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  • 251. De Geer, Boel
    Instructions as speech acts1987In: On Communication: 4, Selected papers from a seminar arranged by the Department of Communication Studies, on 3-4 June, 1986 / [ed] Bengt-Göran Martinson, Linköping: Linköping : Kommunikation, Tema, Linköpings universitet , 1987, p. 39-48Conference paper (Other academic)
  • 252. De Geer, Boel
    Internationally Adopted Children in Communication: A Developmental Study1992Doctoral thesis, monograph (Other academic)
  • 253. De Geer, Boel
    The Boys from Colombia: A Study of the Language Switching Process of Internationally Adopted Children - The First Three Months After Adoption1990Licentiate thesis, monograph (Other academic)
  • 254. De Geer, Boel
    The language switching process of internationally adopted children1991In: The third Nordic Child Language Symposium: Oulu, 7-8 December 1990: symposiumraportti / [ed] Eila Alahuhta, Oulu: Oulun yliopisto , 1991, p. 149-158Conference paper (Other academic)
  • 255. De Geer, Boel
    Who takes whom?: Response-Analysis of mother-child interaction1991In: Lund Working Papers in Linguistics, ISSN 1652-0017, Vol. 38, p. 29-44Article in journal (Other academic)
  • 256. De Geer, Boel
    Who's got the model?: Problems in analyzing mother-child communication in dyads with internationally adopted children1988In: Lund Working Papers in Linguistics, ISSN 1652-0017, Vol. 33, p. 65-76Article in journal (Other academic)
  • 257.
    De Geer, Boel
    et al.
    Södertörn University, School of Discourse Studies, Swedish language.
    Malmbjer, AnnaSödertörn University, School of Discourse Studies, Swedish language.
    Språk på tvärs: rapport från ASLA:s höstsymposium, Södertörn, 11-12 november 20042004Conference proceedings (editor) (Other academic)
  • 258.
    De Geer, Boel
    et al.
    Södertörn University College, Avdelning 3, Swedish language.
    Tulviste, Tiia
    Södertörn University College, Avdelning 3, Swedish language.
    Behavior regulation in the family context in Estonia and Sweden2002In: Pragmatics: Quarterly Publication of the International Pragmatics Association, ISSN 1018-2101, E-ISSN 2406-4238, Vol. 12, no 3, p. 329-346Article in journal (Refereed)
  • 259.
    De Geer, Boel
    et al.
    Södertörn University, School of Discourse Studies, Swedish language.
    Tulviste, Tiia
    Södertörn University, School of Discourse Studies, Swedish language. University of Tartu, Estonia.
    "You are not supposed to pull someone's tail!": A cross-cultural comparison of socio-moral comments in Estonian and Swedish peer interaction2005In: Pragmatics: Quarterly Publication of the International Pragmatics Association, ISSN 1018-2101, E-ISSN 2406-4238, Vol. 15, no 4, p. 349-368Article in journal (Refereed)
  • 260.
    De Geer, Boel
    et al.
    Södertörn University, School of Discourse Studies, Swedish language.
    Tulviste, Tiia
    Södertörn University, School of Discourse Studies, Swedish language. Univesity of Tartu, Estonia .
    Mizera, Luule
    Regulation of behavior and attention in Estonian, Finnish, and Swedish peer interaction2005In: Pragmatics: Quarterly Publication of the International Pragmatics Association, ISSN 1018-2101, E-ISSN 2406-4238, Vol. 15, no 1, p. 1-24Article in journal (Refereed)
  • 261.
    De Geer, Boel
    et al.
    Södertörn University, Avdelning 3, Swedish language.
    Tulviste, Tiia
    University of Tartu, Estonia.
    Mizera, Luule
    University of Tartu, Estonia.
    Tryggvason, Marja
    Södertörn University.
    Socialization in communication: Pragmatic socialization during dinnertime in Estonian, Finnish and Swedish families2002In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 34, no 12, p. 1757-1786Article in journal (Refereed)
  • 262.
    Degerkvist, Carolina
    Södertörn University, School of Culture and Education.
    Med erfarenheten som utgångspunkt: En studie om den subjektiva erfarenhetens relation till det textdu som framträder i skriftlig sjukdomsinformation2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In order to convince, one must know which arguments are most suitable for the specific situation. But even if you think you know how others will react to your arguments, you may be wrong. Therefore, the purpose of this paper is to find out a way of examining to what extent informative text take account to the subjective views of their addressees. The theoretical framework is Blitzer's theory of the rhetorical situation, pragmatic theory of speech acts and their presuppositions, Burk´s theory of consubstantiality and phenomenographic theory of subjective perceptions. Methodologically, phenomenography has also been used as a guideline for selecting informants, collecting data and processing the interviews. The material analyzed consists interviews with four persons suffering from psoriasis, a brochure addressed to an unspecified audience with the same problem plus an interview with a spokesperson for the Swedish Psoriasis Association. The analysis reveals a clear difference in certain important respects between the subjective views of the intended reader and the implied addressees of the text, i.e. a lack of consubstantiality between sender and receiver. This points to a rhetorical problem when addressing an unknown audience without exploring their specific perceptions of concepts related to the transmitted information, a problem which may be grasped and perhaps to some extent even solved by applying a method similar to the one used in this study.

  • 263.
    del Valle Alcalá, Roberto
    Södertörn University, School of Culture and Education, English language.
    Contemporary Capitalism, Crisis, and the Politics of Fiction: Literature Beyond Fordism2019Book (Other academic)
    Abstract [en]

    Contemporary Capitalism, Crisis, and the Politics of Fiction: Literature Beyond Fordism proposes a fresh approach to contemporary fictional engagements with the idea of crisis in capitalism and its various social and economic manifestations. The book investigates how late-twentieth and twenty-first-century Anglophone fiction has imagined, interpreted, and in most cases resisted, the collapse of the socio-economic structures built after the Second World War and their replacement with a presumably immaterial order of finance-led economic development. Through a series of detailed readings of the words of authors Martin Amis, Hari Kunzru, Don DeLillo, Zia Haider Rahman, John Lanchester, Paul Murray and Zadie Smith among others, this study sheds light on the embattled and decidedly unstable nature of contemporary capitalism.

  • 264.
    del Valle Alcalá, Roberto
    Södertörn University, School of Culture and Education, English language.
    Knowledge in crisis: Cognitive capitalism and narrative form in Zia Haider Rahman’s In the Light of What We Know2018In: Journal of Commonwealth Literature, ISSN 0021-9894, E-ISSN 1741-6442Article in journal (Refereed)
    Abstract [en]

    In this article, I argue that Zia Haider Rahman’s In the Light of What We Know offers a suggestive but ultimately problematic interrogation of the link between knowledge and finance in the context of contemporary “cognitive capitalism” and the 2008 crisis. The novel’s almost fetishistic relation to knowledge, primarily represented by the narrator’s encyclopedic and relentless discursive presence, compounded with his insistence on a circumscribed and experientially detached narrative temporality, suggests a fundamentally evasive strategy. For all its complexity and stringency, “knowledge” functions as an ideological cover for a deeply political crisis, while narration itself signals a foreclosure of agency and responsibility which ultimately fails, exposing the limits of financialization’s own discursive justifications.

  • 265.
    del Valle Alcalá, Roberto
    Södertörn University, School of Culture and Education, English language.
    Martin Amis’s Money and the crisis of Fordism2019In: Critique: Studies in Contemporary Fiction, ISSN 0011-1619, E-ISSN 1939-9138, Vol. 60, no 1, p. 1-10Article in journal (Refereed)
    Abstract [en]

    This article proposes a fresh contextual reading of Amis’s Money as a novel that engages the crisis of Fordism in the 1970s and 1980s. Critical attention has focused largely on its satirical examination of the Thatcherite ethos, but Money is also centrally preoccupied with the collapse of postwar capitalism’s institutional structures of inter-class coordination. As a result of this process, the social phenomenology constructed by the novel is not only defined by growing inequality and economic fetishism, but also by a pervasive sense of political uncontrollability over the accumulation process.

  • 266.
    del Valle Alcalá, Roberto
    Södertörn University, School of Culture and Education, English language. Uppsala universitet.
    Monstrous contemplation: Frankenstein, Agamben, and the politics of life2018In: Textual Practice, ISSN 0950-236X, E-ISSN 1470-1308, Vol. 32, no 4, p. 611-628Article in journal (Refereed)
    Abstract [en]

    In his recent book L’uso dei corpi, Giorgio Agamben investigates the philosophical genealogy of his central concept of inoperosità through a reconsideration of the classical notion of chresis or ‘use’. According to Agamben, the latter points to an alternative constitution of human nature, one that would not be guided by a principle of necessary actualisation (energeia), would not exhaust itself in the realisation of an end (ergon), but would rather preserve its potentiality in a thoroughly non-subjective (‘contemplative’) relation of the body to itself. For Agamben, it is only through the recognition and mobilisation of this alternative foundation of the human, that the pervasive division of life (between natural and political, ‘bare’ and ‘autarchic’, zoe and bios) upon which modern politics is premised, can be overcome. In this article, I propose to read in Mary Shelley’s Frankenstein an instructive rehearsal of these fundamental concepts, focusing on the possible meanings that the notion of monstrosity may acquire when placed against the backdrop of modernity’s commitment to energeia and its associated biopolitical mechanisms.

  • 267.
    del Valle Alcalá, Roberto
    Södertörn University, School of Culture and Education, English language.
    Servile life: Subjectivity, biopolitics, and the labor of the dividual in Kazuo Ishiguro's never Let me go2019In: Cultural critique (Print), ISSN 0882-4371, E-ISSN 1460-2458, Vol. 102, p. 37-60Article in journal (Refereed)
  • 268.
    Delblanc, Aimée
    Södertörn University, School of Gender, Culture and History.
    Nytt på tyska: nu på svenska2011Collection (editor) (Other (popular science, discussion, etc.))
  • 269.
    Diana, Habtu
    Södertörn University, School of Culture and Education.
    Affect in A Small Place: Jamaica Kincaid Reverses the Colonial Gaze2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay uses Sara Ahmed's theory of affect to analyze Jamaica Kincaid´s A Small Place. I argue that Jamaica Kincaid uses anger to create a position for Western reader and to evoke emotions such as shame. Theorist Sara Ahmed argues that emotions have political dimension. Thus, I will use Sara Ahmed´s theory to examine what function anger and shame have in A Small Place. In her essay, Kincaid provokes her readers by attacking them for past injustice through anger. Because of this many critics have claimed that A Small Place has an angry tone. However, Kincaid´s aim seems to be to reverse the gaze by exposing the Europeans and Americans of exploitation, slavery, imperialism and colonization and this way reverse the traditional travel gaze, which allows us to see Antigua through the perspective of the third world.

