Global ETD Search

1	Gymnasisters skrivande : En studie av genre, textstruktur och sammanhang Nyström, Catharina January 2000 (has links) Students in upper secondary school write in a number of different genres, and do this in school contexts as well as in their spare time. The study presented here is an overview of this activity and the genres concerned. The theoretical framework of the study is that of genre theory whereby genre is understood as a socially situated concept. The study is based on 2 000 texts gathered from students on different study programmes all over Sweden in the school year of 1996-97. The texts were written in different situations. The most important distinction made here is between test texts (i.e. texts from national tests) and self-chosen texts, which may come from schoolwriting or spare-time writing. The texts are categorized according to genre. This text inventory shows a repertoire of 33 different genres in the text material. A small number of genres, such as story, book-review and expository essay dominate the school writing. The test genres differ from this pattern in that they clearly imitate texts with a genuine communicative intent. The most frequent genres are studied further and each of them is demonstrated by an interpretative reading. This reading shows that the genres differ considerably with respect to genre character and stability of text structure. A quantitative study of text length and variation in vocabulary further shows that texts written by two categories of students, those on vocationally oriented programmes and those on programmes preparing for higher education, differ significantly. Reference cohesion is studied in a smaller sample of the texts. This lexico-semantic mechanism of cohesion proves to exhibit an interrelation with variation in vocabulary as well as with text type. One particular cohesive tie, inference, shows different patterns in texts written by the two categories of students mentioned above. Scandinavian languages - general Writing school text genre cohesion inference Swedish writing instruction communicative intent text structure text length variation in vocabulary Nordiska språk - allmänt Scandinavian languages Nordiska språk
2	Bra jobbat pojkar! : En kvantitativ studie av skillnader i flerspråkiga flickors och pojkars skrivande / Well done boys! : A quantitative study of differences in multilingual girls and boys writing Persson, Maria, Ericsson, Emma January 2018 (has links) Syftet med studien är att undersöka eventuella skillnader i flickors och pojkars skrivande under grundskolans tidigare år. I studien undersöks dagbokstexter skrivna av flerspråkiga flickor och pojkar i årskurs tre. Fokus ligger på att undersöka elevernas text- och meningslängd, långord samt nominalkvot. Tidigare forskning utförd på elever i årskurs nio samt på gymnasiet visar att pojkar tagit ett steg närmare flickorna i vissa aspekter i sin skriftliga komplexitet. Vår studie om elevers skrivande i årskurs tre talar till och med för att pojkarna gått förbi flickorna. Materialet består av tio dagböcker skrivna av sex flickor och fyra pojkar. I studien delar vi in eleverna som skriver texterna i flickor och pojkar, och vi förutsätter därmed att det finns vissa skillnader mellan dem som påverkar deras skriftspråksutveckling. Vi utgår från en positivistisk vetenskapsteori med en viss kvantitativ ansats och med tydligt mätbara textaspekter. De skillnader som studien visar är att pojkar skriver längre texter, har högre nominalkvot samt använder fler långord. Flickorna skriver däremot längre meningar än pojkar. text length sentence lenght long words noun quota girls boys grade three Textlängd meningslängd långord nominalkvot flickor pojkar årskurs tre General Language Studies and Linguistics
3	Skriva för framtiden : En studie om flerspråkiga elevers skrivutveckling i årskurs 5 / Writing for the future! : A study on multilingual pupils’ writing development in grade five. Johansson, Mikael January 2016 (has links) Abstract The aim of this study was to investigate how a group of pupils developed in their written language in grade 5. The study proceeds from my hypothesis that a number of textual variables, such as average text length, average sentence length, the average length of the initial clause constituent, and the proportion of long words, ought to rise during a term. The material consists of over 600 texts written by 14 pupils. All the texts are analysed with the LIX tool available on the Internet. The texts are entered into the LIX counter which then returns a value for the studied variables. This procedure was performed for all the variables except initial clause constituent length. That is instead calculated manually by counting the number of words per initial clause constituent. The result shows that all the variables except the proportion of long words increase during the term. The average text length is the variable with the most noticeable increase during the whole term. The proportion of long words, however, did decrease during the same period. The results also show a great correspondence with earlier research on upper secondary pupils’ writings. This means that the group of 11 years old multilingual pupils in this study write with the same proficiency as 16–19 years old pupils, as regards the variables average text length, average sentence length and the average length of the initial clause constituent. pupil text grade 5 multilingual pupils text length sentence length long words initial clause constituent length writing development elevtext årskurs 5 flerspråkiga elever textlängd meningslängd långord fundamentslängd skrivutveckling Humanities Humaniora
4	Textlängd, meningslängd och fundamentslängd : En studie om andraspråkselevers skrivutveckling i årskurs 1 och 2 / Text length, sentence length and length of sentence-initial element : A study of second language pupils’ writing development in year 1 and 2 Gustafsson, Sara, Hunter, Rebecca January 2018 (has links) Syftet med denna studie är att prova en hypotes om att textlängd, meningslängd och fundamentslängd ökar i takt med att yngre andraspråkselever blir mer erfarna skribenter. I studien belyser vi elevers skrivutveckling genom dessa tre aspekter. Vårt material består av 32 elevtexter skrivna av andraspråkselever under årskurs 1 och 2. Studien bygger på en kvantitativ metod och är därför baserad på positivism som teoretisk utgångspunkt. Materialet analyseras med ett digitalt textverktyg som används för att beräkna text- och meningslängden. Writing development second language pupils text length sentence length length of sentence-initial element primary school elementary school pupil text Skrivutveckling andraspråkselever textlängd meningslängd fundamentslängd lågstadiet grundskola elevtext Languages and Literature Språk och litteratur
5	Čtení s porozuměním jako předpoklad úspěšné strategie řešení slovních úloh v matematice / Reading comprehension as a prerequisite for successful strategy of word problems solving in mathematics Sigmundová, Alena January 2019 (has links) Reading comprehension as a prerequisite for successful strategy of word problems solving in mathematics DISSERTATION Mgr. Alena Sigmundová ABSTRACT The dissertation describes the results of an interdisciplinary research study examining the linguistic aspects of word problems in mathematics and the connection between comprehension of the text of word problems and the success of their solution. In the introduction the research is set into the framework of theoretical bases: the term word problem in mathematics and the concept of reading comprehension, including factors influencing the understanding of the text are characterized and the results of previous research studies are described. Subsequently the work presents a methodology, course and results of testing of pupils in three pilot studies and in the main survey and the conclusions from the semi-structured interviews. The research is based on the linguistic analysis of 18 word problems with low solution success, taken from international research surveys PISA 2012 and TIMSS 2007, as well as on the level of comprehension of the text of these tasks in the 8th and 9th grade primary schools, modifying selected language phenomena and detecting the effect of these reformulations. 773 pupils from 13 elementary schools participated in the research. The study...
