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The Framing of Serbia’s EU Accession by the British Foreign Office on Twitter

100%
Kapranov O.
tekst i dyskurs - text und diskurs
|
2016
|
issue 9
67-80
PL
Artykuł obejmuje badanie jakościowe w stosunku do dyskursu na Twitter odnoszące się do przystąpienia Serbii do UE. Korpus badania składa się z tweetów brytyjskiego Ministerstwa Spraw Zagranicznych w terminie od 01.01.2015 do dnia 01.05.2016. Tweety zostały zebrane i przeanalizowane jakościowo zgodnie z metodologią analizy opisanej przez Entman (1993; 2010). Wyniki analizy jakościowej wskazują na następujące construals w Twitter: 'Droga", "Pozytywny Nastrój", "UK Pomoc", "współpraca regionalna", "Rozczarowanie" (tylko w ministra tweet Europie) i "europejska rodzina" (tylko w tweet brytyjskiego ambasadora). Analiza danych wskazuje, że korpus badanych tweetów związane z przystąpienia Serbii do Unii Europejskiej wiąże się ani instancje eurosceptycyzmu ze strony Ministerstwa Spraw Zagranicznych, ani construals związanych z brytyjskim możliwym wyjściem z Unii Europejskiej. Odkrycia te są ponadto przedstawione i omówione w artykule.
2
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Primary School Teacher Candidates’ Reflective Essays on the Categories That They Find Problematic When Teaching English at Primary Schools in Sweden

100%
Kapranov O.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2018
|
vol. 9
|
issue 1
23-37
EN
This article comprises a mixed-methods study of primary school teacher candidates’ (henceforth participants) reflections associated with the categories that they find problematic when teaching English as a Foreign Language (EFL) at primary schools in Sweden. In this study, the participants are instructed to reflect on problematic areas of teaching EFL to young learners at Swedish primary schools and present their ideas in the form of reflective essays written in the English language. The reflective essays are written after the participants have completed their school practice sessions, having taught EFL to the Years 4–6 at primary schools in Sweden. The participants’ reflective essays are analysed by means of the software program WordSmith (Scott, 2012) in order to generate a list of the most frequently used words. A qualitative component of the analysis involves the identification of a set of categories associated with the problematic areas of EFL teaching in the Years 4–6 at primary schools in Sweden. The results of the mixed-methods analysis reveal several problem areas, e.g. pronunciation, spelling, irregular verbs, adjectives, articles, vocabulary, prepositions, etc. These findings and their didactic implications for EFL teaching in the Years 4–6 at primary schools are further presented and discussed in the article.
3
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The Framing of a Preferred Variety of English by Pre-Service Primary School Teachers of English as a Foreign Language

100%
Kapranov O.
Anglica. An International Journal of English Studies
|
2019
|
issue 28/2
117-139
EN
The article presents a mixed-method study on how the preferred variety of the English language was framed by pre-service primary school teachers of English as a Foreign Language (EFL). The group of pre-service primary school teachers (further referred to as “participants”) was recruited at a large university in Norway and matched with the respective control group of non-teacher students enrolled in the English course at the same university. The participants and controls were asked to write a reflective essay on their preferred variety of the English language. The corpus of the participants’ and controls’ essays was analysed quantitatively and qualitatively. The results of the quantitative analysis revealed that British English was preferred by 47% of the participants, who framed it via the frames “Films/TV”, “Sounds”, “Spelling”, “Teacher”, and “Visit”. Those findings were further discussed in the article.
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