Ett metaspråkligt vakuum. En intervjustudie av svensklärares grammatikundervisning på gymnasiet
(2021) ÄSVM02 20211Swedish
Department of Educational Sciences
Division of Swedish subjects, Danish, and Icelandic
- Abstract
- The syllabus in Swedish in upper secondary school should be based on, but not overlap, the syllabus in Swedish in primary school. Grammar is only implicitly described in Swedish 1 and is explicitly mentioned only once you move on to Swedish 2. This means that grammar teaching and metalanguage in Swedish in upper secondary school is to a large extent dependent on the students' prior grammatical knowledge acquired in primary school.
The purpose of this study is to investigate how Swedish language teachers handle the metalingual vacuum that arises in Swedish teaching at upper secondary school, and what possible consequences this has for Swedish as a subject. In order to address and answer the purpose, four research questions were formulated... (More) - The syllabus in Swedish in upper secondary school should be based on, but not overlap, the syllabus in Swedish in primary school. Grammar is only implicitly described in Swedish 1 and is explicitly mentioned only once you move on to Swedish 2. This means that grammar teaching and metalanguage in Swedish in upper secondary school is to a large extent dependent on the students' prior grammatical knowledge acquired in primary school.
The purpose of this study is to investigate how Swedish language teachers handle the metalingual vacuum that arises in Swedish teaching at upper secondary school, and what possible consequences this has for Swedish as a subject. In order to address and answer the purpose, four research questions were formulated based on Swedish language teachers' opinions of (1) students' prior grammatical knowledge, (2) grammar teaching, (3) factors of grammar teaching and (4) metalanguage. Semi-structured interviews were conducted with seven Swedish language teachers from two different schools. The interviews were transcribed, coded and analyzed.
The analysis reveals that students' prior knowledge of grammar is heterogeneous and often falls short. As a result, some teachers choose to teach grammar already in Swedish 1, while other instead wait for the grammatical knowledge requirement in Swedish 2. While Swedish 2 comprises traditional grammar teaching, practical language skills are the focus of Swedish 1 – however, the metalinguistic knowledge becomes peripheral. The students' lack of prior grammatical knowledge, core content open to interpretation and a lack of grammatical knowledge requirements in Swedish 1 result in an education in grammar that cannot be considered adequate. (Less) - Abstract (Swedish)
- Ämnesplanen i svenska i gymnasiet ska bygga på men inte överlappa kursplanen i svenska i grundskolan. Grammatiken beskrivs endast implicit i Svenska 1 och omnämns explicit först i Svenska 2. Detta innebär att grammatikundervisning och metaspråk i svenskämnet på gymnasiet i hög grad är beroende av elevernas grammatiska förkunskaper från grundskolan.
Syftet var att undersöka hur svensklärare hanterar det metaspråkliga vakuum som uppstår i svenskundervisningen på gymnasiet och vilka eventuella konsekvenser det får för svenskämnet. För att kunna besvara syftet formulerades fyra forskningsfrågor utifrån svensklärares åsikter om (1) elevers grammatiska förkunskaper, (2) grammatikundervisning, (3) faktorer för grammatikundervisning och (4)... (More) - Ämnesplanen i svenska i gymnasiet ska bygga på men inte överlappa kursplanen i svenska i grundskolan. Grammatiken beskrivs endast implicit i Svenska 1 och omnämns explicit först i Svenska 2. Detta innebär att grammatikundervisning och metaspråk i svenskämnet på gymnasiet i hög grad är beroende av elevernas grammatiska förkunskaper från grundskolan.
Syftet var att undersöka hur svensklärare hanterar det metaspråkliga vakuum som uppstår i svenskundervisningen på gymnasiet och vilka eventuella konsekvenser det får för svenskämnet. För att kunna besvara syftet formulerades fyra forskningsfrågor utifrån svensklärares åsikter om (1) elevers grammatiska förkunskaper, (2) grammatikundervisning, (3) faktorer för grammatikundervisning och (4) metaspråk. Semistrukturerade intervjuer genomfördes med sju svensklärare från två olika skolor. Intervjusvaren transkriberades, kodades och analyserades.
Analysen visar att elevernas grammatiska förkunskaper är heterogena och ofta med stora kunskapsbrister. Till följd av detta väljer några lärare att undervisa i grammatik redan i Svenska 1, medan andra i stället inväntar kunskapskravet i Svenska 2. Medan Svenska 2 består av traditionell grammatikundervisning är praktisk språkfärdighet i fokus i Svenska 1 – men den metaspråkliga kunskapen blir perifer. Elevernas bristande grammatiska förkunskaper, ett tolkningsbart centralt innehåll och avsaknad av ett grammatiskt kunskapskrav i Svenska 1 leder till en grammatikundervisning som inte kan anses vara likvärdig. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9059784
- author
- Strand, Johannes LU
- supervisor
- organization
- alternative title
- A metalinguistic vacuum. An interview study of Swedish language teachers' grammar teaching in upper secondary school
- course
- ÄSVM02 20211
- year
- 2021
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- grammatik, grammatikundervisning, metaspråk, lingvistisk litteracitet, gymnasieskolan, grammar, grammar teaching, metalanguage, linguistics literacy, upper secondary school
- language
- Swedish
- id
- 9059784
- date added to LUP
- 2021-07-06 10:21:32
- date last changed
- 2021-07-06 10:21:32
@misc{9059784,
abstract = {{The syllabus in Swedish in upper secondary school should be based on, but not overlap, the syllabus in Swedish in primary school. Grammar is only implicitly described in Swedish 1 and is explicitly mentioned only once you move on to Swedish 2. This means that grammar teaching and metalanguage in Swedish in upper secondary school is to a large extent dependent on the students' prior grammatical knowledge acquired in primary school.
The purpose of this study is to investigate how Swedish language teachers handle the metalingual vacuum that arises in Swedish teaching at upper secondary school, and what possible consequences this has for Swedish as a subject. In order to address and answer the purpose, four research questions were formulated based on Swedish language teachers' opinions of (1) students' prior grammatical knowledge, (2) grammar teaching, (3) factors of grammar teaching and (4) metalanguage. Semi-structured interviews were conducted with seven Swedish language teachers from two different schools. The interviews were transcribed, coded and analyzed.
The analysis reveals that students' prior knowledge of grammar is heterogeneous and often falls short. As a result, some teachers choose to teach grammar already in Swedish 1, while other instead wait for the grammatical knowledge requirement in Swedish 2. While Swedish 2 comprises traditional grammar teaching, practical language skills are the focus of Swedish 1 – however, the metalinguistic knowledge becomes peripheral. The students' lack of prior grammatical knowledge, core content open to interpretation and a lack of grammatical knowledge requirements in Swedish 1 result in an education in grammar that cannot be considered adequate.}},
author = {{Strand, Johannes}},
language = {{swe}},
note = {{Student Paper}},
title = {{Ett metaspråkligt vakuum. En intervjustudie av svensklärares grammatikundervisning på gymnasiet}},
year = {{2021}},
}