Dissertations / Theses: 'Didactics of English language'

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Vick, Catharina. "Opening a Global Door : Methodologies in successful instruction of English as a second language for early learners." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21567.

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English is a widely used language, and its standing as a tool for communication among people who do not share a common first language is ever increasing. Young students all over the globe therefore learn English in school. This study aims to investigate what some recent research says regarding what methods to use when teaching young learners a second language. It then aims to compare the research findings to the methods English teachers of young learners in four elementary schools in the southern Norrland area of Sweden employ in their instruction. The study was conducted through observations and interviews with participating teachers. It was found that research advocates that teachers should use English frequently and in great quantities during lessons with young learners. Teachers should also vary their instruction and use different avenues to make the language accessible to students (for example through course-books and through active learning situations such as stories, songs, physical activities, and drama). The results of the study show that teachers attempt to employ the methods that research advocates, but that difficulties arise in regards to the teachers’ familiarity with the language, their self-confidence as teachers, and a lack of space, time, and material.

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Hankvist, Annikki. "Technology in the English Language Classroom : Computer-Assisted Grammar Learning." Thesis, Linköpings universitet, Utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144495.

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As technology advances so does the availability of computer-assisted learning software. Since the Swedish curriculum and syllabus in the subject English do not state how teachers should teach grammar or what grammatical items they should focus on, it is left to the teachers to decide themselves. This thesis aims to investigate how one can make use of CALL, Computer-Assisted Language Learning, when teaching grammar in the English language classroom. The following three research questions are posed: • In what ways is CALL used in teaching grammar? • Are any of the different ways of using CALL more successful than others? • What are the students’ reactions to using CALL as a means of learning grammar? The questions are answered by analyzing the theoretical background of second language acquisition, as well as by analyzing ten articles about learning grammar with the help of modern technology. The findings show that there are more ways of using technology in a teaching environment than there are articles about it, and this thesis only covers a few of the different means of using CALL to teach grammar. The findings also show that the results of computer-assisted teaching and learning are overall positive, but it cannot be concluded whether this is because of the software or the novelty of using CALL. Some software shows better results than other, such as error correction software. The overall perceptions of using CALL in the classroom are overwhelmingly positive from both teachers’ and students’ perspective. Furthermore, the results show that the students believe that using technology to learn helps them more than it actually does, showing how it helps motivate students to acquire new knowledge by making it more interesting for them. All in all, the findings of the research give teachers an overview of the current progress of CALL, as well as giving them suggestions about how to incorporate technology in their own teaching.

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Nylin, Kristina. "Why Read Fiction in the English Language Classroom? : Toni Morrison's The Bluest Eye." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12828.

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The essay makes a case for the use of the Nobel Prize-winning (1993) author Toni Morrison's novel The Bluest Eye (1970) in the English language classroom. The essay argues that the novel is an excellent reading choice and to what is appropriate according to the learning goals stated in Gy11's course syllabus English 6. Since the course English 6 syllabus is new some aspects different from previous course syllabus English B are mentioned by way of comparison. In order to develop the arguments for using the novel, different perspectives of reading and the learning process are discussed and how they match the curriculum Gy 11. Some points about how Morrison has managed to voice the former unspoken experiences of African American society are made to make it clear why reading The Bluest Eye is such a superb text in relation to the learning goals that are outlined in Gy11.The essay focuses mainly on mother - daughter relationships because most pupils will easily relate to this theme since they have experiences of this relation themselves, and therefore they will find it easy to find issues to discuss after reading the novel.

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Ingemarsson, Rickard. "Speaking about grammar : English teachers' perspective on inductive and deductive teaching in upper secondary education." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70075.

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English is the most widespread language in our society and is realised and represented through language teachers in classrooms all over the world. The content of the subject is concretised through a document called syllabus. As all other languages, English consists of language rules which we call grammar, however, in the Swedish syllabus for English as a second language in upper secondary school, there are no directives that requests or specify grammatical competence for the students. This study aimed to establish an indication of how the notion of grammar is realised into the process of learning English as a foreign language by interview teachers. The study found that teachers in general are more fond of inductive methods when it comes to incorporate grammar during English classes, however, there were numerous suggestions among the teachers that a mixture between inductive and deductive should be present during EFL context. Students previous knowledge and conditions did affect teachers choice of approach in terms of how they apply and teach grammatical aspects.

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Pethman, Estliden Karin. "” Why is it important to learn English?” : A study of attitudes and motivation towards English and English language learning in Swedish upper secondary school." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23699.

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The study of motivation in language learning and language teaching has a long history. The present study investigates what attitudes students in upper secondary school have towards the English language and what motivates them to learn it. The study is based on a questionnaire regarding motivation and sixty students have participated. The study shows that the students have acknowledged the status of the English language in the world and its function as an international language as well as its function as a tool for communicative purposes. A conclusion is that they have positive attitudes in general towards the English language as well as learning English.

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Dahlqvist, Hanna. "Exposure to English in the Primary School English Classroom : There Are Ways to Make a Foreign Language Comprehensible without Translating." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26954.

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This study regards the importance of exposure to English in English education. The study identifies factors of education proven to be effective when learning a language, such as exposure, the pupils’ lives as a platform, repetition, a calm and secure environment, learning connected to physical action and use of pictures and body language to aid verbal language. Lessons were designed in accordance with existing previous research and literature on exposure to the language. The lessons were carried out among first-graders to determine whether they were successful or not. The success was measured through results from a pre-test as well as a post-test which were both followed by interviews with the pupils. The differing results from the pre- and post-tests as well as the interviews with the pupils indicate the lessons are successful as the scores were higher in the post-test and the pupils could identify their own progress.

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Ljungberg, Anna. "Compensation strategies in English as a foreign language : A study of strategy use in immediate receptive situations." Thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7528.

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This study maps compensation strategies in English as a foreign language used in immediate receptive situations by students of English and other modern languages. By mapping these strategies, language learners’ thinking processes are made visible, which in turn may assist teachers in modifying teaching methods. The study is comparative and highlights the difference in the use of strategies between learners who exclusively study English and learners who study at least one other modern language apart from English. The focus is on two major components of second language acquisition, viz. grammaticality and unknown words in context. Two major strategies have been used: (1) a quantitative analysis, and (2) a qualitative analysis, of sentences and words in context. Data have been collected from two surveys and two sets of recorded introspection with ten informants. This study proposes a classification of receptive compensation strategies including a division of achievement and avoidance strategies. The findings from the comparative study point out the major differences between learners of English only and learners of other modern languages. Finally, a discussion about what these results may imply for teaching is given.

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Dijkstra, Daniel. "Motivation and English as a foreign language : Motivation among Swedish upper secondary school students." Thesis, Karlstad University, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4271.

