hkr.sePublikasjoner
Endre søk
Begrens søket
12 1 - 50 of 78
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Airey, John
    et al.
    Uppsala universitet.
    Eriksson, Urban
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Fredlund, Tobias
    Uppsala universitet.
    Linder, Cedric
    Uppsala universitet.
    On the disciplinary affordances of semiotic resources2014Inngår i: Book of abstracts: The First Conference of the International Association for Cognitive Semiotics(IACS-2014), September 25-27, 2014 Lund University, 2014, 54-55 s.Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

  • 2.
    Andrén, Mats
    et al.
    Lunds universitet.
    Andersson, Annika
    Lunds universitet.
    Håkansson, Gisela
    Lunds universitet.
    Gullberg, Marianne
    Lunds universitet.
    Johansson, Victoria
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Sayehli, Susan
    Lunds universitet.
    Att lära sig språk2013Inngår i: Språket, människan och världen: människans språk 1-2 / [ed] Victoria Johansson, Gerd Carling & Arthur Holmer, Lund: Studentlitteratur AB, 2013Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 3.
    Bei, Zhang
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    A Study of the Vocabulary Learning Strategies Used by Chinese Students2011Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay aims on the study of the strategies used by Chinese English major students in vocabulary learning, the differences between effective and less effective learners in using vocabulary learning strategies. The study is based on qualitative research, in which 35 college students were investigated. The participants were asked to take a vocabulary tests and complete a questionnaire. The data of the research indicates that there are significant differences between effective and less effective learner, and common points between effective learners. Effective learners use several learning methods and have a positive attitude. Meanwhile, there are six methods they use in common, they are, having interest in English, listening and reading, learning words in sentence, using bilingual dictionary, reading English books in spare time and studying the spelling. Acquisition of vocabulary has been acknowledged as primary important and being central for second language acquisition. Vocabulary is always a hindrance to Chinese students. However, there is little research has been done on the vocabulary learning strategies used by Chinese English majors.

  • 4.
    Bengtsson, Marie
    Högskolan Kristianstad, Sektionen för Lärarutbildning.
    Dominance or not in the Classroom?: A synchronic study on gender differences in a Swedish classroom in the subject of English2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 5.
    Blomkvist, Johanna
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Nyberg, Lisa
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Det var en gång…: Elevers förmåga att skapa betydelse och sammanhang i berättelser– en textanalys2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med studien är att, genom en SFG-inspirerad textanalys, ge en bild av elevers förmåga att skapa betydelse och sammanhang i berättande texter. Frågeställningarna har varit ” Hur skapar eleverna sammanhang i berättelser, med avseende på textstruktur och logiska samband?” och ” Vilka likheter och skillnader i texterna finns mellan klassen som arbetar genrepedagogiskt och klassen som inte arbetar genrepedagogiskt?”. Materialet för studien är 24 berättelser, varav 12 är skrivna i en klass som arbetat med genrepedagogik och 12 är skrivna i en klass som inte arbetat med genrepedagogik. Texterna analyseras, med avseende på textstruktur och användandet av logiska samband, utifrån en systemisk funktionell grammatik. Resultatet av studien är att de elever som arbetat genrepedagogiskt har större medvetenhet, vad gäller att strukturera texter och binda samman satser för att skapa betydelse och sammanhang än de elever som inte arbetat med genrepedagogik.

  • 6.
    Carling, Gerd
    et al.
    Lunds universitet.
    Johansson, VictoriaLunds universitet.Holmer, ArthurLunds universitet.
    Språket, människan och världen: lärarmaterial2014Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 7.
    Chen, Weijie
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    An Investigation of Topic Sentences in Chinese Students’ Argumentative Essays: A Multidimensional Probe2011Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    Topic sentence writing is an important component of academic writing. Through studying topic sentences in Chinese students’ English essays, this research aims to find out the frequency and the placement of topic sentences, the wording within topic sentences and the relationship between topic sentences and paragraph unity. In this research, 45 English essays written by Chinese students were collected from WECCL corpus and targeted topic sentences were selected out afterwards. Depending on Wordsmith 3.0, results related to topic sentences were generated including the frequency, the placement, the wording of topic sentences and the unity between topic sentences and supporting sentences. Results show that Chinese students have a good awareness of writing topic sentences and placing them at the beginning of paragraphs. However, Chinese students are not good at applying transitional phrases and expressing ideas objectively as academic writing requires. Moreover, paragraph unity in some Chinese students’ essays is poor. In addition, as a part of this empirical study, an interview about how to write topic sentences was conducted among ten Chinese students majoring in English in order to verify the results. Based on the responses from the interview and previous research, this research suggests that Chinese rhetoric convention and school instruction on writing are two major factors leading to the present results.

