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  • 301.
    Sköldvall, Henning
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Non-native Speaker Interaction: Does it constitute a good learning situation for pupils studying English as a foreign language?2015Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Proponents of communicative language teaching in foreign language classrooms assume that the learners will profit from interacting in the target language on meaningful topics. The present study investigated whether non-native speaker interaction constitutes a good learning situation. Four research questions were posed: how pupils deal with breakdowns in communication, if they use any strategies to avoid problems, if they collaborate and negotiate for meaning and consequently if open-ended conversations among learners promote language development. Pupils in a Swedish secondary school were recorded interacting in the target language and conversation analysis was used to examine the data. It was found that there was a common structure to the way that the pupils dealt with problems, a few strategies were used and the pupils also collaborated. However, the conversations lacked some of the characteristics of interaction between native and non-native speakers that research have shown to be conducive to language development. Also, almost no negotiation of meaning was observed. Based on these results it is argued that non-native speaker interaction constitutes a good learning situation but probably needs to be accompanied by more explicit instruction.

  • 302.
    Snoder, Per
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Assessing Modern Languages in Swedish Upper Secondary Schools2016Inngår i: Babylonia: The Journal of Language Teaching and Learning, ISSN 1420-0007, nr 2, s. 58-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this report is to provide an example of how Italian for beginners at a Swedish upper secondary school (students aged 16-19) was assessed in light of the new Swedish foreign language syllabus. After an introduction of the new syllabi for modern languages, the reader is invited to follow my learners of Italian at Kärrtorps gymnasium outside Stockholm from their first encounters with the new language at the start of the course in August to the final examination period nine months later, when the knowledge requirements from the syllabus were assessed and summarized for the course grade.

  • 303.
    Snoder, Per
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Improving English Learners’ Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality2017Inngår i: TESL Canada Journal, ISSN 0826-435X, E-ISSN 1925-8917, Vol. 34, nr 11, s. 140-164Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports on a classroom-based experiment which tested the effects of three vocabulary teaching constructs on the learning of English verb-noun collocations, for example shelve a plan. Laufer and Hulstijn’s (2001) ‘involvement load’ predicts that the higher the motivational-cognitive load of a task, the more effectively it promotes word retention. ‘Spacing’ refers to the advantage of spreading out learning opportunities for words as opposed to massing them. ‘Intentionality’ comprises two word processing modes: intentional learning (post-test announced) and incidental learning (post-test unannounced), where the former is claimed to outperform the latter. The constructs were integrated into an intervention study with 59 adolescent L1 Swedish learners of English in within- and between-subjects designs. Learners processed target items three times when performing tasks that operationalized the constructs. Three post-tests of productive knowledge of target items were administered. Statistical analyses of gain scores show that neither involvement load nor spacing had a significant positive impact on learning gains. Significant effects were found on three measures for intentional learning when compared to incidental learning. The findings are discussed in relation to previous research and their implications for English language teaching (ELT).

  • 304.
    Snoder, Per
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    L2 Instruction and Collocation Learning: Classroom intervention research on input processing with L1 Swedish adolescent learners of English2019Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    An important dimension of learning a second language (L2) is to build up a store of recurring word combinations that native speakers use. These so-called formulaic sequences (FSs) serve many functions in fluent language use. One category of FSs is collocations, defined in the present thesis as combinations of a verb and a noun in English with a significant attraction to each other, for example ‘carry a risk’. Research has shown that L2 English learners struggle with the appropriate use of collocations but reviews of instructional interventions have concluded that few guidelines for effective pedagogical treatment of collocations are available. 

    The thesis has investigated the impact of L2 instruction on collocation learning by manipulating the conditions for input processing of treatment materials containing target collocations (TCs). Three classroom pre-test/post-test intervention studies (Studies I-III) were conducted, with a total of 165 L1 Swedish adolescent learners of English. Study I compared a form-focused approach to a meaning-focused approach to the same materials to find out why the former may be more effective than the latter as shown in previous studies. Study II focused on the effects of three manipulations of the materials: how deeply the learners process the TCs, whether re-exposures to TCs are spaced or concentrated, and whether the learners process TCs with or without post-test announcement. Study III examined the potential for a collaborative text reconstruction task to facilitate TC learning. Two modified versions of the task were created that contained different types of priming to the TCs in a pre-task activity.

    Results of Study I show that learners in the form-focused condition, having studied decontextualized TCs and been introduced to the term ‘collocation’, were able to connect words that they previously only knew as single words into collocations. Results also show that a researcher-developed version of stimulated recall interviews was successful in probing learners’ mental processes. As for Study II, surprisingly, neither deep processing nor a spaced re-exposure schedule was effective for TC learning, while post-test announcement was. Results of Study III reveal that a pre-task activity that induced learners to elaborate on TC meaning outperformed a pre-task activity with a form-focused elaboration of TCs, notably for the delayed post-test of productive TC knowledge.

