| 1. |
- Eklund Heinonen, Maria, 1966-, et al.
(författare)
-
Respons i fokus : Lärares normer och attityder till andraspråksdrag i studenttexter
- 2023
-
Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 13:3, s. 14-28
-
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.
|
|
| 2. |
- Forsberg Lundell, Fanny, 1978-, et al.
(författare)
-
Språkvetenskaplig kompetens i praktiken
- 2017. - 1
-
Ingår i: Varför språkvetenskap?. - Lund : Studentlitteratur AB. - 9789144108902 ; , s. 255-268
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 3. |
- Jakobsen, Liselotte, 1947-, et al.
(författare)
-
Medarbetarsamtal som arena för att befästa normer kring medarbetarskap
- 2010
-
Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 16:3, s. 39-54
-
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.
|
|
| 4. |
|
|
| 5. |
- Magnusson, Simon
(författare)
-
Boosting young citizens’ deontic status : Interactional allocation of rights-to-decide in participatory democracy meetings
- 2022
-
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.
|
|
| 6. |
|
|
| 7. |
- Melander, Björn, 1958-, et al.
(författare)
-
Underbart är kort? Om taltidsrespekt i svenska och franska EU-debatter
- 2014
-
Ingår i: Le Nord en français: traduction, interprétation, interculturalité. - Mons : Éditions du C.I.P.A.. - 9782930200439 - 9782930200446 ; , s. 143-157
-
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.
|
|
| 8. |
|
|
| 9. |
- Nyroos, Lina, 1979-, et al.
(författare)
-
Code-switched repair initiation : The case of Swedish eller in L2 English test interaction
- 2017
-
Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 120, s. 1-16
-
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.
|
|
| 10. |
- Nyroos, Lina, 1979-, et al.
(författare)
-
From Paper to Practice : Asking and Responding to a Standardized Question Item in Performance Appraisal Interviews
- 2014
-
Ingår i: Pragmatics and Society. - : John Benjamins Publishing Company. - 1878-9714 .- 1878-9722. ; 5:2, s. 165-190
-
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.
|
|
