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Klassrummet som muntlig arena. Att bygga och etablera ethos.

Olsson-Jers, Cecilia LU (2010) In Malmö Studies in Educational Sciences 51.
Abstract
The Class Room as an Oral Arena: Building and Establishing Ethos starts with the premise that every person who wants to act credibly as a democratic citizen must have a communicative competence. Democracy and communicative competence are closely linked. To communicate credibly is to communicate with ethos. The purpose of this dissertation is to study how students in Swedish gymnasium build and establish ethos and how they develop their communicative competence. The Swedish gymnasium is equivalent to three years of study in upper secondary school. When the students start gymnasium they form a new group and start building and establishing their ethos. Therefore the study was done during the student’s first year in gymnasium. The class... (More)
The Class Room as an Oral Arena: Building and Establishing Ethos starts with the premise that every person who wants to act credibly as a democratic citizen must have a communicative competence. Democracy and communicative competence are closely linked. To communicate credibly is to communicate with ethos. The purpose of this dissertation is to study how students in Swedish gymnasium build and establish ethos and how they develop their communicative competence. The Swedish gymnasium is equivalent to three years of study in upper secondary school. When the students start gymnasium they form a new group and start building and establishing their ethos. Therefore the study was done during the student’s first year in gymnasium. The class studied had 29 students in a program of social studies.

The main method in the study has been participant observation and qualitative interviews. The material is composed of notes, interviews, video and tape recordings, supplemented by written material from the students. The empirical material is analysed in four different chapters devoted to oral presentations, teaching, feedback and the response-situation, and practise and examination.

The study focuses on the students' ability to build and establish ethos during oral presentations. The results show that building and establishing ethos should be regarded as different processes in the classroom. To build ethos is a process that precedes the performance, while establishing ethos occurs in the oral performance before the class. The results also show that various forms of response are very important for the manner in which the student builds and establishes ethos. It is also important that the teacher has a meta-language for oral presentations to give constructive feedback. The result also shows that the staging of exercises and test situations for oral performances affects the students' building and establishing ethos. In these exercises ethos is a variable concept, while the test situation triggers a school ethos which can be described as rigid. The reason is primarily that in the exercises the students can try different ways to express ethos, while in the oral performance the students are expected to express a personal ethos. Students can rarely practice a personal ethos. In the test situation they perform a school ethos that is perceived as foreign both to speakers and listeners in the classroom. A final result is that the teaching situation where speakers, listeners, and content are given the same attention is the teaching situation where the students can build and establish that ethos which enhances their communicative competence. (Less)
Abstract (Swedish)
Popular Abstract in Swedish

Ett grundantagande för avhandlingen Klassrummet som muntlig arena. Att bygga och etablera ethos är att en människa som med trovärdighet vill kunna verka som en demokratisk medborgare i olika kommunikationssituationer måste besitta kommunikativ kompetens. Följaktligen hänger demokrati och kommunikativ kompetens tätt samman. En viktig trovärdighetsfaktor i sammanhanget är ethos. Syftet med den här avhandlingen är att undersöka hur gymnasieungdomar bygger och etablerar ethos och hur de utvecklar sin kommunikativa kompetens. Den svenska gymnasieskolan är en (oftast) treårig utbildning och den mest intressanta fasen då elever bygger och etablerar ethos är i första årskursen, eftersom de då möts i en... (More)
Popular Abstract in Swedish

Ett grundantagande för avhandlingen Klassrummet som muntlig arena. Att bygga och etablera ethos är att en människa som med trovärdighet vill kunna verka som en demokratisk medborgare i olika kommunikationssituationer måste besitta kommunikativ kompetens. Följaktligen hänger demokrati och kommunikativ kompetens tätt samman. En viktig trovärdighetsfaktor i sammanhanget är ethos. Syftet med den här avhandlingen är att undersöka hur gymnasieungdomar bygger och etablerar ethos och hur de utvecklar sin kommunikativa kompetens. Den svenska gymnasieskolan är en (oftast) treårig utbildning och den mest intressanta fasen då elever bygger och etablerar ethos är i första årskursen, eftersom de då möts i en ny klass och därmed i en ny gruppkonstellation. Undersökningen är därför genomförd under elevernas första år i gymnasieskolan och det är en klass med 29 elever som är i fokus.



Insamlingsmetoden är deltagande observation och kvalitativa intervjuer. Materialet består av fältanteckningar, video- och diktafoninspelningar samt skriftligt material som eleverna lämnat till läraren vid olika tillfällen. Det empiriska materialet analyseras i fyra kapitel: Muntlig framställning, Undervisning, Respons och responssituationen samt Övning och prov.

