Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools

Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.

Los errores más frecuentes en la conjugación del adjetivo en su forma singular entre un grupo de alumnos suecos que estudian español nivel 3

AbstractThe objective of the thesis is to find what kind of mistakes a certain group of Swedish students make when studying Spanish as a modern language, specifically when using qualitative adjectives in their singular form. The result is based on the cases of twelve students who study Spanish Level 3, institute level. Four of them were interviewed afterwards.The methods used in this report were the quantitative method which helped quantifying the incidence of these mistakes made by the students through a data sheet, and the qualitative method by analyzing each mistake and the results of the interviews.The conclusion shows that the errors in the use of qualitative adjectives in their singular form occur when the adjectives are feminine, with great higher frequency in feminine abstract adjectives.Key wordsAdjectives, quantitative method, qualitative method, interlanguage, errors and error analysis

Vilhelm Ekelund och det litterära fältet 1897-1949

Vilhelm Ekelunds och det litterära fältet 1897-1949 [Vilhelm Ekelund and the literary field 1897-1949] The theoretical background of this study is Pierre Bourdieu’s sociological approach to literature. I use his theory concerning the importance of cultural (and other forms of symbolic) capital for the individual artist – and his description of the literary field as a place characterized by continuous conflict between different categories of participants. In the article, I argue that as a young poet, Ekelund held a position in the field that was with the intellectual group as opposed to the group of commercial authors – and among the young avant-garde as opposed to among the consecrated and well-established writers. However, this position changed somewhat during the years Ekelund spent in exile (1908-1921), and it continued to change after his return to Sweden. His reputation as a thoroughly intellectual writer was accentuated and, as time passed, he himself became a consecrated artist with certain privileges – e.g. grants and awards – to defend.

Post tenebras spero lucem : Alquimia y ritos en el Quijote y otras obras cervantinas

This study focuses on two areas: alchemy (Part I) and rituals of initiation (Part II) in the works of Miguel de Cervantes, focusing on Don Quijote de la Mancha as my main case study. The first part analyses the function of alchemy and how it can be interpreted throughout the works and various literary genres of Cervantes. It will demonstrate that the texts of Cervantes contain both explicit and implicit allusions to, as well as different aspects of alchemy, such as operative and spiritual alchemy and how these are ultimately used by Cervantes as a means of expression. The author draws from this rich source and modifies these means of expression in order to achieve various results: sometimes with wit or in relation to fraud; at other times it focuses on inner alchemy relating to chivalry in what I have called spiritual chivalry, which has the aim of self-improvement and ultimately, gnosis. Regarding the chivalric rituals of initiation, according to this investigation chivalry serves as both satire and representation of the alchemical process in the case of Don Quijote, which finds its key moments during the rituals. In this sense alchemy and chivalry are studied as two sides of the same coin, in which the search for something higher, an object (the philosopher stone, the beloved), subjects the protagonist to continuous transmutations and puts him in contact with the transitory, that is, liminal states, people and spaces. From this perspective Don Quixote de la Mancha is built upon liminal poetics. My approach, which follows the tenets of analogical hermeneutics, is included within the framework of the Western Esotericism Studies. The 16th and 17th centuries were a fertile age for alchemy throughout Europe. In Spain, alchemy and other esoteric disciplines co-existed with the Spanish Inquisition and its body for the control of ideas and texts: censorship. By being ambiguous and putting into dialogue different ideas of alchemy, Cervantes not only allowed readers to reach their own conclusions, he also protected his work from censorship.