liu.seSearch for publications in DiVA
Endre søk
Link to record
Permanent link

Direct link
Musk, Nigel John, Biträdande professorORCID iD iconorcid.org/0000-0002-5438-1027
Alternativa namn
Publikasjoner (10 av 50) Visa alla publikasjoner
Musk, N. J. & Kunitz, S. (2024). Analysing Language as Actions-in-Interaction. In: Alissa Ruth, Amber Witich, H. Russell Bernard (Ed.), The Handbook of Teaching Qualitative and Mixed Research Methods: A Step-by-Step Guide for Instructors: (pp. 279-283). Abingdon, Oxon/New York: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Analysing Language as Actions-in-Interaction
2024 (engelsk)Inngår i: The Handbook of Teaching Qualitative and Mixed Research Methods: A Step-by-Step Guide for Instructors / [ed] Alissa Ruth, Amber Witich, H. Russell Bernard, Abingdon, Oxon/New York: Routledge, 2024, s. 279-283Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Conversation analysis (CA) is a finely tuned qualitative method for analyzing how people use language to carry out their myriad everyday interactions both in leisurely conversations and in more specialized—often work—settings. Through interactive tasks based on authentic dialogs, this lesson is designed to help students discover and label some fundamental and regular features of talk-in-interaction while adopting CA’s action-based view of language.

sted, utgiver, år, opplag, sider
Abingdon, Oxon/New York: Routledge, 2024
Emneord
Linguistic method, conversation analysis, teaching qualitative methods
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-202908 (URN)10.4324/9781003213277-68 (DOI)9781032100272 (ISBN)
Tilgjengelig fra: 2024-04-22 Laget: 2024-04-22 Sist oppdatert: 2024-05-30bibliografisk kontrollert
Musk, N. J. (2024). Students’ interactional strategies for resolving lexical issues incomputer-assisted collaborative EFL writing. ASLAs skriftserie, 31, 56-82
Åpne denne publikasjonen i ny fane eller vindu >>Students’ interactional strategies for resolving lexical issues incomputer-assisted collaborative EFL writing
2024 (engelsk)Inngår i: ASLAs skriftserie, ISSN 1100-5629, Vol. 31, s. 56-82Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In the last decade interactional studies have been addressing the strategies of teachers of English as a foreign language (EFL) to teach impromptu vocabulary items. However, there is still a dearth of interactional studies that focus on students’ own strategies to resolve lexical issues. Since the Swedish syllabus for English calls for students to be able to use different strategies when their language is lacking, we need to know more about what skills they use and whether there are ways in which their skills can be improved. The current study thus examines students’ interactional strategies for resolving lexical gaps and other lexical issues in their collaborative writing, sometimes with recourse to digital lexical resources. It also explores the learning potentials of both collaboration and digital tools.The collection of students’ lexical strategies comes from 31 hours of video recorded data from collaborative computer-assisted writing tasks in the EFL classroom of four Swedish upper secondary schools.

The findings reveal five principal interactional strategies, three of which are unique to collaboration. Moreover, one strategy involves using digital resources by looking up lexical items in an online translation tool (e.g. Google Translate). Both collaboration and digital tools can create opportunities for learning lexis by extending access beyond individual knowledge resources. This is particularly so when it comes to students’ lexical gaps. Moreover, training students to develop different strategies when using online translation tools should be particularly beneficial for both collaborative and individual writing.