  • 8.
    Flyman, Anna
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Communication strategies in French as a foreign language1997Inngår i: Working papers / Lund University, Department of Linguistics and Phonetics: 46, Lund: Department of Linguistics and Phonetics, Lund University , 1997, 57-73 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 9.
    Frid, Johan
    et al.
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Wengelin, Åsa
    Göteborgs universitet.
    Johansson, Mikael
    Lunds universitet.
    Developing a keystroke logging program into a writing experiment environment2014Konferansepaper (Fagfellevurdert)
  • 10.
    Frid, Johan
    et al.
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Johansson, Mikael
    Lunds universitet.
    Testing the temporal accuracy of keystroke logging using the sound card2012Konferansepaper (Fagfellevurdert)
  • 11.
    Fu, Xiaowei
    Högskolan Kristianstad, Enheten för lärarutbildning.
    The LOVE IS A UNITY Metaphor in Love Song Lyrics2010Independent thesis Advanced level (degree of Master (One Year)), 30 poäng / 45 hpOppgave
  • 12.
    Grenner, Emily
    et al.
    Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Åkerlund, Viktoria
    Lunds universitet.
    van de Weijer, Joost
    Lunds universitet.
    Sahlén, Birgitta
    Lunds universitet.
    The joy of writing: peer learning in written narrative intervention2014Konferansepaper (Fagfellevurdert)
  • 13.
    Grenner, Emily
    et al.
    Lund University.
    Braaksma, Martine
    Amsterdam Unviersity.
    Johansson, Victoria
    Lund University.
    Åkerlund, Viktoria
    Lund University.
    Asker-Àrnason, Lena
    Lund University.
    van de Weijer, Joost
    Lund University.
    Sahlén, Birgitta
    Lund University.
    Improving narrative skills through observational learning2015Konferansepaper (Fagfellevurdert)
  • 14.
    Grenner, Emily
    et al.
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    van de Weijer, Joost
    Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Åkerlund, Viktoria
    Lunds universitet.
    Sahlén, Birgitta
    Lunds universitet.
    Observational learning and narrative writing: improving text quality for children with and without hearing impairment2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Emily Grenner & Joost van de Weijer & Lena Asker-Árnason & Victoria Johansson & Viktoria Åkerlund & Birgitta S.M. Sahlén The aim of this intervention study is to investigate if observational learning can improve narrative writing skills in 11-year-olds with and without hearing impairment. Observational learning occurs when people learn new skills from observing others, who act as models (Bandura 1997). Observing peers’ reading and writing is especially important since these processes often are invisible, and children therefore lack models for their own processes. This study was theoretically and methodologically inspired by Rijlaarsdam et al. 2008.  Participants consisted of Swedish 5th-graders from two schools (School A, n=33; and School B, n= 26) with normal hearing children (NH), and from 3rd to 8:th-grade children with hearing-impairment (HI), from “hearing classes” (n=18). Prior to the intervention, background data e.g., on working memory and linguistic background was collected. In the research design the two schools with NH children (School A and B) functioned as each other's controls. The HI-school followed the School A order. All participants first wrote a personal narrative on the computer, using keystroke-logging. Then the intervention followed for School A and HI-school, while School B received ordinary lessons (with no writing instructions). After the first intervention period, all participants wrote a new narrative. Thereafter, the intervention was replicated for School B, while School A and the HI-school had ordinary tutoring. After the second intervention period, all participants wrote new narratives. The intervention consisted of 5 thematically different lessons: Lesson themes were: reader perspective, chronological structure, closing elements, revising of a peer’s text and online revision.  To evaluate the text quality, all texts (n=231) were holistically rated by three independent, trained evaluators. The results showed an improvement in quality between text 1 and text 2 for School A and the HI-School, while School B had an improvement between text 2 and text 3. This shows that narrative text quality can be improved by a short series of carefully designed intervention lessons using observational learning, which contributes to the discussion about educational methods for teaching writing.  Further analyses will address quantitative measures of text length, lexicon, syntactic complexity, pausing and editing, as well as a comparison between the NH and HI group.

