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  • 1.
    Alshammari, Rama
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication, Modern Languages.
    La critique réaliste de Flaubert et Maupassant sur la situation de la femme à travers les personnages d'Emma et de Jeanne2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Le réalisme, d’après Larousse, est une « [t]endance littéraire et artistique du XIXe s., qui privilégie la représentation exacte, tels qu'ils sont, de la nature, des hommes, de la société ». Pendant la deuxième moitié du XIXe siècle les problèmes sociaux, comme les conditions de travail, le manque de logements et d’argents, influencent l’art et la littérature. Beaucoup d’écrivains français ont représenté la réalité dans leurs oeuvres.

    Dans ce mémoire, j’ai choisi d’étudier Madame Bovary de Gustave Flaubert et Une vie de Guy de Maupassant parce que les auteurs décrivent la réalité et le pessimisme qui existent dans la vie du XIXe siècle. Ils s’opposaient au romantisme parce qu’ils se tournaient vers la science et vers les aspects matériels pour représenter la réalité et n’accordaient aucune importance à la rêverie et à la sensibilité. De plus, ces deux romans ont un point commun, tous deux racontent l’histoire d’une femme romantique qui souhaite avoir une bonne vie comme dans ses rêves. Ce sont deux romans qui parlent de la situation de la femme à cette époque-là.

    Flaubert a été critiqué après avoir publié son oeuvre Madame Bovary en 1857 parce qu’il exprimait avec honnêteté, ce qui était interdit dans la société. En racontant l’histoire d’Emma, il fait une peinture où il décrit la situation dans la société, la vérité dure de la vie et des gens à travers son personnage Emma Bovary qui est l’héroïne. Son chef-d’oeuvre était plus précisément considéré comme une mauvaise image de la femme par la société parce qu’elle cherchait l’amour avec d’autres hommes que son mari.

    En 1883, presque 30 ans plus tard, Une Vie a été publié. L’auteur, Maupassant, et son oeuvre étaient influencés par Flaubert et son oeuvre ressemblait aux idées et presque même à l’histoire de Madame Bovary. Dans son roman, il crée une image du pessimisme de sa société à cette époque-là en la montrant dans la vie de son héroïne, Jeanne.

    Ce mémoire va analyser les traits réalistes chez Flaubert et Maupassant, c'est-à-dire les choses sur lesquelles dépendent les deux auteurs pour expliquer le plus parfaitement possible la réalité. Cela peut impliquer la description en détail du milieu et l’analyse des personnages. Mais le but principal ou l’objectif de ce mémoire est de montrer comment Madame Bovary et Une Vie dépeignent, à l’aide de l’esthétique réaliste, la condition féminine au XIXe siècle à travers les personnages d’Emma et de Jeanne. C'est-à-dire de montrer l’image réaliste, par le point de vue de Flaubert et Maupassant, concernant la situation de la femme. Pour réaliser l’objectif de mon mémoire, je ferai une comparaison entre les deux héroïnes de Madame Bovary et Une Vie où j’analyserai, à l’aide des questions posées ci-dessous, la représentation de la situation de la femme de ce siècle. Je présenterai également le point de vue social, en ce qui concerne la condition féminine, selon lequel elle est un objet soumis à l’influence de la société. Flaubert et Maupassant, montrent le destin tragique des deux héroïnes qui peut se produire pour de nombreuses raisons ; d’une part, il y a des facteurs sociaux comme les lois, les moeurs et les traditions, d’autre part, il y a le manque de compréhension pour les sentiments et les personnalités des femmes. Les deux oeuvres sont donc une critique réaliste de l’époque qui est expliquée à travers la personnalité des personnages, Emma et Jeanne.

    Les questions seront donc : Est-ce que les personnages (qui peuvent être vus comme des représentants de la femme du XIXe siècle) sont victimes de ce siècle où elles doivent subir et obéir aux lois ? Est-ce qu’elles sont vraiment faibles et dépendantes des hommes qui dominent leur vie? Est-ce que Flaubert et Maupassant ont réussi à décrire, dans leurs romans, la situation de la femme pour critiquer leur société et pour montrer le pessimisme et la souffrance de leur époque à travers la condition de vie des deux héroïnes? Les deux romans répondent-ils donc à la définition du réalisme ? Alors en répondant à ces questions et en étudiant les deux personnages, on introduit la vision des deux écrivains sur le rôle de la femme dans leur société.

    J’ai trouvé de nombreux de recherches et d’articles qui traitent le sujet de réalisme. D’autres étudient la condition féminine dans la société en générale et même dans la littérature française. L’une des articles que j’ai trouvés utile pour approfondir l’objectif de ce mémoire, c’est par exemple l’article de Kuzucu Hamza « Deux conceptions de maternités : Madame de Renal et Madame Bovary ». Il montre la conception de la maternité chez la femme et comment ce sujet est traité par des auteurs dans la littérature.

    Avant de commencer à écrire sur ce sujet, je ferai tout d’abord une introduction au réalisme et ses thèmes principaux pour qu’on comprenne pourquoi et comment les deux auteurs écrivent pour montrer leurs idées dans leurs écritures. Puis, je présenterai les idées dominantes concernant la situation de la femme au XIXème siècle. Et après, je ferai une analyse de la personnalité des deux héroïnes qui peut donner, selon les deux auteurs, une représentation du réalisme dans ces deux oeuvres.

