This study is based on the spoken and written dialectal expressions which I encountered among students during my practical period in school. The aim of this study is to investigate how many spoken and written dialectal expressions are used by students and, at the same time, if these dialectal expressions may influence Swedish teachers in the assessment process. This study has three research questions: the first is about teachers’ interpretation of the spoken and written dialectal expressions used by students. The second concerns the strategy which teachers use in order to identify the difference between the Swedish dialects and the Swedish standard language. The third question regards teachers' perceptions about a possible connection between students’ use of dialectal expressions and their grade. Qualitative interviews with teachers from junior-high school and gymnasium are the chosen method for this study in order to answer the research questions. The result of this study shows that students do not tend to write in dialect and also that dialectal expressions occur in varying amounts in their speech. Teachers focus on giving both written and spoken feedback to the students in order to increase their linguistic consciousness, but spelling exercises rarely occur in this field. The result shows that there is no connection between students’ use of dialectal expressions and their grade. However, teachers’ assessment is significantly harder when it comes to students’ language in written tasks compared to that in speeches.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-90202 |
| Date | January 2022 |
| Creators | Andersson, Fredrik |
| Publisher | Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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