This paper set out to investigate how teachers of Swedish in Sweden implement the Grammar objectives of the curriculum in their teaching, through interviewing six teachers. It has been important to compare their methods to modern research of Grammar teaching and teaching in general. They have been asked a series of questions to answer whether or not they use Grammar terminology as mediating tools, if they intergrate dialogue among students in Grammar teaching and to what extent the teachers? knowledge of and attitude towards Grammar influence their teaching methods. The results show that Grammar is used as mediating tools primarily when it comes to feedback on pupils? texts, though not to a great extent; dialogue between pupils is rare when it comes to Grammar teaching; and the teachers? Grammar knowledge and attitude affect the teaching methods, primarily in the sense that seeing value in Grammar knowledge increases the teacher?s desire to develop new methods for Grammar teaching..

???This research traces the trajectory of those methods of teaching Grammar that five different teachers in Swedish from Stockholm municipality use in their practice. ?Their both constructive and negative attitudes towards Grammar were in fokus when looking after the connection between their own experience of learning/teaching native language Grammar and the methods that they are actually using in their own classes. I was trying to gain knowledge and achieve the purpose of this research by means of a qualitativ method.

Grammar is one of the most problematic areas when it comes to teaching a language; to know if or when, and how Grammar should be taught, are relevant questions to all language teachers. The aim of the study was to investigate teachers? attitudes towards teaching Grammar, and how much, how and why they use the methods that they do. Therefore semi-structured interviews were undertaken with six 9th grade English teachers. The main results showed that all six teachers were positive to formal instruction, and they considered implicit knowledge of Grammar superior to explicit knowledge.

This essay aims to generate understanding for todays Grammar teaching in the early grades.Through base in previous research, I intend in this work to seek understanding of what affects the Grammar development and its impact on education. I investigate in this essay teacher's approach to Grammar and how it affects the incidence of Grammar teaching.Work empiricism consists of qualitative research interviews and a survey with the intention to present a broad picture of grammatical meaning. Regarding to the informants that are involved in the investigation, I have deliberately chosen teachers from different generations to find reflections of their own education and how itinfluenced their view of Grammar. My study shows that teachers acquire greater part of teaching about languagefunctional side compared to the form of the language. The teachers who participated in the survey indicated that the language functional side priority by reason that the more responds to students' learning needs and promotes a desire to learn through meaningful for the student.

This paper sets out to examine to what extent French Grammar teaching contributes to the students? practical, oral skills. Are the students familiar with the grammatical system without knowing how to apply it orally in practice? The paper contains a theoretical background and an empirical survey. One quantitative and one qualitative method have been applied in the survey.

AbstractThe debate on Grammar has been on the agenda for thousands of years. Several different arguments and theories have been used in order to explain the importance of Grammar in school. Some newer arguments have been added, while others have stayed, either in their original version, or in a modernised one.This essay aims to clarify the role Grammar play in school. In order to do that we have looked into its history, the curriculum, modern research and interviews made with active teachers.The results of the literary studies, the studies of the curriculum and the field studies show that the very presence of Grammar in school is disputed. The curriculum of today speaks of an orientation in language, with Grammar as a part of it, based on the students? own language.

Our essay is about the Grammar structure that the participants in A- and B- level of a school in the middle of Sweden, in the subject, Swedish as a second language, process. We have collected written productions from an A-level group and a B-level group and made a comparison between them morphologically and syntactically according to the processability theory by Pienemann.Processability theory was applied to Swedish by Pienemann & Håkansson (1999), with five steps in syntax and four steps in morphology. It turned out that the B-level group had much higher processing level of Grammar than the A level group and one of the reasons for this can be that Grammar is explicitly taught during the first year of studying Swedish as a second language in the school we have chosen to study..

Den teoretiska utgångspunkten i denna studie är den skolnära forskning som bedrivs inom grammatikämnet. Denna har mening först när den tillämpas och syftet med denna kvalitativa studie är att undersöka om och i så fall hur svensklärare i grundskolans senare år tar del av forskning som rör grammatikundervisning samt om och i så fall hur forskningen påverkar deras undervisning. Fem svensklärare i grundskolans senare år har intervjuats och resultatet visar att lärarna främst utgår från kursplan, kollegial tradition och läromedel. De söker inte aktivt forskning om grammatikundervisning och denna påverkar inte deras undervisning på något märkbart sätt. Det framkommer också att lärarna inte fått någon grammatikdidaktik i sin lärarutbildning.

AbstractSwedish tuition for immigrants (SFI) is a public adult education program in Sweden that was created in order to provide the immigrants with basic skills in Swedish. People with different backgrounds speaking different languages learn together how they should communicate in Swedish, both orally and in writing. For those who teach SFI it is important to know which factors have positive effects on the Swedish language acquisition. One of the questions to be asked is if the learning materials´ genre has any effect on the SFI students´ proficiency, in particular, oral proficiency. Scientists as von Franz, Vygotskiy and Bettelheim argued that fairy tales, as a genre consciously or subconsciously recognizable by all the people, present texts that are easy to acqiure.

AbstractSwedish tuition for immigrants (SFI) is a public adult education program in Sweden that was created in order to provide the immigrants with basic skills in Swedish. People with different backgrounds speaking different languages learn together how they should communicate in Swedish, both orally and in writing. For those who teach SFI it is important to know which factors have positive effects on the Swedish language acquisition. One of the questions to be asked is if the learning materials´ genre has any effect on the SFI students´ proficiency, in particular, oral proficiency. Scientists as von Franz, Vygotskiy and Bettelheim argued that fairy tales, as a genre consciously or subconsciously recognizable by all the people, present texts that are easy to acqiure.

This study provides a Construction-Grammar analysis of Swedish pseudo-coordination construction with the verbs gå "go" and ta "take" on the basis of an examination of empirical data. Factors bringing about different readings of gå and ta pseudocoordinations are discussed, showing that the readings correlate with certain semantic properties of the first and the second conjunct. Three distinct pseudocoordinations with gå are proposed, differing as to their readings: inceptive, surprising and imperfective. The single ta pseudocoordination is claimed to have both inceptive and intentional readings. It is illustrated that the readings of gå and ta pseudocoordinations are affected not only by inherent lexical properties of single conjuncts but also by their interaction with construction-level characteristics.

AbstractSwedish tuition for immigrants (SFI) is a public adult education program in Sweden that was created in order to provide the immigrants with basic skills in Swedish. People with different backgrounds speaking different languages learn together how they should communicate in Swedish, both orally and in writing. For those who teach SFI it is important to know which factors have positive effects on the Swedish language acquisition. One of the questions to be asked is if the learning materials´ genre has any effect on the SFI students´ proficiency, in particular, oral proficiency. Scientists as von Franz, Vygotskiy and Bettelheim argued that fairy tales, as a genre consciously or subconsciously recognizable by all the people, present texts that are easy to acqiure.

This thesis focuses on Chinese?Swedish code-switching of bilingual children in Sweden. The purpose is to, through a case study, study what Chinese?Swedish code-switching looks like in daily conversations between bilingual children and their parents. Three main questions are formulated from the purpose of the thesis, foucusing on the types and frequencies of code-switching, the Grammar of code-switching, and the motivation of code-switching.The linguistic material comes from voice recordings of naturally occurring conversations between three children and their parents, which are transcribed afterwards.

Syftet med uppsatsen är att granska framställningen av satslära i fem läroböcker som i dag används i grundskolans senare årskurser. Två av dessa är renodlade grammatikböcker medan tre är icke renodlade grammatikböcker.Min metod är undersökande/klassificerande, och jag jämför mitt resultat med två tidigare studier av grammatikavsnittet i läroböcker.Resultat visar att de renodlade grammatikböckerna skiljer sig från de icke renodlade genom att upprepade gånger ha en ansats i beskrivningssättet som samspelar med "normen", dvs. den språkvetenskapliga beskrivning av det svenska språket som representeras av t.ex. Svenska Akademiens grammatik (1999). De framställningar av satslära som står närmast normen är också vid en del tillfällen inkorrekta och vid flera tillfällen motsägelsefulla.

This study investigates if and how Grammar instructions and exercises in Spanish textbooks have evolved during the last thirty years. More specifically it focuses on how the Grammar is presented (explicit instruction) and on the nature of the exercises (input, production and interaction). The method for investigating these things is firstly an analysis of the explicit instruction, and secondly a quantitative study of the exercises. The number of textbooks analyzed in this study is four and only the chapters that focus on teaching the preterite are included in the analysis. The result shows a tendency towards direct explicit instruction and controlled production practice.