  • 270.
    Dixon, Leena-Maaretta
    Södertörn University, School of Culture and Education, Comparative Literature.
    “Han Skulle Vara En Kille Som Pappa Inte Kunde Klaga På”: Subversive And Imaginative Masculinity In Lygia Bojunga’s Work2018Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis centers on three children’s novel, “Sex gånger Lucas”, “Min Vän målaren”, and “Den gula väskan”, written by the very appreciated and much awarded Brazilian Author Lygia Bojunga. All three of these novels discuss masculinity in young boys and men. In “Sex gånger Lucas”, the centerpiece of this thesis, the essential conflict in the novel is played out in the interchange between Lucas and his authoritarian father. The father, throughout the text, showcases toxic masculinity and its concurrent traits, such as verbal abuse and serial infidelity. This tyrannical parenting attempts to mold Lucas’ personality to what is deemed in the culture as acceptable masculine behavior. Lucas narrative journey finds him firstly internalizing this belief system, but, as the novel progresses, Lucas learns to accept himself, in all his gendered guises, and reject the father's binary opinions. “Min vän målaren” follows the tale of the sensitive young boy, Claudio, who struggles against an environment that doesn’t support him, in his many and varied attempts towards personhood. In “Den gula väskan” the protagonist Rakel confronts an open and oppressive sexism in society, community and the many dismissals of the family. “Den gula väskan” utilizes, at many junctures of the narrative, a fable structure as a means to discuss political oppression as well as the oppressive binary masculine norms. This Fable sub-tale focuses on the character Alfonso, a talking rooster. Alfonso rejects the expectations put on him as a rooster, but his cousin Skräcken is not as fortunate. The cousin, who it is heavily implied is the victim of masculine brainwashing, is unable to stop himself from fighting, even when it ends up killing him. Throughout these three novels lies an illustration of the downfalls of an oppressive and toxic masculinity (that men must be stoic, aggressive and in control) as well as highlighting the freedom for a more fluid gender expression. Lucas, Claudio and Alfonso give subversive, alternative depictions of masculinity, where it is acceptable to feel, be vulnerable, reject violence, and have healthy relationships built on companionship. This thesis explores how Bojunga's novels, through her characters struggles and triumphs, give the young male identified readers alternative ways to be a man. In other words, these novels liberate the male gender from a binary performance.

  • 271.
    Djeordjic, Tijana
    Södertörn University, Teacher Education.
    Jämställt eller inte?: En undersökning av läroböcker i ämnet engelska för årskurs tre utifrån ett genusperspektiv2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out whether and to what extent there has been a change in how boys/men and girls/women are represented in textbooks which are used for teaching English in the third grade of primary school. The study compares six textbooks published between the years 2002 and 2017 to investigate the purpose of this study. The theoretical framework of the study is Hirdman’s (1988) two gender principles (separation and hierarchy) and terms such as equality, male and female. The study uses a quantitative research method to analyze texts and images in the textbooks. To fulfill the purpose of this study, the following questions are investigated: - Are girls/women and boys/men represented to the same extent in the texts and images in the textbooks used for teaching English in the third grade? Has this changed over time? - What characteristics are associated with girls/women and boys/men in the texts and images in the textbooks used for teaching English in the third grade? Has this changed over time? The results of the study show that men are represented more often in text and images overall, especially in the books that are published in 2017. However, in one of the books, which was published in 2003, men and women are represented equally frequently (50% men and 50% women) in the images. For the categories active and passive, men are more often portrayed as active and women are more often as passive both in the text and in the images. However, in the books from 2002 and 2003, men and women are portrayed as active almost equally often in the text and the images. Furthermore, while the frequencies are relatively low, the results show that men are often portrayed as being strong. Nevertheless, in three of the six analyzed books, the same number of men and women are portrayed as being strong. For the category beautiful, only men are portrayed as beautiful and no woman is portrayed as beautiful in the six analyzed books. The last category that is analyzed is sport. The results show that the number of men shown to be doing some sport activity is higher than for women. One general conclusion that can be drawn regarding whether the representation of men and women has changed over time is that the most recent books show gender inequality when subjected to closer scrutiny.

  • 272.
    Djupfeldt, Kajsa
    Södertörn University, School of Culture and Education, Swedish Language.
    Rökning dödar vem?: En språkvetenskaplig studie kring de grammatiska och semiotiska resursernas skapande av förutsättningar för förståelse av orsak och verkan i hälsovarningar på svenska  cigarettpaket år 2014-2016.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study attempts to answer three questions regarding how health warnings that adorn Swedish cigarette packages affects the consumer on a grammatical and a semiotic level. To investigate this, the health warnings has been analysed in order to identify the grammatical and semiotic components impact on the coniditons for the messages to influence the recipicent. By examining two different designs of health warnings from the tobacco directive from 2014 and 2016, and to take part in a focus groups opinions, this study revealed different factors that enable or limit the consumer to perceive and embrace that which is conveyed in these specific health warnings.