  • 2.
    Amir, Alia
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Language policing: Micro-level language policy-in-process in the foreign language classroom2013In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 4, no 2, p. 151-167Article in journal (Refereed)
    Abstract [en]

    This article examines what we call micro-level language policy-in-process – that is, how a target-language-only policy emerges in situ in the foreign language classroom. More precisely, we investigate the role of language policing, the mechanism deployed by the teacher and/or pupils to (re-)establish the normatively prescribed target language as the medium of classroom interaction in the English as a foreign language classroom of an international school in Sweden. Using ethnomethodological conversation analysis, we have identified a regular three-step sequence for language policing: (1) a (perceived) breach of the target-language-only rule, (2) an act of language policing and (3) an orientation to the target-language-only rule, usually in the guise of medium switching to the target language. Focusing primarily on teacher-to-pupil policing, where the teacher polices pupils’ (perceived) use of their L1 (Swedish), we identify three different categories of teacher-policing. These categories are based on particular configurations of features deployed in the three steps, such as initiator techniques (e.g.reminders, prompts, warnings and sanctions) and pupils’ responses to being policed (e.g. compliance or contestation).

  • 3.
    Amir, Alia
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Pupils Doing Language Policy: Micro-interactional insights from the English as a foreign language classroom2014In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 8, no 2, p. 93-113Article in journal (Refereed)
    Abstract [en]

    In this paper, we examine instances of the methods pupils deploy to do language policy in an English as a foreign language classroom in Sweden, where there is a locally practised English-only rule. Although we exemplify some more tacit methods of constructing a monolingual classroom (Slotte-Lüttge 2007), we focus primarily on instances where pupils police other pupils and on occasion even the teacher, when they are perceived not to be upholding the rule. This blatantly explicit method of pupils doing language policy, which we term language policing, generally serves to (re-)establish and maintain English as the medium of interaction and instruction. The data for this study consists of video-recordings of 18 EFL lessons in an International Swedish school and was collected in grade 8 and 9 classes (15-16 year olds) between the years 2007-2010. In order to reveal the interactional orientations of the participants in situ (Seedhouse, 1998:101), conversation analysis has been used to identify and analyse naturally occurring cases of pupils doing language policy. By discussing the analyses with reference to different policing trajectories, how participants employ a range of initiator techniques, and the nature and distribution of their policing methods, for example, we elucidate the empirical basis for our subcategories of pupil- initiated policing. We also relate language policing practices to the maintenance of a monolingual classroom and conclude that establishing and maintaining the English-only rule “sufficient[ly] for all practical purposes” is a routine matter (cf. Zimmerman 1971:227), since little language policing is needed to maintain it. In cases where the language rule is breached, both pupils and teacher play an active role in (re-)establishing themonolingual classroom.

  • 4.
    Eriksson Palmertz, Jonna
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Pourquoi la traduction?: La traduction comme outil didactique dans l'apprentissage d'une langue étrangère.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Une question que j’ai souvent posée quand j’apprenais le français comme langue étrangère à l’école secondaire, c’est pourquoi on ne pouvait pas traduire plus de textes pendant les cours. La traduction était, selon moi, la façon la plus amusante et la plus intéressante pour apprendre une autre langue. Ce qui me plaisait c’était de recevoir un texte, le traduire et après voir la correction et exactement comment j’avais reussi à appliquer les structures grammaticales de l’autre langue. Aussi de voir les fautes qu’on avait fait, cela montrait le progrès que l’élève a fait (ou n’avait pas fait). C’était une méthode pour voir noir sur blanc jusqu’à quel point on arrivait à utiliser la nouvelle langue.

    La traduction est donc une méthode que je pense peut bénéficier l'apprentissage des langues étrangères et je veux en savoir plus de cette méthode. Je veux aussi voir s’il y a effectivement des recherches sur ce sujet qui montrent que c'est le cas.

    Dans ce mémoire, j’ai voulu savoir plus sur la traduction en tant qu’outil didactique. À propos de la traduction, j’ai essayé d’être ouverte à ce que ce mot signifie selon la littérature de recherche sur le sujet. J’ai voulu savoir tout ce que s’inscrit dans le concept de traduction et ce que ce mot « traduction » signifie réellement.

    La traduction peut signifier traduire un texte, une phrase ou même un seul petit mot. Dans les deux articles « La traduction comme outil didactique dans l’apprentissage d’une langue étrangère » de Tegelberg (2007), et « Les quatre aspects du procédé de traduction » d’Ingo (2000), sont discutés les aspects qui fondent la base de la traduction ou la « traductologie » (expression utilisée par Ingo). Selon Ingo (ibid), ce sont ces quatre aspects : la langue, la sociologie, la culture et le traducteur lui-même (ce qu’il appelle l’artiste). Il décrit l’importance du traducteur et ses caractéristiques personnelles et comment cela influence surtout la traduction des textes littéraires. Dans la section de la littérature de recherche ci-dessous, je vais aussi présenter l’importance de la culture du pays où la langue cible est parlée quand on travaille sur la traduction.