  • 15.
    Gustafsson, Pia
    et al.
    Lunds universitet.
    Johansson, Victoria
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Pausering i skrift – skrivflyt i olika åldersgrupper2013Konferansepaper (Fagfellevurdert)
  • 16.
    Hegner, Susann
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Mustonen, Annika
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Det flerspråkiga klassrummet: Hur läraren kan skapa en språkutvecklande undervisning2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Med utgångspunkt i ett ämnesdidaktiskt och sociokulturellt perspektiv redogörs för lärarnas syn på språkutveckling, arbetssätt och resurser samt tillgång till forskning och fortbildning för en stöttande undervisning. Forskning visar att olika faktorer i undervisningen så som ordförrådets storlek, modersmålets användning, stöttning genom interaktion och kontexten påverkar flerspråkiga elevers språkutveckling i svenska.

    Syftet med vår undersökning är att bidra till kunskap om hur lärarna säger sig skapa en språkutvecklande undervisning med särskilt fokus på det flerspråkiga klassrummet. Empirin i denna kvalitativa forskningsstudie samlades in genom intervjuer av nio lärare och jämfördes efter analys med forskningen. Resultatet av empirin visar att ett språkutvecklande arbete är centralt i undervisningen, framförallt i det flerspråkiga klassrummet. Det som har visat sig vara framstående i undervisningen är användning av arbetssätt som bjuder in till samtal, varierande användning av språket, beaktande av elevernas olika inlärningsstilar samt användning av olika uttrycksformer. Det framgick att den mest betydelsefulle resursen är studiehandledaren som kan stötta elever både i och utanför klassrummet. Vidare har majoriteten av respondenter deltagit i fortbildningar samt tagit del av forskning som berör språkutveckling.

    Slutsatsen är att lärare skapar undervisning där visuellt stöd är ett grundläggande redskap och använder olika arbetsformer och resurser som stöttar eleverna i deras språkutveckling. Dessutom krävs en medvetenhet kring att språkutveckling och behärskandet av ett andraspråk tar tid. Modersmålets användning som resurs förespråkas tydligt av forskning. Empirin har dock visat att det inte ges utrymme i undervisning genom aktiv tillämpning av modersmålet som stöd på ett sådant sätt som forskning framhåller.

  • 17.
    Johansson Falck, Marlene
    et al.
    Umeå University.
    Lundmark, Carita
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Tunnelling, towering, and bridging: the figurative and non-figurative use of converted verbs2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper is a corpus linguistic investigation of the converted verbs tunnel, tower and bridge. It is based on 500 random instances of each verb from the Corpus of Contemporary American English (COCA). We analyze the usage patterns of these verbs and the ways in which they are constrained by people’s embodied experiences of real-world tunnels, towers and bridges. Our aim is to better understand the ways in which people’s embodied experiences of artefacts influence the usage patterns of converted verbs.

    Noun-verb conversion has previously been explained in terms of metonymy (e.g. Dirven 1999), or in terms of combinations between metonymy and metaphor (e.g. Kuczok 2011). Dirven (1999: 280) suggests five classes of converted verbs – object, instrument, manner, locative, and essive verbs – based on three types of event schemata, where the converted verb metonymically represents a salient participant in the schema.

    Our analysis shows that tunnel, tower and bridge are indeed all metonymic, but do not clearly fit into any of Dirven’s classes. They share some similarities with the converted verbs in his ‘manner’ category, but the artefacts that are represented by the nouns tunnel, tower, and bridge are not always clear participants in an event schema, and there are significant differences between them. Moreover, the verbs differ in regard to their tendencies to be used metaphorically.