  • 273.
    Dlol, Sarah
    Södertörn University, School of Culture and Education.
    How Ethnicty is Represented in Teaching Aids: A Literature Study of two English Teaching Aids2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to analyze how two teaching aids is representing ethnicity and how the teaching aids is maintaining the multicultural view, as the Swedish curriculum recommends (Lgr 2011). The two teaching aids are What's Up (2007) and Wings (2010). Ajagán - Lester (1999) claims in his article that the western norm is represented in teaching aids and how the representation of "The other" is important part of our worldview because of the fact "The Other" is contradiction to "Us". Ajagán - Lester (1999) also believes teaching aids construct an ethnic self - understanding and that this plays an important role in how other cultures and ethnicities are introduced in teaching aids. Lgr (2011) advocate since there is pupils with different cultural backgrounds, nationalities and experiences it is important to work for the same democratic values and principles in all Swedish Schools. In addition, it isimportant to emphasize the ethos that humans are different by introducing the pupils to different nationalities and socialites.In order to make the analysis the study is based on reader - response theory, the theory emphasize an ingoing examination of a text, as a result the analysis indicated that What's Up and Wings are introducing ethnicity with the concept of nation and the teaching aids are only present and explain the nations from an Western world perspective.

  • 274.
    Droste, Heiko
    Södertörn University, School of Gender, Culture and History, History.
    Die Kasualdichtung des 17. Jahrhunderts in sozialhistorischer Perspektive2010In: Theorie und Praxis der Kasualdichtung in der Frühen Neuzeit / [ed] Andreas Keller, Amsterdam/New York: Rodopi , 2010, p. 129-145Chapter in book (Refereed)
  • 275.
    Dunfalk Norrby, Linn
    Södertörn University, School of Gender, Culture and History.
    Flykt och sökande: en läsning av rörelser i Stina Aronsons novell/drama Syskonbädd2012Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    Syskonbädd, or “Sibling’s bed” in English, is a short story or drama, written by Swedish author Stina Aronson and originally published in 1931 under the pen name Sara Sand. While the story did not attract wide attention for many years, it has recently been republished and performed on stage, as well as aired on the radio. The plot is centered on Harriet, a woman who starts to see the world with different eyes, in a less strict and organized way. Her new view is welcomed neither by her husband nor society, and the book starts with Harriet’s escape from a “rest home”, where she has been placed by her husband in order for her to return to her old self. During the escape, Harriet meets several people, some like herself who believe that the world was meant to be different, and some who strive to maintain the social structure. 

    Swedish literature scholar Eva Adolfsson argues that Aronson’s later works take place in a landscape on the border of the wild, and that both the characters and the story move through such a landscape. I believe that this is also the case for Syskonbädd, one of Aronson’s earlier writings. My essay focuses on the momentum in the book, its double nature, the zone of uncertainty that it creates and the possibilities that it presents. Based on this, my thesis is that the idea of a “sibling’s bed” solidarity is a formula that drives the book; it is the engine for all movements. With a starting point in philosopher Gilles Deleuze’s and psychoanalyst Félix Guattari’s theories about literature, philosophy and art, I follow and analyze these different movements; the lines of flight that dissolve and create chaos, as well as the plane of consistency that holds the work together and on which the chaos is visualized.

    These structural movements constitute my starting point for an analysis also on a hermeneutical level. Harriet escapes from society and from the norms that it enforces. At the same time, she seeks a new kind of community; a connection beyond knowledge that will allow new sensations. In this aspect, the outer movement of escape leads to another kind of motion, a static one, which may take place between people when they meet under such circumstances.

  • 276.
    Dvorak, Martin
    Högskolan Dalarna,.
    Fear Induction, Versatile Wide-Coverage Taints, Semantic Polarity and Semantic Association as Means of Persuasion in Religious Discourse2012In: International Symposium on Language and Communication: Research trends and challenges: Proceedings book, Izmir, Turkey: Institute of Language and Communication Studies , 2012, p. 497-509Conference paper (Other academic)
    Abstract [en]

    Fear occupies an undeniable portion of our lives and in most cases represents an incentive and driving force underlying our acts. The paper looks into discursive practices of generating fear through direct intimidation and by overemphasizing and/or fabricating versatile wide-coverage taints (reader’s/listener’s imperfections and flaws) deployed for the purpose of inducing feelings of guilt and insufficiency. It also tackles the issue of semantic polarity (juxtaposing two stylistically more or less identical but semantically opposing blocks of text) discussing its impact on the message recipient and the concepts it endeavors to establish in them in order to influence their future choices and conduct. Attention is also paid to semantic association, which proves to be another intimidating technique frequently utilized in religious discourse to supercharge selected lexical items with the meanings the writer/speaker purposefully attaches to these, thereby exploiting excessive signification (in the Saussurean sense) to achieve their intended persuasive effect.The paper, which is based on the author’s research and analysis of a corpus of religious texts, illustrates the individual phenomena by presenting examples selected from sources used by several denominations and religious movements (Christians, Latter-Day Saints, Jehova’s Witnesses, Satanists, Scientologists, etc.). Besides, it statistically maps the distribution of direct intimidation and versatile wide-coverage taints segments across these sources and points out the recent trends in persuasive mechanisms deployed to induce a change of individual’s opinion and/or behavior.

  • 277.
    Dvorak, Martin
    Södertörn University, School of Culture and Education, English language.
    I Have Read the Chapters, But I Do Not Remember: Factors Affecting Intake, Retention and Recall of New Information Among Swedish University Students2016In: INTED2016 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia, Spain: IATED Academy , 2016, p. 504-509Conference paper (Refereed)
    Abstract [en]

    The affluence of information sources we currently experience due to economic prosperity of western cultures and modern information technologies seems to have, apart from its positive effects associated with the ready availability of information, some negative ones as well. These seem to be related to the counterproductive way students utilize these sources, which, in some cases, may hinder their progress, reduce the efficiency of the overall educational process, and render teachers frustrated due to their students not coming prepared to their seminars.

