Browsing by Subject "ruotsin kielen oppiminen"

The purpose of this master’s thesis was to explore the possibilities of drama in the teaching and studying of the second national language Swedish. The study aims to examine teacher’s and students’ perceptions of the use of drama in Swedish language education, as well as the connection between these drama approaches and the learning of Swedish. The study was conducted as a qualitative case study in an elementary school in a southern Finnish city. The research data was collected by interviewing one Swedish language teacher and 14 fifth grade students who had been studying optional A2-level Swedish for three years. The research data consists of one interview with the teacher and five group interviews with the students. Alongside semi-structured thematic interviews, the research data includes one observation of a Swedish language lesson and notes written based on it. The analysis of the research data was conducted applying the phenomenographic approach. According to the study, teacher’s and students’ perceptions of drama in Swedish language were categorized into experiential and performance-oriented approaches. Experiential approaches included perceptions of functionality, authenticity, playfulness, interactivity, and self-expression in drama. Performance-oriented approaches included perceptions of text dramatization, preparation for performance, role-playing, and performance. The connection between these approaches and the learning of Swedish was examined through elements that influence learning. These elements were divided into positive factors that influence learning, and perspectives on drama approaches and the factors influencing them. Drama approaches were perceived to impact motivation, concentration, and experiences of the usefulness of learning, among other factors. The approaches were understood to have a positive impact, especially on oral language skills and vocabulary learning in Swedish. The teacher perceived that the approaches were influenced by group size, grade level, age, language proficiency, and group atmosphere. Students were more concentrated on group-related factors that affect drama approaches and experiences in drama. Students’ perspectives were particularly related to experiences of performance, which were perceived to be influenced by group size, language proficiency, and group atmosphere. Additionally, the possibility of choice regarding performance was perceived to impact the experiences of drama in Swedish language learning.