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dc.contributor.authorBakken, Serine
dc.descriptionMasteroppgave grunnskolelærerutdanning trinn 1-7 NO502 - Universitetet i Agder 2018nb_NO
dc.description.abstractIn this master thesis, pupils with Nynorsk as their secondary native language is examined on their knowlede about and choice of language forms in the Nynorsk orthography. The teacher’s influence of the pupils are also examined. The study has its basis on a method triangulation consisting of a survey, text analysis and interviews. The survey seeks to find out more about pupils’ knowledge about freedom of choice in the Nynorsk normal and their thoughts about their choices. In the text analysis, the pupils’ actual use of alternate language forms is examined through their own texts. Through interviews with the pupils’ Norwegian teacher, insight is established abouttheir thoughts about Nynorsk teaching and learning, and in what ways the teacher can be influential on the pupil’s knowledge and choice of language forms. Omdal (2004a, s. 13) suggests that the teacher has a significant influence on the pupils’ language norm perceptions. Earlier studies have found that freedom of choice in language form is not in focus in teaching, and that language users, in general, are insecure when it comes to alternate language forms in the Nynorsk normal (Wetås, 2001a, s. 3). The knowledge has also been found as low with Norwegian teachers (Språkrådet, 2002). The findings in this study show that pupils have little knowledge about the freedom of choice. It is also evident that teachers do not emphasize on the subject in their teaching. However, pupils are informed about alternate language forms and to use them consistently. As the research suggests, pupils show to be more or less consistent in their choice of forms in correlation to Språkrådets (u.å.) recommendation about consequence. Generally, most pupils use radical language forms, while some use more traditional forms of Nynorsk. Overall, the pupils will be able to acquire the knowledge about and the ability to use the expected free language form. One could argue that this is possible because of how the teaching is planned by the teachers with the subject curriculum from Kunnskapsløftet as a reference point, a curriculum that does not explicity mention freedom of choice (Utdanningsdirektoratet, 2013). Nynorsk teaching also happens late in school. Since optional language forms act as a natural component to pupils’ ability to restrain a basic level in the written language, the small amount of Nynorsk teaching in school can be an explanation to the knowledge on freedom of choice and less consistent choices of formsnb_NO
dc.publisherUniversitetet i Agder ; University of Agdernb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.titleValgfrie språkformer i nynorsk rettskriving : En undersøkelse av grunnskoleelevers kunnskaper og bruk av valgfrie språkformer i nynorsk rettskriving, samt lærerens påvirkning på elevenes innsikt og formvalgnb_NO
dc.typeMaster thesisnb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283nb_NO
dc.subject.nsiVDP::Humaniora: 000::Språkvitenskapelige fag: 010nb_NO
dc.source.pagenumber183 s.nb_NO

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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal