| 1. |
- Eklund Heinonen, Maria, 1966-, et al.
(författare)
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Respons i fokus : Lärares normer och attityder till andraspråksdrag i studenttexter
- 2023
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Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 13:3, s. 14-28
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Tidskriftsartikel (refereegranskat)abstract
- For two decades, it has been a statutory provision in the Higher Education Act to strive for widening participation. This has led to new and more diverse student groups, one of which being students with a mother tongue other than Swedish. Recurrently, their writing ability tends to be focused in the debate. In the field of Academic Literacies, writing is considered to be a socio-culturally rooted practice, in which teachers’ attitudes strongly impact the writing process. This article presents a study of teachers’ attitudes towards second language students’ writing, aiming to shed light on norms and conditions surrounding L2 students’ academic writing. Teachers’ written feedback concerning linguistic features has been analysed based on theories on feedback practices. The same teachers have also been interviewed regarding their feed-back, using stimulated recall-technique. The results show that the teachers’ feedback reflect different perspectives on the writing process, as well as their own role in the education system. In sum, the study shows that the lack of collegial consensus allows for parallel norms to exist, which results in the students within the same educational program being exposed to a wide range of expectations regarding how texts ought to be written.
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| 2. |
- Forsberg Lundell, Fanny, 1978-, et al.
(författare)
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Språkvetenskaplig kompetens i praktiken
- 2017. - 1
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Ingår i: Varför språkvetenskap?. - Lund : Studentlitteratur AB. - 9789144108902 ; , s. 255-268
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Jakobsen, Liselotte, 1947-, et al.
(författare)
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Medarbetarsamtal som arena för att befästa normer kring medarbetarskap
- 2010
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Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 16:3, s. 39-54
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel redovisar resultat från en studie av medarbetarsamtal mellan chefer och deras anställda. Studien, som omfattar videoinspelade samtal, intervjuer och en enkät, pekar på strukturella mekanismer och normer som försvårar för medarbetare att lyfta negativa upplevelser av stress i samtalen. Resultaten visar hur olika livsformer kolliderar och hur bilder av en god medarbetare formas av en delvis dold läroplan i organisationen.
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| 4. |
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| 5. |
- Magnusson, Simon
(författare)
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Boosting young citizens’ deontic status : Interactional allocation of rights-to-decide in participatory democracy meetings
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores the social organization of rights-to-decide in participatory democracy meetings where adolescents are invited. In such meetings, young citizens are given the opportunity to influence decision-makers and participate in determining future political action. Specifically, this thesis focuses on how social inclusion in decision-making is accomplished in adolescent-politician interaction as well as youth-peer interaction. Employing a Conversation Analytic perspective, naturally occurring participatory democracy meetings are analyzed to explore how adolescents are offered possibilities to influence decisions. The data investigated consists of a popup democracy workshop and a yearlong participatory democracy project (approx. 81 h), where adolescents are invited to contribute to decision-making. Three papers comprise the current thesis and examine 1) how adolescents are encouraged to participate in decision-making, 2) how a youth participatory role is delimited, and 3) how jointness is accomplished in decision-making. These questions are approached with a social deontic framework where human powerplay is investigated through participants’ interactional negotiations of rights to determine action. The analysis reveals that the participating adults’ pep talks and instructions offer a narrow adolescent role of influence. Inclusion therefore ultimately becomes alignment to adults' conceptions of who the adolescents are and how they should contribute to decision-making. Furthermore, the analysis shows how adult community representatives elicit adolescents’ negative emotional experiences and transform these into deontic building blocks in the impending decision-making. Community representatives’ superior deontic rights permeate the initiatives of inclusion directed at adolescents. Regarding jointness, the analysis reveals that, in adolescent-politician interaction, jointness is not accomplished, rather asymmetries of power are re-established by participants. However, in adolescent peer interaction joint decision-making is accomplished through verbal, embodied and material resources. By studying interactional efforts of inclusion, this thesis tackles critical aspects of the practices that facilitate and constrain political participation. The thesis extends our understanding of youth inclusion in decision-making by illuminating complex challenges inherent in the practice of inviting adolescents to participatory democracy meetings. By tackling these issues, this thesis also contributes theoretically and analytically to central notions within social deontics and research on joint decision-making and points out crucial future directions for research on inclusion and political action.
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| 6. |
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| 7. |
- Melander, Björn, 1958-, et al.