  • 5.
    Forss, Jenny
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication, Modern Languages.
    El aprendizaje del vocabulario: Un estudio cualitativo sobre el aprendizaje del vocabulario por parte de alumnos suecos que estudian español en el bachillerato2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Las palabras constituyen la raíz de la lengua. Por eso, el propósito de este trabajo es investigar cuáles diferentes inteligencias usan seis alumnos en el nivel 5 en la escuela de bachillerato para aprender el vocabulario. Como punto de partido utilizamos las inteligencias lingüística, lógica, visual, musical y corporal. Este estudio es un estudio cualitativo donde el material recopilado está compuesto de entrevistas grabadas con los seis alumnos.

     

    El resultado de las entrevistas muestra que todos los alumnos conocen diferentes maneras de aprender el vocabulario, pero los términos son nuevos. La inteligencia que parece ser más útil y mejor para los alumnos es la inteligencia lingüística y también otra estrategia donde los alumnos escriben dos columnas. En conclusión, los alumnos necesitan enseñanza sobre las diferentes estrategias que pueden usar para aprender el vocabulario para que tengan más control sobre su propio aprendizaje.

     

  • 6.
    Garnemark, Rosario
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Ingmar Bergman y la censura cinematográfica franquista: Reescrituras ideológicas (1960-1967)2015Book (Other academic)
    Abstract [es]

    En la década de los 60 se produjo en la España franquista un intento de apertura y modernización del sector fílmico que contribuyó a que se importaran al sistema cultural español repertorios extranjeros novedosos como el del realizador sueco Ingmar Bergman. Uno de los objetivos de este volumen es ilustrar cómo la censura estatal franquista utilizó la traducción como herramienta de manipulación ideológica en la importación de Bergman durante el período mencionado. Además de estudiar algunos doblajes aprobados por la censura, también se analizan los expedientes oficiales de censura y diversas reseñas cinematográficas, que revelan cuáles fueron los parámetros ideológicos que aplicó el sector cultural español para reinterpretar la obra de Bergman. Ello lleva a desvelar el crucial papel que desempeñaron personalidades como José Mª García Escudero, Carlos Fernández Cuenca o Carlos Mª Staehlin. Mediante la confrontación de las interpretaciones franquistas con otro tipo de lecturas generadas fuera del sistema cultural franquista se pone de manifiesto, además, que las tendenciosas explicaciones franquistas no siempre hicieron justicia a la ambigüedad mostrada por el realizador sueco. En un primer momento se manipuló sobre todo su visión de Dios y de la religión, obviando aspectos centrales de su obra como la reflexión sobre la figura del artista. Más adelante, los esfuerzos de una parte del sector cultural franquista se centraron en hacerle pasar por un realizador eminentemente moralista, desvirtuando su visión del erotismo, de la violencia o del papel de la mujer en la sociedad. A pesar de que la crítica especializada y cinéfila que se interesó por Bergman en aquellos años cuestionó en numerosas ocasiones las interpretaciones oficialistas y la actuación de la censura, las películas llegaron al público enormemente desvirtuadas por los cortes impuestos y por unos doblajes ideológicamente adulterados, algunos de los cuales circulan todavía en DVDs comerciales en la actualidad.

    La disciplina académica conocida como Estudios de Traducción experimenta durante los años 90 un giro hacia enfoques centrados en la cultura como motor de la traducción y se aparta de las explicaciones meramente lingüísticas, abriéndose así a nuevos métodos para abordar el estudio del proceso traductor. Estos enfoques destacan la importancia de las condiciones históricas y culturales en las que se producen las traducciones, prestando especial atención al potencial manipulador de éstas y a las relaciones de poder que las determinan y generan. En este contexto se enmarca el presente volumen, que aborda la recepción y censura de la filmografía de Ingmar Bergman en España entre los años 1960 y 1967.

  • 7.
    Glushenkova, Maria
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Falsche Freunde im schwedisch-deutschen Wortschatz: Ein Überblick und ihr Auftreten in Aufsätzen schwedischer Deutschlerner2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Falsche Freunde, ein nicht nur zwischensprachliches sondern auch einsprachiges Phänomen, lassen sich in mehrere Klassen einteilen. Neben den semantischen falschen Freunden, die sich wegen ihres großen Missverständnispotenzials im Mittelpunkt der meisten Forschungen über die falschen Freunde befinden, wurden in dieser Arbeit formale, phraseologische, fiktive und pragmatische falsche Freunde behandelt. Die meisten dieser Klassen konnten weiter in Unterklassen eingeteilt werden.

    Falsche Freunde sind für ihre Fähigkeit bekannt, bei der Übersetzung aus einer Sprache in eine andere Missverständnisse zu schaffen. Sie treten aber auch beim Fremdsprachenerwerb auf und führen zu Problemen und zu fehlerhaftem Sprachgebrauch. Die Untersuchung der 230 Fehler in Bezug auf falsche Freunde, die in 252 von deutschlernenden Schweden geschriebenen Aufsätzen gefunden wurden, zeigte, dass sie sich in vier Gruppen einteilen lassen. Neben den am häufigsten vorkommenden schwedisch-deutschen falschen Freunden werden von schwedischen Studenten auch deutsche intralinguale, englisch-deutsche falsche Freunde und unerwartete Freunde verwendet.