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In order to be able to influence the motivation of second language learners one first has to understand what motivation is, what its preconditions are and how to detect it. The research for this essay was done with the help of one hundred and ten students from seven classes in two different upper secondary schools and most of these learners were first year students.

The aim was to find and measure the students' motivation to learn English and how this motivation can be influenced in a positive manner. The method used to collect the necessary data was a questionnaire which asked questions about the relevancy of the English course and how frequently the students used English and how interested they were in the language.

The results give a clear picture of the students' motivational levels as well as to which parts of the English course they respond and to which they do not.

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Orehag, Josefine. "Space Adventure : The Storyline Method and Young English Language Learners’ Motivation." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24053.

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This study examined the Storyline method and its effect on young English language learners’ motivation. Four classes in third year compulsory school in Sweden were studied using an experimental research design, where two groups used the Storyline method and two continued with their usual teaching. Measurements were done with semi-structured observations and semi-structured interviews during four weeks. The observations revealed that the Storyline method resulted in more motivated students, mostly due to the use of creative and communicative exercises. The teachers graded the students’ motivation and that did not reveal any considerable differences between the groups. However, the teachers in the experiment groups explained in the interviews that the students were more motivated with Storyline than without. Further outcomes of the results revealed that the Storyline method increased the teachers’ use of English while teaching and some teachers’ perception of their students’ language proficiency was questioned. The findings also showed that the method could respond to challenges in teaching, mentioned by the teachers.

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Römer, Ute. "Progressives, patterns, pedagogy : a corpus-driven approach to English progressive forms, functions, contexts and didactics /." Amsterdam : J. Benjamins, 2005. http://catalogue.bnf.fr/ark:/12148/cb40039825t.

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Jensen, Strandberg Emelie. "Using Students’ Interests and Experiences in English Teaching : A Study of Teachers’ Approaches and Attitudes to the Choice of Content in English Language Learning." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29882.

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This study examines teachers’ approaches and attitudes towards their choice of content in English language teaching and learning. The study identifies if, and in what amount, teachers use students’ interests and experiences in English language learning. To examine this, interviews with teachers, material and lesson plan analysis and ethnographic observations focused on the teachers’ actions were conducted. The results reveal that some teachers attempt to use students’ interests and experiences when planning English lessons, but in diverse amounts. Because of the time constraints of the English subject in Swedish primary school, the aspect of using students’ interests and experiences is often set aside.

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Ainasoja, Heidi. "Swedish upper secondary school teachers and their attitudes towards AmE, BrE, and Mid-Atlantic English." Thesis, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7175.

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The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.

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Glader, Oscar. "The Impact of Extramural English on Students and Teachers : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105007.

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Sweden is seen as a successful adopter of English as an additional language (EAL) and the country is a frontrunner in the globalization of the English language. Much of the success could be attributed to the large presence of English in Swedish society. Additionally, EAL learners are acquiring the English language out-of-school to a larger extent, often referred to as Extramural English (EE). Therefore, it is important to investigate how EE affects learners, teachers and discuss how it can change education. This has been done by evaluating the current state of research through a systematic literature review. It was found that learners engage in a variety of EE activities, with playing online games and watching movies being the activities with the most English exposure. Learners engage in these activities mostly out of their own interests or because of other socially driven motives. EE affects their opinion of English and could have negative effects on their attitude towards school English. Teachers are aware of the gap between EE and school English and try to integrate activities similar to EE activities in class. However, it is a challenge to find authentic material that fits a large number of learners’ interests. In conclusion, there is a need for more research that could point to a clear cause-and-effect relationship between EE and high proficiency in English. This thesis also calls on teachers, principals, and school leaders to prepare to change education if EE becomes a more widespread phenomenon.

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Pogulis, Amanda. "Teachers' Opinions on the Use of English in the EFL classroom and students' Grades." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-83489.

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The aim of this study was to show whether there was a correlation between teachers’ opinions on the use of English in the EFL classroom and the students’ grades. The participants were four classes consisting of 75 students and four teachers from two Swedish upper secondary schools. A mixed-method was used consisting of two questionnaires and the students’ final grades from their English 5 course. The questionnaires were self-administrated and distributed via Google drive. Findings from this study indicate that there was no relationship between the teachers’ opinions and the students’ grades, but that Extramural English seems to affect the students’ grades. The extent of this has, however, not been established in this study. Further research within this area is needed.

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Möll, Theodor, and Joakim Arnberg. "Communication Over Virus-Induced Distance : A Qualitative Study on the Implications of English Language Teaching During the COVID-19 Pandemic." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44593.

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As a result of the COVID-19 pandemic, educators across the world saw a sudden shifttowards conducting their teaching online. As research has revealed that interpersonalcommunication is among the most impacted areas of education, this study aims to investigatehow English language teachers in Sweden have adapted their methods and utilized thetechnologies they have been reliant on to conduct their teaching remotely to facilitate interstudent and student-teacher communication. Data was gathered by interviewing practicingteachers and observing English language lessons, and subsequently analyzed to describe theteacher experience as well as to identify how their methods had been adapted as a result ofthe shift to synchronous online teaching. As for the latter, the PICRAT model was utilized toidentify the types of technology implementation. The findings of this study suggest that theinterviewed teachers were not given sufficient organizational support, leading to theirimplementation of technology being inadequate for facilitating interpersonal communication.These findings support those of contemporary research on the topic of the shift tosynchronous online teaching. Finally, this study suggests that increased organizationalsupport in terms of adjustment time, long-term planning, training in technologyimplementation, and continuous evaluation of the same are required to maintain a highquality of English language education when moved online.

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Clarke, Tayce Langley. "An Education in Virtue: Didacticism and Audience in Elizabeth Gaskell's "Ruth" and Charlotte Yonge's "The Heir of Redclyffe"." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626062.

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Muir, Hollie. "Literature Education and English as a World Language : Various countries’ representation in literary texts in coursebooks in English education for upper secondary school in Sweden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71022.

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This essay aims to investigate which countries and geographical regions are most prevalent in literary texts in coursebooks published before and after the curriculum change in 2011, as well as determining if there is a greater diversity of countries and regions represented in the coursebooks published after 2011. A content analysis was used as well as studies by various researchers to investigate the literary texts in the coursebooks. Ten coursebooks published before and after 2011 were analyzed by using the four categories text origin (i.e. country of original publication), author, setting and character to answer the research questions for this thesis. This study concludes that coursebooks published before 2011 do not meet the requirements for the current national curriculum, whereas coursebooks published after 2011 show a much broader diversity in countries represented and meet the current curriculum requirements.
Syftet med denna uppsats är att undersöka vilka länder och geografiska regioner som dominerar i litterära texter i kursböcker tryckta innan och efter läroplansövergången i 2011, samt att se om det finns utveckling gällande antalet olika länder som representeras i dessa kursböcker innan och efter 2011. En innehållsanalys har använts såväl som rön från olika forskare för att undersöka ämnet. Tio kursböcker som är tryckta innan och efter 2011 har analyserats i de fyra kategorierna textursprung, författare, miljö och karaktärsursprung som har använts för att kunna besvara frågorna i denna uppsats. Denna studies slutsats är att kursböckerna som är tryckta innan 2011 inte möter målen och kraven i den nuvarande nationella läroplan, medan böckerna som är tryckta efter 2011 visar en mycket bredare mångfald i de länder som representeras och därmed möter gällande mål och krav från gymnasieskolans läroplan.

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Chabo, Maria. "“It is important to understand that there are not just 3 varieties of English” : Swedish upper secondary school students’ awareness of and attitudes towards varieties of English." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55437.

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The main aim of this study is to investigate Swedish upper secondary school students’ awareness of and attitudes to varieties of English, especially with a focus on accents. Based on a survey with both open-ended and closed questions, this study is both qualitative and quantitative. The questionnaire was distributed digitally to several teachers at three upper secondary schools in Sweden, one school in Eskilstuna and the other two in Stockholm. The number of participants in total was 88. The results revealed that the students were aware of several varieties of English, but the most known varieties were American, British, Irish and Indian English. Furthermore, the students were enthusiastic about both American and British English, but American English was the most common. In addition, the majority of the students believed that it was essential to learn about varieties of English in school and that American, British and Canadian were the most important varieties to learn about. In conclusion, the students have a general awareness of and an openness to linguistic variation, as well as being positive towards learning about different varieties of English in school.

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Hultgren, Clara. "Creating Character: Romeo, Juliet and didactic challenges with improvised modern scenes." Thesis, Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182778.

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This essay describes an action research project conducted twice in the same high school with second year students within the subject English. Students are often unwilling or unable to relate to Shakespeare and his language. It is boring, they say. It is difficult, inaccessible and has nothing to do with us, they say. But how is falling in love unrelatable and boring? How are gangs and families far away from today's society? Romeo and Juliet is relatable and as current today as it was 400 years ago. The subject English in the Swedish curriculum requires different literary time periods and dramatic text as well as living conditions, attitudes, values, traditions, social issues as well as history, politics and culture from the world where English is used should be integrated into the teaching. Which means that Shakespeare is perfect. Teaching English using drama is a challenge with students who do not see themselves as ‘actors’, the didactic challenges themselves being of interest in this essay. Students are asked to create a modern devised version of William Shakespeare’s Romeo and Juliet where they work on character using for example Stanislavsky’s methods and improvisation. The aim is to see which didactic changes need to be made for character work and performance to be effective, run smoothly and be fun. The aim is also to better understand how it feels for the students to take on a character. The results show the importance of relevance for the students, leading them slowly into using drama as a method. The play has to be relatable and have a connection to the students own lives. In conclusion, in-depth character work linked to improvisation and devising is important for the development of character.

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Staaf, Kerstin. ""My ideal boyfriend have to love me no matter what." : A comprarative study of errors in English subject-verb agreement in Swedish students' writing in Spain and in Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154967.

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The main purpose of this study is to increase the understanding of a third language’s possible effect on learners’ second language acquisition. There is research how a first language affects the acquisition of a second language and that research has shown that a first language does affect the learning of an additional language in different ways. Even though it is proven that languages do influence each other in learning processes there is very little previous research that studies if and how a third language can be affected by or affect a learner’s second language. To investigate possible differences in error-making, the first research question is to investigate what kind of errors the students make. The most common errors that students make are when subject-verb agreement is noncontiguous. The second research question is to see if Swedish students who know Spanish make different errors in English subject-verb agreement than Swedish students who do not know Spanish. This study finds that there are slight differences in how Swedish students who know Spanish and students who do not know Spanish make errors with English subject-verb agreement. The difference is that the students who know Spanish make fewer errors with noncontiguous subject-verb agreement, especially in relative clauses and with coordinated verb phrases. The fact that these students make fewer errors with noncontiguous subject-verb agreement may be an indication that they have a greater understanding of this grammatical feature.
Lokalt ID: 2011vt4810

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Moberg, Emilia. "Swedish Versus English : A Survey Study of Swedish Upper Secondary Students’ and Teachers’ Attitudes Toward L1 Use in the EFL Classroom." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35878.

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Whether there is a place for L1 use in the EFL classroom or not is a debated topic. Lately, a slight shift from an English-only approach toward a more accepting attitude toward L1 use can be seen. Additionally, teaching should “as far as possible” be conducted in English, according to the National Agency of Education, Skolverket (2011, p. 53). Therefore, the aim of this study is to investigate upper secondary students’ and teachers’ attitudes toward L1 use in the EFL classroom in a Swedish context. Moreover, this study will aim to examine any potential connections between attitudes and societal and motivational factors. Via online questionnaires distributed to schools in Gävleborg county, 373 students and 15 teachers participated in the study. The findings in this study confirm the findings from the majority of previous attitudinal studies; there is a general consensus of a positive attitude toward L1 use among the students and teachers, but English should still be the main language used. Instead, a judicious use of L1 as a tool to facilitate comprehension is suggested. Finally, some factors such as motivation and L1 appear to affect the students’ and teachers’ preferences regarding L1 use in the EFL classroom as well.

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Moberg, Dennis. "Inclusiveness in texts in the EFL classroom : A study of English teachers’ inclusion of different parts of the world in texts used in the lower grades." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35975.

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This essay investigates if texts featuring different parts of the world are present in the English as a Foreign Language classroom for grades 1-3 of Swedish primary school. The focus in the essay is to investigate what texts teachers use in the English classroom and what content the texts feature related to different parts of the world. The data was collected by a combined method of a quantitative and a qualitative study with the field of English as an International Language as an area of focus. The quantitative study consisted of an online survey which received 72 replies from primary school teachers and a case study was conducted at one school with two teachers which featured both interviews and an analysis of teaching material. The online survey shows that content featuring different parts of the world is common, even if there is a bias towards the so called Inner Circle of English speaking countries of Great Britain, USA, Australia and Canada while the rest of the world is not as commonly represented. However, this depends on the material used, as the case study did not share this clear bias towards the Inner Circle and the difference was not as clear.

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Cherro, Samper Myriam. "Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/52889.

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Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

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Lindstedt, Kubik Anna-Karin. "Using literature in EFL education : the connection between theory and practice." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8299.

