Tesis sobre el tema "Motivations - fiction"
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Hodan, Omar. "Fiction as School Assignment". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35837.
Texto completoByno, Ashley. "The Nature of Things". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2655/.
Texto completoNielsen, Marie. "Elevperspektiv på motivation till skönlitterär läsning. : Fem elever i Åk 3 berättar om vad som motiverardem till att läsa skönlitteratur". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37939.
Texto completoThis essay is focusing on five pupils’ motivation towards reading literature. To better understand these pupils’ thoughts about reading and what it is that makes them want to read. Qualitative interviews with five pupils in third grade were performed. The informants were chosen according to categories of readers (Nyström, 2002), two of the pupils appreciate reading both in school and at home, two others do not appreciate reading to the same extent and one pupil is interested depending on what and when reading has to take place. The results show that according to the pupils, the narrative content and the level of excitement while reading have a big impact on their motivation. Another factor of impact is environmental change that is reading in another place outside the classroom. The informants also consider that if the teachers share their experiences about good stories they have read, this could elevate the pupils’ motivation towards reading. If a pupil has difficulties to read the idea that came from the interviewed pupils was that the teacher could sit with that pupil and read every other page in the book. The conclusion of this essay is that pupils have a lot of ideas about what motivates them to read and how a teacher could integrate these ideas in their teaching.
Sandell, Li-Sandra. "Harry Potter and the Order of the Grammar : A Study of Opinions on Using Fiction in Grammar Teaching". Thesis, Jönköping University, School of Education and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-806.
Texto completoThe aim of this essay is to investigate teachers’, students’ and researchers’ opinions on the idea of using literature to motivate students into learning grammar. How is and how could authentic texts be used in grammar teaching?
My research is based on a questionnaire given to 23 students at an upper secondary school after participating in a lesson constructed to try out the essay thesis. The essay is also based on literature on the subject and three personal interviews.
The students were very positive towards the idea and stated that it would feel more real to be taught grammar from real texts. The teachers did not want to teach grammar sections as before. Instead they choose to use a more individual response strategy which they feel gives better results. The idea of giving individual response as a way of grammar teaching is also advocated in the background. The idea of using real texts instead of a textbook is given both positive and negative credit.
Sandin, Emma. "Vad gör du istället för att läsa? : En fallstudie om elevers attityd till skönlitteratur". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37493.
Texto completoBarchow, Winberg Martin. "Fiction and revolutions Thematic work – an including and engaging pedagogy situation". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33121.
Texto completoThe purpose of this work of development is to provide a proposal on how teachers can engage and motivate more students to strive to achieve the goals in Swedish and history in high school. Based on previous research, various theorists, the curriculum of primary education in 2011 and the new curriculum for Swedish history and form a development that is based on a thematic approach in which literature is central to the theme and where teaching materials are replaced with various diverse elements that movie, museum visits, guest speakers, etc. The theme is called revolutions of the era and deals with 1700 - 1800 with a focus on French Revolution, ideologies and the social currents that result from it. Students work in groups and with three individual tasks. Theme work spans six weeks and a total of 30 hours. The issues were the subject of the essay is: How can you work educationally to get more students interested, engaged and make them feel included in order to seek to achieve the goals? How can we as teachers work pedagogically to have more time with their students? How can one based on different learning theories to create a larger context and give a greater motivation for students in their teaching?
Berry, Jessica y n/a. "Re:Collections - Collection Motivations and Methodologies as Imagery, Metaphor and Process in Contemporary Art". Griffith University. Queensland College of Art, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070327.151934.
Texto completoBerry, Jessica. "Re:Collections - Collection Motivations and Methodologies as Imagery, Metaphor and Process in Contemporary Art". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365478.
Texto completoThesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Full Text
Lotun, Martina. "”Can we dramatize it? Please!” : Drama som motivation i skönlitterärt läsande i SVA". Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16893.
Texto completoMotivation is an important component of success in second language acquisition, as the process is both time-consuming and involved (Gass & Selinker, 2008, p. 426). According to Skolverket, the reading and analysis of fiction is a subject requirement in Swedish as a second language (Skolverket, 2011, s. 2). Books with incomprehensible words can be perceived as insurmountable obstacles in SLA, and motivation can be the driving force prompting the learner to conquer these unavoidable hurdles and distractions. The aim of this close study of an eight-year-old child in second grade was to analyze how drama as a motivation tool affected the learner’s reading experience and how the child expressed their related feelings. Consequently, the study is a qualitative, phenomenological study of a student with English as their L1. Audio recordings were used to document the drama-related activities used in the reading of the book, as well as the student’s reactions. For the analysis, parts of the recordings were transcribed. The results showed that the student’s commitment, empathy, and motivation regarding the reading increased when drama was used. The learner acted as if they were in front of an audience, laughed and screamed, illustrated with their body, embodied the characters emphatically, improvised, and read with increased conviction and understanding. Additionally, the learner verbally expressed their joy by asking: “Can we dramatize it? Please!”