    Wenn es zu der Frage kommt, welche Unterklasse der falschen Freunde die meisten Probleme beim Schreiben von Aufsätzen verursachen, zeigte die Untersuchung, dass orthographische falsche Freunde hier den ersten Platz einnehmen.

    Die Existenz der falschen Freunde in schwedisch-deutschen Wortschatz stellt bestimmt eine Fehlerquelle beim Fremdsprachenerwerb dar. Was man vielleicht nicht erwartet hätte, ist die Tatsache, dass auch deutsch-deutsche und englisch-deutsche falsche Freunde schwedischen Deutschlernern Schwierigkeiten bereiten.

  • 8.
    Larsson Ringqvist, Eva
    et al.
    Linnéuniversitetet, Institutionen för språk (SPR), Växjö, Sweden.
    Sundberg, Ann-Kari
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Activités communicatives orales en classe de FLE: caractéristiques interactionnelles et potentiel d'acquisitiion2013In: Synergies Pays Scandinaves, ISSN 1901-3809, E-ISSN 2261-2807, Vol. 8, p. 35-54Article in journal (Refereed)
    Abstract [en]

    This article presents the first results from a research project examining a range of oral activities in the French as a foreign language classroom with the aim of determining their potential to support the acquisition of an oral communicative compe- tence by the learners. Starting with video recordings of French language classrooms in Swedish upper secondary schools, the interactional characteristics of three different oral activities are revealed through a conversational analysis of the material. In order to evaluate their potential for acquisition, the three activities are analyzed according to criteria brought forward by the interactional theory of language acquisition. The results indicate the dominance of the teacher in the interactions in terms of turn-taking and topic choice. The presence in the interaction of an interpersonal dimension seems to be essential for encouraging spontaneous and non-reproductive turns from the learners. 

  • 9.
    Larsson Ringqvist, Eva
    et al.
    Linnéuniversitetet, Institutionen för språk och litteratur, SOL.
    Sundberg, Ann-Kari
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    "Une si belle langue", mais est-ce suffisant? Points de vue d'étudiants et d'étudiantes de français à l'université en Suède2011In: Synergies Pays Scandinaves, ISSN 1901-3809, E-ISSN 2261-2807, no 6, p. 71-87Article in journal (Refereed)
    Abstract [en]

    This study investigates the possible relations between representations of the cultural, social and political framing of a foreign language and the willingness to study the language in school and at university. The specific object of study is French in a Swedish educational context. Since French is predominantly chosen by female students in Sweden, special attention has been paid to gender related aspects. In an attempt to unveil their images of France, French people and the French language, students of French at university have been interviewed and asked to respond to a written questionnaire. The results show differences between female and male participants in the weight they give to economic and affective criteria as motivating their interest in French language studies. The imbalance between male and female students in French courses also seems to have to do with socially constructed representations of what France and the French stand for, that are more appealing to a female than to a male public.

  • 10.
    Liljegren, Lars
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    A different Strindberg: the power of the panopticon and the image of Strindberg in Married (1913)2016In: Norm-focused and culture-related inquiries in translation research: selected papers of the CETRA research summer school 2014 / [ed] Justyna Giczela-Pastwa, Uchenna Oyali, Frankfurt am Main: Peter Lang Publishing Group, 2016, p. 143-156Chapter in book (Refereed)
  • 11.
    Liljegren, Lars
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication, Modern Languages.
    Strindberg i engelsk översättning: censur i ett post-viktorianskt England och dess betydelse idag2014In: Arvet efter Strindberg - The Strindberg Legacy: Elva bidrag från den artonde internationella Strindbergskonferensen / [ed] David Gedin, Roland Lysell, Willmar Sauter, Per Stam, Stockholm: Acta Universitatis Stockholmiensis, 2014, p. 133-144Chapter in book (Refereed)
  • 12.
    Löfgren, Ann
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Culture and Communication, Modern Languages.
    Feminidad y masculinidad en manuales de enseñanza de Español como Segunda Lengua2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    En esta monografía se estudian dos manuales de enseñanza del español como segunda lengua con el fin de averiguar si siguen la recomendación del valor de equidad de género del plan de estudios 2011 en la institución escolar sueca. Para conseguir el objetivo de este estudio el propósito es dar respuesta a las siguientes preguntas: ¿Cómo se representa lo femenino y masculino en cada uno de los textos? ¿Qué diferencias y semejanzas se establecen en los manuales Gracias 7, Textos y Amigos dos, textbok con respecto a la representación de géneros? ¿Mediante qué estrategias consiguen los autores de los textos equiparar discursivamente la igualdad de género? Estas preguntas se contestan con ayuda del método hermenéutico-comparativo y el análisis discursivo. El resultado del análisis muestra que la mayoría de los ejemplos analizados en los dos manuales, en varios aspectos presentan ejemplos con equilibrio  en la construcción de equidad entre niñas, niños, mujeres y hombres y que los autores de los manuales utilizan diferentes estrategias para buscar un cambio en la construcción de lo femenino y lo masculino.

