The purpose of this study was to investigate two ice hockey players’ relationships with coaches and teammates in the junior-to-senior transition. Several theoretical frameworks were used to plan and carry out the study (Jowett, 2007; Lundell-Olsson & Pehrson, 2013; Stambulova, 2003; Wylleman & Lavallee, 2004). Narrative interviews were conducted with two male elite ice hockey players. The narrative oriented inquiry model was used for guiding the data analysis. The results of the study showed peer climate in the junior team (in the preparation transition phase) to be more important than relationships with coaches. During the orientation phase in the senior team a good welcome from coaches and senior peers was a key for successful adaptation. In the further adaptation and stabilization phases the players earned a trust from coaches and teammates due to their increasing contribution to the team. Strategies to optimize the relationships included; the players’ humble profile, taking more “space” gradually and working hard. The results are discussed in relation to theoretical frameworks and previous research. Suggestions for future research and practical implications are given. / Studiens syfte var att undersöka ishockeyspelares relationer med tränare och lagkamrater i junior- till senior övergången. Flera teoretiska ramverk användes för att planera och genomföra studien (Jowett, 2007; Lundell-Olsson & Pehrson, 2013; Stambulova, 2003; Wylleman & Lavallee, 2004). Narrativa intervjuer genomfördes med två stycken manliga ishockeyspelare på elitnivå. Den narrative oriented inquiry modellen användes för guidning och data analys. Resultatet av studien visar att lagsammanhållningen i junior laget (i förberedelse fasen) var viktigare än relationerna med tränarna. Under orienteringsfasen i senior laget var ett varmt välkommande viktigt från tränare och lagkamrater för framgångsrik anpassning. Vidare i anpassnings- och stabiliseringsfasen bidrog spelarna med bra prestationer till laget vilket ledde till ökad tillit från tränare och lagkamrater. Strategier för att förbättra relationer inkluderade: ödmjuk inställning, gradvis ta mer utrymme i laget samt arbeta hårt. Resultaten diskuterades i relation till teoretiska ramverk och tidigare forskning. Förslag på framtida forskning och praktiska implikationer ges.

published_or_final_version / Education / Master / Master of Education

Within the framework of task-based language teaching, various types of tasks have been proposed, yet in English as foreign language classroom contexts where learners’ exposure to target language input is often limited, the adoption of form-focused tasks seems to receive much credit. Although the potential academic gains brought forth by such tasks have been studied in some previous quantitative research, the call for investigations into those tasks from a learner perspective remains warranted. In this study I investigated the use of grammatical consciousness-raising (C-R) tasks as an inductive approach to grammar pedagogy in an EFL classroom from a learner perspective. While performing such tasks the informants, who were a class of secondary level English as foreign language learners, made discoveries about the targeted grammar items based on contextualized examples provided. In the study I first examined the extent to which adopting C-R tasks impacted on the informants’ learning of English grammar through pretests and posttests. Second, I elicited their perceptions of C-R tasks through a questionnaire and two semi-structured interviews. Third, with the think-aloud protocols method I studied the informants’ engagement with the grammar items presented through either C-R tasks or deductive explanation. The findings revealed that the majority of the informants were able to develop grammatical understanding through performing C-R tasks. They tended to respond positively to and show deep engagement with the grammar items presented though such tasks as well. To enhance the perceived effectiveness of such tasks and thus to maximize the effect of grammar teaching, I concluded by suggesting the need for teachers to make the learners fully aware of the nature of and rationale behind C-R tasks and to investigate whether and how such tasks can be integrated with other methodological options in realizing effective grammar instruction in their own contexts. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

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No description available.