From quicker access to faster learning, Norwegian PDF lessons can potentially reduce study time by up to 50% compared with conventional classroom. 1. sep NoW is open to all who want to learn Norwegian. The course is also form of PDF files that can be downloaded and printed. The course. Open online resources. • Norwegian on the Web. Norwegian online course, at Norwegian University of. Science and Technology nvrehs.info • IGIN.
|Language:||English, Spanish, German|
|Genre:||Fiction & Literature|
|Distribution:||Free* [*Register to download]|
Documents Similar To Teach Yourself Norwegian ().pdf. Norwegian - An Essential Grammar. Uploaded by. Dostojev_ DIY Learn Complete Norwegian. Learn how to speak Norwegian with free Norwegian lessons and audio Norwegian Phrases, Vocabulary, and Grammar with Pronunciation Swedish, or Dutch Language Tutorials as a PDF e-book with free mp3s and free lifetime updates. The Grammar of Verb-Particle Constructions in Spoken Norwegian. Pages· · Colloquial Swedish: The Complete Course for Beginners. Swedish .
If she were to invite a Norwegian person for breakfast, what would he expect to eat? Or, in the unlikely event of a Norwegian person offering to share his packed lunch with her, what could she expect to eat? A dialogue with the learner is also promoted by questions in the activity box above the photograph in Figure 2. The activity box offers several topics for oral discussion and an abundance of food-related words, equaling the abundance of food on the table. The picture and the selected nouns aim at inspiring the learner to engage in a discussion of her breakfast habits with the other students in the class, but, implicitly, with the textbook as well.
The learner might not recognize it as part of her cultural practice to eat sardines for breakfast, or a piece of bread with one slice of cucumber on it, which a Norwegian sandwich often consists of. The promoted discussion can also contribute to a better understanding of other aspects of the Norwegian culture, some of which appear later in the textbook: in the song on page 54 or in the texts from chapter 5.
According to Dysthe, these questions are the ones that do not ask for a reproduction of information that can be found in the textbook.
The answer to these questions is not given in advance. Questions or tasks that the students are invited to respond to are not the only dialogic resources in the textbook which help develop intercultural competences and skills of the learners. Namely, texts often implicitly promote an exchange, or interaction with the learner. The aim of the chapter is to build up the confidence of the learner when talking about traditions and festivities, or when discussing her outlook on life and her beliefs.
The book renders a conversation between a guest and her hosts. The guest is Haifa, and she has been invited for dinner by her Norwegian friend Torunn and her husband Per.
It is around Christmas, and Per has prepared traditional Norwegian Christmas dishes. Her character was introduced in the first chapter when a fictive Norwegian-learning class is presented. She is a young girl from Iraq, and the book loosely follows herself and her fictive classmates through several chapters. She is Muslim, but this is not explicitly mentioned in the dialogue in Figure 3. The dialogue in Figure 3 may seem somewhat unnatural.
The replicas exchanged by the interlocutors condense a considerable number of politeness phrases exchanged during a friendly visit and a meal. The learner is introduced to ways of thanking for an invitation and the gifts, she is given the vocabulary needed to adequately and appropriately praise the food, and kindly offer, refuse or ask for more food. The learner will likely identify with the character of Haifa who visits a Norwegian family and needs to clarify the ingredients of different dishes.
Norwegian traditional Christmas food is explained to her alternatively by Torunn and Per, who prepared the food. This is supported by Liddicoat and Scarino , who note that where textbooks do present the culture of the target community […], they present a static view of the culture in a body of factual knowledge about a country, and this is done uncritically and with limited engagement between the learner and the culture being presented for learning Liddicoat and Scarino , This difference in customs is explained by the cultural differences between the geographical regions the two are originally from.
Per teases Torunn about the greasiness of her traditional Christmas dish. This is followed by Haifa, who states that she takes the side of the part of Norway where Per is from. It is important to mark the progression of the dialogue. After opening up to the idea of cultural variability in the target culture, the textbook simulates how a learner of Norwegian, the character of Haifa, could confidently comment on an aspect of the target culture.
Norwegians from one part of the country prefer to eat one dish for Christmas, whereas other Norwegians favor something else. Comparison of traditional foods consumed during important holidays within the target culture explicitly encourages the learner to critically think about and consider potentially relating not to one, but several cultures carried by the language she is studying.
Namely, at the same time as the textbook presents a nuanced image of the target culture, it breaks the asymmetry between the participants of the dialogue. Haifa establishes a bond with Per, by expressing a similar taste in food, and immediately breaks the hitherto asymmetric relationship between a newcomer, in minority, and her hosts, who are the majority at the table. In other words, the participants of the conversation Sofija Christensen show an appreciation of cultural differences while establishing cross- cultural bonds.
On the other hand, when allowing the asymmetry between the participants of the dialogue in Figure 3 to be broken, the textbook opens up its contents to the critical and conscious mind of the reader. Thus, the learner is given an opportunity to inquire into the heterogeneous nature of Norwegian traditions and relate its aspects to her own culture. The textbook promotes the idea that her culture can be seen as yet another equally valid cultural practice among many other cultural practices in Norway.
The text in Figure 3 is an example of texts in language learning textbooks which implicitly establish a dialogue with the learner. The textbook invites the learner to participate in a topic without directly asking questions. This testifies to the inclusive character of the textbook, because it delivers its initially new or unfamiliar content Norwegian Christmas traditions in a way that seems neither alien nor authoritative.
Haifa is, as previously mentioned, one of the fictitious beginner-level learners of Norwegian. Ebow Anan presents himself as a young man from Ghana who has been living in Norway for four years. They like the fact that their cabin is small and primitive, and that it is situated far away from other people.
This excerpt from the textbook, as well as the other examples discussed earlier, illustrates the stance towards diversity promoted throughout the book. Cultural diversity is treated as a positive and enriching aspect of a community. The textbook systematically avoids treating target culture as a set of facts, and rather than setting her aside as an external observer, it seeks to engage the learner.
By promoting dialogue, the textbook invites learners to interpret Norwegian cultural practices as manifold and on some levels comparable to their own habits and preferences. Previous research has shown that language-learning textbooks often invoke a particular value system implicit in the ways they represent the relationship between the cultures of the SL learner and the culture of the target community Kramsch It presents cultural diversity as a natural element of human reality by facilitating dialogues between the cultural practices of the different members of the Norwegian society.
The textbook is designed for a heterogeneous group of learners with very different cultural, educational and professional backgrounds. The projected learner is a person who moved to Norway for a set of reasons and had already resided in the country for a shorter period of time.
On the contrary, the textbook helps the learner acquire the skills and dispositions that will help her function with other individuals in the Norwegian society. Making the text an inclusive dialogue between equally culturally diverse interlocutors, rather than providing the students with an exclusive set of facts, is a strategy which encourages the users to comfortably ask questions, reflect on cultural practices and mediate between one or several cultures.
References Andreassen, K. Stort mangfold i lille Norge. Apple, M. Christian- Smith, London: Routledge. Bennett, J. Brown, H. Principles of Language Learning and Teaching. New York: Pearson Education. Strasbourg: Language Policy Unit Retrieved from www. Dema, O. Sildus, Dysthe, O.
Ellingsen, E. Mac Donald. Oslo: Cappelen Damm. Fantini, A. Garthus-Niegel, K. Henriksen, T. Fransk for begynnere. Utgave C ved dr. Aamotsbakken, Oslo: Novus Forlag.
The Introduction Act. Singerman, Context and Culture in Language Teaching. Oxford: Oxford University Press. Liddicoat, A. Intercultural Language Teaching and Learning 1. Somerset, GB: Wiley-Blackwell. Lui, Y. Nozaki, R.
This is extremely easy to do in Scandinavia, where the use of English is so prevalent. Mistake number two was not taking Norwegian classes, although the main reason for that was the uncertainty of my contract job, and the expense!
A perk of starting a permanent job is the bill for Norwegian lessons will be taken care of by my new employer. This will give me a regular opportunity to practice listening and speaking Norwegian in a structured way — something I should have done from day one.
My Strategy for Learning Norwegian — Year 2 I will be starting lessons at a more advanced level than complete beginner, but not too far along, to ensure I can practice conversing with the vocabulary I am already familiar with. In addition to this, after a year spent tackling the language in my own way and discussing tips with others, I can reveal a few other strands to my Norwegian strategy for Year 2! Watching kids cartoons Norwegian television is full of British and American sitcoms, documentaries and the like.
These are subtitled, but with the average Norwegian's ability in English, not many need them. The only exception on Norwegian television is cartoons aimed at children, which are dubbed.
Last night I watched some super old episodes of Top Cat and Scooby Doo dubbed in Norwegian — a very bizarre experience! A former work colleague of mine suggested I watch cartoons, both international and native Norwegian, as the language used is basic and the pronunciation clearer.
She was absolutely right! Even at my basic level of Norwegian, they are surprisingly easy to follow and it has given me a morale boost that I am making progress. Baby steps! Reading Norwegian books Not language text books, but novels.
His strategy is to read and highlight words he doesn't know. He then looks up the words and re-reads the page until he can comprehend the vocabulary and grammar.
It's a very effective technique, but only once your vocabulary is at a certain level. As a variation of this strategy and a supplement to the one above, I am considering downloading a few children's books to read. Playing a word game As I'm a competitive little sod, playing games has become a great way to assist my language learning! A few months ago, Gerry and I bought a ordbokspill dictionary game called Lexico, which is a fantastic tool for building vocabulary and having fun at the same time.
A nice touch is the three levels of difficulty, allowing those at different stages of progress to play in the same game.
Speaking only Norwegian to my Norwegian friends I am typically British when it comes to this.