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Problematiska beskrivningar av grammatik: En studie om läromedels beskrivningar av grammatik och svensklärares reaktioner på dessa

Bandh, Erik LU (2019) ÄSVM92 20182
Educational Sciences
Swedish
Abstract (Swedish)
Det föreliggande arbetets övergripande syfte var att undersöka hur grammatiken beskrivs i läromedel i dag och vilka konsekvenser detta kan tänkas få för lärare och elever i Svenska 1 och Svenska 2 på gymnasiet. För att uppnå syftet delades arbetet upp i två separata metoder: Först utfördes en granskning av hur grammatiken beskrivs i olika läromedel, och sedan en intervjustudie där yrkesverksamma svensklärare fick reagera på och förhålla sig till läromedelsgranskningen. Läromedelsgranskningens resultat visade att läromedlen innehöll en mängd olika problematiska beskrivningar som på olika sätt försvårar för elever att förstå det svenska språkets struktur och att tillägna sig Josefsson & Lundins (2017) tröskelbegrepp inom grammatiken.... (More)
Det föreliggande arbetets övergripande syfte var att undersöka hur grammatiken beskrivs i läromedel i dag och vilka konsekvenser detta kan tänkas få för lärare och elever i Svenska 1 och Svenska 2 på gymnasiet. För att uppnå syftet delades arbetet upp i två separata metoder: Först utfördes en granskning av hur grammatiken beskrivs i olika läromedel, och sedan en intervjustudie där yrkesverksamma svensklärare fick reagera på och förhålla sig till läromedelsgranskningen. Läromedelsgranskningens resultat visade att läromedlen innehöll en mängd olika problematiska beskrivningar som på olika sätt försvårar för elever att förstå det svenska språkets struktur och att tillägna sig Josefsson & Lundins (2017) tröskelbegrepp inom grammatiken. Dessutom saknade läromedlen tydliga kopplingar mellan den förmedlade kunskapen om grammatik och utvecklandet av elevers egna skrivförmågor. Intervjustudiens resultat visade en misstro på läromedel hos informanterna och olika svårigheter som uppstod i deras grammatikundervisning till följd av detta. Informanterna kände sig tvungna att använda sig av eget material i sin grammatikundervisning, och efterlyste läromedel som kunde hjälpa dem att knyta an grammatikundervisningen till ett utvecklande av deras elevers skrivande. I informanternas reaktioner på läromedelsgranskningen uppkom slutligen en unison önskan om en hårdare och tydligare extern granskning av läromedel. (Less)
Abstract
The present study’s overarching aim was to examine how grammar is described in textbooks today, and what consequences this might have for teachers and students in the courses Swedish 1 and Swedish 2, in upper-secondary education. To accomplish this, the study was divided into two separate methods: First, an examination of how grammar is described in different textbooks was conducted. After that, an interview study was conducted in which active teachers of Swedish was given an opportunity to react to the examination of the textbooks. The results of the textbook examination showed that the textbooks contained many problematic descriptions of grammar, all of which, in different ways, hindered students’ processes of understanding the structure... (More)
The present study’s overarching aim was to examine how grammar is described in textbooks today, and what consequences this might have for teachers and students in the courses Swedish 1 and Swedish 2, in upper-secondary education. To accomplish this, the study was divided into two separate methods: First, an examination of how grammar is described in different textbooks was conducted. After that, an interview study was conducted in which active teachers of Swedish was given an opportunity to react to the examination of the textbooks. The results of the textbook examination showed that the textbooks contained many problematic descriptions of grammar, all of which, in different ways, hindered students’ processes of understanding the structure of the Swedish language and their progress through Josefsson & Lundins (2017) threshold concepts within grammar. In addition, the textbooks showed a lack of coherent connections between the conveyed grammatical knowledge and a development of the students’ own writing abilities. The results of the interviews showed a mistrust in textbooks in the informants, and different difficulties that arose in their teaching of grammar because of this. The informants felt forced to use their own material in their teaching of grammar and requested textbooks that could assist them in the process of connecting their teaching of grammar to a development of their students’ writing. In the informants’ reactions to the textbook examination, a united wish for a more rigid and coherent external inspection of textbooks was finally expressed. (Less)
Please use this url to cite or link to this publication:
author
Bandh, Erik LU
supervisor
organization
alternative title
Problematic Descriptions of Grammar: A Study of Textbooks’ Descriptions of Grammar and Swedish Teachers’ Reactions to These.
course
ÄSVM92 20182
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Grammatik, Tröskelbegrepp, Läromedel, Språkstruktur, Språkets hierarkiska dimension, Grammar, Threshold concepts, Textbooks, Language structure, Syntax The Hierarchic Dimension of Language
language
Swedish
id
8967674
date added to LUP
2019-01-29 16:47:51
date last changed
2019-01-29 16:47:51
@misc{8967674,
  abstract     = {{The present study’s overarching aim was to examine how grammar is described in textbooks today, and what consequences this might have for teachers and students in the courses Swedish 1 and Swedish 2, in upper-secondary education. To accomplish this, the study was divided into two separate methods: First, an examination of how grammar is described in different textbooks was conducted. After that, an interview study was conducted in which active teachers of Swedish was given an opportunity to react to the examination of the textbooks. The results of the textbook examination showed that the textbooks contained many problematic descriptions of grammar, all of which, in different ways, hindered students’ processes of understanding the structure of the Swedish language and their progress through Josefsson & Lundins (2017) threshold concepts within grammar. In addition, the textbooks showed a lack of coherent connections between the conveyed grammatical knowledge and a development of the students’ own writing abilities. The results of the interviews showed a mistrust in textbooks in the informants, and different difficulties that arose in their teaching of grammar because of this. The informants felt forced to use their own material in their teaching of grammar and requested textbooks that could assist them in the process of connecting their teaching of grammar to a development of their students’ writing. In the informants’ reactions to the textbook examination, a united wish for a more rigid and coherent external inspection of textbooks was finally expressed.}},
  author       = {{Bandh, Erik}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Problematiska beskrivningar av grammatik: En studie om läromedels beskrivningar av grammatik och svensklärares reaktioner på dessa}},
  year         = {{2019}},
}