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Läsa för att lära: Om lärares och elevers inställning till skönlitteratur som verktyg i främmandespråksundervisning på gymnasiet
Umeå University, Faculty of Arts, Department of language studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to examine how teachers and pupils experience the use of fictional literature as a tool for language development in the teaching of English as a foreign language. Through surveys and interviews and with Vygotsky’s theory on development in a social environment as a theoretical base, I examine which methods are used to promote language development and also which functions pupils and teachers consider fictional literature to have in the teaching of English. Results show that teachers consider fiction to be among the top methods to get pupils to learn English. Teachers and pupils both favour the use of fun and stimulating reading activities as well as group activities where learning is social to go along with the reading of fiction. Furthermore, the syllabus is discussed and the use of it debated from both a teacher and pupil point of view in relation to the teaching of English through fictional literature.

Place, publisher, year, edition, pages
Keyword [sv]
engelska, dialogicitet, pedagogiska metoder, läsaktiviteter, styrdokument
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-104147OAI: diva2:818112
Subject / course
Examensarbete för lärarexamen
Educational program
Teacher Education Programme
Available from: 2015-06-08 Created: 2015-06-08 Last updated: 2015-06-08Bibliographically approved

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Läsa för att lära(1138 kB)51 downloads
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