| dc.description.abstract | Abstract
Background
We both posess a great deal of interest in the Swedish language, and especially in how it
develops and changes by its users. As up and coming educationalists it is both intresting and
important to examine how the youth of today uses their domestic language. This report will
illustrate in which way discourse particles function in the exchange of words that occurs in the
Swedish documenatary Klass 9A, which was aired on SVT.
The purpose of the report
The purpose of our report is to gain a greater understanding of how the youth of today
expresses themselves, and to examine what the logic is in the way they use discourse
particles.
Method
Since we have access to all of the episodes of Klass 9A we have been able to take advantage
of this by thoroughly examine every episode. During the process of analysing we have been
able to return to the episodes. That made it possible for us to make sure that our analysis was
correctly done. That would not have been possible if we did not have the recordings of Klass
9A to our aid.
Theories
We have used respected language researchers and their theories as the foundation of our
report. The language researchers have all done research in the field of how the youth speaks
today.
Result
In results we show how the students and teachers in Klass 9A used discourse particles. We
also show what function the discourse particles had in the sentences.The top five used
functions were underlining-, turn taking-, focusing-, exemplifying- and delimiting markers.
Discussion
Our analysis showed that we could determine every discourse particle to a specific function.
All discourse particles in the material from Klass 9A acted as a marker for a function. We
have also seen in the material from Klass 9A that a student easily changed the use of a
discourse particle to a word that was more suiting to the teachers taste. Furthermore we
discuss how a teacher should teach under the guidance of the manual in form of Läroplanen
för det obligatoriska skolväsendet (Lpo94). We also give examples of a lesson that contains of
guidelines for when it is either suiting or not to use discourse particle and in what contexts. | swe |