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Originating in a curiosity of how literature is used in the EFL classroom, the aim for this study has been to examine if four teachers‟ purpose for, and procedure in, using literature in the EFL classroom concur with what is a useful method on the subject as demonstrated by a methodological model constructed from current research. For this study, a model of beneficial methods of using literature in the EFL class was constructed from selected current research. Because there is a lot of research in this area, there is no claim that this study includes all theories regarding the use of literature in the EFL classroom. Still, it was possible to construct a useful model of common and constructive methods of literature use in EFL education. The conclusion of this study is that the teachers‟ purpose when using literature in the EFL class varies with the different teachers. However, they do concur with that of the national syllabi and to some extent also to written research on the subject. Further on, the teachers do work both in accordance with, and opposite to, procedures that the methodological model establishes to be productive.

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Loberg, Anne. "Differentiated instruction in the EFL Classroom : Accommodation for advanced students in Swedish Primary Education." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32449.

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Classrooms in Sweden are heterogeneous and this is acknowledged in the curriculum, stating that all students have an equal right to education at their own level. Teachers must, therefore, design their teaching plan taking this into account. Previous investigations have shown that the Swedish schools do not fulfill this completely for advanced students. The objective of this study was to examine how Swedish teachers differentiate their English as foreign language (EFL) lessons to reach the advanced English students in the lower grades, what challenges they experiences and how they assess the students’ learning outcomes. Information was obtained through a survey and semi-structured interviews with preschool class and grade 1-3 teachers. The survey and question about participation in an interview, was emailed to schools in 74 randomly chosen municipalities all across Sweden. A total of 156 answers to the survey and five interviews are included in the analyses. The results show that the majority of teachers with experience of advanced students differentiate instruction, by using several different strategies; they experience several challenges, the heterogeneous class room as the most common; and, they assess that differentiated instruction has a small positive effect on the advanced students’ learning outcomes in general.

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Gheitasi, Parvin. ""Say It Fast, Fluent and Flawless" : formulaicity in the oral language production of young foreign language learners." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132249.

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This thesis reports on a study, which investigated the process of early foreign language learning in a classroom context and the functions of multi-word units of language known as formulaic sequences in the oral language production of young foreign language learners. A classroom with 11 students in the age range 9 to 11 years was observed and video recorded for 16 sessions (90 minutes per session). The observations were accompanied by two elicitation tasks. 10 sessions out of the 16 sessions of the collected speech samples were transcribed chronologically. In the next step, formulaic sequences were identified based on pre-established criteria, which were further developed during the analysis. The data was analyzed in order to identify the functions of formulaic sequences in learners’ oral language production in addition to the inter-learner variations in the application of formulaic sequences for different functions. The results revealed evidence of incidental learning of formulaic sequences from input; the language input provided instances for the learners to learn multi-word units. In addition, formulaic sequences played different roles in the language production of the learners. These sequences helped young language learners to overcome their lack of knowledge, to improve their fluency, and to enjoy some language play. Formulaic sequences were used as a strategy to economize effort on processing and also to buy time for processing. The findings of the study suggested that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing. Moreover, the data provided examples illustrating communicative functions of formulaic sequences where the use of formulaic sequences was affected by the relationship between the speaker and listener. The analysis revealed that although all the learners applied formulaic sequences in their language production, there was a great variation among individual learners in their intention and the extent of the application of formulaic sequences. Some learners used these sequences to be able to extend their utterances and produce more of the language, whereas other learners used them to avoid further language production. In sum, it seemed that individual learners' different personalities, needs or limitations served as explanation for the application of formulaic sequences in different contexts.

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Winterkvist, Frida. "Inclusivity in the English Classroom : A Study in Inclusivity, Focusing on Heteronormativity and Sexuality, in the English Courses 5-7 in Upper Secondary Schools." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35189.

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This student thesis project centers around two subjects, heteronormativity and LGBTQIA+ representation, and examines whether or not they are prominent in today’s schools in a smaller selected municipality in Sweden, if schools strive for inclusivity, and what is done to prevent any potential suffering for the LGBTQIA+ youth. Firstly, this student thesis project presents the theory, more specifically queer theory, that will be used as the basis for results analysis. Secondly, the background is presented with relevant previous research in similar areas where LGBTQIA+ themes or issues and heteronormativity are key elements. Thirdly, this student thesis project presents the questionnaire that eight upper secondary school teachers in English have responded to and what they have responded, followed by the results that consist of an analysis using the previous research. Lastly, this student thesis project concludes that many areas affect how and when LGBTQIA+ issues or questions are represented. One area is responsibility as responsibility appears to be put on teachers, Skolverket, and the students themselves for change to happen. Teachers must dare to include LGBTQIA+ issues or questions, and teachers urge Skolverket to assist in including LGBTQIA+ related topics in the steering documents. The students have a responsibility to take LGBTQIA+ issues or questions seriously as they are presented to them in class and allow themselves to ask questions to gain more knowledge in the area. There is room for improvement in terms of inclusivity as heteronormativity still influences the schools in the selected municipality, making LGBTQIA+-questions secondary and separate rather than a natural part of education.

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Tegnered, Axel, and Jonas Rentner. "Teachers’ Views on Teaching English Pronunciation : A Phenomenographic Study of Upper-secondary Teachers’ Views and Reported Practices." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177896.

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This study investigates Swedish upper-secondary teachers’ views and reported practices regarding pronunciation instruction in the English-as-a-foreign-language classroom. It adopts a mixed-method design, analysing qualitative data collected from a focus-group interview (N=4) and quantitative data collected from an online survey (N=54). To investigate the views and reported practices of teachers, the following research questions were posed: 1. What are the views and attitudes of English teachers in the Swedish upper-secondary school regarding pronunciation and pronunciation instruction? 2. How do English teachers in the Swedish upper-secondary school describe their own practices in pronunciation instruction? Results indicate that teachers generally value comprehensibility as the most important aim of pronunciation instruction. However, a native-like accent still seems to be highly valued, and nativeness norms still seem to affect teachers’ views and practices to some extent. Finally, our findings indicate that teachers spend very little time on pronunciation teaching in general, and they highlight that other aspects of language instruction are more important.

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Dickfors, Erika. "Teaching Literature in English at High School Level : A Discussion of the Socio-Cultural Learning Theory vs the Transmission Theory." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19793.

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This essay discusses if teaching English literature in high school classes, in accordance with the socio-cultural learning theory, can be considered to promote language learning substantially better than teaching English literature in accordance with the transmission theory. This essay also investigates and compares how well teaching English literature, in accordance with each of these two learning theories, fulfills stipulations in the Swedish National Curriculum for high school courses English 5, 6 and 7. In order to show differences between the socio-cultural learning theory and the transmission theory there are presentations and discussions of different teaching strategies and learning tasks/exercises in accordance with each of these two learning theories. The base for argumentation in this essay is constituted by analytical and theoretical studies of teaching English literature in accordance with the socio-cultural learning theory and in accordance with the transmission theory. There are also theoretical studies of the Swedish National Curriculum (of high school courses English 5, 6 and 7) and previous empirical research and studies (which include teaching and/or language learning and the socio-cultural learning theory). This essay also includes a presentation and discussion of advantages and disadvantages for each learning theory.

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Wallin, Gustaf, and Jonathan Jaginder. "Swedish EFL Students' Awareness of Connotations : A quantitative and qualitative study on students' awareness of connotations." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44817.

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This study aimed to analyse Swedish EFL students' efficiency on connotations. Connotation isa word's implied meaning which brings neutral, positive, or negative associations in aconversation. In this study, connotations were examined in terms of their appropriateness ifused in different contexts. The purpose of this research was to investigate whether Swedishstudents of an intermediate level showed sufficient skills in comprehending a word'sappropriateness when compared to a native speaker. Furthermore, this study also aimed toanalyse in what ways students engaged in English during their spare time show a correlation tohigher test scores. The results indicate that the Swedish students' combined score on theconnotation test showed less than half of the full score. The results also highlight that thestudents who are engaged in English more frequently compared to those who are not showedhigher test scores.

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Lindgren, Eva. "Writing and revising : Didactic and Methodological Implications of Keystroke Logging." Doctoral thesis, Umeå : Institutionen för moderna språk, Umeå universitet, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-534.

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Söderlund, Victoria. "Using texts in the EFL classroom : A study of English teachers' use of text types in the lower grades." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32450.

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This essay investigates the usage of text types in the younger English as a foreign language (EFL) classroom among preschool class and grade 1-3 teachers in Sweden. The essay focuses on identifying what type of texts teachers use, why they use them and how they are used. A combined quantitative and qualitative method was used to collect data. 121 teachers responded to the online-survey that was sent out and a virtual ethnography was conducted by observing two different teaching forums to investigate how teachers use different text types. The findings of the survey showed that the two most commonly used text types are song texts and texts from textbooks. In general, developing the students’ vocabulary was the most common reason why several of the text types were used. Additionally, multiple worksheets which showed how teachers worked with different text types were collected from the virtual ethnography. In this essay, they may be used as inspiration for other teachers who want to expand their use of text types.

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Danielsson, Michelle, and Frida Dahlgren. "Musik som språkverktyg : Hur musik kan användas som hjälpmedel i engelskundervisning." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-172738.

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Det här examensarbetet behandlar musik som redskap i engelskundervisning. Syftet med litteraturstudien var att söka svar på vad forskning säger om hur musik kan användas i undervisning och andraspråkstillägnande. Därutav sökte vi svar på vilka musikaktiviteter som skulle kunna användas i undervisning, vilka förmågor dessa har positiv inverkan på samt varför lärare sällan använder musik som hjälpmedel i undervisning trots stark koppling mellan musik och språk. Det visade sig att den mest framträdande musikaktiviteten var sången. Andra aktiviteter vi hittade var musiklyssning, dans, rörelse, rytm och att arbeta med sångtexter. Förmågor som tal, uttal, läsa och skriva samt egenskaper som motivation påverkas alla positivt av att musik vävs in i undervisningen. Det mest uppenbara skälet till att musik inte används mer i undervisningen verkar vara att det inte finns modeller att tillgå för lärare. Andra skäl hade med attityder om musik att göra, till exempel att musik bara ska användas för “musikaliska” personer, osäkerhet att använda musik, frånvaro av utbildning i musik, otillräckligt med tid för att planera in musik med mera. Vi anser att lärare behöver utbilda sig i hur de kan integrera musik som ett hjälpmedel i språkundervisningen under lärarutbildningen. Vi hittade mycket intressant forskning i ämnet och det är tydligt att det krävs mer forskning på området om lärare ska övertygas och motiveras till att använda musik som ett språk verktyg i andraspråkstillägnande.

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Eriksson, Fanny. "Läromedel som språngbräda till kommunikativ kompetens? : En kvalitativ innehållsanalys av förlagsproducerade läromedel i engelska för årskurs 4-6." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85137.

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Studiens syfte var att belysa vilka möjligheter förlagsproducerade läromedel för engelskämnet ger eleverna att utveckla sin kommunikativa kompetens i linje med läroplanens intentioner. För att uppfylla detta syfte ställdes två forskningsfrågor: hur möjligheten att öva de fyra förmågorna för språkinlärning fördelas i förlagsproducerade läromedel och på vilka sätt utveckling av elevernas kommunikativa kompetens möjliggörs i läromedlen. Sammanlagt nio textböcker och nio övningsböcker för årskurserna 4–6 från tre olika läromedelsserier (Skills, Sparks och Join the Quest) ingick i studien. Studiens metod var en kvalitativ innehållsanalys med kvantitativa inslag. Övningarna kategoriserades efter vilken/vilka av de fyra förmågorna som övades och på vilket sätt förmågan övades (mekaniskt, meningsfullt eller kommunikativt). Resultatet visade att hörförståelse är den förmåga som får minst utrymme i alla tre läromedelsserier och i två av tre läromedelsserier övas hörförståelse inte en gång i ett kommunikativt syfte genom årskurs 4–6. Vissa läromedelsserier erbjuder eleverna mer kommunikativ övning av förmågorna, medan vissa erbjuder mindre. En av de tre läromedelsserierna visar även på brister med att möjliggöra utveckling av de två potentiellt viktigaste förmågorna, hörförståelse och den muntliga förmågan, i ett kommunikativt syfte.
The aim of this study was to illustrate the possibility of developing communicative competence with the help of English language teaching materials for grades 4-6. Two research questions were asked to fulfill the aim of the study: how the opportunity to develop the four language skills are distributed in commercial English language teaching materials and in what way development of communicative competence is facilitated by using these teaching materials. A total of nine textbooks and nine exercise books for grades 4-6 from three different series (Skills, Sparks and Join the Quest) were included in this study. The methodological approach of this study was a qualitative content analysis with quantitative features. The exercises were categorized based on which of the four language skills that were practiced and how they were practiced (mechanical, meaningful, or communicative exercises). The result showed that listening comprehension is the least focused skill in all three series. In two out of three series, listening comprehension is not practiced in a communicative way in either of the grades. Some series contain more communicative language exercises, while some contain less. One of the three series also shows shortcomings when it comes to developing the two potentially most important skills, listening comprehension and the oral skill, in a communicative way.

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Tucek, Adis. "Teachers’ experiences and opinions of students’ second language anxiety in oral production tasks : A qualitative study of upper secondary school teachers’ cognition." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84244.