  • 13.
    Majlesi, Ali Reza
    et al.
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Simfors, Per
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    ‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation2015Conference paper (Refereed)
    Abstract [en]

    ‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation

    The current paper presents results from an investigation of interaction between the examiners of TISUS (Test in Swedish for Universities and Higher Education), and test takers during their oral proficiency assessment of Swedish as a second language. More specifically, the study deals with the interactional procedure of the test, which is usually carried out in a group of two or three test takers. Even though the test takers are informed beforehand about the topics discussed during the exam, within such tests, various questions and topics are also exchanged that may change the trajectory of the talk and impact the test takers’ performances as well. The encouragement of keeping the conversation natural between the test takers may be constrained by the formal nature of the test, i.e. the distribution of topics and turns by the examiners. Furthermore, due to the contingencies of talk-in-interaction and co-construction of the context, participants are faced with many challenges. In this presentation, we will demonstrate, by means of conversation analysis, how participants orient to problems related to the fact that the conversation is neither totally natural, nor is it open-ended. The test takers’ preparation for thematic talk may, for example, lead to ‘mediated turn distributions’, which in turn, negatively affects the performances and also the administration of the test situation. 

    The results show that despite the possible benefits of having conversation as a test situation, problems arise in interaction; thus, assessing the test takers’ performance, such interactional context and its construction may be taken into account.

  • 14.
    Malmqvist, Jenny
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Belfast Textiles: On Ciaran Carson’s Poetics2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is a study of the formation and development of Ciaran Carson’s poetics from his debut in the 1970s up to and including his fourth principal collection of poems, First Language, published in 1993. Examining Carson’s recourse to different kinds of rewriting, made manifest as intertextuality and translation, it aims to account for the thematic formulation and formal realization of this poetics.

    The poetics is elicited from two distinct groups of poems. The first group comprises poems, given in the consecutive volumes The Lost Explorer (1978), The Irish for No (1987), Belfast Confetti (1989) and First Language, in which textile techniques serve metaphorically as poetic techniques. These poems are read as formulating a poetics which is formally realized in a second group of poems in which rewriting is the dominant technique. By examining the textile/textual metaphors, and their gradual reconfiguration, and the different manifestations of rewriting in Carson’s work the thesis seeks to describe and demonstrate some of the main principles and expressions of this poetics and its development over time.

    The thesis sees rewriting as integral to Carson’s poetic method: Earlier texts are deliberately drawn upon and made a constitutive part of a new poem. To account for the textual relations and their effect on meaning-making perspectives are borrowed from theories of intertextuality, especially intertextuality as conceptualized by Gérard Genette and Laurent Jenny, as well as from contemporary translation studies and poetics. A theoretical framework is also provided by the textile/textual metaphors which are employed as analytical tools.

    It is argued that rewriting is not an end in itself but an important means for the poet to articulate his views on both aesthetic and historical issues. The thesis relates the practice of rewriting to a prominent concern in Carson’s work: the relation between form and material and how to adequately express the complicated experiences associated with Northern Ireland in poetic form. The thesis contends through detailed analysis of Carson’s strategies of rewriting that his persistent recourse to recycling discloses his attentiveness to his own poetic expression and that his poetics should be seen as both an aesthetics and an ethics – an evolving response along both aesthetic and ethical lines to the complexities of his situation and his role as a poet.

  • 15.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Avoiding the Target Language with the Help of Google: Managing Language Choices in Gathering Information for EFL Project Work2014In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 48, no 1, p. 110-135Article in journal (Refereed)
    Abstract [en]

    The integration of translation tools into the Google search engine has led to a huge increase in the visibility and accessibility of such tools, with potentially far-reaching implications for the English language classroom. Although these translation tools are the focus of this study, using them is in fact only one way in which English language learners can exercise their language preferences, especially when working more autonomously. By acting upon these preferences and opting to read in their first language, learners effectively adopt an avoidance strategy—that of avoiding the target language. This qualitative study highlights several ways in which pupils can and do exercise their language choices in their computer-assisted project work using (Swedish) Google. More specifically, after mapping out the trajectories of pupils' Internet searches and their gathering of resources, conversation analysis is used to zoom in on key moves that are jointly negotiated at the interface with Google, where different language options are made available and even flagged. By making incremental choices that avoid English (or favour Swedish), the visibility of English can diminish radically, if not altogether. The negative implications of avoidance are discussed as well as the practicalities of solutions using Google itself.

  • 16.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Correcting spellings in second language learners’ computer-assisted collaborative writing2016In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 7, no 1, p. 36-57Article in journal (Refereed)
    Abstract [en]

    The present study uses multimodal conversation analysis to examine how pupils studying English as a foreign language make spelling corrections in real time while doing collaborative computer-assisted project work. Unlike most previous related investigations, this study focuses on the process rather than evaluating the final product. The findings establish how the initiation and correction of (perceived) spelling errors involve varying configurations of three agents: the pupil currently typing, the other pupil and the computer software. Almost 80% of spelling corrections are carried out by the pupil typing with no intervention from the other pupil or the spellchecker. It is argued that here both the ‘triadic ecology’ and the timing of correction trajectories entail a structural preference for self-correction, which in turn reduces the affordances of the spellchecker and collaboration. Nevertheless, the spellchecker and the other pupil do play a role in catching potential misspellings that the typist has missed. Moreover, rather than right-clicking to activate the spellchecker’s menu of spelling suggestions, the typist typically deletes back to before the faulty letter(s) and then re-types words, which suggests the importance of progressivity of the typing flow as well as no need for the spellchecker’s assistance.

