Author:
Publisher:
ISBN: 9789172274105
Category : Faktaböcker barn
Languages : fr
Pages : 2

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Author: Norstedts förlag
Publisher:
ISBN:
Category : Foreign Language Study
Languages : sv
Pages : 1594

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Author:
Publisher:
ISBN:
Category : Philology, Modern
Languages : en
Pages : 1068

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Author: Monica Karlsson
Publisher: Channel View Publications
ISBN: 1800415265
Category : Language Arts & Disciplines
Languages : en
Pages : 289

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Book Description
This book offers a comprehensive investigation into advanced students’ knowledge of vocabulary in their L1 and L2. As a cross-sectional study, it examines the quantitative aspects of students’ vocabulary knowledge through parallel tests of upper secondary level vocabulary, specialised vocabulary, and advanced vocabulary in both their L1 and L2. It also, primarily in qualitative terms, investigates students' L1 and L2 knowledge of polysemous words, lexical fields of near synonyms and false friends. Knowledge of derivative forms, idioms, proverbs, idiomatically used prepositions and multi-word verbs offer insights into both the breadth and depth of students’ L1 and L2 vocabulary knowledge. Finally, it considers the extent to which students’ results can be attributed to differences between inferencing skills in their L1 and L2. In each subfield, the pedagogical implications of the findings are discussed. This book will be of interest to teachers and researchers focusing on the teaching and learning of vocabulary.

Author:
Publisher:
ISBN:
Category : Database industry
Languages : en
Pages : 1756

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This is a guide to computer-readable databases available online, in CD-ROM format, or in other magnetic formats. Details include database descriptions, costs, and whom to contact for purchase. The material is indexed alphabetically, and by subject, vendor, and producer.

Author: Jens Erik Mogensen
Publisher: ISSN
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 372

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Book Description
The series features monographs and edited volumes on the topics of lexicography and meta-lexicography. Works from the broader domain of lexicology are also included if they strengthen the theoretical, methodological and empirical basis of lexicography and meta-lexicography. The volumes focus on aspects of lexicography such as micro- and macrostructure, typology, history of the discipline, and application-oriented lexicographical documentation.

Author: Håkon Hermanstrand
Publisher: Springer
ISBN: 3030050297
Category : Foreign Language Study
Languages : en
Pages : 187

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This open access book is a novel contribution in two ways: It is a multi-disciplinary examination of the indigenous South Saami people in Fennoscandia, a social and cultural group that often is overlooked as it is a minority within the Saami minority. Based on both historical material such as archaeological evidence, 20th century newspapers, and postcard motives as well as current sources such as ongoing land-right trials and recent works of historiography, the articles highlight the culture and living conditions of this indigenous group, mapping the negotiations of different identities through the interaction of Saami and non-Saami people through the ages. By illuminating this under-researched field, the volume also enriches the more general debate on global indigenous history, and sheds light on the construction of a Scandinavian identity and the limits of the welfare state and the myth of heterogeneity and equality.

Author:
Publisher:
ISBN:
Category : Scandinavian languages
Languages : sv
Pages : 696

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Book Description

Author: V. L. Petti
Publisher:
ISBN: 9789172272668
Category :
Languages : en
Pages :

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Book Description

Author: Lars Wallner
Publisher: Linköping University Electronic Press
ISBN: 9176854191
Category : Education
Languages : sv
Pages : 170

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Book Description
Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics. Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.