This investigation is about the English language in Swedish TV-commercials. Theinvestigation shows that there are commercials in Sweden that involve other languages thanSwedish. The languages found in this study apart from Swedish were English, Italian andGerman. The results show that the most common language was Swedish, which was used in405 (96.4%) of the 420 commercial spots of which the data consists. In 57.6% of thecommercials Swedish was the only language that was used compared to the 3.6% spots whichonly included English. Swedish was used together with English, Italian or German in 159commercials. There were 168 ads which contained some form of English, as the onlylanguage or together with Swedish. The results show that there was no major differenceregarding the time when the commercials containing only Swedish were broadcast. The sameconclusion could be drawn for the commercials which contained Swedish together withEnglish. The commercials which only included English were broadcast most frequently in themorning and at night. In conclusion, Swedish was the language used to the greatest extent.Furthermore, English appeared in nearly 50% of the commercials even though it was onlyused exclusively in a few ads. / Den här undersökningen handlar om användningen av engelska i svensk tv-reklam.Undersökningen visar att det finns reklam i Sverige som använder sig av andra språk änsvenska. De språk som användes utöver svenska var engelska, italienska och tyska.Resultaten visar att det språk som användes mest var svenska, som användes i 405 (96.4%)av de 420 reklaminslag som utgör datan. I 57.6% av reklaminslagen var svenska det endaspråket som användes jämfört med de 3.6% som endast innehöll engelska. Svenska användestillsammans med engelska, italienska eller tyska i 159 reklaminslag. Totalt innehöll 168reklaminslag engelska i någon form, som enda språk eller tillsammans med svenska.Resultaten visar att det inte var någon större skillnad på vid vilken tidpunkt reklam på enbartsvenska sändes. Samma slutsats gick att dra för de reklaminslag som innehöll svenskatillsammans med engelska. Reklam som endast innehöll engelska i någon form sändes mestfrekvent i tidsintervall ett och tre, det vill säga på morgonen och på kvällen.Sammanfattningsvis var svenska det språk som användes mest. Engelska däremot, användesi nästan 50% av reklaminslagen även om det endast användes på egen hand i några få inslag.

<p></p><p>This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers,  does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.</p><p> </p>

This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers,  does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.

Syftet med den här studien var att kvalitativt undersöka L3-motivation hos vuxna invandrare som läser engelska (L3) på komvux i Sverige. Motivation undersöktes i relation till samspelet mellan målgruppens behov och mål, det svenska samhället och engelskans globala status. Den metodologiska utgångspunkten togs först och främst i Dörnyeis L2-motivationssjälvbildssystem (2005) och anpassades till studiens kulturella och sociala ramar. Resultaten indikerar att det är en stor sannolikhet att L3-motivation formas och starkt påverkas av vuxna invandrares invandrarskap och bikulturella identitet som har utvecklats i samband med integration i det svenska samhället. Detta framgår av att det svenska samhället och invandrarskapet ofta uppträder som normgivande när det gäller vuxna invandrares studier i engelska. Deras L3-motivationssjälvbildssystem indikerar dessutom att vuxna invandrares syn på den ideala språkliga självbilden är i kongruens med majoritetssamhällets förväntningar och kunskapsvillkor. Resultaten behöver dock valideras i framtiden genom fler studier och större elevpopulationer. / The purpose of this study is to by a qualitative method investigate L3 motivation in adult immigrants who study English (L3) in Sweden. Motivation was investigated in relation to the interplay between the target group’s needs and goals, the Swedish society, and the global status of English. The methodological framework was based on Dörnyei’s L2 Motivational Self System (2005) and it was adapted to the cultural and social context of the study. The results indicate that there is a probability that immigrant identity (Swe. invandrarskap) and a sort of bicultural identity, which have developed in adult immigrants as side effect in the integrational process in the Swedish society, shape and strongly affect L3-motivation. This is supported by the informants’ interview data in which the Swedish society and the immigrant identity often appear as a normative referent for adult immigrants’ English studies. In addition, their L3 motivational self system indicates that adult immigrants’ perception of the ideal language self is in congruity with the majority society’s expectations on knowledge. However, the results need to be validated through more studies and larger student populations in the future.