Masteroppgaven er normalt en monografi, men kan også være en samling mindre, tematisk sammenhengende arbeid. Oppgaven er et selvstendig arbeid på mellom 80 og 100 sider over et selvvalgt engelskdidaktisk emne.
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This first unit introduces the founding fathers of Comparative and International Education and outlines the development of the field as well as its core terminology and main concepts. Furthermore, the various comparative and international educational societies are being presented together with the major journals, conferences, societies and other arenas for research dissemination within the field. The major current issues and orientations that characterize research and practices within comparative and international education will also be presented.
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The course aims to give students an introduction to the characteristics of social science research, and an understanding of the value and limitations of use of statistical methods in social science and some practical knowledge of the use of such methods.
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This course aims to give all students an understanding of methodological challenges in empirical research in Social Sciences.
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The course offered may vary from semester to semester depending on the student demand and availability of teaching staff to teach this course. The course may cover topics such as:
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The students are expected to choose the course matching with their intended thesis work. Since the lectures for the two specialisation areas are offered subsequently, and not parallel, students also have the opportunity to attend some of the lectures for the specialisation area they have not selected.
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The students are expected to choose the specialisation course matching with their intended thesis work. Since the lectures for the two specialisation areas are offered subsequently, and not parallel, students also have the opportunity to attend some of the lectures for the specialisation area they have not selected.
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At the end of the second semester a research proposal seminar will be conducted. The topic for the thesis will be discussed. Students will join the seminar relating to their specialisation within CIE. (A: Education and Development, or B: Educational Policies and Planning.) In preparation for the thesis seminar students will be taught how to write a thesis proposal and will be required to write a synopsis of about 6 - 7 pages on their intended thesis research. In the seminar the thesis proposals are discussed, commented upon and later re-submitted. The organizer of each specialisation will together with the administrative co-ordinator identify a tutor as relevant as possible for each student's thesis' topic.
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Field work:
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The course is an English usage and writing course for international students at the University of Oslo which aims at improving the students' writing skills and at raising their awareness about various aspects of the English language. The teaching focuses on elements of English style, usage and grammar, so that the students can communicate correctly and efficiently in an academic context. In the first part of the course, the students will learn about basic reading, writing and summarizing techniques and various types of academic essays. The second part of the course deals with specific grammar topics and general writing tips.
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Emnet gir innsikt i en standard beskrivelse av det engelsk språk og i sammenhengen mellom grammatisk form og betydning. Det gjøres hyppige sammenligninger med norsk grammatikk for å gi økt bevissthet om forskjellene mellom de to språk.
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Emnet gir innsikt i beskrivelsen og sammenligningen av to varianter av engelsk: Received Pronunciation (britisk engelsk) og General American (amerikansk engelsk), og studentene velger hvilken de vil fokusere på. Sammenligninger mellom norsk og engelsk utgjør en viktig del av innholdet.
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Kurset gir en innføring i oversettelse av tekster fra norsk til engelsk. Det vil bli fokusert på ulike språkdimensjoner, for eksempel ordvalg, kollokasjoner, grammatisk struktur, idiomatikk, stilnivå, som ikke bare må være korrekt uttrykt på målspråket (engelsk), men også mest mulig tilsvare de norske for at en oversettelse til engelsk kan sies å gjengi det totale innholdet i en norsk tekst.
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Emnet gir en innføring i engelsk fonetikk og intonasjon, samt innsikt i beskrivelsen og sammenlikningen av to varianter av engelsk: Received Pronunciation (britisk engelsk) og General American (amerikansk engelsk). Studentene velger hvilken de vil fokusere på. Sammenlikninger mellom norsk og engelsk utgjør en viktig del av innholdet.
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Kurset gir en innføring i praktisk engelsk grammatikk og litt av begrepsapparatet som brukes for å snakke om språket, særdrag ved ulike teksttyper (både litterære og ikke-litterære sjangere), språklige begrep som er nyttig for litteraturstudiet, praktisk essayskriving, vokabularbygging og hjelpemidler for dette.
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Kurset gir en allsidig innføring i britisk litteratur. Det blir lagt vekt på studiet av litteraturens spesielle natur og virkemidler, og tekstene settes inn i den litteraturhistoriske og idéhistoriske ramme de hører hjemme i. I den grad det er naturlig, blir tekstene studert i sammenheng med den tid og de samfunnsforhold de er sprunget ut av.
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Kurset gir en allsidig innføring i amerikansk litteratur med hovedvekt på det 19. og det 20. århundre. Det blir lagt vekt på studiet av litteraturens spesielle natur og virkemidler, og tekstene settes inn i den litteraturhistoriske og idéhistoriske ramme de hører hjemme i. I den grad det er naturlig, blir tekstene studert i sammenheng med den tid og de samfunnsforhold de er sprunget ut av.
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Studentene tilegner seg kunnskaper om og forståelse av Storbritannias kultur og samfunnsforhold i historisk perspektiv.
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The module introduces you to a functional way of describing the English language. Functional grammar is a theory that tries to account for the use of English as a vehicle for communication between people in social and cultural contexts. It raises your awareness of how language users create meaning through their choice of words and grammatical structures in specific situations. It includes analyses of authentic texts.
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The module gives an introduction to the linguistic and stylistic analysis of various kinds of texts, such as literary texts, spoken discourse, academic texts, newspaper texts and advertisements. It contains a brief introduction to functional grammar.
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Through problem-based tasks the students learn how to use machine-readable corpora as a basis for linguistic description and language learning.The corpora used in the course are the British National Corpus and the Oslo Interactive English Corpus. The teaching materials consist partly of books and partly of material available from the Internet. Students are expected to work actively with the corpora and with various types of assignments in connection with the course.
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The course provides the students with an introduction to the English language the way it appeared in its 'Germanic period', prior to the French influence. An overview is provided of conjugation forms in the most central word groups, and an introduction into the basic syntax of the language. A certain overview is also given into a richly documented period in English cultural history in which there were close relations with Scandinavia.
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This course offers an introduction to Geoffrey Chaucer, the greatest writer of the Middle English period. There is an emphasis on the synchronic study of his language, and comparison will be made with the structure of present-day English. A selection of texts will be studied in depth, and we shall place Chaucer’s works in a greater historical and cultural context and, more specifically, in the European literary tradition.
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The course offers an introduction to English language history, paying attention to language changes, language contact, and the development into a modern national language in particular. An introduction is also given to the main characteristics of Old English and Middle English.
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The first part of this course is an introduction to the study of semantics on both word and sentence level. The second part gives insights into theories of language use, particularly the part of pragmatics dealing with how you communicate more than you literally say or write.
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