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The prevalence of the English language has enhanced the importance of both understanding and being able to communicate in English in different manners, such as orally. As this has become an important skill to master in school, it was of interest to research upper secondary school teachers’ beliefs and experiences concerning what constitutes pedagogically effective oral production assignments in the classroom, how the participating teachers work to reduce students’ anxiousness towards oral production in English, and how they plan and work towards a classroom climate that enhances students’ motivation towards oral production. It also becomes of interest to compare previous research and concepts to see whether misconceptions and mismatches exist and potentially suggest implications for professional development. To understand teachers’ experiences and beliefs, a qualitative semi-structured study was conducted with five English teachers. The results showed a variety of strategies that the teachers found effective, but one similarity for three out of five teachers was strategies where students work in groups. Regarding how the teachers work to reduce anxiety towards oral production, the results showed that four out of five teachers mentioned that small group tasks reduce anxiety. As to how the teachers plan and work towards a motivating classroom climate, four out of five teachers used strategies that took students’ interest, personal engagement, and/or students’ enjoyment into consideration when aiming for a motivating classroom climate. To research teacher cognition is important since teachers’ beliefs might affect what they do in the classroom and therefore affect students learning experience.

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Lund, Marcus. "Teaching Them to be Upstanding Members of Society is My Damn Job! : An Interview Study about Working with Gender and Novels in the English Classroom." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50792.

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This study aims to examine teachers’ experiences when working with novels to discuss gender related questions in their EFL-classrooms. The research questions this study aims to answer are which prerequisites and limitations affect teachers when working with novels and gender in the EFL-classroom and what are the benefits and negatives when working with novels and gender in the EFL-classroom. The data was gathered through seven semi-structured interviews with teachers from both upper- and lower secondary school. The theoretical approach that was used to analyse the answers received from the interviews were gender studies, with a focus on ‘overing’, and critical literacy. The results from this study show that teachers have an interest in working with novels and gender related questions. The study also shows that there are both prerequisites and limitations that affect how teachers can work with gender and novels in their classroom, a few of the examples brought up in the results are: meeting resistance from the students in the classroom regarding these issues, which class sets of novels are available, the teacher’s personal interest in the subject, and if there is sufficient support to teach about novels and gender. Finally, it can be discerned that a teacher’s own commitment affects how much gender related questions are incorporated when working with novels.

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Lesné, Susanna. "Does working in asymmetrical pairs in class lead to better results than working individually? : A study of an 8th grade English class in Sweden." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15866.

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According to former brain surgeon, Nils Simonson, Swedish schools are wasting their students’ time by using teaching methods that lead to poor memorization, namely reading and listening as separate activities. He instead suggests that the students use methods that lead to better memorization. The study described in this rendering focuses on two of Simonson’s suggestions – discussion and peer teaching. This work accounts for a study, in which Swedish 8 thgrade English students were working in asymmetrical pairs, i.e. pairs composed by students on different levels of achievement. The study was aimed at finding an answer to the thesis question of whether working in asymmetrical pairs led to a larger or smaller improvement, on a final grammar test, than the improvement of the rest of the students in the class, who were working individually, and thus formed a control group for the study. The result was that the students in three out of four asymmetrical pairs improved their results more than the control group. Since one of the students in the fourth asymmetrical pair had been absent, they had only been working together during half the period of the study. This probably explains why their improvement was only on the same level as the improvement of the students in the control group. The answer to the thesis question is therefore that working in asymmetrical pairs led to better results on the final grammar test, than working individually. If the results of the participating students are divided into different groups, we also find that the students with the lowest results on the initial grammar test were those who improved their results the most, which could possibly be explained by a better room for improvement. Due to the short time range of the study, it was limited to one class, and the generalizability of the study is hence very low. However, it could potentially serve as a pilot study for larger research projects. My main idea of future research is thus to expand the study to a larger number of students. It would also be interesting to incorporate students on all levels of achievement into a similar research project. This work incorporates predominant teaching science theory, such as socio-cultural theories, and influential second language acquisition theory, such as the input hypothesis, the output hypothesis and focus on form instruction.

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Björkman, Johanna, and Elina Reinholdsson. "Remote Teaching in the Communicative Classroom : How Remote Teaching has Affected Swedish EFL Learners’ Willingness to Speak English during Communicative Classroom Activities." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178083.

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The aim of this study is to investigate how the transition into remote education in Swedish upper-secondary schools due to the COVID-19 pandemic has affected the implementation of communicative tasks during lessons in English as a foreign language, and its consequences on students’ willingness to speak. For this purpose, the following three research questions were posed: 1. In which ways have communicative classroom activities in Swedish upper-secondary schools been affected by remote education according to English as a foreign language learners? 2. According to English as a foreign language learners, in which ways have their willingness to speak English been affected by remote education in Swedish upper-secondary schools? 3. What are some aspects that have influenced English as a foreign language learners’ willingness to speak English during remote education in Swedish upper-secondary schools? A total of 128 students from different upper-secondary schools and regions in Sweden were surveyed, after which three of them were interviewed. The data were then analyzed using a univariate and content analysis method. The results of the study suggest that remote education has entailed an immense impact on the communicative classroom. All studied communicative activities decreased in amount, as did the students’ willingness to speak English. This is a consequence of aspects such as technical complications, difficulties in reading others’ body language, locational restraints, and learning objectives.

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Sandström, Daniel. "To Use or Not to Use Coursebooks? : A Study of Teachers' Opinions on Coursebooks and What Constitutes a Good One in the English Classroom." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Skolnära forskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49657.

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The aim of this study is to investigate teachers’ opinions and experiences using analogue coursebooks in lower secondary school English teaching. The study was conducted using written interviews, interviewing 7 currently active teachers teaching English in the Swedish school system, with the participants’ answers being the material. Thematic Analysis was a method used to structure the results, and Sociocultural Theory was the theoretical perspective. The themes that were identified were: analogue coursebooks; digital coursebooks; more or less suitable activities for coursebook usage; the future of coursebook usage; and desirable qualities of a coursebook. The results of the study reveal that the participants have a positive outlook on using analogue coursebooks in the English classroom as a way of maintaining a certain level of difficulty and quality in the teaching, whilst also having something to fall back on as a source with varied content that can be used. There were no noticeable differences in the teachers’ opinion of what they could be used for but the extent to which they used them varied depending on their experience in the profession. Finally, the cost of coursebooks was mentioned as a key aspect in the process of selecting coursebooks, together with user-friendliness and flexibility.

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Lysén, Frej Ulrika. ""But one day she met this wonderful boy,he make her smile and believe in her self": : An Investigation into the Construction of Gender in School pupils' essays." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6466.

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This essay analysed how gender is established in students’ texts. The aim of the study was to find out if the students in a class in an upper secondary school were able to produce texts where female and male subjects were not influenced by prevailing gender roles. The analysis was based on Halliday’s Functional Grammar Theory. Furthermore, the results are interpreted in the light of the guidelines of the Curriculum and the Education Act. To fulfil the aim of this essay 32 texts were analysed from the extra linguistic factor of gender.

