Out of the debate in Swedish media about homework, the idea for this study was born. The idea was to investigate the popular belief of many foreign language teachers which suggest that homework glossing is a necessity in the English classroom for pupils vocabulary acquisition, while other assumes this method doesn’t lead to knowledge that last. Therefore, the purpose for this study was to examine how learners of English as a foreign language (EFL) manage to learn new words when they received glossing as homework and when they studied the words in a context during class. Furthermore, out of the argument that homework stress pupils and lowers their interest and motivation for the subject, a secondary purpose was to find out pupils’ opinions about learning new words through glossing as English homework. The study was focused on two teaching methods for vocabulary acquisition: the traditional teaching method designed to teach vocabulary by giving glossing as homework, and teaching new words during class with a focus on teaching the new words in context. Through the survey of these two different methods for vocabulary learning and an empirical study with two primary school classes in which these two methods were put on test, contrary to the expectation that learning words through homework glossing wouldn’t lead to vocabulary knowledge that last, the results of the empirical study showed that the group which received glossing as homework, did better on both test than the group which studied the word in context. Similarly, the data results showed the average pupil had a positive attitude to vocabulary homework as for the most part they felt it benefited them to study this method because of the effects of learning.

Mitt syfte med undersökningen är att genomföra en kvalitativ textanalys av Sofia Nordins trilogi för att undersöka dess lämplighet att undervisa om värdegrundsfrågor i årskurs 4–6.   Skolinspektionens granskning (2012) finner brister i att integrera värdegrundsuppdraget i ämnet svenska. Bland annat beror det på brister i förståelsen hos lärare kring vilka skönlitterära texter som kan användas och vad i texterna som kan ge möjlighet till undervisning.   Undersökningen syftar därför till att finna lämplig text vilket genom arbetet visat sig vara dystopi. Undersökningens kvalitativa textanalys svarar mot frågeställningarna om mörker, demokrati, solidaritet och mänskliga rättigheter för att undersöka möjligheten till undervisning om värdegrunden.   Analysens resultat finner goda möjligheter för trilogin att användas som ingång för värdegrundsarbete i årskurs 4–6. / The aim of this paper is to make a qualitative text analysis of the trilogy by Sofia Nordin based on its possibility to teach about the fundamental values in school for grade 4-6.   The Swedish School inspectorate shows in an examination (2012) that the Swedish primary school are shortcoming in the mission to teach about the fundamental values in the subject swedish. Some causes they mention are the teachers lack of understanding what sort of literature they should use, and what in the literature to use.   This study is therefore aiming to find a suitable text which by the work turned out to be a dystopia. By qualitative text analysis the question at issues examines to answer the aim of this paper. They are the darkness, democracy, human rights and solidarity. In the results the paper has found a good potential for the novels to teach about the fundamental values in grade 4-6.