| 1. |
- Andersson, Marta, et al.
(författare)
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Subjectivity (Re)visited : A Corpus Study of English Forward Causal Connectives in Different Domains of Spoken and Written Language
- 2021
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950. ; 58:3, s. 260-292
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Tidskriftsartikel (refereegranskat)abstract
- Through a structured examination of four English causal discourse connectives, our article tackles a gap in the existing research, which focuses mainly on written language production, and entirely lacks attests on English spoken discourse. Given the alleged general nature of English connectives commonly emphasized in the literature, the underlying question of our investigation is the potential role of the connective phrases in marking the basic conceptual distinction between objective and subjective causal event types. To this end, our study combines a traditional corpus analysis with 'predictive' statistical modeling for subjectivity variables to investigate whether and how the tendencies found in the corpus depend on the systematic preferences of the language user to encode subjectivity via a discourse connective. Our findings suggest that while certain conceptual structures are quite fundamental to the usages of English connectives, the connectives per se do not seem to have a steady part in categorization of causal events. Rather, their role pertains to the level of intended explicitness bound to specific rhetorical purposes and contexts of use.
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| 2. |
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| 3. |
- Hofstetter, Emily
(författare)
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Achieving Preallocation: Turn Transition Practices in Board Games
- 2021
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Ingår i: Discourse processes. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0163-853X .- 1532-6950. ; 58:2, s. 113-133
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Tidskriftsartikel (refereegranskat)abstract
- This paper contributes an analysis of practices for managing a preallocated turn-taking system in board games, expanding existing studies of preallocation beyond question-answer sequences. Although board games have existed for thousands of years across human cultures, and despite being a widely used method of data elicitation in many fields of research, there are few studies of how adults accomplish play. Using conversation analysis, this paper demonstrates how participants organize transition between board-game turns, finding that participants treat the game turns as analogous to the organization of pre- and post-possible completion. However, the preallocated nature of game turns results in alternate sense making concerning delays and overlap, especially where such occurrences threaten the achievement of the activity. Data are in English.
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| 4. |
- Keevallik, Leelo
(författare)
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Pro-forms as projective devices in interaction
- 2011
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950. ; 48:6, s. 404-431
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Tidskriftsartikel (refereegranskat)abstract
- Cataphoric pronouns have been characterized as being co-referential with a word that comes later. Considering that talk is produced in real time, with little benefit of knowing what is yet to come, participants understand cataphoric pro-forms to be projecting more talk. Projection is a crucial interactive resource, as it enables speakers to align with the ongoing talk and to initiate subsequent contributions in a timely manner. The study looks at how Estonian pro-forms are systematically used to project either a word (phrase) or a clause in interaction. The patterns discussed are not universal and it will be suggested that projecting word (phrases) with pro-forms is a characteristic of a non-prepositional language with no articles, and that pro-form projection can be especially useful in a free word order language. As many pro-forms do not end up with a co-referential word, projection provides a better account of their function. The paper underlines the necessity of studying grammar as a temporal phenomenon.
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| 5. |
- Keevallik, Leelo, et al.
(författare)
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Sounding others sensations in interaction
- 2023
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Ingår i: Discourse processes. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0163-853X .- 1532-6950. ; 60:1, s. 73-91
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the practice of "sounding for others," wherein one person vocalizes to enact someone elses putatively ongoing bodily sensation. We argue that it constitutes a collaborative way of performing sensorial experiences. Examples include producing cries with others strain or pain and parents sounding an mmm of gustatory pleasure on their infants behalf. Vocal sounds, their loudness, and duration are specifically deployed for instructing bodily experiences during novices real-time performance of various activities, such as tasting food for the first time or straining during a Pilates exercise. Vocalizations that are indexically tied to the body provide immediate displays of understanding and empathy that may be explicated further through lexicon. The existence of this practice challenges the conceptualization of communication as a transfer of information from an individual agent - even regarding assumedly individual body sensations - instead providing evidence of the joint nature of action and supporting dialogic theories of communication, including when language-marginal vocalizations are used.
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| 6. |
- Keevallik, Leelo, et al.