6	Att skriva eller att tala in text? Likheter och skillnader i textkvalitet och textlängd med och utan tal-till-text-teknik / Similarities and differences in students' text quality and text length when typing with keyboard compared to when using speech-to-text technology. Treml, Felicia, Claesson, Pontus January 2021 (has links) Att kunna uttrycka sig skriftligt är en förutsättning för delaktighet i samhället och att kunna utbilda sig inför yrkeslivet. Forskning visar att kompensatoriska hjälpmedel i form av assisterande teknik för individer med läs- och skrivsvårigheter är särskilt viktigt i inlärningssammanhang. Denna studie undersökte likheter och skillnader i elevers textkvalitet och textlängd vid skrivande med tangentbord jämfört med användning av assisterande teknik i form av tal-till-text-program. I studien deltog 41 svenska mellanstadieelever. Resultaten visade att användning av taligenkänningsprogram, varigenom elever får producera text genom att tala istället för att skriva med tangentbord, genererar både längre texter och texter av högre kvalitet. Tal-till-text-program sparade också tid jämfört med skrivande med tangentbord. Utifrån dessa resultat så kan taligenkänningsteknik medföra pedagogiska fördelar. Resultaten diskuteras utifrån tidigare forskning och metodologiska begränsningar. Mer forskning behövs bland annat i syfte att förstå hur långsiktig användning av assisterande teknik kan påverka elevers skrivförmåga. / Being able to express yourself in writing is a prerequisite for academic success and participation in society. Research shows that compensatory aids in the form of assistive technologies for individuals with reading and writing difficulties are particularly important in learning contexts. This study examined similarities and differences in students’ text quality and text length when typing with keyboard compared to when using a particular type of assistive technology in the form of a speech-to-text program. The study comprised of 41 Swedish middle school pupils. The results showed that using speech recognition software, whereby students are allowed to produce text by speaking instead of typing, generates both longer texts and higher-quality texts. Speech-to-text programs were also significantly more time efficient. Based on these results, speech recognition technology can bring educational benefits. The results are discussed based on previous research and methodological limitations. More research is needed, among other things, in order to understand how long-term use of assistant technology can affect students’ writing ability. assistive technology speech-to-text speech recognition programme dictation transcription reading and writing difficulties word decoding reading index LäSt writing text quality text length assisterande teknik tal-till-text taligenkänningsprogram diktering läs- och skrivsvårigheter dyslexi ordavkodning läsindex LäSt skrivande textkvalitet textlängd Psychology Psykologi Pedagogy Pedagogik Applied Psychology Tillämpad psykologi
7	Berättande elevtexter skrivna med penna och på tangentbord i årskurs 4 och 6 : Jämförelser av textlängd, narrativ kvalitet, lexikal variation och stavning / Narrative texts written by students with pen and keyboard in grades 4 and 6 : Comparisons of text length, narrative quality, lexical diversity, and spelling Örs, Ebru, Constantinescu, Marie January 2024 (has links) Denna studie jämför berättande elevtexter som är skrivna med penna och på tangentbord i årskurs 4 och 6. Jämförelsen görs både mellan redskapen inom årskurserna och mellan årskurserna. Studien omfattar 29 texter från årskurs 4 och 27 texter från årskurs 6. Antalet deltagare var 15 elever i årskurs 4 och 15 elever i årskurs 6. Elevtexterna analyserades utifrån fyra olika aspekter: textlängd, narrativ kvalitet, lexikal variation och stavning. Resultatet inom årskurs 6 visade att eleverna skrev signifikant längre texter på tangentbord. Eleverna i årskurs 4 presterade bättre med penna gällande narrativ kvalitet och lexikal variation, men presterade däremot bättre på tangentbord gällande textlängd och stavning. Dessa skillnader var dock inte statistisk signifikanta. Resultatet diskuteras utifrån simple view of writing. keyboard pen narrative texts text length narrative quality spelling lexical diversity the simple view of writing grade 4 grade 6 tangentbord penna narrativa texter textlängd narrativ kvalitet stavning lexikal variation the simple view of writing årskurs 4 årskurs 6 Specific Languages Studier av enskilda språk

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