(författare)
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Underbart är kort? Om taltidsrespekt i svenska och franska EU-debatter
- 2014
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Ingår i: Le Nord en français: traduction, interprétation, interculturalité. - Mons : Éditions du C.I.P.A.. - 9782930200439 - 9782930200446 ; , s. 143-157
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Bokkapitel (refereegranskat)abstract
- Le débat parlementaire est, à la différence de la conversation ordinaire, un genre institutionnalisé où l’ordre de passage ainsi que le temps de parole sont strictement réglementés et non négociables. Le temps de parole alloué aux députés du parlement européen est distribué en fonction d’un ordre du jour établi, où chacun d’entre eux se voit attribuer de 1 à 5 minutes. Une des tâches principales du président de séance est d’assurer que ce temps est respecté. Celui-ci dispose de trois moyens pour intervenir : il peut frapper la table avec son marteau, faire une remarque et finalement couper le micro du ou de la députée.Dans le corpus, nous avons identifié des séquences où l’orateur dépasse le temps imparti, ce qui constitue l’écart à la norme le plus fréquent. Dans un premier temps, nous avons recensé, dans différentes allocutions, les dépassements de temps de parole, ensuite mesurés en pourcent du temps de parole imparti. Nous avons également relevé les occurrences où le président de séance intervient et dans ce cas quand et de quelle manière.Les résultats montrent que les Français dépassent leur temps de parole en moyenne de 17%, alors que la moyenne des Suédois est de 13%. Sur la totalité de l’étude, on ne peut observer de différences marquantes entre les sexes. Or, lorsque la nationalité est prise en considération, il se montre que les parlementaires françaises ont plus tendance à dépasser leur temps de parole (18% contre 16% pour les hommes), tandis que la tendance est inverse pour les parlementaires suédois : 14% pour les hommes, 11% pour les femmes. D’après nos observations, l’appartenance aux partis politiques ne semble pas avoir d’impact sur les données.L’étude est basée sur C-ParlEur – Corpus de discours du Parlement européen, qui est composé de la totalité des interventions de députés français et suédois en séance plénière du Parlement européen pour la période avril 2006 – mars 2008, ce qui représente 360 contributions suédoises et 919 françaises. Le corpus est constitué de séquences vidéo enregistrées, ce qui permet une analyse des interactionnelle.
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| 8. |
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| 9. |
- Nyroos, Lina, 1979-, et al.
(författare)
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Code-switched repair initiation : The case of Swedish eller in L2 English test interaction
- 2017
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Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 120, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Despite a long-standing interest in repair practices, much is yet to be learned about participants' selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi et al., 2013b; Kitzinger, 2013). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller ('or'), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner and Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e., repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The 'other-languageness' (Gafaranga, 2000) of the momentary code-switch amplifies test-takers' attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker's stance or linguistic competence, which may be particularly relevant in a language testing context. (C) 2017 Elsevier B.V. All rights reserved.
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| 10. |
- Nyroos, Lina, 1979-, et al.
(författare)
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From Paper to Practice : Asking and Responding to a Standardized Question Item in Performance Appraisal Interviews
- 2014
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Ingår i: Pragmatics and Society. - : John Benjamins Publishing Company. - 1878-9714 .- 1878-9722. ; 5:2, s. 165-190
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we examine how a standardized question is launched and received in a corpus of performance appraisal interviews, with a particular focus on how a particular question is translated from the interview template into actions in interaction. We examine different delivery formats of our target question and how reformulations versus verbatim ‘reading format’ deliveries impact subsequent employee answers and sequence development. Seemingly minor alterations make relevant more specific second parts, and as a result, different employees essentially receive different questions. The target question can also be recruited to initiate other interactional projects, such as assessment sequences, and managers recurrently orient to a role as animators rather than authors of the question, which reduces social complications of negative performance appraisal. Our empirical context allows us to discuss the relationship between theory and practice in an activity type where institutional agendas come into play when using templates.
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| 11. |
- Nyroos, Lina, 1979-, et al.
