Typ alltså/ett arbet om utfyllnadsord

Sammanfattning: AbstractBackgroundWe both posess a great deal of interest in the Swedish language, and especially in how itdevelops and changes by its users. As up and coming educationalists it is both intresting andimportant to examine how the youth of today uses their domestic language. This report willillustrate in which way discourse particles function in the exchange of words that occurs in theSwedish documenatary Klass 9A, which was aired on SVT.The purpose of the reportThe purpose of our report is to gain a greater understanding of how the youth of todayexpresses themselves, and to examine what the logic is in the way they use discourseparticles.MethodSince we have access to all of the episodes of Klass 9A we have been able to take advantageof this by thoroughly examine every episode. During the process of analysing we have beenable to return to the episodes. That made it possible for us to make sure that our analysis wascorrectly done. That would not have been possible if we did not have the recordings of Klass9A to our aid.TheoriesWe have used respected language researchers and their theories as the foundation of ourreport. The language researchers have all done research in the field of how the youth speakstoday.ResultIn results we show how the students and teachers in Klass 9A used discourse particles. Wealso show what function the discourse particles had in the sentences.The top five usedfunctions were underlining-, turn taking-, focusing-, exemplifying- and delimiting markers.DiscussionOur 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. Wehave also seen in the material from Klass 9A that a student easily changed the use of adiscourse particle to a word that was more suiting to the teachers taste. Furthermore wediscuss how a teacher should teach under the guidance of the manual in form of Läroplanenför det obligatoriska skolväsendet (Lpo94). We also give examples of a lesson that contains ofguidelines for when it is either suiting or not to use discourse particle and in what contexts.