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Browsing by Subject "S2"

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  • Mette, Råman (2023)
    The purpose of this master's thesis is to map the classroom teachers' experiences of what and what kind of support and what resources they are allocated for students with Swedish as a second language, as well as to identify which language-strengthening teaching methods are used. Through a thematic analysis of data from surveys and previous research, two main themes were identified: resource distribution and lack of resources. The results show that the class teachers experience an uneven distribution of resources for students with Swedish as a second language. Previous research confirms this and points to a lack of specially trained teachers and problems with resources, help and support in the classroom. The classroom teachers also emphasize problems with teaching materials and lack of time to plan diverse teaching. Despite this, the teachers show a positive attitude towards their knowledge and teaching of languages. The research indicates that the resources provided may vary between schools and classes, including assistants, support from special education teachers, extra class time and adapted learning materials. Language-oriented teaching, where Swedish is used as the main language and image support is used. For further research, an evaluation of existing resources, investigation of pedagogical strategies and methods, focus on teacher training and continuing education, analysis of school management and political measures, and inclusion of students' perspectives are suggested. This could lead to improved teaching and support for students with Swedish as a second language and promote their language development and academic success
  • Aalto, Sanna (2022)
    Language skills are an important asset in the global world, so it is important to promote language learning. Music and language learning have been shown to be interconnected. However, most of the studies have been conducted with adult language learners and in laboratories. This study is an experimental study carried out in natural learning context with intervention paradigm. The aim of the study is to explore whether using a song as a tool in learning second language vocabulary in a bilingual preschool differs from using a nursery rhyme or prose. The null hypothesis is that children in bilingual preschool learn second language vocabulary as well with song as with nursery rhyme or prose. The alternative hypothesis is that children in bilingual preschool learn second language vocabulary better with song than with nursery rhyme or prose. Seven foreign language children from the preschool took part in the study. In study paradigm children were presented in learning phase a Finnish version of a well-known nursery rhyme Simple Simon as continuous stimuli in the form of a nursery rhyme, a song and prose. In EEG test phase they were presented same stimuli with some changes in vowels and syllables and their EEG was recorded. Event-related potentials to those changes were then compared between a nursery rhyme, a song and prose situation. In behavioral testing, children were presented words from the learning material and pseudowords formed from those words. We compared how well the children recognized words in the nursery rhyme (poem), the song and the prose situation. The data were analyzed in both research methods using Wilcoxon signed rank test. The null hypothesis could not be rejected. So, it cannot be stated that second language vocabulary is learned better with song than with nursery rhyme or prose. We detected a difference between the prose and the nursery rhyme stimuli in favor of the prose option measured with EEG. However, the sample size was too small to generalize the results. In discussion the results and used research methods are primarily examined on theoretical level considering previous studies. In conclusion, based on the previous studies, it is feasible to recommend using music in education especially in language learning but also in every phase of life due to music’s positive effects on motivation and togetherness to name but a few.
  • Kuoppala, Linnea (2021)
    The purpose of this study is to describe, analyze and interpret the experiences of Finnish as a second language students about interaction situations in Finnish. As multiculturalism increases, so does the need to research and develop the teaching of Finnish as a second language. This study has sought to address this need by mapping the interaction situations experienced by adult students with peer, native adults, and native children. Previous research has shown that different interaction situations are an important part of language learning, and language learning is increasingly being explored as a process that happens through interaction. The research questions in this study are as follows: 1. What kind of Finnish-language interaction situations does a Finnish as a second language student encounter in his or her daily life? 2. How does a Finnish as a second language student experience speaking Finnish in different interaction situations? A total of 14 people were interviewed for the study, and the interviews were conducted mainly in pairs. The interviewees were adult practical nurse students who completed their degrees using Finnish as a second language students. The interviews were semi-structured thematic interviews. The data were categorized and analyzed by using the method of qualitative content analysis. Three main themes were found from the data, as a result of classification in interaction situations. These three themes were 1) interaction with a peer, 2) interaction with a native adult, and 3) interaction with a native child. Most of the interaction situations that took place in Finnish happened with a peer. The main result was that the interviewees had almost no native friends or acquaintances, and almost all interaction situations with the native Finnish speakers were occasional encounters, for example when shopping at the checkout. Interactions with native children also emerged from the data, as the adult students interviewed were practical nurse students that worked with children. Interaction situations with children were found to be mainly challenging. Most of the language learning took place in interaction with peers and native adults, and the interaction situations with peers were perceived as having a relaxed atmosphere, and thus also the best for language learning.