    As is coherent with the connecting function of real-world bridges, bridge is primarily used metaphorically to bridge gaps, differences, domains, divides, boundaries, and chasms. Tunnel is used both metaphorically and non-metaphorically, with a focus on the manner and path involved in the action schema of digging a tunnel. As opposed to bridges, the salient feature of tunnels thus seems to be related to how tunnels are constructed, rather than to what function they currently serve. Tower is used metaphorically in reference to trees, mountains, or people that tower over something. Uses such as these appear related to the fact that the salient feature of a tower is that it is tall, and thus has the function of placing people in a high-up position.

    Taken together, the usage patterns of these verbs suggest that their meanings are based on our embodied experience of the artefact, the artefact’s affordances, and general image schemas. To fully understand the metonymic bases and the figurative uses of these verbs, we therefore need to also consider salient features of those particular artefacts, especially their functions (Gibson 1979).

  • 18.
    Johansson, Roger
    et al.
    Lund University.
    Johansson, Victoria
    Lund University.
    Wengelin, Åsa
    Lund University.
    Text production in handwriting versus computer typing2012Inngår i: Learning to write effectively: current trends in European writing research / [ed] Torrance, M., Alamargot, D., Castelló, M., Ganier, F., Kruse, O., Mangen, A., Tolchinsky, L., van Waes, L., Leiden: Brill Academic Publishers, 2012, 375-379 s.Kapittel i bok, del av antologi (Fagfellevurdert)
  • 19.
    Johansson, Roger
    et al.
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Holmqvist, Kenneth
    Lunds universitet.
    Reading during text production2012Inngår i: Learning to write effectively: current trends in European research / [ed] Torrance, M., Alamargot, D., Castelló, M., Ganier, F., Kruse, O., Mangen, A., Tolchinsky, L., van Waes, L., Brill Academic Publishers, 2012, 359-363 s.Kapittel i bok, del av antologi (Fagfellevurdert)
  • 20.
    Johansson, Roger
    et al.
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Johansson, Victoria
    Lunds universitet.
    Johansson, Mikael
    Lunds universitet.
    Reading a finished text versus reading your own emerging text2012Konferansepaper (Fagfellevurdert)
  • 21.
    Johansson, Victoria
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Att undersöka språk2013Inngår i: Språket, människan och världen: människans språk 1-2 / [ed] Victoria Johansson, Gerd Carling & Arthur Holmer, Lund: Studentlitteratur AB, 2013Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 22.
    Johansson, Victoria
    Lunds universitet.
    Developmental aspects of text production in writing and speech2009Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis aims at describing the developmental patterns of text production in four text types: spoken and written narrative texts, and spoken and written expository texts (n=316), produced by four age groups: 10-year-olds, 13-year-olds, 17-year-olds and university students (n=79). It explores material from an experimental study with a cross-sectional design comprising spoken texts recorded on video and written texts recorded by means of keystroke logging, which makes it possible to investigate the real-time process of written text production.

    Various measures of text production were compared across age, genre and modality. This revealed almost no differences between 10-year-olds and 13-year-olds concerning the number of words, clauses or T-units. Nor were there any differences between the 17-year-olds and the university students. This indicates that a major developmental step occurs between the ages of 13 and 17. However, other results, including comparisons of MLU, words per T-unit and clauses per T-unit, an analysis of lexical density and diversity in both speech and writing, and an investigation of the use of editing and deletion operations on the keyboard during text writing, all suggest that the developmental trend is more complex. One example is that the 13-year-olds have a higher MLU and more words per T-unit than the 10-year-olds.

    Further, the investigation of the keystroke-logging data reveals the real-time process behind the texts. Here we find that the 13-year-olds engage in editing operations to a larger degree. The comparatively short and lexically poor texts (especially in the expository genre) of the 13-year-olds can thus be interpreted as the result of their struggling to meet the structural demands of a specific text type. Further findings indicate that although 17-year-olds in many ways can compete with university students in writing, if they are allowed to write for longer time. However, the university students perform better at the expository spoken task, suggesting that the adults are better at drawing from strategies learned from writing as they carry out a cognitively demanding spoken task. Finally, an analysis of the global pause pattern during writing suggests that genre characteristics are important factors that influence the cognitive load during text writing.

