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  • 1.
    Haukås, Åsta
    et al.
    Institutt for fremmedspråk, Universitetet i Bergen.
    Malmqvist, Anita
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    Sprachbewusstheit und Fremdsprachenlernen: Inwiefern fördert die Grammatik in skandinavischen DaF-Lehrwerken die Sprachbewusstheit der Lernenden?2016In: Zeitschrift für Interkulturellen Fremdsprachenunterricht, ISSN 1205-6545, E-ISSN 1205-6545, Vol. 21, no 2, p. 13-26Article in journal (Refereed)
    Abstract [en]

    This article studies to what extent a sample of Scandinavian textbooks for young learners of German as a foreign language have the potential to promote language awareness. Using a short overview of relevant aspects of research on foreign language learning as well as descriptions of national curricula for compulsory school as background, grammar descriptions and exercises are analysed. Even though there are many similarities between the Norwegian and Swedish curricula, the number of explicit grammar descriptions and exercises is extensively higher in the Norwegian textbooks. However, in all textbooks the learners are only rarely asked to observe language, talk about language and draw their own conclusions. The main result is therefore that the textbooks contribute to promoting language awareness to a very limited extent.

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  • 2.
    Jendis, Mareike
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Malmqvist, AnitaUmeå University, Faculty of Arts, Department of language studies.Valfridsson, IngelaUmeå University, Faculty of Arts, Department of language studies.
    Text im Kontext 9: Beiträge zur 9. Arbeitstagung schwedischer Germanisten, 7.–8. Mai 2010, Umeå2011Collection (editor) (Refereed)
    Abstract [de]

    Die erste Arbeitstagung schwedischer Germanisten fand 1998 in Umeå statt. Seitdem wurde sie mehr oder weniger regelmäßig an verschiedenen Uni­versitäten Schwedens, inzwischen unter dem Titel Text im Kontext, abgehalten. Und am 7. und 8. Mai 2010 war nun wieder Umeå an der Reihe, die Tagung auszurichten.

    Die Arbeitstagungen führen Germanistinnen und Germanisten ver­schiedener Forschungsbereiche zu einem Austausch zusammen. Sprach- und Literaturwissenschaft ist genauso vertreten wie Fachdidaktik.

    Die Vielzahl der Forschungsinteressen zeigte sich auch bei dieser 9. Tagung, bei der 12 Vorträge zu verschiedenen Bereichen germanistischer Forschung gehalten wurden.

    Die Hälfte dieser Vorträge erscheint in diesem Band. Allen gemeinsam ist, dass gesprochene oder geschriebene Texte den Ausgangspunkt der wissenschaftlichen Überlegungen bilden. Doch auch hier zeigt sich die große Spannweite der Themen, weshalb die einzelnen Beiträge auch nicht nach inhaltlichen Gesichtspunkten sortiert wurden, sondern in alphabetischer Reihenfolge erscheinen.

    Die nächste, 10., Arbeitstagung wird 2012 in Stockholm stattfinden.

     

