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Kurslitteraturens språk upplevs förlora betydelse så snart budskapet uppfattas av läsaren
University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology.
2015 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med denna studie är att utforska hur individer upplever sin prestation och själva inlärningssituationen då kunskap som ska läras in på ett språk ska återges på deras modersmål i form av tentamen eller i andra diskussionssituationer. Sex personer intervjuades om deras upplevelser att läsa kurslitteraturen på ett främmande språk och sedan återge den inlärda kunskapen på deras modersmål, i detta fall, svenska. Intervjumaterialet analyserades utifrån induktiv tematisk metod. Ur analysen framträdde tre huvudteman: förståelse av innehåll, förmågan att kunna uttrycka sig och slutligen, översättningsproblematiken. Den första två teman visade att prestation inte anses bli negativt påverkad av att den inlärda kunskapen ska återges på modersmålet. Tvärtom, kurslitteraturens språk förlorar betydelse så snart budskapet uppfattas av läsaren.

Abstract [en]

The aim of the current study is to explore how individuals see their performance and the learning situation itself when material presented in a certain language has to be recounted in the individual's mother tongue in the form of exams or discussion. Six people were interviewed about their experiences of reading textbooks in a foreign language and then recounting the acquired knowledge in their mother tongue, in this case, Swedish. Inductive thematic approach was used to analyse the interview data. During analysis three main themes emerged: understanding the content, the ability to express oneself and finally, translation-related problems. The first two themes showed that recounting acquired knowledge in the mother tongue is not considered to have a negative influence on performance. On the contrary, as soon as the reader comprehends the message the language of the textbook becomes irrelevant.

Place, publisher, year, edition, pages
2015. , 41 p.
Keyword [en]
language-dependent memory, text books, levels of processing, mother tongue
Keyword [sv]
språkberoende minne, kurslitteratur, bearbetningsnivåer, modersmål
National Category
Psychology
Identifiers
URN: urn:nbn:se:hig:diva-19169Archive number: PSC-2015-3OAI: oai:DiVA.org:hig-19169DiVA: diva2:800405
Subject / course
Psychology
Supervisors
Examiners
Available from: 2015-04-07 Created: 2015-04-03 Last updated: 2015-04-07Bibliographically approved

Open Access in DiVA

fulltext(335 kB)136 downloads
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File name FULLTEXT01.pdfFile size 335 kBChecksum SHA-512
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Type fulltextMimetype application/pdf

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Department of Social Work and Psychology
Psychology

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf