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Vadå vi? Tala för dig själv!: Om oenighet och identitet vid seminarier
Uppsala universitet.ORCID iD: 0000-0002-3935-0644
2008 (Swedish)In: Språk & Stil, ISSN 1101-1165, Vol. 18, p. 93-111Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Uppsala: Adolf Noreen-sällskapet för svensk språk- och stilforskning , 2008. Vol. 18, p. 93-111
Keywords [en]
Swedish, Conversation Analysis (CA), participation, identity, university education
National Category
Specific Languages
Identifiers
URN: urn:nbn:se:sh:diva-36618OAI: oai:DiVA.org:sh-36618DiVA, id: diva2:1257229
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-23Bibliographically approved
In thesis
1. The Social Organization of Institutional Norms: Interactional Management of Knowledge, Entitlement and Stance
Open this publication in new window or tab >>The Social Organization of Institutional Norms: Interactional Management of Knowledge, Entitlement and Stance
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[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.

Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2012. p. 76
Series
Skrifter utgivna av Institutionen för nordiska språk vid Uppsala universitet, ISSN 0083-4661 ; 87
Keywords
Institutional interaction, Institutional norms, Conversation Analysis, Seminar, Performance appraisal interview, Stance, Epistemics, Entitlement
National Category
Specific Languages
Identifiers
urn:nbn:se:sh:diva-36617 (URN)978-91-506-2273-7 (ISBN)
Public defence
2012-04-27, Ihresalen, Thunbergsvägen 3, Engelska parken, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2018-10-23 Created: 2018-10-19 Last updated: 2018-10-23Bibliographically approved

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
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  • asciidoc
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