The linguistic factors examined were verbs (dynamic/stative, transitive/intransitive), if the subjects function as actors or not were the factors used to establish if there is a difference between how females and males are represented in the texts. Furthermore the use of adjectives, nouns and predicatives modifying the grammatical subjects were also taken in consideration in the analysis. The hypothesis was based on a previous study made on the teaching book Blueprint A and the results from this current study were compared to the results from that study. The study finds that in the texts examined females are established as more stative than males and because of that it is possible to draw conclusions that the teaching book can influence the student in their writing but also that school not always uphold the goals of the Curriculum and the Education Act in the issue regarding gender equality.

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Normand, Marion. "Analyse des représentations de la langue anglaise en lien avec les compétences en expression orale en L2 chez des apprenants de BTS." Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCH024.

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Les jeunes apprenants français de BTS de l’École Nationale d’Industrie Laitière et des Biotechnologies (ENILBio) de Poligny, bien qu’ayant reçu un enseignement de plusieurs années en anglais langue étrangère, éprouvent souvent des difficultés à comprendre, mais surtout à s’exprimer oralement dans cette langue. En tant qu’enseignante, c’est un problème auquel je me heurte quotidiennement sans parvenir à trouver des explications et des solutions.Le but de cette recherche est d’explorer les raisons qui expliquent la gêne souvent ressentie par les étudiants au contact de l’anglais oral qu’ils sont amenés à parler dans le contexte scolaire et extra-scolaire, et de s’interroger sur leurs pratiques (dans la classe et hors de celle-ci) et représentations. Ce travail tente donc de comprendre pourquoi les élèves de BTS ne s’expriment pas, peu ou mal, en mettant en lien leurs expériences de la langue et leurs représentations, et en étudiant leur degré réel de compétence en expression orale.Cette recherche laisse une large place à la parole des élèves, que j’ai mise en évidence au travers de questionnaires et d’entretiens individuels en français. Les résultats qualitatifs et quantitatifs recueillis au cours de ces étapes sont mis en relation avec les données d’une tâche d’expression orale à laquelle les étudiants volontaires ont bien voulu se soumettre.Si l’influence du cadre institutionnel semble jouer un rôle primordial dans la (non) prise de parole des jeunes à l’école et en dehors de ses murs, les liens entre représentations de l’anglais, représentations de soi en tant qu’apprenant de langue et exposition à celle-ci sont plus difficiles à déterminer.Quelles sont alors les perspectives pour aider les apprenants de BTS à améliorer leurs compétences orales ? Ce travail tente d’ouvrir des voies pour répondre à cette question
Although French learners studying at BTS level at the National School of Dairy Industry and Biotechnologies (ENILBio) in Poligny have studied English as a second language for several years, they often have difficulty not only understanding it, but more importantly speaking it. As a teacher, it is a problem I am faced with daily and to which I haven’t been able to find explanations or solutions.The aim of this research is to explore the reasons that explain why students often feel embarrassed when they have to speak the language in and outside school, and to question their own practices and representations. This work aims at understanding why BTS students don’t speak English – or speak it little or badly – by linking their experiences with the language, their representations and their actual speaking skills.This research emphasizes what students have to say about this subject through questionnaires and face-to-face interviews in French. The gathered qualitative and quantitative results are analysed in relation to a speaking task which was carried out by student volunteers.The institutional context plays a crucial part in the fact that students speak English (or not) in and outside school, but the links between the representations of the English language, the students’ representations of themselves as language learners and their exposure to the language remain unclear.What are the prospects to help BTS learners to improve their speaking skills? This research tries to open new ways to answer this question

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Brunsell, Oskar. "Teaching and Learning English Online : A Study of the Effects of Transitioning to Online Education in an Upper Secondary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35903.

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This study investigates how teachers and students in a Swedish upper secondary school experience the sudden transition to teaching and learning English as a second language online. Students and teachers have answered questions in online questionnaires and the answers were analyzed and compared to previous research and secondary literature. The results indicate that both students and teachers prefer the physical context compared to the online context. Communication and natural interactions are expressed to be the worst consequences for both the teachers and students. This study aims to provide a deeper understanding of the effects on both teachers and students the transition to an online context due to Covid-19 have had and how similar events can be conducted better

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Solagha, Omta Zoi. "Writing Difficulties in the Swedish ESL-Classroom : How teachers of English deal with students’ writing difficulties." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94207.

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This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.

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John, Grace Claire. "Talking to learn in the literacy hour : patterns of didactic and informal talk and the development of reading, with particular reference to children learning English as an additional language." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/2cefa67a-32f1-4a16-9c4c-bfa4e4c21fe2.

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Wallace, Nilsson Margaret. ""Better a Railing at the Top of the Cliff than a Hospital at the Bottom!" : the use of Edward Lear's nonsense ABC as a didactical tool in the development of pronunciation skills in young lerarners of English." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8517.

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The development and acquisition of English pronunciation in learners of English is a much neglected area of linguistic study. Research predominantly focuses on the pronunciation skills in adult English learners. However, there is no relevant data pertaining to the pronunciation skills in young English learners. Studies pertaining to pronunciation and oral proficiency are needed in order to fully assess the development and promotion of English language pronunciation in educational settings. It is necessary to encourage the active learning of pronunciation skills in young learners, in order for them to under pin the phonetical and phonological structures of the English language at the earliest stages of their language acquisition. The natural curiosity that young children display for sounds, rhymes and words is a resource that should be exploited by teachers in order to promote and encourage proficient pronunciation at the earliest stage of a child’s Second Language Acquisition (SLA). The current study focuses on the use of nonsense language in Second Language educational settings in order to introduce phonology and phonetics at the earliest stage of English language acquisition to encourage correct pronunciation in young L2 learners of English. The materials chosen for the study are selected verses from Edward Lear’s nonsense ABC. The nonsense ABC is introduced as a teaching/learning tool to help young primary school children in Sweden develop their pronunciation skills and avoid fossilized language patterns at a later stage of Second Language Acquisition. Young language learners need a solid foundation on which to build their language skills in order to develop as mature Second Language learners. The findings of this investigation showed that the introduction of nonsense language as a practical and didactical tool for the development of pronunciation had a positive effect on the development of pronunciation skills in the beginner English Language Learners (ELL) who actively participated in the study.

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Hallman, Louise. "Lärares inställning till och användning av läxor i engelskundervisningen : En studie i årskurs 4-6." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144750.