(författare)
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Förväntan, förståelse och förvåning : Om lärares attityder till andraspråksstudenters skrivande ihögre utbildning
- 2023
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Ingår i: Språk i praktiken - i en föränderlig värld. - Stockholm : ASLA, Svenska föreningen för tillämpad språkvetenskap. - 9789187884306 ; , s. 330-348
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Konferensbidrag (refereegranskat)abstract
- Studier som fokuserar på det akademiska skrivandets sociala sammanhang har påvisat ett glapp mellan lärarnas förväntningar på studenternas skrivande och studenternas tolkningar av lärarnas krav. En studentgrupp vars skrivande särskilt har hamnat i fokus är flerspråkiga studenter, vilket kanske kan förklaras med att lärarna ofta är ovana vid dessa studenters förutsättningar. I syfte att rikta ljuset mot glappet undersöker vi hur högskolelärare reflekterar muntligt kring sin bedömning av flerspråkiga studenters texter vilka uppvisar tydliga andraspråksdrag. Materialet utgörs av retrospektiva intervjuer kring lärarnas respons på studenttexter, och för undersökningen tillämpas det sociokulturella ramverket Academic Literacies, i kombination med Membership Categorization Analysis (MCA). Genom att undersöka hur kategoriseringar konstrueras interaktionellt bidrar studien till att belysa hur normer och förväntningar kopplade till bedömningspraktiken uttrycks. Resultaten pekar på variation gällande attityder till andraspråksdrag, och MCA bidrar till att fånga hur dessa attityder uttrycks genom kategoriseringar och positioneringar. Å ena sidan konstrueras klassiska akademiska ideal, där lärare och student positioneras med stort avstånd till varandra gällande kompetenser och resurser. Å andra sidan uttrycks också ett mer dynamiskt förhållningssätt mellan lärare och student, vilket representerar ett perspektiv rotat i Academic Literacies.
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| 12. |
- Nyroos, Lina, 1979-
(författare)
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I don’t Remember that : Negotiating Memories and Epistemic Claims in Swedish High-Stake Police Interviews
- 2024
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Ingår i: International Journal for the Semiotics of Law. - 0952-8059 .- 1572-8722. ; 37, s. 485-515
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Tidskriftsartikel (refereegranskat)abstract
- This paper employs Conversation Analysis to investigate a specific interactional environment in Swedish police interviews (PIs): sequences where the interviewee asserts an inability to recollect specific events, and the police subsequently challenge this assertion. The police interview serves as a crucial setting for reconstructing past events and identifying the distribution of knowledge among participants. While previous research has delved into the cognitive mechanisms underlying memory retrieval in PIs, there exists a scarcity of empirical investigation of how memories and their associated knowledge are interactionally managed within this high-stakes activity. Prior Conversation Analytic studies exploring how epistemic dimensions shape social interaction form the theoretical basis for the current study, including research indicating how ‘forgetfulness’ can be strategically employed as an interactional resource. Only a few studies have targeted recorded high-stakes interviews in Swedish, and the lack of such is problematic since international research have highlighted the influence of cultural and social factors on conditions and outcomes. Data used for this study comprises anonymized audio recordings (N = 51) from a preliminary murder investigation, making a valuable contribution to the understanding of interactional practices in Swedish police interviews. Results indicate a discrepancy in orientation between the police and the interviewee. The former treats the memories as accessible knowables possible to retrieve, in contrast to the latter, who uses the police’s challenge as a vehicle for contesting the ‘impossible action of remembering.’
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| 13. |
- Nyroos, Lina, 1979-
(författare)
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It feels kinda important maybe : 'Feel' as an Interactional Resource for Managing Stance and Accountability
-
Tidskriftsartikel (refereegranskat)abstract
- How ‘inner’ processes are invoked in talk-in-interaction has been a topic for conversation analysts ever since Sacks identified ‘private thought’ as a phenomenon. This paper provides an overview of the social actions organized by use of the Swedish verb “känna” – which translates as ‘feel’ – in data from university tutorials. In this exploratory study, “känna” is not treated as a linguistic item specific to Swedish, but rather as a language-transcendent social action, referred to as ‘feel’. Three main functions are distinguished:(1) The teacher animates the students in hypothetical but probable scenarios, in which he ascribes them different feelings. These episodes show clear pedagogical features. (2) ‘Feel’ operates as a hedging device when epistemic claims are made. Its subjective quality diminishes or eliminates potential risks of accountability. (3) ‘Feel’ is deployed in questions and formulations concerning the ongoing interaction. The teacher constructs questions eliciting progress reports with ‘feel’, whereas the students deploy ‘feel’ to formulate complaints, reflections and assessments. These formulations concern their ongoing project, which all the other participants have (varying) epistemic access to.In sum, ‘feel’ serves as an interactional device that allows the speaker to create an interactional space in which accountability and responsibility can be negotiated.