    The interplay between speech and writing is an important factor for developing and maintaining skills in both modalities. While the writing of the youngest age group in this study is influenced by strategies derived from speaking, the adults seem able to benefit from strategies and linguistic structures learned through writing when they are, for example, giving a speech. The thesis ends with a discussion of how constraints affecting working memory influcence performance in both speech and writing. To reduce the cognitive effort of language production, both speakers and writers rely on strategies and knowledge they have previously acquired. This entails an important transfer of knowledge and structures between both modalities and genres. 

  • 23.
    Johansson, Victoria
    Lunds universitet.
    Handwriting or typing – a comparative study2014Konferansepaper (Annet vitenskapelig)
  • 24.
    Johansson, Victoria
    Lunds universitet.
    The writer and the reader: advanced writers’ cognitive processes during writing2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In their seminal writing model from 1981, Hayes & Flower identify three main components: planning, translation and reviewing. However, it is unclear how aware the writer is about the importance of these processes during writing, and what a writer herself would identify as her most important writing processes. It is also uncertain if different processes are in focus during different stages in the development of writing. Bereiter & Scardamaila’s (1987) model of knowledge tellers and knowledge transformers, in combination with Kellogg’s (2008) addition of knowledge crafters describes a development from a writer who is interested in telling everything from beginning to end, to a writer who modifies and edit her text, to a writer who has focus on the reader’s experience of the text.

    In this study in-depth interviews were used to find out how advanced writers think about their own writing processes. We were particularly interested in the writer’s shift from the text (knowledge transformer) to the reader’s experience of the text (knowledge crafter).

    We recruited 16 participants from a university program for creative writing. Most, if not all, aim at becoming professional authors. All participants volunteered to take part in a writing experiment in the beginning of their 2-year-program. However, this study focuses on the second part of the study: interviews about their views and definition of writing. More specifically the open questions dealt with their thoughts on editing, planning, reading and how “present” the reader was during their writing processes. Their answers were contrasted to a group of established authors (n=7) who got the same questions. The findings so far indicate that the students to a much less degree than the established authors planned their writing project on a global level. The students were further more concerned about their own exploration of their writing than what a potential reader may think about the text. A difference in the student group found between those few who had previously worked professionally with writing (e.g. journalists), where the awareness of the future reader were equally present as in the group of established authors.

    The results give room for different reflection on the students’ views on planning and the reader:

    1.The students may take their education in creative writing as an opportunity to explore their own writing processes, and thus putting less emphasize on both the global planning of the text and the potential readers’ reactions. In a different context they may be more concerned about the reader.

    2.The students were in the beginning of their education during these interviews. The program put great effort in letting their students meet and receive reader reactions to their texts. Consequently, a follow-up interview by the end of the program may reveal a different awareness of the reader.

    This study gives a contribution to the field of life-long learning and development of writ-ing. It will also add important knowledge for the development of teaching methods for adult writers.

  • 25.
    Johansson, Victoria
    Lunds universitet.
    Writing – it's like learning a new language!2013Inngår i: Language acquisition and use in multilingual contexts / [ed] Anna Flyman Mattson & Catrin Norrby, Lund: Lund University Publications , 2013, 70-79 s.Kapittel i bok, del av antologi (Fagfellevurdert)
  • 26.
    Johansson, Victoria
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Andersson, Annika
    Lunds universitet.
    Horne, Merle
    Lunds universitet.
    Mårtensson, Frida
    Lunds universitet.
    Roll, Mikael
    Lunds universitet.
    Strandviken, Teresa
    Lunds universitet.
    Sayehli, Susan
    Lunds universitet.
    Språk och hjärna2013Inngår i: Språket, människan och världen: människans språk 1-2 / [ed] Victoria Johansson, Gerd Carling & Arthur Holmer, Lund: Studentlitteratur AB, 2013Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 27.
    Johansson, Victoria
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Grenner, Emily
    Lunds universitet.
    Sahlén, Birgitta
    Lunds universitet.
    Öka skrivlusten!: tangentbordsloggning och kamratobservation – nya verktyg för textskapande hos barn2013Konferansepaper (Annet vitenskapelig)
  • 28.
    Johansson, Victoria
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Blomberg, Johan
    Lunds universitet.
    Håkansson, Gisela
    Lunds universitet.
    Gullberg, Marianne
    Lunds universitet.
    Människan och språket2013Inngår i: Språket, människan och världen: människans språk 1-2 / [ed] Victoria Johansson, Gerd Carling & Arthur Holmer, Lund: Studentlitteratur AB, 2013Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 29.
    Johansson, Victoria
    et al.
    Lunds universitet.
    Carling, GerdLunds universitet.Holmer, ArthurLunds universitet.
    Språket, människan och världen: människans språk 1-22013Collection/Antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Språket, människan och världen är en introduktion till lingvistik,utvecklad för gymnasiekurserna Människans språk 1 och 2 på det humanistiska programmet.