    Taken together, the results of Studies I-III show that L2 English teachers, with relatively small changes in their classroom procedures, can actively contribute to increasing their learners’ collocational competence, an integral part of more advanced proficiency. It is hoped that the successful implementation of the three studies will inspire more instructional interventions on L2 vocabulary learning in Swedish schools and universities, targeting single words and FSs.  

  • 305.
    Snoder, Per
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Using qualitative methodologies in research on formal L2 collocation learning2016Inngår i: Collocations Cross-Linguistically: Corpora, Dictionaries and Language Teaching / [ed] Begoña Sanromán Vilas, Helsinki: Société Néophilologique , 2016, s. 193-218Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This article reports on a quasi-experimental study of formal L2 collocation learning focusing on intermediate level EFL learners in two Swedish high schools. The study aimed at investigating the potential for qualitative methodologies to account for the learning of target items (verb-noun collocations) in form-focused compared to meaning-focused treatment conditions. Using a pre-test/post-test design, the study utilized two verbal reports – introspective think-aloud protocols (TAPs) and retrospective stimulated recall interviews (SRIs) – to probe participants’ memory processes of learned target items as displayed in post-tests. The data was analysed using thematic analysis. Results showed that the introspective report as a rule put too much cognitive strain on participants in both conditions, while the retrospective report offered insights into the mental mechanisms of participants that had processed target items with an explicit focus on target forms. Implications for language pedagogy and further research are discussed.

  • 306.
    Snoder, Per
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Reynolds, Barry Lee
    How dictogloss can facilitate collocation learning in ELT2019Inngår i: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, nr 1, s. 41-50Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This instructional intervention investigated the potential for the text reconstruction task dictogloss to facilitate the learning of English verb–noun collocations, for example ‘carry a risk’. Research has shown that learners have difficulties in using such collocations, but few useful instructional techniques are on offer. Participants in the study were 64 L1 Swedish adolescent learners of English. The effectiveness of two modified versions of the dictogloss was compared in a within-subjects design. This implied that participants in pairs co-reconstructed two texts containing target collocations, where each co-reconstruction was preceded by a specific priming activity to induce learners to process collocations as intact wholes. Results showed that having learners elaborate on the meaning of collocations in a pre-task activity outperformed a form-oriented pre-task activity on all measures, notably for productive knowledge on delayed post-tests. The findings are discussed in relation to previous research and their implications for ELT.

  • 307.
    Solagha, Omta Zoi
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Writing Difficulties in the Swedish ESL-Classroom: How teachers of English deal with students’ writing difficulties2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    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.    

  • 308.
    Solberg, Elin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Vocabulary Teaching and Learning in a Multilingual Classroom2013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper presents a case study of the strategies used for vocabulary teaching and learning in a multilingual adult education English classroom with recently arrived students in Sweden. Through classroom observations, an analysis of the textbook used, an interview with the teacher, and interviews with recently arrived students, several strategies and approaches to teaching or learning English vocabulary were found. The most common strategies for teaching vocabulary were to explain the word in the target language and to put it in context, although Swedish translations were also frequently used. Among the students’ strategies found were the use of dictionaries, flash cards, wordlists, and guessing from similar words in other languages. The students reported some difficulties with Swedish translations of English words and the use of Swedish in the classroom, albeit some also appreciated the opportunity to learn more Swedish. From these findings, some potential challenges for a multilingual classroom with recently arrived students were drawn.

  • 309.
    Stormo Scheie, Karianne Eugenie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    The development of Strategic Competence in oral interaction.: A contrastive analysis of face-to-face communication and synchronous computer mediated communication.2018Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The empirical study carried out in this degree project is exploratory, and its main objective is to investigate the development of strategic competence in oral production as it occurs in two different communication modes, namely, synchronous computer mediated communication (SCMC) and face-to-face (FTF) communication. More specifically, this study compares the instances of different communication strategies (CS) used to negotiate meaning. This aim was approached through the following research questions: RQ (1): Which types of communication strategies do Swedish learners of English use to enhance interaction in different communication modes? RQ (2): How frequently do they use these strategies in each communication mode? RQ (3): Which communicative mode creates an environment more favorable for the occurrence ofNofM?

