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”Om du har något annat ord för det?”: Hur deltagares skilda perspektiv kommer till uttryck i ett undervisningssammanhang
Uppsala universitet.ORCID-id: 0000-0002-3935-0644
2010 (svensk)Inngår i: Språk & Stil, ISSN 1101-1165, Vol. 20, s. 165-188Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
Uppsala: Adolf Noreen-sällskapet för svensk språk- och stilforskning , 2010. Vol. 20, s. 165-188
Emneord [en]
Conversation Analysis (CA), academic discourse, university tutorial, perspective, participation, Swedish
Emneord [sv]
Akademisk diskurs, Conversation Analysis (CA), undervisning, perspektiv, deltagande, Svenska
HSV kategori
Identifikatorer
URN: urn:nbn:se:sh:diva-36616OAI: oai:DiVA.org:sh-36616DiVA, id: diva2:1257230
Tilgjengelig fra: 2018-10-19 Laget: 2018-10-19 Sist oppdatert: 2018-10-23bibliografisk kontrollert
Inngår i avhandling
1. The Social Organization of Institutional Norms: Interactional Management of Knowledge, Entitlement and Stance
Åpne denne publikasjonen i ny fane eller vindu >>The Social Organization of Institutional Norms: Interactional Management of Knowledge, Entitlement and Stance
2012 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[sv]
Institutionella normer i samtal : Social organisering av kunskap, berättigande och positionering
Abstract [en]

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.

sted, utgiver, år, opplag, sider
Uppsala: Uppsala universitet, 2012. s. 76
Serie
Skrifter utgivna av Institutionen för nordiska språk vid Uppsala universitet, ISSN 0083-4661 ; 87
Emneord
Institutional interaction, Institutional norms, Conversation Analysis, Seminar, Performance appraisal interview, Stance, Epistemics, Entitlement
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-36617 (URN)978-91-506-2273-7 (ISBN)
Disputas
2012-04-27, Ihresalen, Thunbergsvägen 3, Engelska parken, 10:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2018-10-23 Laget: 2018-10-19 Sist oppdatert: 2018-10-23bibliografisk kontrollert

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