The purpose of this essay was to survey why students still suffer from speech anxiety, eventhough the new curriculum, present multiple opportunies to practice oral speaking. From this purpose, this question emerged: What kind of aspects affect the students’ who are suffering from speech anxiety? What kind of aspects affect the students´ who are not suffering from speech anxiety? What is separating them? Interviews were conducted with six students and from these eleven different categories were created. These eleven categories were analyzed by using the concept and theory of gender and speech anxiety. The result was that students´ with speech anxiety had bad past experience, little practice and had negative thoughts of themselves as well as they did´nt see the purpose of practice in argue speech. The result was that students´who didn´t suffer from speech anxiety thought highly of themsleves, had a good self confidence, had strategies to handle the speech situation and had practiced alot. However, what separated them mostly was how they thought of themselves and how they handled the situation.

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This study analyses the translation of some pragmatic markers in an informal English non-fiction text and its Swedish target text. The pragmatic markers in focus are interjections, modal adverbs and question tags, and the sources of the Swedish modal particle ju are also analysed. While pragmatic markers are more common in spoken language or fiction, in this case they were considered important to the interpersonal function and casual style of the non-fiction text. The results were also compared to data from a non-fiction parallel corpus. In total, the ST contained 31 of the selected types of pragmatic markers, compared to 29 in the TT. However, there were considerable variations between types of marker, with less than a quarter being translated as the same type (e.g., interjection as interjection); this reflects the fact that the two languages inherently prefer different types of markers in some cases, with question tags being considerably more common in English, while the modal particles were the most common pragmatic markers in Swedish. There were no zero translations of pragmatic markers, indicating that they were not considered as superfluous or optional as might be indicated in previous research. The fact that ju most commonly had a zero source (in the corpus examples as well), and so was ‘added’ in translation, illustrates the lack of clear translation equivalents for many common pragmatic markers, as well as the translator’s attempt to domesticate the TT.

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This work exemplifies how literature can be used for teaching German even in CEFR levels A2 and B1. Didactical texts about the use of literature in language teaching are used to show the advantages of including literature in language teaching. This work highlights two of these advantages: literature provides the students with real vocabulary – in contrast to the artificial constructions in language teaching books - and supports their understanding of another culture. Further this work will show how the use of literature is supported by the Swedish curriculum. Finally, based on the research and recommendations of different didactics, a teaching model for the use of The Threpenny Opera is elaborated.

<p>Godkännandedatum 2017-07-02</p>

<p>Godkännandedatum 2017-06-29</p>

<p>Godkännandedatum 2017-07-10</p>

No description available.

No description available.