    Besides looking into factors affecting intake, retention and recall of new information among Swedish university students, which appear to be directly associated with the scarcity principle and perceived value of the information sources the students use, the paper also discusses their inability to deploy relevant cognitive and metacognitive strategies in the process of learning, the impact of exposure to a certain assessment, learning and grading culture, as well as possible solutions to the issue.

  • 278.
    Dvorak, Martin
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Intimidation, Versatile Wide-Coverage Taints, Semantic Polarity and Semantic Association as Elements Facilitating Religious Persuasion2013In: Language and Communication Quarterly, ISSN 2168-7633, Vol. 2, no 1, p. 22-35Article in journal (Refereed)
    Abstract [en]

    Fear occupies an undeniable portion of our lives and in most cases represents an incentive and driving force underlying our acts. The paper looks into discursive practices of generating fear through direct intimidation and by overemphasizing and/or fabricating versatile wide-coverage taints (reader’s/listener’s imperfections and flaws) deployed for the purpose of inducing feelings of guilt and insufficiency. It also tackles the issue of semantic polarity (juxtaposing two stylistically more or less identical but semantically opposing blocks of text) discussing its impact on the message recipient and the concepts it endeavors to establish in them in order to influence their future choices and conduct. Attention is also paid to semantic association, which proves to be another intimidating technique frequently utilized in religious discourse to supercharge selected lexical items with the meanings the writer/speaker purposefully attaches to these, thereby exploiting excessive signification (in the Saussurean sense) to achieve their intended persuasive effect.

    The paper, which is based on the author’s research and analysis of a corpus of religious texts, illustrates the individual phenomena by presenting examples selected from sources used by several denominations and religious movements (Christians, Latter-Day Saints, Jehova’s Witnesses, Satanists, Scientologists, etc.). Besides, it statistically maps the distribution of direct intimidation and versatile wide-coverage taints segments across these sources and points out the recent trends in persuasive mechanisms deployed to induce a change of individual’s opinion and/or behavior.

  • 279.
    Dvorak, Martin
    Södertörn University, School of Culture and Education, English language.
    Magnetic Book as a Recyclable Tool Used for Teaching a Foreing Language and Incorporating Principles of Language Acquisition Theories2014In: International conference The Future of Education, Florence, Italy, 12-13 June, 2014, 4th ed., Padova, Italy: Libreria Universitaria, 2014, p. 324-328Conference paper (Other academic)
    Abstract [en]

    Teaching English to children at an early age does not only prepare a breeding ground for early bilingualism/multilingualism but also facilitates language learning at later stages. The early introduction of English in the curricula of primary schools, which has recently become topical throughout Europe, also calls for the introduction of language-teaching methodology suitable for very young learners. Although there is currently a wide range of material parents and teachers have at their disposal that can assist them in improving their children’s and pupils’ linguistic potential, its amount may sometimes seem quite overwhelming. This can make the choice of the right activity rather complicated and thus the need for language-teaching aids that can be recycled several times arises.

    The paper focuses on practical examples of how a magnetic book can be used repeatedly to develop a young child’s language skills in their mother tongue or a second language and what methodology can be deployed in this respect that incorporates some of the principles of language acquisition theories. Special attention is being paid to behaviorism, Chomsky’s ideas, Vygotsky’s and Piaget’s interactionist approaches (fostering Zone of Proximal Development and Scaffolding), and connectionism as well as how these can be put into operation when one is working with the book.

  • 280.
    Dvorak, Martin
    Mälardalens högskola.
    Means of Increasing Credibility in Religious Discourse – Credibility Boosters2013In: Language and Communication Quarterly, ISSN 2168-7633, Vol. 2, no 4, p. 230-241Article in journal (Refereed)
    Abstract [en]

    The paper looks into discursive practices of increasing credibility of a message and its source deployed in religious discourse for the purpose of boosting its persuasive potential. It is based on author’s research and analysis of a corpus of religious texts and illustrates the use of credibility boosters by presenting examples selected from sources of several denominations and religious movements (Christians, Latter-Day Saints, Jehova’s Witnesses, United Christian Action, etc.). Besides, it statistically maps the distribution of credibility boosters across four samples used by Judaism and Christianity, Church of Latter-Day Saints, Heaven’s Gate, and Church of Scientology. It also points out recent trends in some of the persuasive mechanisms deployed to induce a change of individual’s opinion and/or behavior.

  • 281.
    Dvorak, Martin
    Södertörn University, School of Culture and Education, English language.
    Native Multilingualism and Stroop Effect: a Pilot Study Examining the Relationships Between the Two Variables2020In: INTED2020 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, p. 8533-8541Conference paper (Other academic)
    Abstract [en]

    Multiple studies point out a positive relationship between bilingualism (multilingualism), cognitive development of children and their academic performance at the early age. The Stroop Test is often used as one of the methods of assessing subjects’ executive function of inhibition (the ability to suppress dominant responses), which appears to be enhanced in bilingual/multilingual individuals compared to their monolingual counterparts. The better executive control in bilinguals/multilinguals that the function of inhibition represents only a part of (besides shifting, i.e. the ability to switch over between tasks, and monitoring, i.e. the ability to update information in the working memory) is believed to stem from these individuals switching over between their languages as well as their need to suppress the other language-related information irrelevant in the given language context.This paper describes a pilot experiment preceding a study of a larger scale whose main objective is to obtain data to be used to assess a possible relationship between the number of mother tongues Swedish university students have a command of and their performance at the Stroop Test.