    I läromedlet lotsas eleverna genom språkvetenskapens olika delar.Här presenteras grunderna i ämnet, liksom den nyaste forskningen. Tanken är att eleverna ska få stifta bekantskap med en bred palett av språklig allmänbildning, snarare än detaljer om enskilda språk.I 15 kapitel behandlas språket som system (ljudsystem,böjningssystem, satsbyggnad, skriftsystem), språkets sociala,psykologiska, historiska och biologiska aspekter, språkinlärning,språkteknologi, psykolingvistik och läs- och skrivforskning samt olika metoder för att undersöka språk.Med många exempel illustreras världens språkliga mångfald och var svenskan placerar sig i denna mångfald.I läromedlets digitala del finns faktafördjupningar, interaktiva övningar m.m. samt en digital version av boken inläst med textföljning.Språket, människan och världen är skriven av ett tjugotal författare, verksamma som lärare, forskare och doktorander i lingvistik och närbesläktade ämnen vid Lunds universitet.

  • 30.
    Johansson, Victoria
    et al.
    Lunds universitet.
    Gustafsson, Pia
    Lunds universitet.
    Vad gör man när man skriver?: om processen bakom den färdiga texten2012Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Idag är skriftspråk viktigt inom de flesta yrkesområden, och redan tonåringar kommunicerar via skrift inte bara i traditionella genrer, utan även på många sätt via sociala medier. Den som saknar förmåga att uttrycka sig i skrift har svårt att klara såväl arbetsliv som studier. Vi vet dock ganska lite om relationen mellan den färdiga skriftspråksprodukten och processen bakom, trots att sådan kunskap bl a kan vara till hjälp för att utveckla metoder för skrivinlärning. I ett språkvetenskapligt experiment användes tangentbordsloggning för att undersöka processen bakom tillkomsten av 30 utredande uppsatser skrivna på dator, av 30 tonåringar, i åldrarna 13, 15 och 17 år. Alla skrev på sitt förstaspråk (svenska), och ingen hade läs- och skrivsvårigheter. I efterhand gav s.k. linjära filer en överblick av pauser och redigeringar under skrivandet. Alla pauser längre än 2 s (totalt 3080 st.) kodades med avseende på sin grammatiskta/syntaktiskta placering (internt, eller i gränsen mellan ord, fras eller sats).

    Resultatet visade en sammansatt bild. För det första fanns en stegvis utveckling av antal ord i den färdiga texten. 13-åringarnas texter hade minst antal ord och 17-åringarnas flest. 15-åringarna placerade sig i mitten, men skilde sig inte statistiskt från de andra. Räknades antalet tecken i de färdiga texterna fanns signifikanta åldersskillnader mellan alla grupper. Om vi däremot studerade tecknen i den linjära texten producerade 17-åringarna flest, men det fanns ingen skillnad mellan 13- och 15-åringar. När vi slutligen undersökte hur stor andel av tecknen som suddades ut upptäcktes att 15-åringarna tog bort signifikant färre tecken. Vidare undersökningar av redigeringsmönstren visade att 13-åringarna ägnade sig mycket åt stavningsredigeringar, medan 17-åringarna ändrade ord och fraser. 15-åringarna skrev mer från början till slut och gjorde mycket få ändringar. Vid en jämförelse av i vilka syntaktiska kontexter man lade störst proportion av sin paustid under skrivandet, ägnade 17-åringarna signifikant mer tid åt att pausa i samband med att de skrev fraser. Detta tyder på att de anstränger sig för att hitta rätt ord för sina tankar, och att de har flyttat fokus delvis från vad de själva vill säga till hur läsaren kan tänkas uppfatta texten.

