is included in English school curriculum and to what extent students have use for the English they learn at school in their spare time activities. Extramural English includes all the English that students come into contact with outside of school. Three teachers and nine students, all from Jönköping county, are included in this study. The students are in grades 4-6. The study has a fenomenographically inspired approach and semi-structured intervjuews have been used to collect the data. The result reveals that the teachers have been working more or less with including the students’ extramural English in school. All teachers that participated in the interviews mentioned that they saw a significant difference in the students’ linguistic abilities between the ones who played a great number of online games and the students who did not. Most of the interviewed students felt in one way or another that they had use for the English they learn at school in their spare time. A conclusion drawn from the results of this study is that it is important for teachers to determine where, in what form and in what way students come into contact with English in their spare time in order to include it in the English school curriculum.

<p>The purpose of this paper is to examine translation norms, strategies and solutions in chapter <em>XIII Westbottom and Lapland</em> in <em>The Further Adventures of Nils</em> (Lagerlöf, 1911). In the foreword to the English translation of the novel, the translator writes that some of the purely geographical matter has been eliminated in the translation, and that cuts have been made where the descriptive matter is only of local interest. This statement raised questions about the intended readerships and the purposes of the original novel and the translation, respectively. Are these the same in the two texts, or are they different? Further questions were raised regarding the initial norm of the translator. Has she aimed for domestication or foreignization in the text?</p><p>In this paper, two domains were chosen as fields of study: proper nouns and the lexical fields of water, heights and flat land. Through an analysis of coupled pairs from the chosen domains, it was concluded that the translator’s initial norm was foreignization, but that there are also many examples of domestication in the text. It was also shown that while the original novel has two clearly stated purposes, namely of being a geography book for Swedish school children as well as a novel with high literary standards, the educational purpose is not as pronounced in the translation. However, the inclusion of a <em>Table of Pronunciation</em> displayed an educational addition to the translation, which is not part of the original novel.</p><p><strong>Keywords</strong><em>:</em> translation, Lagerlöf, English, Swedish, initial norm, domestication, foreignization.</p>

<p>Ett av målen i skolans läroplan är att eleverna utvecklar en kommunikativ och social kompetens. Enligt kursplanen för engelska B kurs, skall eleverna bland annat ha utvecklat en förmåga att kunna anpassa språket beroende på den situation eleven befinner sig i. Det indefinita pronomenet man är vanligt förekommande i det svenska språket. Att översätta detta ord fordrar en förståelse av situation såväl som av register. Undersökningen går ut på att ta reda på hur eleverna hanterar översättningen av man och om de vet när situationen fordrar formellt eller informellt språk. Resultatet visar att de kan hantera översättningen i de flesta avseenden även om de inte fått mycket undervisning om problemet. Valet av you som motsvarighet till man är dock övervägande och eftersom detta val signalerar informalitet kan kommunikationen påverkas.</p> / <p>One of the goals of the Swedish national curriculum is that students develop a communicative and social competence. According to the English B-level syllabus, the students should among other things develop their ability to adjust language use to the situation. The indefinite pronoun man is a frequent occurrence in the Swedish language. Translating this word requires an understanding of situation as well as register. The study examines how the students handle the translation of man and if they know when the situation requires formal or informal language. The result shows that they can handle the translation in most cases even though they have not been given much instruction on the problem. However, the choice of you as a correspondence to man is predominant, and since this choice signals informality communication might be affected.</p>

<p>With the introduction of computers and Internet access at many schools, a whole new world of opportunities has opened up within the area of education. In 2005 the European Union eLearning programme introduced an action called eTwinning, which provides an opportunity for schools in the Member States of the European Union to register international partnerships and engage in ICT-based projects. The object of eTwinning is to promote school collaboration across the borders. The introduction of eTwinning provides many educational opportunities for teachers and students, but the inclusion of ICT-based projects also brings pedagogical challenges for teachers. This paper looks at how three Swedish upper secondary schools have used eTwinning as a teaching tool in their classroom to enhance the students’ English skills and include multicultural awareness studies as part of the curriculum, and also how they have incorporated course criteria from the national curriculum in these international projects. The analysis of the qualitative data will take into account pedagogical approaches that the teachers have used in the projects. The final discussion focuses on best practice ideas for eTwinning projects, based on the national course criteria in combination with pedagogical theory. One intention is with this paper is to encourage further studies on how eTwinning can be used as an integrated part of classroom activities based on the participating countries’ national curricula.</p>