  • 17.
    Musk, Nigel
    et al.
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Mobilising distributed memory resources in English project work2017In: Memory practices and learning: interactional, institutional and sociocultural perspectives / [ed] Åsa Mäkitalo, Per Linell, Roger Säljö, Charlotte: Information Age Publishing, 2017, p. 145-174Chapter in book (Refereed)
  • 18.
    Musk, Nigel John
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Performing bilingualism in Wales: Arguing the case for empirical and theoretical eclecticism2012In: Pragmatics: Quarterly Publication of the International Pragmatics Association, ISSN 1018-2101, E-ISSN 2406-4238, Vol. 22, no 4, p. 651-669Article in journal (Refereed)
    Abstract [en]

    This article examines Welsh young peoples "performance" and construction of their bilingualism with the help of empirically grounded conversation analysis (CA) and performativity theory grounded in poststructuralism. Some of the incompatibilities, particularly conversation analysts narrow conception of context are resolved with reference to dialogical theory. It is argued with the help of video-recorded empirical data that a fine-grained analysis using CA is able to trace the emergence of varying bilingual identities as well as the negotiation of meaning in situ. To take the analysis beyond single situated actions, however, it is argued that we need recourse to the broader situation-transcending constructs offered, for example, by dialogical and performativity theory.

  • 19.
    Persson, Ann-Sofie
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    De la narration du spectacle au spectacle de la narration: l'invitée de Simone de Beauvoir2008In: (Re)découvrir l'oeuvre de Simone de Beauvoir: Du deuxième Sexe à La Cérémonie des adieux / [ed] Julia Kristeva, Pascale Fautrier, Pierre-Louis Fort, Anne Strasser, Éditions Le Bord de l'Eau , 2008, p. 435-447Chapter in book (Other (popular science, discussion, etc.))
  • 20.
    Persson, Ann-Sofie
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    France, effaced but venerated: Marie Cardinal's Au pays de mes racines2009In: Africa Writing Europe: Opposition, Juxtaposition, Entanglement / [ed] Maria Olausson and Christina Angelfors, Amsterdam-New York: Editions Rodopi B.V. , 2009, p. 153-186Chapter in book (Other (popular science, discussion, etc.))
  • 21.
    Persson, Ann-Sofie
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    L'autoportrait disséminé chez Maryse Condé images autobiographiques de la diaspora africaine dans En attendant le bonheur et le coeur à rire et à pleurer2009In: Portraits biographiques: Ètudes réunies et présentés par Robert Dion et Mahigan Lepage, Rennes: La Licorne, Presses universitaires de Rennes , 2009, p. 131-147Chapter in book (Other (popular science, discussion, etc.))
  • 22.
    Prisacaru, Catalina
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    ¿Por qué el español?: Un estudio sobre la elección lingüística en la escuela secundaria sueca2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    El español es la tercera más grande lengua del mundo. En Suecia, el español es la tercera lengua más grande después del sueco y del inglés el bachillerato, pero no existen muchos estudios sobre la causa de esta popularidad. Este trabajo compara los motivos de la elección del idioma español de los alumnos de dos escuelas de la región de Linköping y busca las motivaciones que los han impulsado elegir su tercera lengua. Basado en el análisis de una encuesta realizada con 38 alumnos, los resultados muestran  que entre otras, la utilidad del español en futuros viajes, el interés lingüístico personal y la actitud positiva hacia España y otros países hispanohablantes son importantes por la decisión de estudiar el español como tercera lengua. 

  • 23.
    Rosén, Christina
    et al.
    Institutionen för språk, Linnéuniversitetet, Växjö.
    Simfors, PerLinköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.Sundberg, Ann-KariLinköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Språk i undervisning: Rapport från ASLA:s vårsymposium Linköping 11-12 maj 20122013Conference proceedings (editor) (Other academic)
    Abstract [sv]

    2012 års ASLA-symposium ägde rum vid Linköpings universitet 11-12 maj och arrangerades av Linnéuniversitetet och Linköpings universitet. Symposiet tog upp nedanstående teman, särskilt aktuella för skolverksamheten.

    • Språkbruk, normer och normering
    • Attityder, språk och kultur
    • Lärande, lärandemål och bedömning

  • 24.
    Schedewie, Jeanette
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Ser/estar en la enseñanza de E/LE en Suecia2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    En este estudio se analiza como se puede facilitar la adquisición de los verbos ser/estar a los alumnos en las clases de ELE. Se hace un análisis empírico-cuantitativo de un test repartido a alumnos, en tres colegios diferentes en Norrköping, para medir los conocimientos previos del uso de ambos verbos. Luego se han realizado clases usando nuevas estrategias de didáctica para enseñar su uso y al final los alumnos han vuelto a realizar el mismo test que anteriormente. Los resultados han sido analizados. El análisis muestra que si se adaptan los ejercicios a los diferentes estilos de aprendizaje de los alumnos, se logra un mejor resultado de la adquisición del uso de los verbos ser/estar. También se ha hecho un análisis de los libros escolares Vale 6,7 y 8 y respectivo guía del profesor, el cual muestra que mencionados libros o guías, no facilitan a la adquisición de estos verbos.