(författare)
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Sounding others’ sensations in interaction
- 2023
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Ingår i: Discourse processes. - : Informa UK Limited. - 0163-853X .- 1532-6950. ; 60:1, s. 73-91
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Tidskriftsartikel (refereegranskat)
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| 7. |
- Korolija, Natascha
(författare)
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Recycling Cotext : The Impact of Prior Conversation on the Emergence of Episodes in a Multiparty Radio Talk Show
- 1998
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Ingår i: Discourse processes. - : Routledge. - 0163-853X .- 1532-6950. ; 25:1, s. 99-125
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Tidskriftsartikel (refereegranskat)abstract
- This study explores cotext as a topical resource through analysis of a multiparty radio talk show. This article aims at an examination of the cotextual dimensions from which interlocutors proceed when they initiate new conversational episodes. The notion of recontextualization is defined. Recontextualizations build on 4 types of cotextual links involving (a) expressions, forms, and discursive acts, (b) meaning and reference of word tokens, (c) propositions, and (d) leitmotifs. The study shows that cotext is not simply the totality of preceding utterances in a conversation, and it is not a static local microcontext. Rather, relevant cotexts are constructed as actors create or identify cotextual links. These links indicate what actors recycle and also what they keep active in their streams of consciousness. Recycling cotext is an efficient strategy for generating new episodes, thus making conversation progress. It is a strategy central for coherence within the frames of the particular genres or activity types, such as radio talk shows, and also of importance for coherence construction in more ordinary genres.
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| 8. |
- Martin, Cathrin, 1951-, et al.
(författare)
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From other to self. Learning as interactional change
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to address how learning is constituted, how learning can be studied as a phenomenon in interaction, and to discuss how teaching and learning are related. Theoretically, the article argues for, and discusses constraints and affordances for, relating socio-cultural understandings of learning as changing participiation to conversation analysis understandings of participation. The data material consists of longitudinal video recordings made in authentic physiotherapist-patient encounters. The progressional change in the formation of movement behaviour is captured through detailed analysis of the everyday practices of physiotherapists and patients. The results of the study show that a change in participation can be made visible over time through capturing changes in the repair organization participants use to resolve troubles with understanding. In sum, there is a successive change for the patient from other- to self-initiated repair, and from other- to self-correction. Over time, the repair sequences are accomplished with substantially smaller participation resources.
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| 9. |
- Martin, Cathrin, et al.
(författare)
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Learning as Longitudinal Interactional Change : From Other-Repair to Self-Repair in Physiotherapy Treatment
- 2010
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Ingår i: Discourse processes. - : Informa UK Limited. - 0163-853X .- 1532-6950. ; 47:8, s. 668-697
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Tidskriftsartikel (refereegranskat)abstract
- The aims of this article are to address how learning is constituted and can be studied as a phenomenon in interaction and to discuss how teaching and learning are related. Theoretically, the article argues for and discusses constraints and affordances for relating sociocultural understandings of learning as changing participation to conversation analysis understandings of participation. The data material consists of longitudinal video recordings of authentic physiotherapist-patient encounters. This study traces the progressional change in the formation of movement behavior through detailed analysis of repair and correction practices. The results show a change in participation over time through capturing changes in the repair and correction organization participants use to resolve troubles with understanding and movement performance. In sum, there is a successive change for the patient from other- to self-initiated repair and correction, and from other- to self-repair and correction. The findings relate to the notion of educational scaffolding and have implications for teaching professions.
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| 10. |
- St John, Oliver, 1953-, et al.
(författare)
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Crafting instructions collaboratively : Student questions and dual addressivity in classroom task instructions
- 2016
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Ingår i: Discourse processes. - Oxon, United Kingdom : Taylor & Francis Group. - 0163-853X .- 1532-6950. ; 53, s. 252-279
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Tidskriftsartikel (refereegranskat)abstract
- This study examines classroom task instructions—phases traditionally associatedwith noninteractional objectives and operations—and reveals their compositionas interactionally complex and cocrafted. Analyses of video sequences of taskinstructional activity from three different secondary school lessons show thatstudent questions routinely contribute to making task instructions followable. In thisenvironment, student questions set up tensions between the demand to respond tothe individual and responsibility to uphold the general instructional agenda. Datashow that, as addressees of student questions, instructors take great care to meetboth individual and collective accountabilities. To meet obligation to the addresseeand exploit the instructional benefit of the question for the cohort, dualaddressivity—targeting two or more addressees in response to a student question—proves a crucial method for achieving such principled practice. Educationally, itappears vital to recognize student instructed action as integral to task-relatedlearning.
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| 11. |
- Tanner, Marie, 1965-, et al.
(författare)
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Same and Different : Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories
- 2018
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Ingår i: Discourse processes. - : Taylor & Francis. - 0163-853X .- 1532-6950. ; 55:8, s. 704-725
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Tidskriftsartikel (refereegranskat)abstract
- Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning trajectories by focusing on how participants establish relations of cohesion and change between current and previous occasions that constitute a learning trajectory. Analysis of empirical data shows how participants frequently topicalize aspects of epistemic stance toward a co-constructed learning content. Such epistemic topicalizations play an important role in maintaining cohesion in a learning trajectory, while making it possible for teachers and students to progressively change and differentiate their epistemic stance. Epistemic topicalizations are suggested as a useful analytic concept, grounded in conversation analysis, to describe how cohesion and change are emically managed in interaction to accomplish progressivity in learning trajectories.
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| 12. |
- Tholander, Michael, 1965-
(författare)
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Cross-gender teasing as a socializing practice
- 2002
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950. ; 34:3, s. 311-338
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Tidskriftsartikel (refereegranskat)abstract
- In many studies of teasing between boys and girls, researchers have concluded that teasing affirms boundaries and asymmetries between the sexes through so-called borderwork (Thorne, 1993). However, in this study of teasing during student-run group work, teasing was shown to reach far beyond mere cultural reproduction of gender differences. Not only did teasing sometimes seem to contribute to tearing down traditional gender roles, but it was also employed for many other practical purposes. The study adopts a dialogical perspective on gender socialization to illustrate the fine details of how boys and girls orient to gender in teasing practices. However, quantitative analyses also show that gender is oriented to on an aggregate level: cross-gender teasing is far more common than same-gender teasing. This finding supports van Dijk's (1999) hypothesis that gender is a systematic relevance category.
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| 13. |
- Tryggvason, Marja-Terttu
(författare)
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Comparison of topic organization in Finnish, Swedish-Finnish, and Swedish family discourse
- 2004
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Ingår i: Discourse processes. - : Informa UK Limited. - 0163-853X .- 1532-6950. ; 37:3, s. 225-248
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to examine whether there are cultural differences in topic organization and role-related topic control in dinner conversations; such differences may function as a means for socialization into communicative styles. The research was designed as a comparative study of two geographically close but linguistically very different ethnic groups: Swedes and Finns, including Finns in Sweden as an intermediate group. Previous research has shown Swedes to generate more talk and to produce considerably shorter pauses than Finns. Furthermore, previous studies have indicated that lengthy pauses often precede topic changes. Empirical data were collected by video recording conversations in each of the three cultural groups: 11 Finnish families in Finland, 11 Finnish immigrant families in Sweden, and I I Swedish families in Sweden. Due to the shared setting, the conversations displayed many similarities, but there were also some intercultural differences. The main result was that the Swedish family dinner discourse was significantly more encyclopedic and coherent than the Finnish and Swedish-Finnish one. The findings support the hypothesized connection between pausing and topic organization. The mothers in each group were most active in controlling topic development.
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| 14. |
- Vogels, Jorrig, et al.
(författare)
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The Development of Referring Expression Use from Age 4 to 7 in Swedish-Speaking Children
- 2022
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Ingår i: Discourse processes. - : Taylor & Francis Group. - 0163-853X .- 1532-6950. ; 59:9, s. 722-744
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Tidskriftsartikel (refereegranskat)abstract
- When telling a story, a speaker needs to refer to story characters usingappropriate expressions, which requires a mental model of the discourse.We hypothesize that, compared to those of adults, children’s discoursemodels are based more on factors that are less cognitively demanding,such as animacy, and as they grow older, discourse factors such as givennesswill start to play a larger role. To test this, we conducted a longitudinal studyof referring expression use in elicited narratives. Swedish-speaking children(n = 17) were tested three times between age 4 and 7 and compared toadults (n = 20). The results show that children, like adults, take into account if,when and how a character has been mentioned earlier when referring, butthat they rely more on animacy than adults. These results indicate that thevarious cues for referential choices are in place in preschool children’s discoursemodels, but are weighted differently than in adults.
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| 15. |
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| 16. |
- Debreslioska, Sandra, et al.
(författare)
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Discourse reference is bimodal : How information status in speech interacts with presence and viewpoint of gestures
- 2019
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Ingår i: Discourse Processes. - 0163-853X. ; 56:1, s. 41-60
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Tidskriftsartikel (refereegranskat)abstract
- Speakers use speech and gestures to represent referents in discourse. Depending on referents’ information status, in speech speakers will vary richness of expression (e.g., lexical noun phrase [NP]/pronoun), nominal definiteness (indefinite/definite), and grammatical role (subject/object). This study tested whether these three linguistic markers of information status interact with presence of gestures and gestural viewpoint (obser- ver/character). The results show that gestures are more frequent with less accessible referents expressed with richer spoken forms but that richness of expression does not interact with viewpoint. In contrast, nominal definite- ness and grammatical role interact with both presence and viewpoint of gestures. Gestures occur mainly with indefinite lexical NPs and objects. Character viewpoint gestures occur mainly with indefinite lexical NPs and objects plus predicates. The results shed light on when and how speakers use gestures in connected discourse and specifically highlight the discursive function of gestural viewpoint.
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| 17. |
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| 18. |
- Debreslioska, Sandra, et al.
(författare)
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Information status predicts the incidence of gesture in discourse : An experimental study
- 2022
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Ingår i: Discourse Processes. - 0163-853X. ; 59:10, s. 791-827
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to disentangle the influence of information status and referential form on the distribution of gestures in sustained discourse. Previous research shows that new/less accessible rather than old/more accessible information, expressed by rich rather than lean referential forms, is more likely to be accompanied by gestures. However, earlier studies have drawn on correlational results. This study probes the relationship between information status and gesture production experimentally. Participants retold stories referring to discourse entities as normal (Control), using only lexical noun phrases (NOUN condition), or only pronouns (PRONOUN condition). The results from the experimental conditions showed that speakers tend to produce gestures with re-introduced rather than maintained referents regardless of referential form. The findings suggest that there is a strong and direct relationship between information status and gesture production when referential forms are controlled for, lending further support to a view of speech and gesture as an integrated system.
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| 19. |
- Löf, Lennart, et al.
(författare)
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ICU patients' recall of emotional reactions in the trajectory from falling critically ill to hospital discharge : follow-ups after 3 and 12 months
- 2008
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Ingår i: Intensive & Critical Care Nursing. - Edinburgh : Churchill Livingstone. - 0964-3397 .- 1532-4036. ; 24:2, s. 108-121
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Tidskriftsartikel (refereegranskat)abstract
- Patients' memories of frightening ICU experiences may be a threat to later psychological recovery. The purpose of the study is to describe ICU patients' recall of their emotional reactions, from falling critically ill to hospital discharge; this at 3 and 12 months following discharge from the ICU. The study is qualitative and concerns eight ICU patients ventilated for more than 72h. The participants were interviewed twice and the data were subjected to qualitative content analysis. It emerged that the memories of emotions during the trajectory of critical illness were extensive, detailed and strong, and that unpleasant emotions were clearly stable over time. At 12 months as compared with 3 months, the unpleasant emotions were less intense and had less prominent; furthermore the ICU care was more greatly associated with a sense of security, and there was greater recall of caring doctors and nurses (though not of their names) as well as next of kin. CONCLUSIONS: The study generated knowledge not previously described about how ICU patients' recollection of their emotions during the trajectory of critical illness changes over time. This has implications regarding future study of patients' ICU memories and regarding patients' need for support in coping with such memories.
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| 20. |
- Åberg, Mikaela
(författare)
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Talk, Text, and Tasks in Student-Initiated Instructional Interaction
- 2017
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Ingår i: Discourse processes. - 0163-853X. ; 54:8, s. 618-637
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Tidskriftsartikel (refereegranskat)abstract
- This study examines student-initiated instructional interaction in contexts where students work individually with tasks. The aim is to demonstrate some systematic ways in which the actions of students and teachers are contingent on, shaped by, and oriented to these tasks and the associated texts. Analyses of three encounters situated in different phases of the students' work are presented: in the beginning of the task, students ask open-ended questions about textual instructions and what they are supposed to do; in the midst of reading textbooks and writing texts, students ask the teacher to clarify or confirm some issue; and after having written a text, students request the teacher to read it, and assess whether it is acceptable or needs revision. The analyses show the interplay between talk, text, and task, and how the instructional interaction orients towards what the students have done before the encounters and what they should do next.
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