Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion

• Main Author: Marklund, Emma
• Format: Others
• Language: Swedish
• Published: Umeå universitet, Institutionen för språkstudier 2016
• Subjects: note-taking; working memory; study skills; explicit instruction; scaffolding; anteckningar; arbetsminne; studieteknik; explicit instruktion
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120937

According to recent statistics, the number of people in Sweden who choose to go into higher education after upper secondary school has grown compared to 25 years ago. Lectures within some university programs are conducted entirely in English, and Swedish students’ abilities to understand, record and recall the information given at lectures are therefore crucial for their academic success. The course English 6 in upper secondary school is supposed to cover different ways of taking notes while listening. Three qualitative interviews were conducted in this study to examine how teachers interpret the course’s note-taking aspects, and how they intend to work with note-taking in the classroom. A quantitative study was carried out with students in upper secondary school to look into their experiences of note-taking in the course English 6. Results show differences in how the teachers approach note-taking and how they choose to work with note-taking in the classroom. A majority of the students participating in the study claimed not to have been introduced to different ways of taking notes in the course English 6. This information calls for teachers to make sure note-taking skills are being taught in an explicit way. More knowledge and communication among teachers also seem necessary in order to help students develop strategies for note-taking in the best way possible.