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| 14. |
- Nyroos, Lina, 1979-
(författare)
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It feels kinda important maybe : 'Feel' as an Interactional Resource for Managing Stance and Accountability
-
Tidskriftsartikel (refereegranskat)abstract
- How ‘inner’ processes are invoked in talk-in-interaction has been a topic for conversation analysts ever since Sacks identified ‘private thought’ as a phenomenon. This paper provides an overview of the social actions organized by use of the Swedish verb “känna” – which translates as ‘feel’ – in data from university tutorials. In this exploratory study, “känna” is not treated as a linguistic item specific to Swedish, but rather as a language-transcendent social action, referred to as ‘feel’. Three main functions are distinguished:(1) The teacher animates the students in hypothetical but probable scenarios, in which he ascribes them different feelings. These episodes show clear pedagogical features. (2) ‘Feel’ operates as a hedging device when epistemic claims are made. Its subjective quality diminishes or eliminates potential risks of accountability. (3) ‘Feel’ is deployed in questions and formulations concerning the ongoing interaction. The teacher constructs questions eliciting progress reports with ‘feel’, whereas the students deploy ‘feel’ to formulate complaints, reflections and assessments. These formulations concern their ongoing project, which all the other participants have (varying) epistemic access to.In sum, ‘feel’ serves as an interactional device that allows the speaker to create an interactional space in which accountability and responsibility can be negotiated.
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| 15. |
- Nyroos, Lina, 1979-
(författare)
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”Om du har något annat ord för det?” : Hur deltagares skilda perspektiv kommer till uttryck i ett undervisningssammanhang
- 2010
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Ingår i: Språk och stil. - Uppsala : Adolf Noreen-sällskapet för svensk språk- och stilforskning. - 1101-1165 .- 2002-4010. ; 20, s. 165-188
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines how participants interactionally display and construct their different orientationstowards an ongoing activity. On an overarching level, they participate in the same activity,but on a local level it can be demonstrated that they exercise activities with different goals. I referto their diverse orientations as different perspectives on the ongoing activity. The analytic emphasisis placed on how participants’ perspectives are interactionally accomplished. The two sequences analyzed in this paper are extracted from video recordings of Swedish universitytutorials. Through close analysis of the interaction, it is demonstrated that the request forscientific terms is used as a resource for the teacher to direct the scope of the interaction. Moreover,this action demonstrates how the teacher’s perspective expresses a preferred focus on an abstract‘scientific’ level. The teacher’s perspective diverges from several students’ perspectives, which inturn demonstrates different orientations towards the ongoing activity. From an educational point of view the study provides us with a deeper understanding of howstudents and teachers may perceive and treat the same activity in the classroom in diverging ways.In a wider context, the study also gives us insights into how different individuals interactionallyconstruct their different understandings of the same context.
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| 16. |
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| 17. |
- Nyroos, Lina, 1979-
(författare)
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The Social Organization of Institutional Norms : Interactional Management of Knowledge, Entitlement and Stance
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis explores talk in institutional settings, with a particular focus on how institutionality and institutional norms are constructed and reproduced in interaction. A central aim is to enhance our understanding of how institutional agendas are talked into being. In line with the ethnomethodological approach, norms are viewed as accomplished in everyday interaction, whereas institutionality represents dimensions of talk where participants demonstrably orient to particular contextual constraints. Five studies were conducted using Conversation Analysis (CA), focusing on how institutional constraints impact sequential trajectories and shape different opportunities for participants. The data consists of two corpora of video recordings: group tutorials at a Swedish university (UTs), and performance appraisal interviews in an organization (PAIs). The thesis pays particular attention to the interactional management of knowledge, entitlement and stance, and analytic foci include how speakers manage epistemic claims and rights at a certain point in interaction, and how they accomplish social positioning. The UT studies examine the negotiation of rights to speak for others in a group (Study I), and how diverging understandings of the institutional activity-at-hand can be negotiated on the basis of students’ advice-seeking questions (Study II). In Study III, orientations to institutional and sociocultural norms are investigated in the PAIs, where managers and employees treat negative stances on stress as problematic. The relationship between theory and institutional practice in the use of question templates in PAIs is also examined, through an analysis of the delivery and receipt of a particular question in different interviews (Study IV). Focusing on different adaptations of a preset item, this analysis shows how the same question sets up for a variety of subsequent actions. Finally, deployment of the verb känna (‘feel’) in managing epistemic access and primacy is examined (Study V). It is argued that ‘feel’ allows for a reduction of accountability when making epistemic claims. The studies highlight the relationship between linguistic formats and social actions and illustrate how institutional agendas have consequences for participant conduct. Attention to the details of actions in institutional interaction can thus shed light on social and linguistic underpinnings of the enactment of institutional norms.
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| 18. |
- Nyroos, Lina, 1979-
(författare)
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Vadå vi? Tala för dig själv! : Om oenighet och identitet vid seminarier
- 2008
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Ingår i: Språk och stil. - Uppsala : Adolf Noreen-sällskapet för svensk språk- och stilforskning. - 1101-1165 .- 2002-4010. ; 18, s. 93-111
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Tidskriftsartikel (refereegranskat)abstract
- In this study the social actions pertaining to speaking for someone else and being spoken for are studied in an educational setting, namely a seminar meeting for undergraduates. The data on which this study is based consist of a total of five hours of video-recorded seminar meetings at a Swedish university. The first part of the study focuses on three sequences in which the above mentioned social actions are central for the participants. Through CA-techniques the actions are described and examined from the participants’ perspective. When speaking for more people than oneself, the speaker runs the risk of facing objections from the co-speaker(s) present. He/she/they may not accept being spoken for, and this may be put forward as a disagreement at which point the premises of the previous turn(s) may be renegotiated. In the second part of the study, these social actions are connected to ‘identity’. This is seen as something that is continually achieved in interaction, rather than something that is ‘reflected’ in discourse. Hence, speaking for more people than oneself can be seen as an action which ascribes cospeaker(s) an identity. The analysis shows that the disagreement sequences presented in the first part of the article function as a forum in which a specific student identity can be put on display. The disagreement is used as a resource for the students to position themselves and take on an identity as the good students.
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| 19. |
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| 20. |
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| 21. |
- Sandlund, Erica, 1972-, et al.
(författare)
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Testing L2 talk : A review of empirical studies on second language oral proficiency testing
- 2016
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Ingår i: Language and Linguistics Compass. - : Wiley-Blackwell. - 1749-818X. ; 10:1, s. 14-29
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Tidskriftsartikel (refereegranskat)abstract
- In this review article, empirical studies published from 2004 through 2014 on second-language (L2) oralproficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests.Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peertests as an organizing principle for the studies examined, recent developments in L2 oral proficiencytesting research are situated, reviewed, and discussed, with a particular focus on tests conducted in face-to-face contexts. Findings from the review of selected journals, databases, monographs, and edited collec-tions indicate (1) a prevalence of studies of the OPI format, but a growing research base on paired andgroup tests, (2) an absence of oral test studies in discourse journals, and (3) an emphasis on assessment,validation, and rater perspectives, as opposed to detailed analyses of interaction in L2 tests.
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| 22. |
- Sandlund, Erica, et al.
(författare)
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The Performance Appraisal Interview : An arena for the reinforcement of norms for ideal employeeship
- 2011
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Ingår i: Nordic Journal of Working Life Studies. - Roskilde : Roskilde university. - 2245-0157. ; :2, s. 59-75
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Tidskriftsartikel (refereegranskat)abstract
- In the present paper, we report findings from a study of performance appraisal interviews between middle managers and employees. The study is based on analysis of video uptake of authentic performance appraisal interviews, and through detailed examination of participant conduct and orientation, we point to structural mechanisms and institutional norms which limit the possibilities for employees to raise topics connected to negative experiences of stress in performance appraisal talk. It is argued that norms concerning ideal employeeship are shaped by a partly hidden curriculum in the organization which in turn is talked into being in the performance appraisal interviews. The study concludes that empirical attention to the social interplay in performance appraisal interactions reveal how participant conduct aligns or disaligns with institutional and social underpinnings of workplace ideals.
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| 23. |
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| 24. |
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| 25. |
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| 26. |
- Sundqvist, Pia, 1965-, et al.
(författare)
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The teacher as examiner of L2 oral tests : A challenge to standardization
- 2018
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Ingår i: Language Testing. - : Sage Publications. - 0265-5322 .- 1477-0946. ; 35:2, s. 217-238
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Tidskriftsartikel (refereegranskat)abstract
- The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, 9th-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers (N = 204) and teacher interviews (N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized.
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