Olofsson, Anna y Emelie Persson. "Att motivera elever till läsning : En intervjuundersökning om hur lärare i årskurs 1–3 säger sig arbeta med läsmotiverande strategier". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75907.
Texto completoKarlsson, Sofia. "Allt börjar med en bra bok : En kvalitativ studie kring lärares tankar om läsning och motivation". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37888.
Texto completoOne of the most important purpose of the education system is to give students a lifelong desire to learn. At the moment one of five students do not enjoy reading. This is a problem because reading is one of the major sources of knowledge presented in school. The aim of this survey is to investigate teacher`s point of view in terms of reading and motivation. The questions that this survey is grounded on are following: - What strategies do teachers have for increasing student's motivation for learning? - How is the literature chosen? To answer these question formulations qualitative interviews have been used. Four teachers teaching in grades 4-6 has been interviewed. The result shows that teachers do take their role as a motivator for students to read, as important. All the contributed teachers have an intentional plan for how to work with reading comprehension, reading groups and teachers reading aloud to the class. How they motivate their students to read differs between the educationalists but have the similarity of having a plan for doing so. One interesting thing about the result is how the teachers describes the features of the book as an important element according to student's motivation but that the task of picking a book lies with the students alone. The survey's discussion is based on these two counterparts.
Eklund, Emelie. "Att läsa sakprosa : En studie om läsundervisning av sakprosa i årskurs 2". Thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120585.
Texto completoTingsén, Fanny. ""När man väl kommit in i boken, då är det dags att sluta" : En kvalitativ studie om hur elever i årskurs 6 besrkiver att lärares förhållningssätt till skönlitteratur i undervisningen påverkar deras motivation och läsintresse". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53500.
Texto completoResults from the PISA survey 2018, in relation to the survey conducted in 2015, show that students’ attitudes to reading have become increasingly negative and that reading has decreased, especially among students in Sweden. Despite continuous education in terms of developing teachers’ didactic approaches to create good conditions for everyone to develop into good readers, something goes wrong in the children’s encounter with the literature in school. The purpose of the study is to investigate how students in year 6 describe their experiences and perceptions of literature teaching in the Swedish subject and which working methods the students consider has a positive and negative impact on their motivation and interest in reading. The study is based on the self-determination theory and data collection was achieved through semi-structured interviews based on a qualitative approach. The results show a variation of which working methods students appreciate in literature teaching. Common to how the students describe the literature teaching was that the choice of book, the reading environment, clarification of the purpose with the reading and that meaningful assignments are crucial for the attitude to the activity. The results indicate that if the importance of fiction is not reflected in the classroom, the value of reading is not reflected in the students either, which in turn affects their motivation.
Axelsson, Frida. "Skönlitteratur - "något av det viktigaste vi gör" : En kvalitativ studie om hur lärare arbetar med lässtrategier och motivation". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84308.
Texto completoThe purpose of this study was to increase our understanding of how teachers in grade 4-6 relate to different reading strategies for reading fiction and how teachers motivate students to read works of fiction. The method used in this study was qualitative interviews with a high degree of standardization and a low degree of structuring. The study included 10 teachers. The qualitative interviews were conducted through digital video meetings. The results showed that most teachers used reciprocal teaching, through Läsfixarna from En läsande klass. Teachers in the study also agreed that literature discussion and repeated reading are two other methods that work well. Through the interviews, the teachers all agreed that working with fiction has several purposes. These purposes were to have texts in common that the class could discuss, and to let the students develop better understanding for other people and cultures through fiction. The teachers worked with increasing the students’ motivationpartly through reading for the students and letting the students encounter a lot of different kinds of books and genres, partly through letting the students participate in choosing what kind of books they would like to hear or read. To let the students’ encounter different kinds of books and genres was a consistent answer from many of the teachers in the study. The teachers also believed that the library and the librarian had a positive influence on students’ motivation ofreading fiction.
Almqvist, Johansson Linn. "Skönlitteratur - vägen till läsmotiverade elever? : En kvalitativ intervjustudie om hur lärare anser att skönlitterära bokval och arbetsmetoder påverkar elevers läsmotivation och läsutveckling". Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79225.
Texto completoThe purpose of the study was to investigate what classroom teachers working in grades F–3 consider affecting pupils’ reading motivation and how they perceive that fictional book choices and working methods affect pupils’ reading motivation and reading development. The background section begins with a description of how intrinsic and extrinsic motivation as well as how choosing fiction and teaching methods affects the pupils’ reading motivation and reading development. The study has its theoretical starting point in the sociocultural perspective and in the Self-determination theory. The data of the study has been gathered through qualitative semi-structured interviews with six different primary school teachers. The interviews were recorded as audio files to be transcribed and then be summarised with the different steps by the analysis method. The result shows that, in accordance with the previous research, the asked classroom teachers believe that reading motivation can increase pupils’ reading development. Since motivation is not constant, it is important that the primary school teachers always has the students interests and experiences in mind while working with fiction in order to maintain reading motivation. The result also shows that the classroom teachers as well as previous research think that time is crucial for the pupils to develop their reading motivation to the extent that they eventually can become part of our knowledge society.