  • 25.
    Simfors, Per
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Extrakte des Schweigens: Zu Sprache und Stil bei Peter Altenberg2009 (ed. 1)Book (Other academic)
    Abstract [en]

    Peter Altenberg’s texts are characterized by their fragmentariness, openness and very special tone. In this study, the linguistic and structural features that create this unique style are analyzed. A broad concept of style is applied, defining style as a relation between form, content and reader. Thus the stylistic analyses include elements of rhetoric, linguistics, text linguistics and narratology.

    The study shows that Altenberg uses various methods of stylistic condensation, such as ellipses and omissions, rhythmized passages, summaries, and sudden changes of time or place. To achieve density of text, Altenberg also utilizes semantic, syntactic and lexical recurrences and leitmotivs. Another technique he frequently uses is to directly quote third person speech, often as incomplete utterances. Both the characters and the narrator often pause mid’ sentence, remain silent or merely hint at their intended meaning. This silence is mainly positive, serving as nonverbal communication based on empathy. However, this stylistic device can also be seen as language skepticism since it makes the verbal language appear inferior to the wordless.

    Altenberg’s predominantly condensed style is contrasted by an impressionistic richness of detail which gives an impression of authenticity and emphasizes the importance of the seemingly insignificant. Hyperboles and strong epithets also contrast to his use of subtle implication. Another decisive aspect of Altenberg’s style is the various levels of irony and self irony that characterize many of his writings.

    Although most texts are composed of very short, simple, paratactic sentences, Altenberg frequently emphasizes key passages by means of more complex linguistic structures.

    A typical characteristic of the narrative structures in Altenberg’s texts is the indeterminability of aspects such as voice, perspective and the role and position of the narrator, i.e. whether the text reflects the narrator’s voice or that of a character and the extent to which the narrator is part of the story narrated. Omissions and recurrences of text elements often serve to link the narration to a character perspective and contribute to the ambiguity of voice and focalization.

  • 26.
    Simfors, Per
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    "Ich bin ein momentaner kürzester Impressionist": Zur Ästhetik der Kürze bei Peter Altenberg2015In: Kurze Texte und Intertextualität: Ausgewählte Beiträge der GeFoText-Konferenz vom 26.9. bis 27.9.2013 in Vaasa / [ed] Skog-Södersved, Mariann / Reuter, Ewald / Rink, Christian, Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang Publishing Group, 2015, Vol. 32, p. 205-218Conference paper (Refereed)
    Abstract [en]

    The Viennese author and bohemian Peter Altenberg (1859-1919) is known for his special style and his radical demand for brevity. This study shows how important aspects of Altenberg’s style can be described as situated in a field of tension between impressionistic detail and textual concentration. For this purpose, examples of Altenberg’s impressionistic techniques are presented and related to characteristic omissions and recurrences as methods of stylistic condensation.

  • 27.
    Sundberg, Ann-Kari
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Att hantera det främmande är inte alltid så lätt2009In: Språkdidaktiska perspektiv: om undervisning och lärande i främmande språk / [ed] Tornberg Ulrika, Malmqvist Anita, Valfridsson Ingela, Liber, 2009, 1, p. 111-126Chapter in book (Other academic)
  • 28.
    Sunnerstam, Hanna
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Un penchant pour l'opacité : de l'identité rhizomatique à la résistance langagière et narrative dans Solibo Magnifique et Traversée de la mangrove2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis analyses two novels taking place in the Caribbean context, Traversée de la mangrove (1989), written by Maryse Condé, and Solibo Magnifique (1988), written by Patrick Chamoiseau. Focus is on the themes of identity and resistance and how these themes are represented and problematised in the novels. Some narrative aspects are also given attention, such as how the use of different narrative techniques mirrors the themes in the novels. Objecting to the French/European obsession with rationality, transparency and linearity, the novels propose other ways of expressing identity as well as writing literature. The French language, associated with Western and colonial discourses and with the ideals of Enlightenment, is used as a tool to dominate and suppress others. Identity is described in terms of rhizomatic relationships and diversity, rather than as stable entities. Opacity is a way of resisting the violence of rational descriptions and the linear, causal narrations. By refusing to tell all, and by claiming that certain things cannot be explained in rational ways, the novels problematise the act of representing and insist upon complexity. The penchant for opacity is reflected in the narration for example in the tendency to pose questions rather than provide answers for the reader. 

  • 29.
    Watz, Anna
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    “A language buried at the back of time”: The Stone Door and Poststructuralist Feminism2017In: Leonora Carrington and the International Avant-Garde / [ed] Jonathan P. Eburne, Catriona McAra, Manchester: Manchester University Press, 2017Chapter in book (Refereed)
  • 30.
    Watz, Anna
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Angela Carter and surrealism: a feminist libertarian aesthetic2016Book (Other academic)
    Abstract [en]

    In 1972, Angela Carter translated Xavière Gauthier’s ground-breaking feminist critique of the surrealist movement, Surréalisme et sexualité (1971). Although the translation was never published, the project at once confirmed and consolidated Carter’s previous interest in surrealism, representation, gender and desire and aided her formulation of a new surrealist-feminist aesthetic. Carter’s sustained engagement with surrealist aesthetics and politics as well as surrealist scholarship aptly demonstrates what is at stake for feminism at the intersection of avant-garde aesthetics and the representation of women and female desire. Drawing on previously unexplored archival material, such as typescripts, journals, and letters, Anna Watz’s study is the first to trace the full extent to which Carter’s writing was influenced by the surrealist movement and its critical heritage. Watz’s book is an important contribution to scholarship on Angela Carter as well as to contemporary feminist debates on surrealism, and will appeal to scholars across the fields of contemporary British fiction, feminism, and literary and visual surrealism.

