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  • 1.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Fremdsprachliche Texte ganzheitlich bewerten2018In: LMS : Lingua, ISSN 0023-6330, Vol. 3, p. 43-46Article in journal (Other (popular science, discussion, etc.))
    Abstract [de]

    Im Rahmen meiner Doktorarbeit (Knospe 2017) stand ich vor der Aufgabe, die Qualität von fremdsprachlichen Schülertexten auf Deutsch wissenschaftlich zuverlässig zu bewerten. Die Beurteilung von Textqualität ist ein traditioneller Bestandteil der praxisorientierten Fremdsprachenforschung, auch wenn die Ansichten darüber, was Textqualität eigentlich ausmacht, stark auseinandergehen. 

  • 2.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Review of Frisch & Rymarczyk (2021): Current Research into Young Foreign Language Learners’ Literacy Skills2023In: Language Teaching for Young Learners, ISSN 2589-2053, Vol. 5, no 1, p. 110-113Article, book review (Refereed)
  • 3.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Schreibstrategietraining im Deutschunterricht: Textqualität und Schreibprozesse einiger schwedischer Lernender2019In: German as a Foreign Language, E-ISSN 1470-9570, no 2, p. 20-40Article in journal (Refereed)
    Abstract [de]

    Vor dem Hintergrund einer mangelnden fremdsprachlichen Kompetenz in der Drittsprache bei Schülerinnen und Schülern in ganz Europa (European Commission 2012) wird in diesem Beitrag der Einsatz von Strategie- und Lernbewusstheit fördernden Methoden im Drittsprachenunterricht thematisiert. Die Entwicklung von Textqualität und Schreib-prozessen einiger schwedischer Lernender in der Drittsprache Deutsch und unter dem Einfluss eines Schreibstrategietrainings wird beschrieben. Die Ergebnisse zeigen eine Verbesserung der Textqualität und geringe Veränderungen im Schreibverhalten, welche sich vor allem durch die abnehmende Nutzung von Online-Wörterbüchern und ein gesteigertes Vorkommen von Textrevisionen zeigten. 

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  • 4.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Sprache auf Mausklick? Zu digitalen Schreibhilfen im Fremdsprachenunterricht2018In: LMS : Lingua, ISSN 0023-6330, no 2, p. 40-44Article in journal (Other (popular science, discussion, etc.))
    Abstract [de]

    Der Einsatz des Computers ist in schwedischen Klassenzimmern eher die Regel als die Ausnahme. Für den Fremdsprachenunterricht bedeutet dies einen mehr oder minder gewollten Zuwachs an sprachlichen Hilfsmitteln: Übersetzungsmaschinen und Online-Wörterbücher liefern Lernenden vermeintlich Sprache auf Mausklick. Einen tatsächlichen Mehrwert haben die frei verfügbaren digitalen Nachschlagewerke jedoch nur dann, wenn Lernende sich deren Grenzen bewusst sind, bereits fortgeschrittene fremdsprachliche Kompetenz mitbringen sowie Strategien zur Informationssuche anwenden können.

  • 5.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Writing in a third language: a study of upper secondary students’ texts, writing processes and metacognition2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Learning an additional foreign language (usually referred to as a third language, L3) after English (L2) in formal settings seems to remain relatively unsuccessful in the European context (European Commission 2012), despite the reported advantages from extensive language learning experiences. Against this background the present thesis explores the potential benefits of a teaching approach focused on writing strategies and metacognitive reflections for L3 writing. The study investigates the influence of an intervention concerning the writing of argumentative texts in L3 German. Two classes with 15- and 16-year-olds from a Swedish upper secondary school participated. One class received writing instruction, the other one no special treatment. Texts were collected at three points in time. Additionally, seven students from the intervention class, the “focus students”, attended five individual writing sessions, in which their argumentative writing was recorded with keystroke logging and screen-recording software. After each writing session, individual stimulated-recall interviews were conducted. The development of L3 writing throughout the course of the intervention was investigated from three different perspectives: writing products, writing processes and metacognitive knowledge. Text quality was studied on the basis of a selection of class texts, which were scored both analytically and holistically. The writing processes were examined by automated and manual analysis of the conducted log- and screen-recording files. Metacognitive knowledge was analysed based on transcripts of stimulated-recall interviews. The findings show that only the texts of those students, who attended both the intervention and the individual writing sessions, including reflective interviews, improved in quality during the intervention. Further, these students slightly increased their writing fluency through higher text production rate and a shift from intense online-source use to more revisions. The investigation of metacognitive knowledge revealed a number of learner- and language-related variables, which seem to be decisive in understanding the interplay between learners’ attitudes, performance and strategic behaviour. The results suggest that writing practice is crucial, but learning to write can be further enhanced by including writing strategy instruction and metacognitive reflections in the foreign language classroom.

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  • 6.
    Knospe, Yvonne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Levlin, Maria
    Umeå University, Faculty of Arts, Department of language studies.
    Waldmann, Christian
    Linnéuniversitetet, Växjö, Sverige.
    Skrivande vid inlärningssvårigheter2022In: Skrivdidaktik i grundskolan / [ed] Eva Lindgren; Carina Hermansson; Annika Norlund Shaswar; Sofie Areljung, Lund: Studentlitteratur AB, 2022, 1, p. 281-305Chapter in book (Other academic)
  • 7.
    Knospe, Yvonne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Malmqvist, Anita
    Umeå University, Faculty of Arts, Department of language studies.
    Schreiben mit digitalen Hilfsmitteln: Suchstrategien und Anwendungsmuster einiger schwedischer Deutschlernender2020In: Zeitschrift für Interkulturellen Fremdsprachenunterricht, E-ISSN 1205-6545, Vol. 25, no 2, p. 157-179Article in journal (Refereed)
    Abstract [en]

    The use of freely available language learning resources on the Internet has become common practice among foreign language learners at Swedish schools. From a research perspective, however, little is known about the particular application patterns and strategies of learners when employing digital learning tools. The present study investigates how Swedish learners of German apply online dictionaries and machine-based language translators when writing texts. The results show eight highly heterogeneous patterns and strategies. These include the goal-oriented and systematic implementation of online searches in the writing process, the competent use of the online resources’ functions as well as the adequate integration of search results in their own texts.

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  • 8.
    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)
  • 9.
    Knospe, Yvonne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Palm, Linnéa
    Umeå kommun, Sverige.
    Berättelseskrivande på gymnasiesärskolan: en fallbeskrivning av utveckling av textkvalitet och skrivprocesser2021In: Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi / [ed] Gerd Pettersson; Oddbjørn Knutsen; Eva Silfver; Kristina Ström, Umeå: Pedagogiska institutionen, Umeå universitet , 2021, p. 28-47Chapter in book (Refereed)
    Abstract [sv]

    Kapitlet handlar om skrivutvecklingen hos en elev i gymnasiesärskolan med intellektuell funktionsnedsättning under en skrivintervention. Vi tar utgångspunkt i kognitivt orienterad skrivforskning som beskriver skrivandet som en komplex problemlösningsprocess som begränsas bl.a. av arbetsminnets kapacitet. Särskilt för elever med intellektuell funktionsnedsättning kan skrivande utgöra en stor utmaning. Strategiundervisning, som hjälper elever att strukturera skrivandets olika delar, har visat sig vara en framgångsrik metod för att främja dessa elevers skrivförmåga. I vår interventionsstudie med sex deltagare, varav vi visar resultat från en elev, fokuserade vi på strategin att planera en berättande text till en given bild. Deltagaren skrev tolv texter på dator, som vi analyserade gällande texternas kvalitet samt hur skrivprocesserna såg ut. Resultaten visar att den övergripande textkvaliteten förbättrades även om det finns en stor variation. Texterna hade en bättre kvalitet när eleven hade lyckats koppla dem till ett eget intresseområde. De största utmaningarna bestod i att beskriva berättelsens problemställning och skapa en s.k. spänningskurva. Gällande skrivprocesserna kunde små förändringar konstateras. Pauserna mellan ord och mellan meningar blev kortare, vilket kan vara en indikator för lägre kognitiv belastning under textproduktionen. Dessutom visade det sig att eleven överlag reviderade texterna i liten utsträckning och nästan inte alls på innehålls- och organisationsnivå.

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  • 10.
    Knospe, Yvonne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sturk, Erika
    Umeå University, Faculty of Arts, Department of language studies.
    Gheitasi, Parvin
    English Department, Dalarna University Falun, Sweden.
    Additional support for pupils with reading difficulties - a case study2023In: Education Inquiry, E-ISSN 2000-4508, Vol. 14, no 1, p. 145-161Article in journal (Refereed)
    Abstract [en]

    The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading competence stated for the subject Swedish in the national curriculum for compulsory school (grades 0–9) (Skolverkets statistikdatabas). In order to identify and support pupils with reading difficulties as early as possible, compulsory reading development assessments are conducted in grades 1, 3, 6 and 9 according to which all pupils displaying a delayed development are to receive additional support. The provision of this support is the responsibility of every municipality, but in what form and to what extent and duration it should be given is not prescribed. The present study aims to give insight into how Swedish policy reforms to improve reading ability among pupils in compulsory school are operationalised in one Swedish municipality during the school year 2018/2019. Further, the study seeks to exemplify how the policy guidelines are implemented at three schools and how policy and practice are related.

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  • 11.
    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)
  • 12.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Researching writing with observational logging tools from 2006 to the present2019In: Observing writing: insights from keystroke logging and handwriting / [ed] Eva Lindgren and Kirk P.H. Sullivan, Leiden: Brill Academic Publishers, 2019, p. 1-29Chapter in book (Refereed)
  • 13.
    Skein, Etienne
    et al.
    Independent researcher, South Africa.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting Advanced Multilingual Speakers as Individuals: Translanguaging in Writing2020In: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms / [ed] Georgios Neokleous, Anna Krulatz and Raichle Farrelly, Hershey PA, USA: IGI Global, 2020, p. 577-595Chapter in book (Refereed)
    Abstract [en]

    Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

  • 14.
    Skein, Etienne
    et al.
    Independent Researcher, South Africa.
    Knospe, Yvonne
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting advanced multilingual speakers as individuals: translanguaging in writing2022In: Research anthology on bilingual and multilingual education / [ed] Mehdi Khosrow-Pour; Steve Clarke; Murray E. Jennex; Ari-Veikko Anttiroiko, Hershey, PA: IGI Global, 2022, p. 1638-1656Chapter in book (Refereed)
    Abstract [en]

    Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

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