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In the Norwegian Nynorsk normal we have many optional word forms to choose between. Since year 2012 the partition between main forms and alternative forms in the Norwegian Nynorsk normal has been repealed.
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The freedom to choose word forms makes it easier for each one of us to write in a personal way, and thereby finding our place and feel at home in the written language. As a teacher of Norwegian I have many times been concerned with what word forms the pupils use and why they choose to write the forms that they do. The topic of this Master thesis is the freedom of choice in the Norwegian Nynorsk orthography.
The purpose is to survey which optional word forms pupils at three schools in Sogn use when writing Norwegian Nynorsk, and to clarify which factors that can contribute to the use of the word forms. The topic and the purpose of the task led to this approach to the problem: Which optional word forms in the Norwegian Nynorsk do pupils at three different schools in Sogn think that they use? Which optional word forms in the Norwegian Nynorsk are used by pupils at three different schools in Sogn? What can contribute to the use of the forms? The task is based on social scientific research.
The data in the task has been collected by the use of quantitative methods. A survey and a quantitative text analysis have been used as data collection tools. The informants are 10th grade pupils and their teachers at three different schools in Inner and Central Sogn. Ninety-one pupils and eleven teachers have responded to the survey. The survey has questions about the use of optional word forms in the Norwegian Nynorsk normal and about what attitudes the pupils and their teachers have towards the freedom to choose forms. In the quantitative text analysis the use of optional forms in fifty-four texts is registered. The main findings of this research show that a high percentage of the pupils are not aware of which word forms they use.
A high percentage of the pupils think that they write closer to their dialect than their texts show that they really do. Over 75% of the pupils at the three different schools claim that they have a-endings in the infinitive form in their dialect, and about 60% of the pupils claim that they use the ending a' in the infinitive form when they write. Yet, it turns out that 56% of the pupils use e-endings in the infinitive in their texts. The findings also show that some type of words are closer to the dialect than others, and that there are differences from school to school when it comes to which word forms the pupils write. Furthermore, the research shows that teachers, by their use of forms and their emphasis on the freedom to choose word forms in their teaching, can influence the pupils' writing. Finally, the research shows that the pupils have positive attitudes towards the opportunity to choose word forms, and that their teachers do not have very strong opinions on this matter.
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