  • 31.
    Watz, Anna
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Njutningens problematik: Postfeminism, normativitet och "mommy porn"2014In: Edda. Nordisk tidsskrift for litteraturforskning, ISSN 0013-0818, E-ISSN 1500-1989, Vol. 101, no 4, p. 292-305Article in journal (Refereed)
    Abstract [en]

    This article interrogates what has been referred to as the "Fifty Shades phenomenon" in contemporary popular culture and media - a cultural trend that represents female desire and pleasure in terms of submission and masochism. The article reflects on how contemporary feminist literary criticism and theory might approach this phenomenon. The texts in question claim to liberate and empower women sexually, when in reality they perpetuate a deeply conservative and hetero-normative view of sexuality, desire and pleasure. More specifically, the article discusses how a feminist analysis of the pleasure generated in many women by these depictions of female submission and masochism can avoid being locked into a reductive dichotomy between "sex-positive" and "sex-negative" feminism, which characterised many feminist debates in the 1970s and 1980s. This article discusses ways in which the feminist literary critic can approach a cultural phenomenon that is not confined within a popular literary sphere, but that also dominates much contemporary popular media and trade. The scale of the media context in which female desire has been recently popularised, shaped and circulated poses new questions to - and demands new approaches of - feminist analyses, which this paper seeks to address. 

  • 32.
    Wikström, Petra
    Linköping University, Department of Culture and Communication, Modern Languages.
    INTERNET - une ressource dans l'enseignement du français?: Une étude sur les pensées des élèves au lycée concernant l’utilisation des TICE2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    L’inspiration de choisir le sujet pour ce mémoire vient d’une volonté de savoir quel sens et quelle signification l’utilisation d’Internet peut avoir à des fins éducatives pour les élèves aujourd’hui. Pendant les stages de ma formation professionnelle ici en Suède, j’ai essayé d’utiliser l’ordinateur le plus possible puisque c’est le monde et la réalité des élèves.

    Faradji et Hocine (2009 : 2) parlent de ce monde changeant où les médias occupent aujourd’hui une place importante dans la vie des familles mais aussi comment l’environnement techno-pédagogique est en train de s’imposer dans le monde scolaire. Pourquoi utilise-t-on la technologie de l’information dans les écoles? Une raison pourrait être la motivation ; les TICE (les technologies de l’information et de la communication pour éducation) sont un instrument très connu pour les élèves. Il faut aussi admettre qu’une des missions de l’école est de distribuer une compétence numérique (Hylén 2007 : 23). En outre, les programmes d’enseignement suédois non obligatoires disent que les élèves doivent s’informer de la réalité complexe avec le grand flux d’information, ainsi c’est très important qu’ils puissent s’entraîner à penser critiquement (Lpf 94 2005 : 39). Pour moi, c’est très important de parler des possibilités d’utiliser Internet dans l’enseignement à cause du développement continu, à la fois qu’on parle des pièges que Internet peur comporter. C’est aussi bien ma volonté de motiver les élèves que le fait que ce soit ma tâche comme futur professeur qui me poussent. J’ai l’ambition de suivre le développement même si cela exige beaucoup de moi.

    Une source d’inspiration importante pour l’étude est aussi une expérience vécue lors d’un stage en France en 2010. Une didacticienne française à l’université de Pau et des pays de l’Adour nous a montré plusieurs pages d’accueil pédagogiques et comment on peut les utiliser avec ses élèves, aussi bien des sites informatiques que des sites de jeux grammaticaux. Comme futur professeur, je m’intéresse aux opinions des élèves et je me demande si ces élèves préfèrent l’enseignement traditionnel sans technologie et s’ils peuvent en évaluer les avantages et les désavantages ?

  • 33.
    Åkemark, Elisabet
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Deux pères, leurs filles et l’argent.: L’importance de l’argent dans deux romans de Balzac.2012Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [fr]

    Two Fathers, Their Daughters and Money. The Importance of Money in Two of Balzac’s Novels.

  • 34.
    Örnberg Berglund, Therese
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Text-based chat and language learning: opportunities and challenges2013In: Språk i undervisning: rapport från ASLA:s vårsymposium, Linköping, 11-12 maj, 2012 / [ed] Christina Rosén, Per Simfors, Ann-Kari Sundberg, Uppsala: ASLA (Institutionen för Nordiska språk, Uppsala universitet) , 2013, p. 139-149Chapter in book (Other academic)
    Abstract [en]

    The aim of the current article is to discuss opportunities and challenges with employing text-based interaction in the language classroom. These issues are addressed in relation to empirical data from a Swedish upper secoondary school, where students of English interact with a teacher (the researcher) in instant messaging. In order to gain a detailed picture of the interactional processes, data from chat logs are complemented with screen recordings, keystroke logging data and data from eye tracking. It should be noted that the current article cannot give a comprehensive account of all relevant phenomena and previous research, but rather some identified pattems will be highlighted and discussed.

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