Nordic Journal of Modern Language Methodology最新文献

Digital Student Preferences: a study of blended learning in Norwegian higher education 数字化学生偏好:挪威高等教育混合式学习的研究

Nordic Journal of Modern Language Methodology Pub Date : 2020-11-26 DOI: 10.46364/njmlm.v8i2.765

C. Keeling, Astrid Haugestad

{"title":"Digital Student Preferences: a study of blended learning in Norwegian higher education","authors":"C. Keeling, Astrid Haugestad","doi":"10.46364/njmlm.v8i2.765","DOIUrl":"https://doi.org/10.46364/njmlm.v8i2.765","url":null,"abstract":"For fall term 2020, institutions of higher education globally were preparing to run courses as online or blended learning due to Covid-19 restrictions. The ideal situation is for a relatively seamless transition from campus-based teaching to blended and/or online. The aim of this study is to examine the experience of a single cohort of students in order to identify trends in student preferences. The research model was mixed-method quantitative and qualitative analysis. The main research question is: What are student preferences for blended learning? The survey and interview results are from trainee teachers in a municipality in Norway in 2018 to 2019. The main research group consisted of 18 respondents from a group of 28 students with a response rate of 64 %. Four students were selected for semi-structured interviews. A clear majority of the students favor the use of blended learning. They experienced little difference in terms of teacher-centred practice and cooperative learning, i.e. traditional lectures and teacher-led tasks. In contrast, student-centred practice and collaborative learning were strongly favored as campus-based. The loss of social cohesion and more productive student-student dialogue and collaboration is clear. In addition, the data implies that lecturing could be effectively delivered online.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122830810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Leder

Nordic Journal of Modern Language Methodology Pub Date : 2020-02-07 DOI: 10.46364/njmlm.v7i2.655

Eli-Marie Danbolt Drange

引用次数: 0

Mündlich-kommunikativer Deutschunterricht in Norwegen und dessen Umsetzung von Lehrkräften an Jugend- und weiterführenden Schulen in der Region Agder 在挪威进行mundich可交流德语教学，且实施该地区的教学和中学教师

Nordic Journal of Modern Language Methodology Pub Date : 2020-01-20 DOI: 10.46364/njmlm.v7i1.647

Sebastian Baak

{"title":"Mündlich-kommunikativer Deutschunterricht in Norwegen und dessen Umsetzung von Lehrkräften an Jugend- und weiterführenden Schulen in der Region Agder","authors":"Sebastian Baak","doi":"10.46364/njmlm.v7i1.647","DOIUrl":"https://doi.org/10.46364/njmlm.v7i1.647","url":null,"abstract":"Die vorliegende Untersuchung wurde im Rahmen der Lehrerausbildung (Praktisk-pedagogisk utdanning) im Hauptfach Deutsch als Fremdsprache (DaF) an der Universität Agder in Kristiansand, Norwegen durchgeführt. Ziel der Studie war es zu untersuchen, welche theoretischen und methodischen Grundlagen Lehrkräfte verwenden, um die Lernenden zur mündlichen Beteiligung im Fremdsprachenunterricht anzuregen und welche Strategien sie für die Beurteilung der mündlichen Leistungen verwenden. Ausgehend von einer soziokulturell-theoretischen Perspektive wurde die mündlich-kommunikative Komponente im Deutschunterricht beleuchtet. Die Untersuchung wurde mit Hilfe von semi-strukturierten Interviews mit fünf DaF-Lehrkräften der Klassenstufen 8-13 durchgeführt. Die Befunde zeigen, dass alle Lehrkräfte den Anspruch der mündlichen Beteiligung am Sprachunterricht für sinnvoll erachten. Das didaktische Handeln der Lehrkräfte im Unterricht wird jedoch selten von wissenschaftlich fundierten Theorien bestimmt. Vielmehr scheinen die subjektiven Theorien der Lehrkräfte eine größere Rolle zu spielen. Die Lehrkräfte weisen ein vielseitiges Repertoire an Unterrichtsformen auf, die zur mündlichen Beteiligung im Unterricht anregen und es ihnen ermöglichen, die mündlichen Leistungen der Schüler zu beurteilen. Es bleibt offen, inwieweit die Distanz zwischen wissenschaftlichen Theorien und dem praktischen Unterricht generalisierbar ist und inwieweit dies ein Problem für die Wissensaneignung der Schüler sein kann.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124075756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fransk, spansk og tysk i ungdomsskolen etter Kunnskapsløftet: styrket eller ikke?

