Vocational Orientation and Relevance in textbooks for the Upper Secondary Vocational Study Programme. A multimodal analysis of Vocationally Oriented Texts in the Subject English
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https://hdl.handle.net/10037/18817Date
2020-06-02Type
Master thesisMastergradsoppgave
Author
Lockertsen, Monica KronstadAbstract
Hovedfokuset i denne masteroppgaven er yrkesrelevans i faget engelsk på det yrkesfaglige studiet i videregående opplæring. Forskningsspørsmålet jeg har utviklet i denne sammenhengen er hvordan legger læreverket SKILLS til rette for kravet om yrkesorientering i faget engelsk gjennom bruk av multimodale tekster. Metoden er en grundig kvalitativ multimodal analyse av fire utvalgte tekster fra det omfattende læreverket SKILLS som er tilpasset det yrkesfaglige studiet. Oppgaven er i utgangspunktet basert på teori om hvordan multimodale tekster opererer, samt den antatte forestillingen fremsatt av Kunnskapsdepartementet om at yrkesrelevans kan forebygge frafall i den yrkesfaglige utdanningen. Begrepene yrkesorientering og relevans er da også sentrale faktorer som vil bli diskutert gjennom hele oppgaven. Analysen er basert på multimodal teori fra van Leeuwen (2005) og Løvland (2007), og fokuserer på fire lignende tekster med yrkesorientert innhold. Diskusjonen skisserer hvordan tekstene kan legge til rette for relevans ved å formidle yrkesorientert meningsinnhold. Konklusjonen av denne forskningen er at læreverket SKILLS gjennom integrasjonen mellom semiotiske ressurser i multimodale tekster legger til rette for yrkesrelevans i faget engelsk. Abstract
The main focus of this master thesis is vocational relevance in the subject English in the vocational study programme of upper secondary education. The research question I have developed in this context is How does the school textbook collection SKILLS facilitate the demand for vocational orientation in the subject English through multimodal texts. The method is a thorough qualitative multimodal analysis of four selected texts from the extensive school textbook collection SKILLS which is adapted to the vocational study programme. The thesis is initially based on theory about how multimodal texts operate, as well as the presupposed notion argued by the Ministry of Education that vocational relevance can prevent drop out in the vocational study programme. The terms vocational orientation and relevance are also key factors and will be discussed throughout the thesis. The analysis is based on multimodal theory from van Leeuwen (2005) and Løvland (2007) and focuses on four similar texts with vocationally oriented content. The discussion outlines how the texts can facilitate relevance by communicating vocationally oriented intended meaning. The conclusion of this research is that the school textbook collection SKILLS communicates through the integration between semiotic modes in a way that facilitates vocational relevance in the subject English.
Publisher
UiT Norges arktiske universitetUiT The Arctic University of Norway
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