  • 282.
    Dvorák, Martin
    Masaryk University, Brno.
    Attention Boosters in ESP Lectures2006In: LSP in Higher Education, Searching for Common Solutions, Brno, 2006, p. 68-70Conference paper (Other academic)
    Abstract [en]

    To prove successful, language teaching requires a great deal of students’ participation in the process. However, students’ attention, a pre-requisite for such participation, tends to gradually wane as the lesson proceeds – a phenomenon that becomes yet more marked at lectures due to these not requiring listeners’ active involvement.The paper focuses on the means and techniques of keeping students attentive at ESP lectures (whose primary purpose is to acquaint them with IT-related vocabulary and advanced grammar structures) such as message encryption and decryption, use of metaphors, deviation from the expected, incorporation of grammar in the relevant socio-cultural context, etc.

  • 283.
    Dvorák, Martin
    Masaryk University, Brno.
    ESP and Automated Large-Scale Testing2007In: Profilingua 2007: sbornik prispevku z konference, Pilsen, 2007, p. 6-9Conference paper (Other academic)
    Abstract [en]

    Due to the nature of most university examinations, students often tend to concentrate their preparation efforts into a one-off act. This approach, however, proves ineffective when it comes to languages. The author introduced a method of regular testing that boosts the efficiency of English-teaching process in that it makes students prepare on a regular basis and minimizes the burden of handling numerous tests submitted in every round. The paper discuses the methodology of systematic computerized testing by means of answer sheets whose contents can be scanned and automatically evaluated.

  • 284.
    Dvorák, Martin
    Masaryk University, Brno.
    Internet Language Teaching, Production of Electronic Teaching Material2002In: Odborny jazyk v procesu evropske integrace, Prague, 2002, p. 40-43Conference paper (Other academic)
    Abstract [en]

    The paper tackles the issue of language teaching by means of language-based Internet websites paying particular attention to teaching the language for specialized purposes. It foreshadows the potential of Internet to function as a supplementary source of language information and training as well as that of self-contained material which is capable of covering virtually every area of language learning - grammar, spelling, specialized expressions, pronunciation etc. The emphasis is laid on how all the above mentioned categories can be combined and harmonized to produce concise worksheets targeting specific areas (biology, medicine, computer science etc.), their specialized terminology and merits of working with such material.The demonstration of samples of worksheets, tests and pronunciation exercises represents a major part of the paper. All these utilize web design (HTML, CGI scripts, JAVA scripts) and common methods of Internet audio transfer to meet the modern learner's language needs. The paper is given in English.

  • 285.
    Dvorák, Martin
    Masaryk University, Brno.
    Language Acquisition in a Toddler and Factors Affecting its Speed2008In: Sociokulturni kompetence ve vyuce cizich jazyku, Praha, 2008, p. 5 s.-Conference paper (Other academic)
    Abstract [en]

    The paper focuses on the factors affecting the speed at which a toddler acquires language, chiefly new expressions and collocations. A special attention is paid to the individual functions of the child’s early language as described by M.A. K. Halliday (instrumental, regulatory, interactional, etc.) and the situations determining these. It also aims to point out idiosyncrasies of the acquisition process in terms of the infant’s exposure to two different languages – a major one (spoken by most of the members of the infant’s community) and the minor one (spoken by one of his/her parents only). Besides the theoretical background, the paper presents author’s practical examples and authentic recordings.

  • 286.
    Dvorák, Martin
    Masaryk University, Brno.
    Language Acquisition in an Infant: Role of Context2009In: Janua linguarum reserata: linvisticke, lingvodidakticke a literarni reflexe pro nove milenium, Pilsen, 2009, p. 14-20Conference paper (Other academic)
    Abstract [en]

    The paper focuses on the role different kinds of context (situational, physical, social, and linguistic) play in the development of infant's language during its individual stages (cooing, babbling, word and sentence formation) and attempts to delineate those contextual factors that the author considers most fruitful in the language acquisition process. Some attention is also paid to the peculiarities of bilingual upbringing such as language games the child himself/herself invents in the context of two languages (Czech vs. English) and calque creation. The paper lists numerous examples and its presentation is accompanied by audio and video material collected during research.

  • 287.
    Dvorák, Martin
    Masaryk University, Brno.
    Practicing English Grammar by Means of Electronic Drilling Exercises2003In: Sbornik prispevku z konference Profilingua 2003, Dobra Voda, 2003, p. 20-22Conference paper (Other academic)
    Abstract [en]

    Language drills aimed at practising grammatical phenomena function as a useful tool utilized to serve language-teaching purposes. Besides, they turn out to be a convenient utility when it comes to practising and revising the already acquired grammar and vocabulary. However, trying to invent new sentences containing a particular grammatical phenomenon or vocabulary of a certain lexical stratum repetitively, the teacher may find themselves exhausted and frustrated. The electronic drilling exercises can represent an asset in this respect. The paper tackles the issue of usage as well as production of electronic drilling exercises which, after becoming public by being posted on an Internet site, provide the teacher with a powerful tool. Their pros and cons are mentioned and an electronic drill sample presented.