    Sammanfattningsvis finns ett komplext samband mellan det som syns i den färdiga produkten (t.ex. antal ord och antal tecken i den färdiga texten) och det arbete som skribenten lagt ner för att åstadkomma produkten (t ex antal tecken i den linjära texten, fördelningen av paustid i samband med fraser). Det är svårt att avgöra hur överförbara resultat från produktionen av utredande texter är för skrivandet i andra genrer, men processen bakom den färdigskrivna produkten ger både insikter i hur skrivande i allmänhet går till, och ökad kunskap om hur skrivutveckling kan se ut.

  • 31.
    Johansson, Victoria
    et al.
    Lunds universitet.
    Gustafsson, Pia
    Lunds universitet.
    Writing development during adolescence – what keystroke logging can reveal2012Konferansepaper (Fagfellevurdert)
  • 32.
    Johansson, Victoria
    et al.
    Lunds universitet.
    Gustafsson, Pia
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Reader-awareness in adult writers: an investigation of university students at a creative writing-program2015Konferansepaper (Fagfellevurdert)
  • 33.
    Johansson, Victoria
    et al.
    Lunds universitet.
    Gustafsson, Pia
    Lunds universitet.
    Wengelin, Åsa
    University of Gothenburg.
    Revising and pausing in relation to syntactic development2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to explore revision by recording how editing patterns develop with age and experience. The data consist of 135 expository texts, collected in an experimental setting, using key-logging that records the writing, including editing and pausing behaviour. The participants were divided into five age groups: 10-year-olds (n=20), 13-year-olds (n=20), 15-year-olds (n=20), 17-year-olds (n=20) and adult university students (n=55). A subgroup of the adults (n=16) consisted of ‘experts’ who worked with texts professionally. This investigation focusses on the 7 051 pauses which occurred in connection with editing, here defined as the use of delete, arrow keys or mouse. The ‘editing pauses’ were coded for grammatical context, preceding and following the pause. Findings reveal that several editings often occur together, and that this phenomenon increases with age and expertise. For all groups, editings occur to a great extent between sentences. However, writers from 17-year-olds and upwards, are more mobile, i.e. they are not solely concerned with editing the immediately written text, but the changes are being carried out on a more global text level. In the group of ‘expert adults’, sometimes more than 40 % of the total writing time is devoted to editing the previously written text. The findings in this study show clearly that the editing behaviour develops far into adulthood. Educationally, this has implications for teaching methods on writing in general and on text editing in particular

  • 34.
    Johansson, Victoria
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Holsanova, Jana
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Tala läsa skriva2013Inngår i: Språket, människan och världen: människans språk 1-2 / [ed] Victoria Johansson, Gerd Carling & Arhtur Holmer, Lund: Studentlitteratur AB, 2013Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 35.
    Johansson, Victoria
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Frid, Johan
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Looking on and away from the word currently being typed in expository text writing2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Visual feedback from the writer’s own emerging text is generally assumed to be an important component in the process of writing. For instance, in Hayes’ (1996) model it is considered to be critically involved in the subprocesses of monitoring and revision. Despite this, few empirical investigations have actually addressed this issue and in contrast to general expectations contemporary research by Oxborough and Torrance (2012) suggests that visual feedback from the text may in fact not be essential for the production of coherent texts. However, research (e.g. Johansson et al 2010) shows that writers indeed monitor their texts during writing, and that there is a relation between editing behavior and the amount of time spent looking at the text. One question is which role the visual input has for the writer, since it is does not seem to be necessary for text production, in other words: what do the writer do when she look at the text during writing. Visual feedback from an emerging text can roughly be divided into two categories of gaze behavior: fixations concurrent with keyboard typing and fixations during pauses (when no keys are struck). The current study focuses on the former and used a combination of eye-tracking and keystroke logging to collect data for 14 relatively automatized touch typists when they wrote an expository text for 30 minutes. Collapsed over all participants, this rendered 26 349 instances where a keystroke occurred concurrent with a fixation on the emerging text. Of those keystrokes 18 450 belonged to text production and 4188 to text deletions (e.g. backspaces). On average, 87 % of the text production keystrokes were performed with fixations on the word currently being typed and with a mean location of 6 characters to the left of the inscription point. For the deletion keystrokes, corresponding measures were 68 % and 6 characters to the left of the inscription point. This means that the remaining keystrokes (13 % during text production and 32 % during deletions) occurred together with more distant fixations on previous text segments. While it has been argued that fixations on the word currently being typed are related to monitoring and error correction (Torrance & Wengelin, 2010) very little is known about the role of fixations away from the word currently being typed, and even less whether the visual feedback they provide are useful at all. Qualitative explorations of those instances in the present dataset suggest that they are indeed useful and frequently appear to be associated with referential cuing and content generation.