Det är i första hand elevernas möjligheter att bygga och etablera ethos vid redovisningsformen muntlig framställning som har undersökts. Resultatet visar att byggandet och etablerandet av ethos ska ses som olika processer i klassrummet. Byggandet av ethos sker i den process som föregår ett framträdande och etablerandet sker i själva framträdandet inför klassen. Resultatet visar även att respons i olika former har stor betydelse för hur eleven bygger och etablerar ethos och att det är viktigt att läraren har tillgång till ett metaspråk om muntlig framställning för att kunna ge konstruktiv respons. Resultatet pekar dessutom på att iscensättning av övnings- och provsituationer, där muntlig framställning är uttrycksformen, påverkar elevers byggande och etablerande av ethos på olika sätt. I övningarna ses ethos som föränderligt, medan provet utlöser ett skolethos som kan beskrivas som stelt. Orsaken ligger främst i att eleverna i övningarna får prova på olika sätt att uttrycka ethos, medan eleven i provet förväntas uttrycka ett personligt ethos. Det är ovanligt att få öva på ett personligt ethos och resultatet i provsituationen blir ett skolethos som upplevs främmande för både talare och lyssnare i klassrummet. Slutligen kan det konstateras att det är i en undervisning där talare, lyssnare och innehåll får samma utrymme som det finns större möjligheter för elever att bygga och etablera trovärdiga ethos som ökar deras kommunikativa kompetens. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • professor Liberg, Caroline, Uppsala universitet
organization
publishing date
type
Thesis
publication status
published
subject
keywords
argumentation, upper secondary school, ethos, school subject Swedish, logos, pathos, rhetoric, democracy, communicative competence, credibility, feedback, oral presentations
in
Malmö Studies in Educational Sciences
volume
51
pages
297 pages
publisher
Malmö högskola
defense location
Malmö högskola, Orkanen, sal D 138
defense date
2010-06-04 10:00:00
ISSN
1651-4513
language
Swedish
LU publication?
yes
id
fbf32ca9-9bf3-43cf-bb3a-bc8af3f7b6ef (old id 1600176)
date added to LUP
2016-04-01 14:12:57
date last changed
2019-05-22 07:35:04
@phdthesis{fbf32ca9-9bf3-43cf-bb3a-bc8af3f7b6ef,
  abstract     = {{The Class Room as an Oral Arena: Building and Establishing Ethos starts with the premise that every person who wants to act credibly as a democratic citizen must have a communicative competence. Democracy and communicative competence are closely linked. To communicate credibly is to communicate with ethos. The purpose of this dissertation is to study how students in Swedish gymnasium build and establish ethos and how they develop their communicative competence. The Swedish gymnasium is equivalent to three years of study in upper secondary school. When the students start gymnasium they form a new group and start building and establishing their ethos. Therefore the study was done during the student’s first year in gymnasium. The class studied had 29 students in a program of social studies.<br/><br>
The main method in the study has been participant observation and qualitative interviews. The material is composed of notes, interviews, video and tape recordings, supplemented by written material from the students. The empirical material is analysed in four different chapters devoted to oral presentations, teaching, feedback and the response-situation, and practise and examination.<br/><br>
The study focuses on the students' ability to build and establish ethos during oral presentations. The results show that building and establishing ethos should be regarded as different processes in the classroom. To build ethos is a process that precedes the performance, while establishing ethos occurs in the oral performance before the class. The results also show that various forms of response are very important for the manner in which the student builds and establishes ethos. It is also important that the teacher has a meta-language for oral presentations to give constructive feedback. The result also shows that the staging of exercises and test situations for oral performances affects the students' building and establishing ethos. In these exercises ethos is a variable concept, while the test situation triggers a school ethos which can be described as rigid. The reason is primarily that in the exercises the students can try different ways to express ethos, while in the oral performance the students are expected to express a personal ethos. Students can rarely practice a personal ethos. In the test situation they perform a school ethos that is perceived as foreign both to speakers and listeners in the classroom. A final result is that the teaching situation where speakers, listeners, and content are given the same attention is the teaching situation where the students can build and establish that ethos which enhances their communicative competence.}},
  author       = {{Olsson-Jers, Cecilia}},
  issn         = {{1651-4513}},
  keywords     = {{argumentation; upper secondary school; ethos; school subject Swedish; logos; pathos; rhetoric; democracy; communicative competence; credibility; feedback; oral presentations}},
  language     = {{swe}},
  publisher    = {{Malmö högskola}},
  school       = {{Lund University}},
  series       = {{Malmö Studies in Educational Sciences}},
  title        = {{Klassrummet som muntlig arena. Att bygga och etablera ethos.}},
  volume       = {{51}},
  year         = {{2010}},
}