Munson-Warnken, Megan Farley. "Gendering Fiction: A Mixed Methods Examination Of The Influence Of The "boy" Book/ "girl" Book Phenomenon On The Willingness To Read Of Young Adolescents". ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/611.
Texto completoRagnarsson, Rebecca. "Reading in the English classroom : A comparative study of attitudes to literature in vocational and academic programs in the first year of upper secondary school in Sweden". Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14604.
Texto completoDahlström, Britt. "Att läsa eller inte läsa - det är frågan : En studie om elevers tankar kring läsning av skönlitteratur". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27921.
Texto completoStudiens syfte är att beskriva hur elever ur årskurs fyra berättar om läsupplevelser i skolan och på fritiden, vad som motiverar dem att läsa samt hur skolan bidrar till att ge eleverna skönlitterära upplevelser. Studien bygger på fyra kvalitativa gruppintervjuer med totalt 18 elever, ur samma klass. De svar som jag har fått har analyserats utifrån ett receptionsteoretiskt perspektiv. Resultatet visar att en del elever är väldigt engagerade och älskar att läsa, medan andra mer eller mindre känner sig tvingade att läsa för att läraren säger att de ska läsa. Alla intervjuade elever skulle vilja läsa spännande, intressanta böcker, många känner dock att de inte får någon hjälp eller inspiration från varken sina lärare, föräldrar eller kamrater. De elever som jag har intervjuat beskriver att de aldrig diskuterar böckernas budskap med varandra, vad som sägs mellan raderna och inte heller begrepp de inte förstår. En viktig slutsats visar på att det är viktigt att välja litteratur som knyter an till eleverna och att den befinner sig på rätt textnivå för dem.
Andrén, Johanna. "Undervisningsmoment kopplat till skönlitteratur och elevers läsmotivation : En kvalitativ intervjustudie med svensklärare i grundskolans årskurs 4-6". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49193.
Texto completoKalogeropoulou, Konstantina. "Den svårfångade läslusten. : En systematisk litteraturstudie om hur läraren kan främja läslusten för skönlitteratur hos gymnasieelever". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85092.
Texto completoThis essay examines how teachers can encourage the desire to read fiction in high school students. More specifically, the goal of this essay is to examine what research says about how teachers can encourage the desire to read fiction, but also how teachers can shape and lead education to encourage the desire to read fiction. The method used is a systematic literature study of existing research. The results show that there are many ways that a teacher can encourage the desire to read. By using a suitable leadership style, participating in literary conversations, choosing literature according to students’ interests and reading abilities, developing students’ self-image and being a literary role model, a teacher can encourage the desire to read in high school students.
Peci, Florina y Johanna Christensson. "Läsförståelsens viktiga roll : En undersökning av hur fyra lärare i årskurs tre arbetar med att främja elevers läsförståelse". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105465.
Texto completoOusby, Louise. "Whatever it takes : an exploration of writing tools and strategies for completing a novel". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/32182/1/Louise_Ousby_Exegesis.pdf.
Texto completoWells, Jopling Rebecca. "Awareness of author motivation in adolescents' responses to fictional narrative". 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=968346&T=F.
Texto completoFuWei, Sun y 孫復威. "A Study of the Motivation, Personality Traits, and Behavior Watching Military Science Fiction Movies among the University Students". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/60363644120304434686.
Texto completoKe, Yi-Qing y 柯宜青. "THE INTEGRATION OF E-BOOKS INTO AN ADOLESCENT FICTION READING PROGRAM TO ENHANCE UNIVERSITY NON-ENGLISH-MAJORS’ ENGLISH PROFICIENCY AND LEARNING MOTIVATION". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/92293837489278075352.
Texto completo國立屏東教育大學
英語學系
100
This study aimed to explore the effects of e-book integrated into an adolescent reading program on non-English majors’ English proficiency and learning motivation. The participants were 22 non-English-majored students studying at National Pingtung University of Education. During the experiment, they were requested to read paper fiction and e-books simultaneously and complete assigned reading tasks. After the 18-weeks’ experiment, the major findings are listed as below: 1. The adolescent reading program combined with e-books did enhance the students’ English learning motivation, and most of the students expressed that the course definitely triggered their motivation as well as cultivated their interest in English learning. 2. The reading program had a significant effect on students’ English proficiency. After receiving the intensive reading training, most students scored much higher than before. 3. The application of the two tracks of reading materials was a good way for students to select what to read based on their own English ability and interest, which enabled them to become autonomous learners. 4. The course brought the students a new and interesting learning experience and multifaceted reading activities not only made them express their own ideas actively but helped them learn different language skills. The results of the study show that the application of e-book integrated into an adolescent reading program positively influenced university students’ English learning. Therefore, the researcher suggests English teachers make good use of the two tracks of reading materials to facilitate university students’ English proficiency and learning motivation.
MALÍKOVÁ, Andrea. "Sugestopedie jako inspirace pro výuku anglického jazyka v kontextu zájmového vzdělávání dospělých". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-204728.
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