  • 36.
    Johansson, Victoria
    et al.
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Handwriting and typing: a comparison between written product and writing processes2015Konferansepaper (Fagfellevurdert)
  • 37.
    Johansson, Victoria
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Palviainen, Åsa
    Finland.
    Pausing during narrative writing: a comparison between L1 and L2 writers2015Konferansepaper (Fagfellevurdert)
  • 38.
    Johansson, Victoria
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Lunds universitet.
    Pia, Gustafsson
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Pausing during writing – a developmental perspective2013Konferansepaper (Fagfellevurdert)
  • 39.
    Johansson, Victoria
    et al.
    Lunds universitet.
    Wengelin, Åsa
    Lunds universitet.
    Johansson, Roger
    Lunds universitet.
    Frid, Johan
    Lunds universitet.
    Comparing the writing processes in writing with and without the triple task2014Konferansepaper (Fagfellevurdert)
  • 40.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Computergestützte Analyse und Optimierung des fremdsprachlichen Lexikerwerbs2012Konferansepaper (Annet vitenskapelig)
  • 41.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Cross-cultural Communication and Behavior Challenges: Germany – Sweden – USA2011Konferansepaper (Annet vitenskapelig)
  • 42.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Der fremdsprachliche Lexikerwerb: Ein kontrovers diskutiertes Thema2012Konferansepaper (Fagfellevurdert)
  • 43.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Forschungsprojekt TexLex: Computergestützte Analyse des fremdsprach­lichen Lexikerwerbs2012Konferansepaper (Annet vitenskapelig)
  • 44.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Fremdsprachenerwerb und Vokabellernen: Zur Optimierung der Lernstrategien auf der Basis gedächtnispsychologischer Erkenntnisse2009Konferansepaper (Fagfellevurdert)
  • 45.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Intercultural Diversity of Education and Communication Styles: Sweden – USA2011Konferansepaper (Annet vitenskapelig)
  • 46.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Lernpsychologische und psycholinguistische Implikationen des fremdsprach­lichen Lexikerwerbs: Der Computer als Analyse­werkzeug2005Konferansepaper (Fagfellevurdert)
  • 47.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Sprachenlernen und Individualität: Zur Relevanz kontextueller Parameter im Fokus einer interdisziplinären Fremdsprachendidaktik2009Konferansepaper (Fagfellevurdert)
  • 48.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Was macht exzellente Lehre exzellent?: Grundkriterien und Schlüsselqualifikationen für das erfolgreiche Fremdsprachenlehren und -lernen2006Konferansepaper (Annet vitenskapelig)
  • 49.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Zur Korrelation von Kontextualisierungsgrad, kognitiver Verarbeitungs­tiefe und lexikalischer Lernleistung beim Fremdsprachenerwerb2011Konferansepaper (Fagfellevurdert)
  • 50.
    Liedtke, Joachim
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Zur Korrelation von Kontextualisierungsgrad, kognitiver Verarbeitungs­tiefe und lexikalischer Lernleistung beim Fremdsprachen­erwerb2013Inngår i: Text und sprache unter neuen perspektiven / [ed] Langner, Paul Martin, Berlin: Weidler Buchverlag, 2013Konferansepaper (Fagfellevurdert)
12 1 - 50 of 78
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf