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Auswahl der wissenschaftlichen Literatur zum Thema „Engelska läsförståelse“
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Zeitschriftenartikel zum Thema "Engelska läsförståelse"
Olsson, Eva, Sofia Nilsson und AnnaKarin Lindqvist. „Test-taker feedback i utvecklingsprocessen av nationella prov i engelska“. Acta Didactica Norge 12, Nr. 4 (12.12.2018): 14. http://dx.doi.org/10.5617/adno.6288.
Der volle Inhalt der QuelleDissertationen zum Thema "Engelska läsförståelse"
Hultkrantz-Bremler, Birgitta. „Läsförståelse eller litterära föreställningsvärldar : Litteraturpedagogisk diskurs inom gymnasieämnet engelska“. Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3476.
Der volle Inhalt der QuelleReading and analyzing literature has a long tradition of being an essential part of the teaching of English in Sweden. As the offers of entertainment have increased in popular culture with the introduction of computer games, internet and other media, interest in reading novels has decreased. Literature is still a compulsory part of English teaching and the question is how teachers of today use literature and what kind of literary instruction they use.
The aim of this study is to explore and discuss the literary instruction discourse in pedagogical texts, lessons, created by and for English teachers of Swedish Upper Secondary Schools. The lessons have been collected from the site lektion.se, where teachers are able to share knowledge and lessons. The study uses an analytical method based on Norman Fairclough´s Critical Discourse Analysis in order to analyze the lessons. In the analysis aspects of language, intertextuality and assumptions are discussed. As a theoretical base, Louise M. Rosenblatt´s and Judith Langer´s ideas of reader centered literary instruction is used as well as Design Theory.
The result of the study shows that the overall discourse is text orientated and, with few exceptions, there is little room for students to contribute to a creative, personal experience of literature. Furthermore, it is shown that literary texts are often used as an exercise of reading comprehension and specific literary reading is scarce. The study postulates that more effort should be put into involving the students in the reading, and less effort on literary terminology.
Härder, Maria, und Malin Andreasson. „Engelska - ett ämne för alla? : En undersökning om relationen mellan ordavkodning och läsförståelse i engelska“. Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9172.
Der volle Inhalt der QuelleLearning a foreign language, reading and writing disabilities
Björemark, Emma. „Påverkan i lärares resonemang kring bedömning av läsförståelse i engelska“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30967.
Der volle Inhalt der QuelleThe aim of this study is to examine what factors can be noticed to have an effect in teachers' reasoning about assessing reading comprehension in English as a foreign language. Focus is on the thought styles that are brought out by the curriculum and the national test in the subject, but other factors are also examined. The study also looks into where teachers position themselves regarding the thought collectives connected to the different thought styles. The theory behind the study is that there are thought styles guiding people's actions within an institution. People who are governed by the same thought style are part of a thought collective. Different actors want to transfer different thought styles to the school. The curriculum, passed on to the schools by the Swedish government, governs the work of teachers. Moreover, Skolverket distributes their interpretations of this document by different advice and guidlines. Furthermore, the national tests in English as a foreign language may also be seen as a way of bringing out a thought style about how to form tests and assess pupils' results.The method used in this study is interview, which is appropriate when studying teachers' reasoning.This study shows that thought styles from the curriculum in English and the national tests in the subject affect teachers' reasoning about assessing reading comprehension in English as a foreign language. The teachers, however, do not agree completely with these thought styles. In addition to the above mentioned factors, the teachers' earlier professional experience has an impact on their reasoning. Furthermore, this study shows that there are local thought styles in different schools. Hence, the teachers in this study are parts of different thought collectives. Moreover, some teachers can be seen to position themselves outside some thought collectives examined in this study, while others are positioned within the thought collective.
Sjöö, Johan. „Engelsk läsförståelse genom multimodal text : Hur multimodal text påverkar elevers läsförståelse i engelskämnet i årskurs 5“. Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53838.
Der volle Inhalt der QuelleBeekhuis, Lovisa, und Kajsa Melldén. „Elevers användning av lässtrategier i ämnet engelska“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42718.
Der volle Inhalt der QuelleLindqvist, Christel, und Maria Gustafsson. „Läsförståelse i engelska som främmande språk : Avkodning är flaskhalsen för elever i lässvårigheter“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148809.
Der volle Inhalt der QuelleThe purpose of this study was to investigate, describe and analyze variations and relationships regarding language comprehension, decoding and reading comprehension in Swedish and English and determine the importance of these components for students who learn English as a foreign language. The study was based on The Simple View of Readingand The Linguistic Coding Differences Hypothesis, which form the basis for the description and interpretation of the study's results. Twenty-four students in reading difficulties and thirty students with typical reading ability participated in the study. They were in the fourth grade and went to eight different schools located in the south of Sweden. These students conducted six tests; three in Swedish and three in English. The results showed that students in reading difficulties performed significantly worse than typical readers on all tests, except for the one that tested language comprehension in Swedish. The study shows that an individual's decoding ability is crucial for reading comprehension in English as a foreign language. This applies to both typical readers and students in reading difficulties, as also shown in previous research in other countries. The study's conclusion is that all students must be given the opportunity to practice and develop their decoding skills in English to achieve a good reading comprehension in English.
Thomasson, Fannie, und Anna Nielsen. „Hur arbetar lärare med läsning? : en studie om lärares beskrivningar gällande val av engelska texter och arbetssätt för läsning på engelska“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29264.
Der volle Inhalt der QuelleBeekhuis, Lovisa, und Kajsa Melldén. „Betydelsen av elevers lässtrategier i engelska som andra- och främmandespråk“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42001.
Der volle Inhalt der QuelleEriksson, Jannicke, und Atole Maria Minerva Vargas. „Elevers läsförståelsestrategier på engelska : Finns det någon skillnad mellan nyanlända och svenskfödda elever?“ Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-46136.
Der volle Inhalt der QuelleKavalenka, Hanna. „Undervisning i lässtrategier: En fallstudie av nyanlända elevers väg till en mer reflerkterande läsning i engelska“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35462.
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