    The results of the study demonstrated that the CS the participants used were: clarification request, appeals for assistance, confirmation check, provision of assistance, self-correction, use of Swedish (L1), topic shifting and circumlocution. The latter two were only used in FTF communication, making this the communication mode with the highest variety of CS types. Concerning our second RQ the frequency of usage of the aforementioned CS, the results suggest that the frequency differed between the two communicative modes a part fromappeals for assistance and provisions of assistance. In turn, self-correction, topic shift and circumlocution had a higher frequency in FTF communication, whereas clarification requests, confirmation checks and usage of Swedish had a higher occurrence rate in SCMC. Concerning our third RQ on the one hand, the results in favor of FTF communication were reflected in the higher response rate of appeals for assistance and the use of circumlocution. On the other hand, the results supporting SCMC were seen in the higher frequency and especially in the use of the L1, in the lesser occurrence of self-correction of faulty forms, as well as the higher number of turns per minute and higher percentage of turns used for CS. Based on these results, the present study would seem to point at SCMC as the most favorable communication mode for NofM.

  • 310. Svensson, Gudrun
    et al.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Vad bedömer man och hur?: Olika bedömares uppfattningar om två elevtexter2015Inngår i: Skrivande i skolan / [ed] Lindgren, M., Svensson, G., Malmö: Gleerups Utbildning AB, 2015, s. 145-166Kapittel i bok, del av antologi (Fagfellevurdert)
  • 311.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Against ‘Canonical Word Order’: Evidence of basic word order transfer at the initial stage of LnA2011Inngår i: Newcastle Working Papers in Linguistics, ISSN 2041-1057, Vol. 17, s. 220-236Artikkel i tidsskrift (Fagfellevurdert)
  • 312.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    An inquiry into the role of L3 proficiency on crosslinguistic influence in third language acquisition2014Inngår i: Odisea. Revista de Estudios Ingleses, ISSN 1578-3820, Vol. 15, s. 169-188Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With the rise of multilingualism, studies have proliferated that investigate the interaction of the different languages. The study presented here sets out to examine the role that proficiency plays on the occurrence of a specific interaction, namely interlanguage transfer from a prior non–native language (L2 German) upon another non–native language (L3 English) at the level of syntax in Spanish/ Catalan bilinguals. Data were collected from 80 learners of L3 English who were at different proficiency levels (as indicated by a 30-item cloze test), while data for the analysis of transfer was elicited using a story telling task. Statistical tests revealed significant differences across proficiency levels, i.e. low and pre–intermediate (p= .032), low and intermediate levels (p= .000), and pre–intermediate and intermediate levels (p= .018).

  • 313.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    An insight into the relationship between proficiency and crosslinguistic influence in third language acquisition2014Konferansepaper (Annet vitenskapelig)
  • 314.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Can a background language alter the path of acquisition of verb placement in a multilingual context? Evidence from a longitudinal study2015Inngår i: Crosslinguistic influence and crosslinguistic interaction in language learning / [ed] Gessica De Angelis, Ulrike Jessner, Marijana Kresić, London: Bloomsbury Academic, 2015, s. 71-94Kapittel i bok, del av antologi (Fagfellevurdert)
  • 315.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    The Role of Age on the Development of Written Competence inL4 English: Evidence From a Spanish/German CLIL Context2014Inngår i: Teaching and Learning in Multilingual Contexts: Sociolinguistic and Educational Perspectives / [ed] Agnieszka Otwinowska, Gessica De Angelis, Bristol: Multilingual Matters, 2014, s. 125-141Kapittel i bok, del av antologi (Fagfellevurdert)
  • 316.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Transfer in English as an L32016Inngår i: Tredjespråksinlärning / [ed] Camilla Bardel, Ylva Falk, Christina Lindqvist, Lund: Studentlitteratur AB, 2016, s. 189-206Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 317.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Transfer of V2 in a non-V2 language: Not just a performance error2014Konferansepaper (Fagfellevurdert)
  • 318.
    Sánchez, Laura
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Weighing up the Effects of Working Memory and Cognitive Abilities in CLIL Learning2019Inngår i: English Language Teaching, ISSN 1916-4742, Vol. 12, nr 2, s. 113-126Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In an era of globalization, multilingualism is no longer the exception but the rule. To fully promote the commnicative and functional development of multilingual learners, different educational programs at school have been implemented in the past few years. The study presented here is a contribution in this direction, by investigating the linguistic development in a second foreign language (L3 English) of students who were exposed to asymmetric input exposure in this and another non-native language. This other language was the L2 (German), which the learners (n= 50, 11-13 years old) were studying in a CLIL context together with the native languages of the participants (Spanish and Catalan). Within such a context, the purpose of the study is two-fold. On the one hand, it attempts to investigate the linguistic attainment in the L3, measured in terms of various dimensions of writing performance in a composition task, namely, fluency, accuracy, structural complexity and lexical complexity. On the other hand, the study aimed at exploring the contribution of various components of working memory (short-term memory and attention switching) to performance in these linguistic dimensions. The results suggest that individual differences in storage capacity and in capability for attention and task switching had an effect on the accuracy of the learners’ performance, and to a lesser extent, also lexical complexity. Moreover, it was found that in general, attentional abilities had a greater impact than memory. These results are discussed in light of previous findings, while proposing directions for further investigation in the field.

