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  • 1.
    Forsberg Lundell, Fanny
    et al.
    Stockholms universitet.
    Nyroos, Lina
    Uppsala universitet.
    Språkvetenskaplig kompetens i praktiken2017In: Varför språkvetenskap?: Kunskapsintressen, studieobjekt och drivkrafter / [ed] Håkansson, David & Karlsson, Anna-Malin, Lund: Studentlitteratur AB, 2017, 1, p. 255-268Chapter in book (Other academic)
  • 2.
    Jakobsen, Liselotte
    et al.
    Karlstads universitet.
    Nahnfeldt, Cecilia
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Olin-Scheller, Christina
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Medarbetarsamtal som arena för att befästa normer kring medarbetarskap2010In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 16, no 3, p. 39-54Article in journal (Refereed)
    Abstract [sv]

    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.

  • 3.
    Melander, Björn
    et al.
    Uppsala universitet.
    Josserand, Jérôme
    Högskolan Dalarna.
    Nyroos, Lina
    Uppsala universitet.
    Norén, Coco
    Uppsala universitet.
    Underbart är kort? Om taltidsrespekt i svenska och franska EU-debatter2014In: Le Nord en francais: traduction, interpretation, interculturalite : colloque international : Universite de Mons, 15-16 mars 2013 / [ed] Hedwig Reuter, Mons: Éditions du C.I.P.A. , 2014, p. 143-157Conference paper (Refereed)
  • 4.
    Norén, Coco
    et al.
    Uppsala universitet.
    Melander, Björn
    Uppsala universitet.
    Josserand, Jérôme
    Högskolan Dalarna.
    Nyroos, Lina
    Uppsala universitet.
    Röster i samspel och konflikt: Den Europaparlamentariska debattens textpolyfoni2014In: Le Nord en francais: traduction, interpretation, interculturalite : colloque international : Universite de Mons, 15-16 mars 2013 / [ed] Hedwig Reuter, Mons: Éditions du C.I.P.A. , 2014, p. 159-172Conference paper (Refereed)
  • 5.
    Nyroos, Lina
    Uppsala universitet.
    "Hur det går så småningom, det vet man inte.": Om problemskildringar i hemtjänsten2006In: Vandring och förvandling: förflyttning, förändring, framtid : Humanistdagarna vid Uppsala universitet 2004, Uppsala: Uppsala universitet, 2006, p. 161-170Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    I den här studien undersöks samtalssekvenser i hemtjänstbesök där pensionärens fysiska ohälsa står i fokus. Det metodologiska perspektivet som inspirerat författaren är Conversation Analysis (CA), och vad som undersöks är för det första hur sekvenserna är uppbyggda och för det andra hur vårdbiträdet bemöter pensionären i dessa känsliga situationer. Bemötandet skiljer sig åt, bl.a. beroende på vem som initierar ämnet, men två distinkta sätta kan urskiljas: vårdbiträdet kan antingen ta på sig en rådgivande roll eller en mer personlig där den rådgivande aspekten inte är den centrala. Genom flera exempel påvisas också att samtal är ett interaktionellt projekt som alla deltagare bär ansvar för.

  • 6.
    Nyroos, Lina
    Uppsala universitet.
    It feels kinda important maybe: 'Feel' as an Interactional Resource for Managing Stance and AccountabilityIn: Article in journal (Refereed)
    Abstract [en]

    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.

  • 7.
    Nyroos, Lina
    Uppsala universitet.
    ”Om du har något annat ord för det?”: Hur deltagares skilda perspektiv kommer till uttryck i ett undervisningssammanhang2010In: Språk & Stil, ISSN 1101-1165, Vol. 20, p. 165-188Article in journal (Refereed)
    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.

  • 8.
    Nyroos, Lina
    Uppsala universitet.
    The Social Organization of Institutional Norms: Interactional Management of Knowledge, Entitlement and Stance2012Doctoral thesis, comprehensive summary (Other academic)
    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.

  • 9.
    Nyroos, Lina
    Uppsala universitet.
    Vadå vi? Tala för dig själv!: Om oenighet och identitet vid seminarier2008In: Språk & Stil, ISSN 1101-1165, Vol. 18, p. 93-111Article in journal (Refereed)
    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.

  • 10.
    Nyroos, Lina
    et al.
    Uppsala universitet.
    Josserand, Jérôme Frédéric
    Högskolan Dalarna.
    Norén, Coco
    Uppsala universitet.
    "Plenum är som Twitter": svenska delegaters syn på inlägg i Europaparlamentet2013In: Språk & Stil, ISSN 1101-1165, no 23, p. 233-238Article in journal (Other academic)
  • 11.
    Nyroos, Lina
    et al.
    Uppsala universitet.
    Sandlund, Erica
    Uppsala universitet.
    From paper to practice Asking and responding to a standardized question item in performance appraisal interviews2014In: Pragmatics and Society, ISSN 1878-9714, E-ISSN 1878-9722, Vol. 5, no 2, p. 165-190Article in journal (Refereed)
    Abstract [en]

    This paper examines how a standardized question is launched and received in a corpus of performance appraisal interviews, with a focus on how pre-formulated questions are translated into interaction. Using conversation analysis, we demonstrate that the same question becomes many different actions in practice. Prefaces as well as prosodic and lexical alterations make relevant different responses, and as such, the question can be recruited to initiate diverse interactional projects such as assessments and other socially delicate activities. As a consequence, goals of uniformity and standardization may be subverted. The interactional adaptations further evidence the strength of recipient design as reformulations also result in more fitted and personalized answers. Our study contributes to the understanding of standardization versus interactionalization, and points to the strong interrelationship between question design and the fitting of response options.