Nordic Journal of Modern Language Methodology Pub Date : 2019-01-31 DOI: 10.46364/NJMLM.V6I2.513

G. Doetjes

{"title":"Fransk, spansk og tysk i ungdomsskolen etter Kunnskapsløftet: styrket eller ikke?","authors":"G. Doetjes","doi":"10.46364/NJMLM.V6I2.513","DOIUrl":"https://doi.org/10.46364/NJMLM.V6I2.513","url":null,"abstract":"Sammendrag Et mål med innføringen av Kunnskapsløftet i 2006 var å styrke fremmedspråkenes forholdsvis svake stilling i ungdomsskolen. For å nå dette målet ble reglene for elevenes fagvalg skjerpet inn. Dessuten ble faget praktisk prosjektarbeid, som utgjorde et populært alternativ til fransk og tysk i årene før Kunnskapsløftet, avskaffet. Andelen elever med fremmedspråk økte sett under ett som resultat av dette, og spansk ble på kort tid største fremmedspråk på landsbasis. I årene etter overgangen til den nye læreplanen stabiliserte elevtallene for spansk seg, samtidig som tysk for første gang siden 1990-tallet opplevde en økning. Utviklingen for fransk i årene etter innføringen av Kunnskapsløftet har derimot vært negativ. Regjeringen har også introdusert et nytt, praktisk alternativ til fremmedspråk: arbeidslivsfag. I dette bidraget undersøkes hvordan fremmedspråkene fransk, spansk og tysk har utviklet seg i årene etter Kunnskapsløftet, sett i lys av innføringen av det nye faget arbeidslivsfag, og sett i lys av endringer i skolenes fremmedspråktilbud lokalt. Bidraget konkluderer med at innføringen av arbeidslivsfag ikke har skjedd på bekostning av fransk, spansk og tysk, og at økningen i elevtallene for fremmedspråkene samlet sett kan forklares med en ytterligere innskjerping i reglene for elevenes fagvalg. Tyskfagets økning forklares med økt interesse for Tyskland i Norge. Nedgangen for fransk forklares med et dårligere fagtilbud på skolene i kombinasjon med minsket interesse blant elevene. Kunnskapsløftets mål om å styrke fremmedspråkenes stilling er dermed bare delvis oppnådd.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124891589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Geschichte ‚von unten‘ mit dem Bilderbuch Die Lisa. Didaktisches Konzept, Möglichkeiten, Beispiele 故事从楼下‚’与Lisa .图画书自己的观点、机会、例子

Nordic Journal of Modern Language Methodology Pub Date : 2019-01-31 DOI: 10.46364/NJMLM.V6I2.382

Edith Wegerle Johansen

{"title":"Geschichte ‚von unten‘ mit dem Bilderbuch Die Lisa. Didaktisches Konzept, Möglichkeiten, Beispiele","authors":"Edith Wegerle Johansen","doi":"10.46364/NJMLM.V6I2.382","DOIUrl":"https://doi.org/10.46364/NJMLM.V6I2.382","url":null,"abstract":"Zusammenfassung Der Artikel prasentiert einen theoretischen Rahmen, ein didaktisches Konzept und Aufgabenbeispiele fur die Auseinandersetzung mit der deutschen Geschichte anhand des Bilderbuchs Die Lisa von Klaus Kordon und Peter Schimmel (1999). Der theoretische Rahmen erlautert u. a., dass die Bildbetrachtung mit einer gewissen Verlangsamung des Betrachtungsvorgangs einhergehen muss, um Details auf den Bildern entdecken zu konnen, die man durch eine kreativ-produktive Arbeitsweise weiter entfalten und vertiefen kann. Diese Arbeitsweise ist im fremdsprachlichen Deutschunterricht, wo Sprachbarrieren bedeutsam sind, fur die Lerner besonders reizvoll. Die Ergebnisse einer Fallstudie, die im Hochschul- und Sekundarbereich in Norwegen durchgefuhrt wurde, zeigen, dass die Lernenden ein tieferes Verstandnis fur die geschichtlichen Ereignisse in Deutschland entwickelt haben und dass die Kompetenzziele Verstandnis und Toleranz, die im norwegischen Lehrplan LK-06 fur den fremdsprachlichen Deutschunterricht hervorgehoben werden, erreicht werden konnen. Wahrend des Arbeitsprozesses bekommen die Lernenden die Moglichkeit, sich auf die Figuren im Text naher einzulassen und sich mit deren Handlungsmotiven auseinanderzusetzen. Dadurch konnen sie zu Einsichten in Bezug auf kulturelles Verstandnis und Toleranz gelangen, die auch einen gewissen Ubertragungswert uber das Buch hinaus besitzen.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115706754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Too much grammar will kill you!” Teaching Spanish as a foreign language in Norway: What teachers say about grammar teaching “太多的语法会要了你的命!”在挪威把西班牙语作为外语教学:老师们对语法教学的看法

Nordic Journal of Modern Language Methodology Pub Date : 2019-01-31 DOI: 10.46364/NJMLM.V6I2.435

Sigrunn Askland

{"title":"“Too much grammar will kill you!” Teaching Spanish as a foreign language in Norway: What teachers say about grammar teaching","authors":"Sigrunn Askland","doi":"10.46364/NJMLM.V6I2.435","DOIUrl":"https://doi.org/10.46364/NJMLM.V6I2.435","url":null,"abstract":"Exam results show that many Norwegian students lack communicative competence in their second foreign language. This study investigates Spanish language instruction in Norway, in particular Spanish teachers’ opinions about grammar teaching, and why and how grammar is taught in lower and upper secondary school. Furthermore, the study explores whether common grammar teaching approaches are primarily explicit (rules provided) or implicit (rules not provided), inductive (language first) or deductive (rules first), and whether the language of instruction is primarily Norwegian or Spanish. The data comprise interviews with teachers and classroom observations, as well as teaching plans and other material. The analyses of the interviews and the observations show that the teachers think that grammar instruction is an important part of foreign language instruction, and they seem to prefer an explicit, deductive approach. The language of grammar instruction is predominantly Norwegian, independent of the teacher’s native language. Based on the findings, I conclude that teachers may consider introducing more inductive approaches to grammar instruction, as well as providing students with more target language (TL) input and opportunities for communication in the TL. ","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132238672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Hedging in English texts written by lower secondary pupils attending Norwegian schools 在挪威学校就读的初中学生所写的英语课文中的模糊限制语

Nordic Journal of Modern Language Methodology Pub Date : 2018-08-15 DOI: 10.46364/NJMLM.V6I1.411

James Jacob Thomson

{"title":"Hedging in English texts written by lower secondary pupils attending Norwegian schools","authors":"James Jacob Thomson","doi":"10.46364/NJMLM.V6I1.411","DOIUrl":"https://doi.org/10.46364/NJMLM.V6I1.411","url":null,"abstract":"This study analyses the use of hedges in English texts written by year nine[1] pupils attending Norwegian lower secondary schools. Hedges are quantified in a corpus of 82 pupil texts using a taxonomy consisting of five hedging categories: Adaptors, Rounders, Plausibility Shields, Explicit Markers of Author Involvement and Verbal Fillers (Prince et al., 1980; Salager-Meyer, 1994; Holmes, 1986). As the pupils are school-level second language learners of English, each device is also deemed to be either accurately or inaccurately used based on grammar, well-formedness and appropriateness (Fetzer, 2004). The analyses are compared across topic, holistic ratings and formality. Texts in the corpus are written about two topics: sports and literary analyses of the novel Holes (Sachar, 1998). Texts about sports contain significantly more hedges than texts about Holes. Comparing accurate and inaccurate categories across holistic ratings, different results were produced when considering topic. Informally written texts about sports contain higher frequencies of accurately used devices than formally written texts about sports. The results suggest that topic and formality are the most significant factors affecting hedging use in this corpus. While hedging frequency overall does not seem to correlate with holistic ratings, overuse and inaccurate use of hedges seems to affect quality. Based on the results, it is argued that pupils may benefit from exposure to a wide range of accurately used devices. [1] “Year 9” is a term usually used in the UK, synonymous with “9th grade” used in the United States, for pupils aged 13-14.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126577429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Interlanguage Development in Speech Act Strategy Choices: Apologies by Norwegian Pre- and In-service Teachers of English 言语行为策略选择中的中介语发展:挪威英语在职教师的道歉

Nordic Journal of Modern Language Methodology Pub Date : 2018-08-15 DOI: 10.46364/NJMLM.V6I1.399

Anna Krulatz

{"title":"Interlanguage Development in Speech Act Strategy Choices: Apologies by Norwegian Pre- and In-service Teachers of English","authors":"Anna Krulatz","doi":"10.46364/NJMLM.V6I1.399","DOIUrl":"https://doi.org/10.46364/NJMLM.V6I1.399","url":null,"abstract":"Previous research on interlanguage pragmatics suggests that performance of apologies in a second language can pose challenges for adult language learners. The goal of this paper is to contribute to the growing body of research on L2 pragmatic development. The cross-sectional study presented here focuses on the variation in the use of apology strategies in response to discourse completion tasks produced by 110 Norwegian pre- and in- service English teachers at three different proficiency levels. The apologies were classified using coding procedures adopted from Blum-Kulka and Olshtain (1984), Blum-Kulka et al. (1989) and Rose (2000). The findings are reported using descriptive statistics and selected examples from the data. One-way ANOVAs and Chi-square tests were run to determine if the differences between the groups were statistically significant. Developmental patterns were revealed in the use of apology modifications (adjunct strategies), particularly in the amount of and variation of modifications, with participants with higher proficiency level employing significantly more varied and extensive modifications. However, no significant differences in the production of the main apology and the employment of lexical intensifiers were found.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131232726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Challenges concerning argumentative writing in a second language context 第二语言语境下议论文写作的挑战

Nordic Journal of Modern Language Methodology Pub Date : 2018-08-15 DOI: 10.46364/NJMLM.V6I1.415

M. Horverak

{"title":"Challenges concerning argumentative writing in a second language context","authors":"M. Horverak","doi":"10.46364/NJMLM.V6I1.415","DOIUrl":"https://doi.org/10.46364/NJMLM.V6I1.415","url":null,"abstract":"The current study is based on parts of the data collected in a quasi-experiment conducted in four English classes of Norwegian upper secondary school students. The purpose of the quasi-experiment was to explore whether a teaching intervention based on systemic functional linguistics and genre-pedagogy would support students in improving their competence in writing argumentative texts in English. The improvement was measured by comparing evaluations of pre-and post-tests. The current study investigates what seemed to be the main challenges for Norwegian students concerning this type of genre in a second language context based on the pre-tests and the evaluations of the pre-tests. The most challenging aspect seems to be how to write thorough argumentation and discussion and to use sources in an independent and correct manner. Other challenging features seem to be how to structure texts and how to adjust the language to appropriate levels of formality and modality. To meet these challenges, this article advocates introducing genre-pedagogy as a teaching approach in ESL-contexts (English as a second language). This would ensure a focus on how to construct arguments through detailed instruction and to adjust the writing to purpose and situation.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132998852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Interdisciplinary approaches for deep learning 深度学习的跨学科方法

Nordic Journal of Modern Language Methodology Pub Date : 2018-08-15 DOI: 10.46364/NJMLM.V6I1.425

T. Holmbukt

{"title":"Interdisciplinary approaches for deep learning","authors":"T. Holmbukt","doi":"10.46364/NJMLM.V6I1.425","DOIUrl":"https://doi.org/10.46364/NJMLM.V6I1.425","url":null,"abstract":"The Norwegian national curricula for primary and secondary education are currently undergoing reforms, which will be implemented from 2020. The underlying documents regarding the reform are studied in this article, and conclude that learners should be provided with beneficial conditions to develop values and knowledge to manage their lives well. An essential notion is ‘deep learning’ whose implication seems to be acquisition of more in-depth knowledge and understanding of subject areas. The present article argues that learning is about making connections, whether it be noticing connections between isolated subject areas, or, perhaps, between theoretical concepts and practical tasks. Further, the article argues that interdisciplinary approaches extend knowledge as they typically work across subject areas and support learners in discovering disciplinary connections. Claims are made that interdisciplinary strategies have the capacities to facilitate various learning styles, motivation and variation. Such facilitations are required in education that is democratic and which targets all learners. Hence, the article argues that interdisciplinarity and deep learning are concepts that work together, and in which critical thinking and creativity are core elements. The argumentation is based on the four official documents NOU 2014:7, NOU 2015:8, Report to the Storting 28, The Standing Committee on Education, Research and Church Affairs’ recommendation to the Storting 19 S, as well as, data findings discussed in a master study which discusses teachers’ perceptions of interdisciplinarity and learning.","PeriodicalId":438323,"journal":{"name":"Nordic Journal of Modern Language Methodology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131169408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1