  • 319.
    Sánchez, Laura
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Bardel, Camilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Cognitive factors, linguistic perceptions and transfer in third language learning2016Inngår i: Revue Française de Linguistique Appliquée, ISSN 1386-1204, E-ISSN 1875-368X, Vol. 21, nr 2, s. 123-138Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study attempts to investigate whether there is a relationship between individual differences in cognitive abilities, learners' perceptions about typology relations, and negative transfer in written production. To this aim, data were analyzed from Spanish/Catalan bilingual learners of L3 English (n= 47) aged 10-15, with German as L2. The cognitive abilities measured were working memory, attention control, and attention switching. Furthermore, proficiency in the L3 was also controlled, based on the results of the participants' performance in the Oxford Placement Test. It was found that learners with lower attentional abilities had a harder time in identifying areas of structural contrast between the L2 and the L3, which, in turn, resulted in a higher rate of transfer from this language.

  • 320. Sánchez, Laura
    et al.
    Bardel, Camilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Psychotypology in L3 Acquisition: A survey of (dis)similarity perceptions in non-adult learners2014Inngår i: Abstracts, 2014, s. 134-134Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this contribution, we review the field of studies on psychotypology in L2 and L3 learning. We propose different definitions of the construct and discuss theories about learners’ perceptions of similarity that have been suggested in L2 and L3 research, from Kellerman’s (1983) notion to recent studies (e.g. García Mayo & Rothman 2012). Psychotypology involves similarity, and more importantly, perceived similarity. Intuitively, this is an attracting way of trying to explain CLI between similar languages, but it is not clear from the literature to what extent learners are aware of themselves perceiving similarity and of the possibility to draw on this process in additional language learning. Crucially, in the process of learning a new language, learners may be aided by their multilingual metalinguistic knowledge (cf. e.g. Jessner, 2008), but their conscious or unconscious knowledge of the similarity between two languages can also, in particular cases, mislead the learner (Bardel & Falk 2012, García Mayo & Rothman 2012).

  • 321.
    Sánchez, Laura
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Bardel, Camilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Transfer from an L2 in third language learning2017Inngår i: L3 Syntactic Transfer: Models, New Developments and Implications / [ed] Tanja Angelovska, Angela Hahn, Amsterdam: John Benjamins Publishing Company, 2017, s. 223-250Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter addresses the role of proficiency in a prior non-native language (L2 proficiency) on transfer in third language learning. It discusses some methodological considerations and gaps in previous research, while also bringing up conceptual difficulties in defining, operationalizing and measuring L2 proficiency. An empirical study is presented on the role played by overall proficiency in L2 German on the occurrence of transfer in L3 English written production in Spanish/ Catalan bilingual learners (n = 73). The statistical treatment of the data relied on an ANCOVA with number of transferred items as the dependent variable and L2 proficiency as the independent variable. Biological age and proficiency in the target language (L3 proficiency) were used as covariates in this analysis.

  • 322.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Att läsa en ko2016Inngår i: Ko: festskrift till Siv Fahlgren / [ed] Katarina Giritli Nygren, Anders Johansson,, Sara Nyhlén, Eva Söderberg, Sundsvall: Mid Sweden University , 2016, s. 35-38Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 323.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. Mid Sweden University, Sweden.
    Death in Swedish picturebooks: gender, emotion and individualism2014Inngår i: Walking beside: Challenging the role of emotions in normalization / [ed] Eva Söderberg, Sara Nyhlén, Sundsvall: Forum for Gender Studies, Mid Sweden University , 2014, s. 135-154Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 324.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Inledning2016Inngår i: Ordning och reda, konsten på freda'!: om fostran, marknad och barnkultur / [ed] Eva Söderberg, Stockholm: Centrum för barnkulturforskning, Stockholms universitet , 2016, s. 5-14Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 325.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Inledning2016Inngår i: Ordning och reda, konsten på freda'! Om fostran, marknad och barnkultur / [ed] Eva Söderberg, Stockholm: Centrum för barnkulturforskning, Stockholms universitet , 2016Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 326.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Kaffet, krösen och kringlorna: mat och dryck i Martha Sandwall-Bergströms författarskap2015Inngår i: Kulla-Gulla och alla de andra: Martha Sandwall-Bergström 100 år / [ed] Helene Ehriander, Eva Söderberg, Växjö: Linnaeus University Press, 2015, s. 30-47Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 327.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Tummelisa, häxan och djurtanterna: Litterära karaktärer i en saga av H.C. Andersen2016Inngår i: Att konstruera en kvinna: Berättelser om normer, flickor och tanter / [ed] Karin Lövgren, Lund: Nordic Academic Press, 2016, s. 25-50Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 328.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    "Une petite fille pas modèle": Astrid Lindgren, Pippi Långstrump /Fifi Brindacier/, Suède, 19452017Inngår i: L'Europe des femmes : XVIIIe-XXIe siècle: Recueil pour une histoire du genre en VO / [ed] Julie Le Gac, Fabrice Virgili, Paris: Perrin , 2017, s. 156-159Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 329.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Ungdomsromanen sedd genom en ungdomsroman2017Inngår i: Samtida svensk ungdomslitteratur: analyser / [ed] Åsa Warnqvist, Lund: Studentlitteratur, 2017, s. 21-42Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 330.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Varia: Lite av varje i Astrid Lindgrens text- och minnesvärld2015Inngår i: Nya läsningar av Astrid Lindgrens författarskap / [ed] Helene Ehriander, Martin Hellström, Stockholm: Liber, 2015, s. 46-68Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 331.
    Söderberg, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Vårt behov av björnar: Anteckningar förda under ett strövtåg i nallens kulturlandskap2015Inngår i: "Om det man inte kan tala måste man sjunga": Festskrift till Eva-Britta Ståhl / [ed] Peter Degerman, Anders Johansson, Eva Söderberg, Sundsvall: Litteraturvetenskap, Mittuniversitetet , 2015, s. 17-36Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 332.
    Söderberg, Eva
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Billing, AnnaCarin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Rejman, Katarina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    En drake, tre läsningar: och sex steg i den didaktiska trappan2015Inngår i: Nya läsningar av Astrid Lindgrens författarskap / [ed] Helene Ehriander, Martin Hellström, Stockholm: Liber, 2015, s. 253-272Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 333.
    Söderberg, Eva
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Eva, Nordlinder
    Från Frostmofjället till Istermyrträsk: Orter och platser i barnlitteraturen2017Inngår i: Mellannorrland i centrum: språkliga och historiska studier tillägnade professor Eva Nyman / [ed] Lars-Erik Edlund, Elzbieta Strzelecka, Thorsten Andersson, Umeå: Institutionen för språkstudier, Umeå universitet , 2017, s. 153-166Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 334.
    Söderberg, Eva
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. Mid Sweden University, Sweden.
    Nyhlén, Sara
    Introduction: It would not absorbe a single tear2014Inngår i: Walking beside: Challenging the role of emotions in normalization / [ed] Eva Söderberg, Sara Nyhlén, Sundsvall: Forum for Gender Studies, Mid Sweden University , 2014, s. 11-20Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 335.
    Söderberg, Eva
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik. Mid Sweden University, Sweden.
    Nyhlén, Sara
    Walking beside: Challenging the role of emotions in normalization2014Collection/Antologi (Annet vitenskapelig)
  • 336.
    Söderström, Jennifer
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Bokstavsinlärning – hur går det till?: En komparativ studie av grundlärares bokstavsundervisning2018Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie är att undersöka och jämföra hur lärare i årskurs 1 utrycker att de undervisar i bokstavsinlärning. Metoden som används är kvalitativa intervjuer med fyra lärare som arbetar i årskurs 1. Under intervjuerna ställdes frågor om upplägget på undervisningen, vilka bokstäver som man börjar med samt vilket läromedel och material som används. Resultatet visade att alla respondenter uttrycker liknande sätt att introducera bokstäverna på och en del moment arbetar respondenterna på liknande sätt. Som exempel läggs det fokus på att lära eleverna ljuda, forma och öva på skrivriktningen samt få igång lästräningen samtidigt. Resultatet visade även att alla respondenter använder samma läromedel, men på olika sätt – vissa har den som en utgångspunkt och andra som en repetitionsuppgift. Det som skiljde lärarna sig emellan var att de uttryckte olika tillvägagångssätt för att undervisa i bokstavsinlärning och hur de granskade elevernas förkunskaper samt deras användning av bedömningsstöd och diagnoser.

  • 337. Thogersen, Jacob
    et al.
    Airey, John
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style2011Inngår i: English for specific purposes (New York, N.Y.), ISSN 0889-4906, E-ISSN 1873-1937, Vol. 30, nr 3, s. 209-221Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper investigates the consequences of L2 use in university lectures. Data in the study stem from parallel lectures held by the same experienced lecturer in Danish (L1) and English (L2). It is found that the lecturer takes 22% longer to present the same content in L2 compared to L1, and that the lecturer speaks 23% more slowly in L2 than in L1. In the second part of the paper these differences are investigated through a qualitative analysis of parallel extracts from the same data set. Here it is found that when teaching in English the lecturer uses a higher degree of repetition and adopts a more formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed.

  • 338.
    Thornberg, Göran
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    High performing students’ attitude towards motivation in English classes2013Independent thesis Basic level (university diploma), 5 poäng / 7,5 hpOppgave
    Abstract [en]

    This study aims towards high performing students’ perspective on motivation and how they consistently obtain high grades in English classes. Different characteristics from Skolverket’s study that were common for high performing students along with Reeve’s self-determination theory was used as background research. Qualitative interviews were used to analyse the high performing students’ perception of how they are challenged in English classes and how they motivate themselves. The results show that high performance in English classes is not so much an innate ability, which some are born with, but rather a question of motivation and character.

  • 339.
    Toth, Jeanette
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    English first Policy and practice in a Swedish EMI primary class2017Inngår i: Journal of Immersion and Content Based Language Education, ISSN 2212-8433, E-ISSN 2212-8441, Vol. 5, nr 2, s. 214-237Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This case study explores the questions of how national and local education policies address languages of instruction for a Swedish compulsory school offering English-medium instruction (hereafter EMI) as well as how these policies are interpreted and implemented in practice. Critical discourse analysis provides a framework for examining the relationship between stated and enacted policies at the various institutional levels. Methods from linguistic ethnography yielded rich data including classroom observations, interviews, and artifact collection over a period of three school years in grades four through six. Findings from the study reveal discourses of language hierarchies, a native speaker ideal privileging English and practices that reflect varying degrees of language separation. While Swedish is occasionally used to support English-medium content learning, there is little space for students' mother tongues in the mainstream classroom. The findings from this study have implications for how stakeholders may put language-in-education policies into practice in EMI programs.

  • 340.
    Toth, Jeanette
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    English-medium instruction for young learners in Sweden: A longitudinal case study of a primary school class in a bilingual English-Swedish school2018Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. 

    In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. 

    Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, in Study II, which explored stakeholder beliefs about the EMI program, it was found that while English was highly valued among the participants and Swedish was considered to be a source of support for students in the English-medium classroom, other languages were mostly invisibilized in the mainstream classroom. However, despite a prevailing belief that students learned English naturally through language immersion by being "forced" to use it to communicate with the native English-speaking teachers, there were also concerns about implications for students' development of subject-specific Swedish. Finally, in Study III, analysis of language choices in English-medium Science and Mathematics lessons revealed how the use of English and Swedish could function as resources for teaching and learning

    Although the findings from this case study may not necessarily apply to other English-medium programs, they nonetheless have implications for policymakers at the national and local levels, as well as for teachers and students involved in such programs. Ideological assumptions about languages and language learning have been shown to shape both policy and practice within educational contexts such as the school in this study. It is therefore imperative that stakeholders are made aware of the challenges involved with teaching and learning in an additional language, so that these programs can be organized in a way that promotes content learning as well as learners' multilingual development.

  • 341.
    Toth, Jeanette
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Stakeholder beliefs in English-medium instruction for young learners in SwedenInngår i: Artikkel i tidsskrift (Fagfellevurdert)
  • 342.
    Toth, Jeanette
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Agency and Affordance in Translanguaging for Learning: Case Studies from English-medium Instruction in Swedish Schools2017Inngår i: New Perspectives on Translanguaging and Education / [ed] BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Bristol: Multilingual Matters, 2017, s. 189-207Kapittel i bok, del av antologi (Fagfellevurdert)
  • 343.
    Toth, Jeanette
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Paulsrud, BethAnne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för svenska och flerspråkighet, Centrum för tvåspråkighetsforskning.
    Translanguaging Practices and Perspectives: Case Studies from English-Medium Instruction in Swedish Schools2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation addresses language alternation in English-medium instruction (EMI) lessons as related to the concept of translanguaging, with a focus on the practices and perspectives of teachers and students in two Swedish schools offering EMI. The research questions were as follows:

    1) What patterns of language alternation can be found in the EMI classroom?

    2) What are the functions of language alternation in the EMI classroom?

    3) How do teachers and students view the use of English and Swedish in these classrooms?

    The studies, based in linguistic ethnography, included classroom observations and interviews with teachers and students in one elementary school classroom and one high school classroom, as well as the collection of artifacts (e.g. lesson plans). In the thematic analysis of the rich data, key concepts emerged, including the notions of affordances and constraints, agency and translanguaging.

    The results indicate that language alternation is viewed as an affordance, allowing access to subject content and subject-specific language. Additionally, language choices reveal teacher and student agency in the EMI lessons. Teachers and students may use Swedish and English based on school policy as well as de facto classroom policies, although perspectives on language choice vary. In the elementary school, peer collaboration in Swedish provides support for comprehension and facilitates communication. Use of Swedish is, however, seen by the teacher as a constraint when it resists classroom policies. In the high school, the practice of translanguaging is not explicitly promoted, but is nonetheless a strategic feature of EMI. 

    While this multiple case study may not be generalizable to all EMI, the results suggest broader implications in terms of how both implicit and explicit language policies are implemented in classrooms. Awareness of the possibilities presented by the process of translanguaging may provide educators with a meaningful tool for the development of bilingual pedagogies.