    Die Herausgeberinnen

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  • 3.
    Knospe, Yvonne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Malmqvist, Anita
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    Successful communication despite limited linguistic resources2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Umeå universitet , 2015, p. 171-185Chapter in book (Other academic)
  • 4.
    Knospe, Yvonne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Malmqvist, Anita
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    Observing writing and website browsing: Swedish students write L3 German2019In: Observing writing: insights from keystroke logging and handwriting / [ed] Eva Lindgren and Kirk P.H. Sullivan, Leiden: Brill Academic Publishers, 2019, p. 258-284Chapter in book (Refereed)
  • 5. Larsson Ringqvist, Eva
    et al.
    Valfridsson, IngelaUmeå University, Faculty of Arts, Modern Languages.
    Forskning om undervisning i främmande språk: rapport från workshop i Växjö 10-11 juni 20042005Collection (editor) (Other academic)
  • 6. Larsson Ringqvist, Eva
    et al.
    Valfridsson, IngelaUmeå University, Faculty of Arts, Modern Languages.
    Forskning om undervisning i främmande språk: Rapport från workshop i Växjö 10–11 juni 20042005Conference proceedings (editor) (Refereed)
  • 7.
    Malmqvist, Anita
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, IngelaUmeå University, Faculty of Arts, Department of language studies.
    Identity and Power in the Language Classroom2008Conference proceedings (editor) (Refereed)
  • 8.
    Malmqvist, Anita
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, IngelaUmeå University, Faculty of Arts, Department of language studies.
    Identity and power in the language classroom2008Collection (editor) (Other academic)
  • 9.
    Malmqvist, Anita
    et al.
    Umeå University, Faculty of Arts, Modern Languages.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Modern Languages.
    Interkulturelles Verstehen als Lernziel in Lehrerausbildung und Schule2006In: Interkulturelle KompetenzArticle in journal (Refereed)
  • 10.
    Malmqvist, Anita
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    The group as a resource for learning2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Umeå universitet , 2015, p. 127-140Chapter in book (Other academic)
  • 11.
    Mareike, Jendis
    et al.
    Umeå University, Faculty of Arts, Modern Languages.
    Malmqvist, AnitaUmeå University, Faculty of Arts, Modern Languages.Valfridsson, IngelaUmeå University, Faculty of Arts, Modern Languages.
    Norden und Süden: Festschrift für Kjell-Åke Forsgren zum 65. Geburtstag2004Collection (editor) (Other academic)
  • 12.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Modern Languages.
    "Analysera lite grann själv", "överföra mönster" eller "plugga som en gris": Om begreppsbildning och främmandespråksutveckling2006In: Språkforskning på didaktisk grund: Rapport från ASLA:s höstsymposium Växjö, 10–11 november 2005, 2006, p. 284–297-Conference paper (Refereed)
  • 13.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    Kunskapsmonopol eller majoritetsbeslut?: Om samtal kring kollaborativa uppgifter i språkundervisningen2009In: Språkdidaktiska perspektiv: Om undervisning och lärande i främmande språk, Stockholm: Liber , 2009, 1, p. 33-48Chapter in book (Other academic)
  • 14.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    Nebensätze in Büchern und Köpfen: Zur Bedeutung der Begriffsvorstellungen beim Fremdsprachenerwerb2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The benefits of explicit knowledge for language learning is a much debated issue. In this study this question is approached from a new perspective since it focuses on the correlation between students’ concept images and their language ability. The focused concept is the subordinate clause in German. By means of a short written test the performance of 12 Swedish university-level students in three types of tasks was elicited: translating, correcting an erroneous text and commenting on grammatical differences in parallel German and Swedish texts. The students were asked to think aloud, but complementary questions were also asked if verbalizations were not lucid. A semi-structured interview that focused on school experiences, attitudes towards language learning and grammatical concepts followed. One year later the same procedure was repeated with three of the students who had successfully finished their first year of German.As for the concept images many students had only blurred conceptions of subordinate clauses, especially when they did not have access to texts to refer to. When they had the help from artefacts they often focused on visual clues such as subjunctions and verb position. Many verbalized statements were simply wrong. A common concept image described the subordinate clause as positioned after the main clause with the function of adding extra information. This led to the conclusion that the relative clause is the prototypical subordinate clause.Despite the often vague concept images, most students had no difficulty in producing subordinate clauses or in correcting a text with word order errors. Interestingly, the relative clause proved to cause the most problems.The fact that the students were able to produce subordinate clauses, but not able to explain their chosen solution indicates implicit knowledge. This in turn gives reason to believe that students have formed their own natural concepts from experience and not learned a well defined scientific concept. The students in this study could also be seen to represent stages in the concept building process that begins with a category ‘sentence’. Step by step different types of subordinate clauses break loose and form a new category ‘subordinate clause’. With time the attributes become more refined.The analysis of four Swedish grammars of German showed that three of them had content shortcomings, whereas the fourth placed too much emphasis on linguistic correctness which would leave the learners behind.In the last chapter implications for grammar writing and grammar teaching are discussed. One key point is the necessity of opportunities to verbalize your thoughts since this promotes learning

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  • 15.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Modern Languages.
    Wer hat eigentlich gesehen?2004In: Norden und Süden: Festschrift für Kjell-Åke Forsgren zum 65. Geburtstag, Insitutionen för moderna språk, Umeå universitet, Umeå , 2004, p. 259–270-Chapter in book (Other academic)
  • 16.
    Valfridsson, Ingela
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Tornberg, UlrikaPedagogiska institutionen, Örebro universitet.Malmqvist, AnitaUmeå University, Faculty of Arts, Department of language studies.
    Språkdidaktiska perspektiv: om undervisning och lärande i främmande språk2009Collection (editor) (Other academic)
1 - 16 of 16
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