Jonas Granfelt

Jonas Granfelt


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My main research is in the field of applied French linguistics with a particular focus on language learning.

Current research project

The LANG-TRACK-APP (2019-2022)

(Stiftelsen Marcus och Amalia Wallenbergs minnesfond)

All language learning involves exposure to and use of the target language. However, current research cannot specify how much or what kind of target language exposure and use is needed for successful learning.

A significant challenge is to be able to measure exposure to and usage of languages in everyday situations in a reliable way. Outside the classroom, a language learner encounters the target language in a number of different social contexts of different character and length. Examining when, with whom, and how often social activities give rise to contact with the target language is very challenging.

In this project, we are therefore working with a new method for the area to study the relationship between language exposure, use and learning in learners in two very different situations. We have developed a smartphone app called THE LANG-TRACK APP. The inspiration comes from developments in, for example, health studies where smartphone apps are used to follow patients over time. The participants in our project will receive regular notices where they are asked to report their contact with the target language in recent times.

Learning, Teaching and Assessment of Second Foreign Languages – an Alignment Study on Oral Language Proficiency in the Swedish School Context (The Swedish Research Council 2016-2018)

The purpose of this project is examine interactions and alignment between learning, teaching and assessment of second foreign languages (SFL) in order to gain a better understanding of conditions and learning outcomes in foreign languages other than English in the Swedish school context. The focus is on Spanish, French and German in the 9th grade of secondary school and on an essential but under-researched aspect of SFL competence, namely oral language proficiency (OLP).

The project is motivated by the fact that SFLs are currently in a challenging situation in the Swedish school context. One third of pupils abandon the subject within the first three years of studying. SFLs are therefore at the centre of a political debate focusing on its future status in school. A major drawback in this debate is, however, the lack of empirical underpinnings. We know very little about current learning conditions and outcomes, which has been pointed out by the 2014 survey report commissioned by the Committee for Educational Sciences (Ämnesöversikt 2014: Utbildningsvetenskap). The authors of this report call for educational research in many school subjects, but especially for research into the teaching and learning of FLs other than English, where classroom oriented research and research on younger language learners are mainly lacking (p.14). The project is framed within the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001).



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