  • 344. Tronnier, Mechtild
    et al.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Foreign accent: Influences of the sound system of Serbian on the production of Swedish L22015Inngår i: Proceedings of Fonetik 2015 / [ed] Svensson Lundmark, M., Ambrazaitis, G., van de Weijer, J., Lund: Lund University , 2015, s. 95-100Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Among the second language learners of Swedish from the group of first language speakers (L1) of the one of the standard languages that formed the pluricentric language Serbo-Croatian, Serbian currently seems to be most frequent L1. Based on recordings of L2-speech produced by two Serbian L1-speakers, living in Sweden, this contribution presents typical pronunciation features in L2-Swedish, in order to provide teachers with a better understanding of foreign accent characteristics when teaching Swedish as a second language.

  • 345. Tronnier, Mechtild
    et al.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Patterns of prominence in L2: Observations from learners of Swedish with L1s of diverse prominence properties2015Inngår i: Proceedings of the 18th International Congress of Phonetic Sciences / [ed] Maria Wolters, Judy Livingstone, Bernie Beattie, Rachel Smith, Mike MacMahon, Jane Stuart-Smith, Jim Scobbie, Glasgow: University of Glasgow , 2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Swedish has – like other Germanic languages – flexible stress placement, which underlies morphological rules and is also based on the individual word’s origin. The achievement of the correct usage when learning Swedish is challenging. As second language learners of Swedish in the classrooms present speakers of a variety of first languages (L1s), the opportunity has been taken to have a closer look on how stress in L2 is handled. For that reason, learners with Somali, Albanian, Vietnamese and Farsi as their first language were recorded when speaking L2-Swedish. These languages exemplify a variety of systems in regard to the usage of stress. The recorded speech was analysed and the observed way of administering stress in L2 was compared to the organisation of stress in L1.

  • 346. Tronnier, Mechtild
    et al.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Rhythmic contrast between Swedish and Albanian as an explanation for L2-speech?2015Inngår i: Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 / [ed] Elena Babatsouli, David Ingram, Chania, Greece: Institute of Monolingual and Bilingual Speech , 2015, s. 396-402Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Based on observations of the rhythmic structure of L2-speech produced by L1-speakers of Albanian – which suggest the occurrence of transfer – a study is presented here that compares durational aspects between the two languages. In order to do this, speech read by Swedish and Albanian L1-speakers was recorded and investigated, and normalized durational factors were analysed. The results, however, do not support the assumption that there is variation in the rhythmic structure between the two languages. According to the results, transfer cannot explain previous observations.

  • 347. Tronnier, Mechtild
    et al.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Syllable duration in L1 and its impact on the prominence level in L22015Inngår i: ISMBS 2015: Abstracts, 2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The correct production of contrast in prominence in a second language is challengingfor the learners. Not only is there the placement of stress on the appropriate syllable in the word that has to be learned, but also features which are used to express such a contrast have to be acquired, and to what extent they are used. Such features can be based on the variation of sound intensity, segment and/or syllable length, presence of tonal accents and degree of articulatory precision. Furthermore, the level of prominence of several syllables in an utterance is not just twofold, but can be primary, secondary or tertiary.When studying accented L2-speech of Swedish produced by L1-speakers of Albanian, it was not always clear which syllable in a word was carrying the highest level of stress. Therefore, one of the foreign accent features is not simply based on incorrect stress placement, but there is a need for further explanations. Observations from auditory analysis were that vowel quality reduction –as required in unstressed syllables in Swedish in most cases –was not carried out sufficiently. Visual inspection of the speech wave gave the impression that vowels seemed to be of similar length and at almost equal distance from each other, no matter if they were part of an anticipated stressed or unstressed syllable.Based on these observations, the current contribution aims to give an account for similarities or dissimilarities in syllable length between Swedish and Albanian produced by L1-speakers and L2-Swedish produced by Albanian L1-speakers. Hereby, the approach taken includes the measurements of syllable duration of spontaneous and read speech and the calculation of the nPVI. If the observation presented above is correct, the nPVI for Albanian L1-speech would have a lower value –referring to a language which is more similar to a syllable-timed-language –than the nPVI for Swedish L1-speech, similar to what is referred to as stress-timed. The analysis of the nPVI carried out on L2-Swedish speech, produced by L1-speakers of Albanian will then be compared to the indices received from L1-speech. It is assumed, that the nPVI of L2-Swedish is closer in value to the nPVI of L1-Albanian than to the nPVI of L1-speakers’ Swedish. The analysis of read speech is added here to rule out that the above stated observations were merely based on an artefact. Such an artefact could have been caused by the rather unnatural situation of language production when reading -when the subject’s attention is drawn to the text and effort is made to reproduce the text as clearly as possible.

