Denne mastergradsavhandlingen presenterer en lesning av Tarjei Vesaas’ roman Vårnatt (1954). Analysen problematiserer den utbredte tolkningen av romanen som en initieringsroman, der den unge hovedpersonen Hallsteins møte med de fremmede gjestene fører til en utvikling fra barn til voksen. Jeg mener at mye mer er i spill i Vårnatt, og at et slikt fokus virker forenklende på romanen. Med utgangspunkt ...

This article is part of a research project aimed to broaden the understanding of the established gap between policies regarding the use of digital technology and the actual use of digital technology in Norway. To understand this gap we have conducted a comparative study between teacher education in Norway and teacher education in New Zealand, two countries with quite different approaches to implementing ...

This thesis will look at the use of textbooks in both planning and in lessons, specifically in English. The thesis encompasses teachers that have a background from the University of Tromsø Department of Education and the pilot MA-program that was started in 2010. The thesis want to reflect upon the effects the competence gained from the pilot program have had on textbook use. Other factors that the ...

This study investigates English pronunciation teaching among Norwegian teachers with regards to classroom practices and knowledge of this subject matter. In addition, the research aims to find out the role that formal education has when it comes to teaching pronunciation. This includes the amount of formal education in teaching and in English that the teachers have, and additionally what it could ...

Both learning to write and motivation are central themes in Norwegian education and motivation is an important factor in learning to write in English. Yet, little research has been done on what knowledge teachers have of motivation for writing and how they practice it. The purpose of this study is to examine individual teachers’ views on motivation and how they experience motivating students for ...

In this master’s thesis, L1 Norwegians in the lower secondary school are tested on their knowledge of L2 English subject-verb agreement. The main aim of the study is to examine why this grammatical phenomenon is challenging, and, additionally, to compare the effects of two instructional methods on grammar acquisition. The instructional methods under investigation are Task Based Language Teaching and ...

The goal for this thesis is to study how teachers and specialized workers evaluate teaching and learning in the school subject, English, through upper secondary school, and, in answering this, to contribute to the question regarding the relevance of English in the workers’ profession. The study has a qualitative research design. Semi-structured focus-group interviews were conducted with the teachers, ...

About 30 per cent of the Norwegian schools have less than 100 pupils attending to them. These schools are naturally organized in several ways. Multi-graded schools are however used as a method for teaching, especially in smaller schools where the pupils would benefit from being in larger groups than their original grade can provide them with. There are little information and rules to how the teachers ...

In this thesis, I investigate the effect of explicit teacher instructed use of reading comprehension strategies on the reading comprehension of L1 Norwegian L2 English learners. The study was conducted in two classes in a Norwegian lower secondary school, with one class being the experimental group and the other functioned as the control group. The participants took part in a quasi-experimental ...