  • 12.
    Nyroos, Lina
    et al.
    Uppsala universitet.
    Sandlund, Erica
    Karlstads universitet.
    Sundqvist, Pia
    Karlstads universitet.
    Code-switched repair initiation: The case of Swedish eller in L2 English test interaction2017In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 120, p. 1-16Article in journal (Refereed)
    Abstract [en]

    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.

  • 13.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet.
    Nahnfeldt, Cecilia
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Jacobsen, Liselotte
    Nyroos, Lina
    Uppsala universitet.
    Närstudie av medarbetarsamtalets roll i att möjliggöra balans i livet: JämVäxt. Modeller för jämställd hållbar tillväxt. Sammanfattning av forskningsresultat2009Other (Other (popular science, discussion, etc.))
  • 14.
    Sandlund, Erica
    et al.
    Karlstads universitet.
    Olin-Scheller, Christina
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Jakobsen, Liselotte
    Karlstads universitet.
    Nahnfeldt, Cecilia
    Karlstads universitet.
    The Performance Appraisal Interview: An arena for the reinforcement of norms for ideal employeeship2011In: Nordic Journal of Working Life Studies, ISSN 2245-0157, E-ISSN 2245-0157, no 2, p. 59-75Article in journal (Refereed)
    Abstract [en]

    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.

  • 15.
    Sandlund, Erica
    et al.
    Karlstads universitet.
    Sundqvist, Pia
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Research-based professional development workshops for EFL teachers: Focus on oral test interaction2016In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 4, no 1, p. 24-48Article in journal (Refereed)
    Abstract [en]

    In this paper, we address language teachers’ continuing professional development (CPD) and engagement with research by demonstrating how research on English as a foreign language (EFL) speaking tests can be applied in professional training workshops on oral test interaction and assessment. Data were drawn from an ongoing research project targeting 9th-grade national English speaking tests in Sweden. Authentic test recordings analysed in a previous study (Sandlund & Sundqvist, 2013) formed the basis for workshops designed to initiate discussions on testing and assessing EFL oral proficiency. The two-fold aim of the study is to implement a research-based workshop model for increasing teachers’ awareness of interaction in speaking tests, and to analyse teachers’ self-reported insights from workshop participation with regard to conducting speaking tests and assessing oral proficiency. Workshop experiences were followed up with questionnaires. Findings reveal some noteworthy pedagogical implications of collaborative work with test recordings and assessment.

  • 16.
    Sandlund, Erica
    et al.
    Karlstads universitet.
    Sundqvist, Pia
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Testing L2 Talk: A Review of Empirical Studies on Second-Language Oral Proficiency Testing2016In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 10, no 1, p. 14-29Article in journal (Refereed)
    Abstract [en]

    In this review article, empirical studies published from 2004 through 2014 on second-language (L2) oral proficiency 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 peer tests as an organizing principle for the studies examined, recent developments in L2 oral proficiency testing 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 collections indicate (1) a prevalence of studies of the OPI format, but a growing research base on paired and group 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.

  • 17.
    Sundqvist, Pia
    et al.
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    National speaking tests in English: Does group size matter?2014In: LMS : Lingua, ISSN 0023-6330, Vol. 3, p. 29-31Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Sundqvist, Pia
    et al.
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Speaking about speaking: English teachers' practices and views regarding Part A of the English national test2015In: LMS : Lingua, ISSN 0023-6330, no 3, p. 16-23Article in journal (Other (popular science, discussion, etc.))
  • 19.
    Sundqvist, Pia
    et al.
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    Wikström, Peter
    Karlstads universitet.
    Genomförande och bedömning av nationella prov i engelska: en pilotstudie2013In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 9, no 1, p. 24-45Article in journal (Other academic)
  • 20.
    Sundqvist, Pia
    et al.
    Karlstads universitet.
    Wikstrom, Peter
    Karlstads universitet.
    Sandlund, Erica
    Karlstads universitet.
    Nyroos, Lina
    Uppsala universitet.
    The teacher as examiner of L2 oral tests: A challenge to standardization2018In: Language Testing, ISSN 0265-5322, E-ISSN 1477-0946, Vol. 35, no 2, p. 217-238Article in journal (Refereed)
    Abstract [en]

    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, ninth-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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