  • 288.
    Dwomoh, Nana Kwabena
    Södertörn University, School of Culture and Education.
    Women as Other: Hemingways portrayal of females in To Have and Have Not2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay explores Hemingway’s depiction of women in the novel To Have and Have Not. In To Have and Have Not , the novel explored in this essay, traits of Hemingway’s renowned sexist depiction of women have been investigated, and the purpose of the essay was to illuminate that the women of To Have and Have Not are reduced to roles which resembles Simone de Beauvoir’s observations, namely the perception of women as the Other, assuming subordinate roles. In order to achieve this task, a close reading has been done on Hemingway’s novel To Have and Have Not , and his portrayal of five female characters in the novel has been analyzed. Simone de Beauvoir’s theory has been applied for an understanding of these female characters in order to see if these women were portrayed in a manner resembling de Beauvoir notions, that is, marked by patriarchal perspectives.

    The conclusion drawn in this essay is that all the women in the novel are portrayed as “absolute sex”, subordinated to men. Thus, the depictions of the women in the novel To Have and Have Not were found to correspond to patriarchal gender roles as described by Simone de Beauvoir.

  • 289.
    Ebersköld, Emelie
    Södertörn University, Teacher Education.
    Besitter du några kommunikativa kompetenser?: En studie om hur elever i årskurs 5 upplever muntlig kommunikativ kompetens i svenskundervisningen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 290.
    Ece, Selim
    Södertörn University, School of Culture and Education.
    Samma skola, sex olika uppfattningar: En kvalitativ studie om retorikens plats i svenskämnet2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the teachings of rhetoric’s in schools, more specifically within the Swedish subject; furthermore it examines how Swedish teachers work with rhetoric in the Swedish subject on a practical basis. The study also highlights teachers' approaches to the curriculum for high school. The method I have used to conduct this study, have been to use interviews and inductive ethnography.

     

    The teachers whom have been interviewed in my study have similar understandings of what oral presentations actually are, but their idea of what the term rhetoric stands for however differs. Teachers have received similar training in rhetoric; however, they have different experiences within it. This has contributed to the difference in teachers' approaches to rhetoric. However, teachers' education in rhetoric is not sufficiently comprehensive in relation to the requirements of the curriculum considering rhetoric. A reason to this is that neither rhetoric nor oral preparation has been a required subject in the education of the teachers. Many teachers have on their own studied rhetoric to complete the requirements of the curriculum.

     

    Generally, these teachers work with rhetoric as independent parts of the Swedish subject. But there is a desire that rhetoric must also be integrated into other subjects. Thus, students will have more opportunities to come into contact with rhetoric and can translate the theory of rhetoric into practice in different contexts. Shared by all six teachers is the opinion that they work with rhetoric in a way that they attach both oral and written parts in rhetoric. Through various methods, exercises and facts, students can thus achieve a sense of self-confidence, which they could use when they speak to different audiences in different contexts. Students also become aware of the power of the spoken word. This also contributes to language learning and language development with the students.

  • 291.
    Edberg, Hélène
    Södertörn University, School of Culture and Education, Rhetoric.
    Creative writing for critical thinking: Creating a discoursal identity2018Book (Other academic)
    Abstract [en]

    This book explores narrative imagination and emotion as resources for learning critical meta-reflection. The author examines the learning trajectories of several students as they engage in learning to think critically through a new approach to creative writing, and details how learning through writing is linked to new discoursal identities which are trialled in the writing process. In doing so, she analyses the processes of expansion and change that result from the negotiations involved in learning through writing. This volume offers a completely new approach to creative writing, including useful practical advice as well as a solid theoretical base. It is sure to appeal to students of creative writing and discourse analysis as well as applied linguistics and language as identity.

  • 292.
    Edberg, Hélène
    Södertörn University, School of Culture and Education, Rhetoric. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Kreativt skrivande för kritiskt tänkande: En textanalytisk fallstudie av studenters arbete med kritisk metareflektion2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study’s research problem has its starting point in teaching and learning in higher education. The focus is onlearning through writing, particularlythe use of creative writing for critical thinking purposes. Learning is viewed asbeinglinked to identity and to new possibilities for selfhood as writers, thus opening up new ways of thinking from the expansion and changethat result from the identification processes involved in learning. In a writing context, identity is defined as discoursal identity, and it originates and develops in an interplay between the writer and the writing environment, where the writer may reflect upon their own learning and that of others through their writing. The activities of writing and learning by writing are thus viewed as deeply embedded in the social context in which they are situated. My main hypothesis is that creative writing can enhance critical thinking, and the study at handaims totestthishypothesis by means of a writing assignment that I have developed. There are two more specific aims of the study. One is empirical, that of testingthe link between critical thinking and creative writing, to examinedifferent types of reflective writing and the discoursal identities that result from the writingassignment. Another aim is theoretical. I look for an understanding of how texts constitute sites where learning and identity are negotiated by writers in their writing environment. For thisI have constructed a model for analyzing context in text, applying categories fromactivity theory (Engeström 1987) onto various types of textual analyses, mainly thematic and discourse analysis. In this study, the model has been empirically tested in a case study. The results confirm the hypothesis that creative writing can be used to traincritical thinking, but the learning outcomesvaryamongst the writers and areclosely linked to thediscoursal identities they wish to ascribe to themselves. The empirical test of the model shows that it can be used to map texts as “sites of struggle” (Ivanič1998:331f.) revealing where conflicts lie between the learnerand the learning environment.