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Den här studien syftar till att undersöka lärares inställning till och användning av läxor i engelskundervisningen utifrån följande läxtyper: repetitions- eller övningsläxor (RÖL), läsläxor (LL), förberedelseläxor (FL), läxor vars innehåll finns utanför skolmiljön eller autentiska läxor (AL), läxor för att arbeta ikapp (LAI) och läxor för rikare bedömningsunderlag (LRB). Studien undersöker också hur frekvent lärare använder sig av de olika läxtyperna, i vilka kombinationer, vilken typ av återkoppling som synliggörs och hur de anser att läxor påverkar elevers språkinlärning i engelska. För att söka svar på detta har en enkätstudie bedrivits som innefattar en kombination av kvantitativ och kvalitativ metod. Validiteten i studien kan motiveras utifrån att datainsamlingen har genomförts på ett stort urval av lärare med hög svarsfrekvens (149) och därav ökar det resultatens generaliserbarhet. Resultatet visar att majoriteten av lärarna använder engelskläxa en gång i veckan och att RÖL tillsammans med LL är mest populära. De läxor som används minst frekvent var AL, LAI och LRB. Synen på läxor och dess lärandeeffekt är mestadels positiv och motiveras med mängdträning i relation till språkinlärning. Den schemalagda undervisningen består i majoritet av att förbereda och följa upp läxan med kontrollbaserad utgång. Lärarna är överens om den formativa bedömningens inverkan på elevers lärande i relation till läxor och ger därför någon form av direkt återkoppling. Vissa lärare problematiserar läxans karaktär och elevers socioekonomiska förutsättningar utifrån det. De slutsatser som kan dras utifrån studien är att lärares läxpraxis borde vara mer varierad för att sträva mot de generiska kompetenserna och en livslång lust att lära. Detta kan motiveras med en omfattande satsning på att införa AL i engelskundervisningen vilket bekräftas i tidigare forskningsresultat.

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Oliveira, Claudete de. "Orientação didática para o ensino de leitura em inglês: análise de uma unidade didática." Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=368.

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Com o intuito de contribuir como parâmetro de avaliação de material didático para demais profissionais que trabalham com a língua inglesa, este trabalho, inserido na linha de pesquisa Ensino-Aprendizagem de Língua Estrangeira e no projeto Ensino-Crítico Reflexivo de Língua Estrangeira, tem como objetivo discutir a orientação didática para o ensino de leitura em inglês, proposto na unidade The Natural World do livro didático Great 2. A discussão ancora-se, principalmente, nos Parâmetros Curriculares de Língua Estrangeira (Brasil, 1998), pois as autoras do livro afirmam desenvolver um trabalho de acordo com esse documento. As perguntas de pesquisa que norteiam esse trabalho, baseados nos pressupostos teóricos dos PCN-LE (Brasil, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006), entre outros são: Como se caracterizam os textos para o desenvolvimento de leitura na unidade? De que forma a compreensão escrita é trabalhada na unidade? Qual a relação da proposta de leitura da unidade com a proposta dos PCN-LE (Brasil, 1998)? Para respondê-las, foram criadas categorias para análise relacionadas a cada uma delas. As conclusões demonstram que a unidade analisada apresenta relações com a proposta dos PCN-LE (Brasil, 1998) no tocante à leitura, no entanto, revelam inconsistência quanto às suas orientações didáticas, como a exploração do conhecimento de mundo, textual e sistêmico, pré-leitura, leitura e pós-leitura, além dos problemas na escolha dos textos.
In order to contribute as a parameter of evaluation for didactic materials for others professionals that work with English language, this paper, following the foreign language teaching-learning and the foreign language self critical project line of research, has the objective of discussing the didactic orientation to teaching reading in English, as proposed in the unit The natural World from the didactic book Great 2. The discussion is based mainly on Parâmetros Curriculares Nacionais de Lingua Estrangeira (BRASIL, 1998) as the authors of the book claim to develop their work according to it. The questions of research that guide this paper, based on the theoretical suppositions of PCN-LE (BRASIL, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006) among others are: How are the reading development texts in the unit characterized? How is writing comprehension treated in the unit? What is the relationship between purpose of the unit reading and the purposed by PCN-LE (BRASIL, 1998)? To answer these analytical categories related to each question were created. The conclusions show that the unit analyzed relates well to the proposal of the PCN-LE (BRASIL, 1998) with respect to reading, however, they reveal inconsistency in relation to the didactic orientations such as, exploring knowledge of world, textual and systemic , pre-reading, reading and post-reading, other then problems in the choice of texts.

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Mares, Renate. "Stereotypes of men and women, and inequality between the sexes in Jane Austen's Pride and Prejudice : A didactic essay attempting to show that a gender focused reading of Pride and Prejudice has much to offer both male and female students." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-741.

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This essay will discuss why one would use a literary text such as Jane Austen’s Pride and Prejudice (1813) in a classroom. There is a certain focus on what Pride and Prejudice might have to offer both male and female students, since research has shown that boys tend to resist reading romantic novels and stories about girls. This essay attempts to show that a gender focused reading of Pride and Prejudice might make it interesting to male students as well, since the way that the unequal relationship between men and women is portrayed concerns them as well as the female students.

Regarding the reasons for using literature in the classroom, I will investigate what it is that literary texts can offer to its readers. This essay will argue that reading literature is an aesthetic experience, which is what separates literary texts from other non-literary texts. Aesthetic experiences have to do with the way student’s feel about and experience certain texts, and also with the artistic values of a text. To have an aesthetic experience is very important since the English classroom is a place where the students´ feelings and experiences normally are not given enough neither time nor space.

This essay attempts to show that by looking at stereotypical characters in Pride and Prejudice, as well as looking at what qualities in men and women were considered desirable, a very interesting discussion might arise in the classroom, concerning gender roles, and inequality between men and women. A discussion of this sort gives the students an opportunity to question the gender roles we have in today’s society, as well as the relationship between men and women.

Keywords: Literature, reading, aesthetic experience, gender, stereotypes.

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Bilic, Josipa. "Bilder och text i läroböcker, så kan lärare bättre ta till sig av innehållet : En multimodal läromedelsanalys av tre läroböcker i ämnet engelska för årskurs fyra." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41304.

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The purpose of this study is to analyze and compare the connection between pictures and text in three textbooks, in english, in the expectation to reach a didactic perspective that can facilitate in working with texts with students, in fourth grade. How well do pictures and text correspond with each other in three textbooks that have been chosen for the fourth grade, in english? What are the differences and similarities between the three textbooks seen from a multimodal perspecive? The result showed that there was an interaction between the different types of text types and the images, in all three textbooks. The heading of each chapter is a clue to what the content of the text will be about. The images are well connected to the text and they also reenforce the content of the text. This connection between the pictures used in the chapter and the text can help readers better understand the content of the text.

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Lehto, Robin. "Postmodern in the English Classroom : A Didactic Consideration of Paul Auster’s City of Glass." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25400.

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Dissertations / Theses on the topic 'Didactics of English language'

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