  • 348. Tronnier, Mechtild
    et al.
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    The same or different: A comparison of the rhythmic structure of Swedish and Albanian2016Inngår i: Poznan Studies in Contemporary Linguistics, ISSN 1732-0747, E-ISSN 1897-7499, Vol. 52, nr 4, s. 745-762Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this contribution is to give an account of the similarities or dissimilarities of the speech rhythm of Swedish and Albanian. In this study, temporal features were focused on to ascertain rhythmic differences between the two languages. The interest for this study arose when a clear rhythmic variation was observed in the accented Swedish L2 speech produced by L1-speakers of Albanian, namely the lack of attributes like reduction in unstressed syllables. It was thus hypothesised that speakers of L1-Swedish would produce larger variation in length of vocalic and/or consonantal intervals than L1-speakers of Albanian. The recorded material comprised read speech produced by seven L1-speakers of both languages. Various acoustic metrics were applied to analyse the rhythm. Results show differences between Swedish and Albanian speech for both non-normalised and normalised metrics only for the vocalic intervals, but with an unexpected outcome. In that way, larger length variation for vocalic intervals in the Albanian material than in the Swedish material was found. Therefore, the occurrence of reduction phenomena also in Albanian can be stated. These findings contradict the assumption that transfer from L1-Albanian was the reason for lack of reduction in L2-Swedish, as observed previously.

  • 349. Tvingstedt, Anna-Lena
    et al.
    Morgan, Eva
    Salameh, Eva-Kristina
    Zetterholm, Elisabeth
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Flerspråkighet i skolan2018Inngår i: Språkutveckling och språkstörning hos barn, del 3: Flerspråkighet – utveckling och svårigheter / [ed] Eva-Kristina Salameh, Ulrika Nettelbladt, Lund: Studentlitteratur AB, 2018, s. 321-364Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 350.
    Tyglare, Sandra
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Responsstyrning: En studie av hur talutrymmet fördelas mellan nyanlända elever och lärare samt andraspråkselever och lärare2012Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Sammanfattning

    Det övergripande syftet med denna studie är att undersöka hur den lärarstyrda klassrumsinteraktionen kan te sig i olika undervisningsgrupper med svenska som andraspråk då kommunikation är en förutsättning för att människan ska lära och utvecklas. Det mer specifika syftet med den här studien är att undersöka hur responsstyrning tar sig i uttryck i undervisningen av svenska som andraspråk i en introduktionsgrupp för nyanlända elever med elever i årskurs 6, där syftet med undervisningen är att få eleverna att börja tala, respektive en sva-grupp. För att besvara mitt syfte har jag formulerat följande fyra frågeställningar: Vilka typer av talhandlingar använder lärarna sig av i dialog med andraspråkselever samt nyanlända elever? Vilka typer av frågor använder läraren sig av? Vilket talutrymme ges eleverna att svara på lärarens frågor? Hur tar eleverna tillvara på det talutrymme som de får? Den huvudsakliga metoden i detta arbete är fallstudie, där jag har observerat och audioinspelat en sva-grupp och en introduktionsgrupp. Med hjälp av grova transkriptioner fick jag fram följande resultat där lärarna använde sig av talhandlingarna frågor, upprepning av elevs kommentar, förklaring/ instruktion/vägledning, kritik, beröm/uppmuntran, direkt uppmaning, bekräftelse och berättelse/läser. Kategorierna frågor och förklaring/instruktion/vägledning förekom flest gånger och kategorin kritik förekom minst antal gånger. Den frågeform som lärarna använde sig mest av, 83 % i introduktionsgruppen respektive 71 % i sva-gruppen, var syntaktisk form, där frågorna antingen inleddes med ett frågeord (vad, vem, vilka, hur etc.) eller hade omvänd ordföljd med det finita verbet först. De andra formerna som förekom, dock i något mindre skala, var evokativa partiklar, evokativ prosodi, lucklämning samt ingen explicit uppmaning till svar. Den frågetyp i responsstyrningen som dominerade i de båda observerade grupperna var den neutrala (positiva) ja/nej-frågan ca 30 respektive 41 procent av frågorna. De övriga frågorna som förekom i båda grupperna var öppen fråga, fokuserad fråga, styrande ja/nej-fråga, alternativ fråga, retorisk fråga, ingen explicit uppmaning till svar samt uppskjutande fråga. Eleverna i de observerade grupperna stod för ca 40 % av talhandlingarna och ca 20 % av antalet ord och lärarna för ca 60 % av talhandlingarna och ca 80 % av antalet ord. Eleverna i båda grupperna tog tillvara på det talutrymme som lärarna inbjöd till, i sva-gruppen oftast med hela minimalt adekvata meningar och i introduktionsgruppen oftast med enstaka minimalt adekvata ord.

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