<p>The thesis explores the form, function and sociolinguistic distribution of explicit apologies in the spoken part of the British National Corpus. The sub-corpus used for the study comprises a spoken text mass of about five million words and represents dialogue produced by more than 1700 speakers, acting in a number of different conversational settings. More than 3000 examples of apologising are included in the analysis.</p><p>Primarily, the form and function of the apologies are examined in relation to the type of offence leading up to the speech act. Aspects such as the sincerity of the apologies and the use of additional remedial strategies other than explicit apologising are also considered. Variations in the distributions of the different types of apologies found are subsequently investigated for the two independent variables speaker social identity (gender, social class and age) and conversational setting (genre, formality and group size). The effect of the speaker-addressee relationship on the apology rate and the types of apologies produced is also examined.</p><p>In this study, the prototypical apology, a speech act used to remedy a real or perceived offence, is only one of a number of uses of the apology form in the corpus. Other common functions of the form include discourse-managing devices such as request cues for repetition and markers of hesitation, as well as disarming devices uttered before expressing disagreement and controversial opinions.</p><p>Among the speaker social variables investigated, age and social class are particularly important in affecting apologetic behaviour. Young and middle-class speakers favour the use of the apology form. No substantial gender differences in apologising are apparent in the corpus. I have also been able to show that large conversational groups result in frequent use of the form. Finally, analysis of the effects of the speaker-addressee relationship on the use of the speech act shows that, contrary to expectations based on Brown & Levinson’s theory of politeness, it is the powerful who tend to apologise to the powerless rather than vice versa.</p><p>The study implies that formulaic politeness is an important linguistic marker of social class and that its use often involves control of the addressee. </p>

<p>Keystroke logging records keyboard activity during writing. Time and position of all keystrokes are stored in a log file, which facilitates detailed analysis of all pauses, revisions and movements undertaken during writing. Keystroke logging further includes a replay function, which can be used as a tool for reflection and analysis of the writing process. During writing, writers continuously plan, transcribe, read, and revise in order to create a text that meets with their goals and intentions for the text. These activities both interact and trigger one another.</p><p>This thesis includes studies in which keystroke recordings are used as bases for visualisation of and reflection on the cognitive processes that underlie writing. The keystroke logging methodology is coupled with Geographical information systems (GIS) and stimulated recall in order to enhance the understanding of keystroke logged data as representations of interacting cognitive activities during writing. Particular attention is paid to writing revision and a taxonomy for analysis of on-line revision is proposed. In the taxonomy, revisions made at the point of inscription are introduced as ‘pre-contextual’ revisions, and highlighted as potential windows on cognitive processing during transcription. The function of pre-contextual revisions as revisions of form and concepts was ascertained in an empirical study, which also showed that 13-year-old writers revised more form and concepts at the point of inscription when they wrote in English as a foreign language (EFL) than in Swedish as a first language (L1).</p><p>In this thesis, a learning method, Peer-based intervention (PBI), is introduced and examined through case studies and statistical analysis. PBI is based on theories about cognitive capacity, noticing, individual-based learning and social interaction. In PBI, the keystroke-logging replay facility is used as a tool for reflection on and discussion of keystroke logged data, i.e. representations of cognitive processes active during writing. In the studies presented in this thesis, teen-aged and adult writers’ texts, written before and after PBI, were analysed according to text quality and revision. Descriptive and argumentative texts in both L1 and EFL were included in the studies. The results showed that PBI raised adult and teen-aged writers’ awareness of linguistic and extra-linguistic features, and that the effect varied across levels of learner ability, text type and language.</p>

<p>Old English literary studies is a fascinating field of research which spans many various approaches including philology and linguistics as well as literary and cultural theories. The field is characterised by a certain conservatism, what in this thesis is referred to as tradition. This thesis examines the scholarship on The Wife's Lament and Wulf and Eadwacer, projecting its cumbersome affinities with tradition as a conservative force as well as the resistance against it. The investigation focuses mainly on two aspects of scholarly research: the emergence of a professional identity among Anglo-Saxonist scholars and their choice of either a metaphoric or metonymic approach to the material. A final chapter studies the concomitant changes within Old English feminist studies. The thesis also summarises the approaches to points of ambiguity in the poems, and provides a comprehensive bibliography of scholarship on the two texts.</p>

<p>This thesis examines John Berryman’s poetry of loss together with four different theoretical perspectives. It is the purpose of the study to involve Berryman’s poetry and critical theory in a dialogue which attempts to break down the hierarchy that positions theory as the subject and literature or poetry as the object of study. Instead, by focusing on the otherness of each discourse, that is, what could be called the unconscious of Berryman’s poetry of loss and the language of theory, poetry and theory can be seen to presuppose and mutually imply each other. Those of Berryman’s poems mainly analyzed in the thesis, and which could be called his poetry of loss are “The Ball Poem,” Homage to Mistress Bradstreet, and The Dream Songs. The four theoretical perspectives consist of Martin Heidegger’s thinking concerning the word and concept departure, David S. Reynolds’s notion of the subversive in the American Renaissance, Nicolas Abraham’s psychoanalytical concept anasemia, and Maurice Blanchot’s theory of death and poetry in his book The Space of Literature. The theoretical base of the thesis is developed primarily from Shoshana Felman’s “To open the question,” an editorial introduction to a special issue of Yale French Studies entitled Literature and Psychoanalysis. The Question of Reading: Otherwise and Timothy Clark’s study Derrida, Heidegger, Blanchot.</p>

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