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  • 1.
    Bergström, Susanne
    Stockholms universitet, Humanistiska fakulteten, Romanska och klassiska institutionen.
    L'influence des méthodes didactiques sur la production orale en FLE: Comment les enseignants de français font parler les élèves2018Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

     

    Abstract

    The purpose of this study is to examine the influence of didactic methods on oral production in French as a foreign language. This is done by studying how three French teachers in Sweden use different didactic methods to encourage secondary school students to speak French. COLT observations and audio recordings were made at six occasions in three classes of sixth graders and three classes of ninth graders. The results show that the main didactic methods used to encourage students to speak were to ask questions, let students read aloud from textbooks and prepared presentations, let students repeat, and engage students in educational games. Asking questions is the most frequent method but produces a varied amount of oral production. Educational games engage most students and produces the most oral production. No pronounced difference was found between the use of didactic methods in sixth grade and ninth grade. The conclusion is that the choice of didactic method has an impact on oral production. Not only the method itself, but even more so in the way it is applied and adjusted to student’s level of knowledge. This might explain why the same didactic methods are used at different educational levels.

  • 2.
    Graham, Robert
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Codeswitching from L1 to L2 in group work by teenagers: An investigation of codeswitching from Swedish to English in student group-work discussions by learners of English in 9th grade at a upper primary school in Sweden2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this paper was to perform an investigation into instances of codeswitching by Swedish teenagers from L1 Swedish to L2 English in student group-work discussions. The specific focus of the investigation were the instances of codeswitching which were performed as a demonstration of personal expression on the part of the speaker. It was the goal of this research to analyse such examples of codeswitching and attempt to create an understanding of the underlying mechanisms that drive this type of communication.  The study took place at an upper primary school in Sweden.  Data was collected through the recording of two group discussions. The group discussions were framed and recorded as part of an English language lesson in grade 9. Four student interviews were also performed. The results of the data analysis indicated that Swedish teenagers codeswitch from Swedish to English in group discussions quite frequently. The students expressed that they codeswitch to English in this manner as way of communicating with each other in a way that is generally agreed to be “cool” and “fun”. They also do this to display their own proficiency in the language. Proficiency in English is perceived to be a desirable attribute. The conclusion of the study is that codeswitching of this type is an important part of this group’s language use in terms of how the social relationships are expressed and maintained. A secondary result of this behaviour is that it appears to be a positive driver of oral English language skills.

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