  • 293.
    Edberg, Hélène
    Södertörn University, School of Culture and Education, Rhetoric.
    Vygotskij i skrivundervisningen2017In: Studenters skrivande i humaniora och samhällsvetenskap / [ed] Anna Malmbjer, Huddinge: Södertörns högskola, 2017, p. 55-71Chapter in book (Refereed)
  • 294.
    Edestav, Andreas
    Södertörn University, School of Culture and Education.
    Röstgivande romer: En komparativ analys av Katarina Taikons Zigenerska Hans Caldaras I betraktarens ögon2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Roma people have many times, and for a long period of time been described in a negative way, as a group of people unlike every other. Both novels and encyclopedias has been a part of this misleading discourse and therefore contributed to large misunderstandings. Also scholarly research from Sweden, and elsewhere, has featured inaccurate representations of the Roma people and altogether this has created negative attitudes towards Roma people which are still today a considerable problem.

    However, the last few years positive changes has taken place and today the Roma people is an official minority group in Sweden which, among other things, has led to promising possibilities, especially in schools, for a deeper understanding of the Roma people in the future. Reading Roma literature I believe is an important part of this.

    Katarina Taikon and Hans Caldaras both consider themselves Roma. They also have in common that they want to give voice for the group of Roma that has lived in Sweden since mid-nineteenth century. Even though one can’t claim there is such a thing as an overall Roma identity the two authors have, separately, given a picture of the Roma as a unique group of people with certain individuality. Although, their way of doing this is distinctively different from how it has been done before. Consequently, the purpose of this study is to describe how the Roma group identity is pictured in two books written by Roma.

    When looking at the concept of identity and group identity from this perspective it becomes obvious that the topics of culture and ethnicity are strongly related. In this study I have performed a comparative analysis through close readings of the two books and looked at the Roma group identity as constructed by the sub identities culture, as “a way of life”, and ethnicity, as a production of identity through writing of history as well as a group of people with a unique culture. The Roma group identity has also been looked upon as partly constructed by people outside of the group.

    The analysis of the two books has shown that the aspects of what describes the Roma group identity can be divided in to four different, but not independent, themes. The different themes have, one by one, shown examples of individuality concerning this group in relationship to other groups of people. Furthermore it has become clear that this group of Roma for a long time have been put in the role of being, and partly even being produced as, the “other” which also has impacted the characteristics of the Roma group identity.

  • 295. Edlund, Ann-Catrin
    et al.
    Erson, Eva
    Milles, Karin
    Språk och kön2007Book (Other academic)
  • 296.
    Egermo, Anna-Corinne
    Södertörn University, School of Culture and Education.
    Stavrogins lockelse: Om orientering och desorientering i Dostojevskijs Onda andar2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims to explain the attraction toward the main character Stavrogin that the other characters experience in Dostoevsky's The Possessed, his great novel from 1871. I will mainly employ the terms “orientation” and “disorientation” in my analysis of Stavrogin's power of attraction. The theory used for this reading is principally inspired by Sara Ahmed's Queer Phenomenology – Orientation, Objects, Others (2006), and the meaning I attach to the terms “orientation” and “disorientation” is derived from Ahmed's use of them. Ahmed's queer phenomenology helps us to reflect upon how Stavrogin functions as a point of orientation in the novel. This makes him a demonic influence on the other characters, in the sense that he disorientates them.

    The Possessed asks us what happens when we “lose our way”, and confusion as well as disorientation is a general theme of the novel. This topic has been raised before, but few have connected the demonic disorientation with the underlying unconventional desires, such as Peter Verchovensky's desire for Stavrogin. In this essay I attempt to show how Stavrogin can be thought of as a “new” orientation for the other characters, and how their following him causes them to follow lines that lead to destruction.

  • 297.
    Egersten, Linda
    et al.
    Södertörn University College, School of Discourse Studies.
    Johansson, Malin
    Södertörn University College, School of Discourse Studies.
    Tal och skrift i Sandor slash Ida ur två perspektiv2007Student paper other, 5 credits / 7,5 HE creditsStudent thesis
  • 298.
    Ehn Svensson, Mikaela
    Södertörn University, School of Culture and Education.
    Det spökar på Manderley: En queerteoretisk närläsning av Daphne du Mauriers gotiska roman Rebecca2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is a reading of Daphne du Maurier’s 1938 novel Rebecca from a queer theoretical perspective. The analysis discusses the fluidity of the character Rebecca, who despite being dead haunts almost every page. She embodies both masculine and feminine traits and is suggested to have had a sexual relationship with her housekeeper. Furthermore, this same-sex desire plays an important part in the sexual awakening of the novel’s young protagonist, who develops an obsession with Rebecca. The essay also looks at Manderley, the gothic estate where most of the plot takes place. Manderley is a place for both heteronormative oppression and transgression. Rebecca is a modern gothic novel and the gothic will therefore be an important part of the analysis.

  • 299.
    Ekedahl, Nils
    Södertörn University College, School of Discourse Studies, Rhetoric.
    Barocken - än en gång: Inledning2006In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 36, no 1, p. 3-9Article in journal (Other academic)
  • 300.
    Ekedahl, Nils
    Södertörn University College, Avdelning 3, Rhetoric.
    [Recension av:] Stig Örjan Ohlsson & Bernt Olsson (red.), Stiernhielm 400 år: föredrag vid internationellt symposium i Tartu 19982001In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, no 122, p. 204-205Article, book review (Other academic)
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