Emneord
learning vocabulary, computer-assisted writing, digital writing, machine translation, online translation tools, Google Translate, critical interactional strategies, collaborative writing, conversation analysis
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-202907 (URN)10.15626/asla2024.31 (DOI)
Tilgjengelig fra: 2024-04-22 Laget: 2024-04-22 Sist oppdatert: 2024-04-22
Musk, N. J. (2022). Using online translation tools in computer-assisted collaborative EFL writing. Classroom Discourse, 13(2), 119-144
Åpne denne publikasjonen i ny fane eller vindu >>Using online translation tools in computer-assisted collaborative EFL writing
2022 (engelsk)Inngår i: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 13, nr 2, s. 119-144Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four Swedish upper-secondary schools. In contrast to previous research on OTTs, this multimodal micro-analytic study examines the process of using OTTs and links it to the written product, by analysing actions on the screen accompanied by embodied pupil interaction. Thus the analyses track: (1) how and when pupils deploy OTTs, (2) whether the tools help them to resolve lexical gaps and other lexical issues and (3) what problems arise in the process. The study also discusses what help can be offered to overcome the encountered difficulties of using OTTs.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2022
Emneord
Online translation tools, Google Translate, collaborative writing, multimodal conversation analysis, CALL
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-188381 (URN)10.1080/19463014.2021.2025119 (DOI)
Forskningsfinansiär
Swedish Research Council, 2017-03529
Tilgjengelig fra: 2022-09-11 Laget: 2022-09-11 Sist oppdatert: 2022-10-10
Musk, N. J. (2021). "How do you spell that?": doing spelling in computer-assisted collaborative writing. In: Silvia Kunitz, Numa Markee, Olcay Sert (Ed.), Classroom-based conversation analytic research: theoretical and applied perspectives on pedagogy (pp. 103-131). Cham, Switzerland: Springer Nature
Åpne denne publikasjonen i ny fane eller vindu >>"How do you spell that?": doing spelling in computer-assisted collaborative writing
2021 (engelsk)Inngår i: Classroom-based conversation analytic research: theoretical and applied perspectives on pedagogy / [ed] Silvia Kunitz, Numa Markee, Olcay Sert, Cham, Switzerland: Springer Nature, 2021, s. 103-131Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Using video recordings of a collaborative writing task carried out on a shared computer in an English as a foreign language class, this chapter explores the epistemic ecology of correcting spellings, where knowledge of spelling is unevenly distributed, i.e. the knowledge available to the typist, the other student (the non-typist) and the spell-checker. Three possible assumptions are addressed: (1) that the inbuilt spell-checker offers help in spelling; (2) that two “writers” both contribute to ensuring that spellings are correct; (3) that the potentially uneven distribution of knowledge about spelling between the current typist, the non-typist and the spell-checker does provide for epistemic progression (i.e. knowledge gains) and thus learning opportunities when genuine spelling problems arise. The findings mainly corroborate these assumptions, but they also uncover a number of issues that affect and sometimes confound the potential for correction and learning. For example, a common problem in an otherwise non-English medium setting is that the language tools are wrongly configured (or they are not switched on). Moreover, the timing of the correction process typically gives the typist the first “opportunity space” to correct, followed by the spell-checker and lastly the non-typist. There is also evidence from this study that not all students are familiar with how the language tools (including the spell-checker) work and what help can be had. This suggests the need to teach the basic functions and initiate awareness-raising activities about the potential gains, issues and pitfalls of both the spell-checker and collaboration.

sted, utgiver, år, opplag, sider
Cham, Switzerland: Springer Nature, 2021
Serie
Educational Linguistics, ISSN 1572-0292 ; 46
Emneord
Conversation analysis, collaborative writing, spell-checker, epistemics, spelling corrections, samtalsanalys, samskrivande, kollaborativt skrivande, stavningskontroll, epistemics, stavningskorrigering
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-174083 (URN)10.1007/978-3-030-52193-6 (DOI)9783030521929 (ISBN)9783030521936 (ISBN)
Prosjekter
Making Revisions in Digital Collaborative Writing
Forskningsfinansiär
Swedish Research Council, 2017-03529
Tilgjengelig fra: 2021-03-13 Laget: 2021-03-13 Sist oppdatert: 2021-09-28bibliografisk kontrollert
Musk, N. J. (2020). Att lära sig ett annat språk i samspel med andra: ämnesområde: språkinlärning. In: Mathias Broth, Leelo Keevallik (Ed.), Multimodal interaktionsanalys: (pp. 339-358). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Att lära sig ett annat språk i samspel med andra: ämnesområde: språkinlärning
2020 (svensk)Inngår i: Multimodal interaktionsanalys / [ed] Mathias Broth, Leelo Keevallik, Lund: Studentlitteratur AB, 2020, s. 339-358Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [sv]

Detta kapitel visar med exempel från engelskundervisningen i en svensk skolkontext hur språklärande äger rum i samspel med andra, ofta med hjälp av artefakter i omgivningen såsom tavlan och datorn. Trots att det språkliga automatiskt hamnar i fokus i ett kapitel om språkinlärning, begränsar sig samspelet inte bara till det verbala, utan lärandet utförs med hjälp av kroppens och omgivningens olika resurser. Exemplen illustrerar hur en multimodal analys krävs för att genomlysa handlingar som reparationer (korrigeringar) och ordsökningar som också erbjuder viktiga lärtillfällen för andraspråksinlärning.

sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2020
Emneord
second language acquisition, multimodal interaction analysis, conversation analysis, language teaching, learning process, andraspråksinlärning, multimodal interaktionsanalys, samtalsanalys, språkundervisning, lärprocess
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-169021 (URN)9789144127521 (ISBN)
Forskningsfinansiär
Swedish Research Council, 2017-03529
Tilgjengelig fra: 2020-09-04 Laget: 2020-09-04 Sist oppdatert: 2022-09-13bibliografisk kontrollert
Broth, M., Musk, N. J. & Persson, R. (2020). Inspelning och analys av interaktionsdata. In: Mathias Broth, Leelo Keevallik (Ed.), Multimodal interaktionsanalys: (pp. 41-74). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Inspelning och analys av interaktionsdata
2020 (svensk)Inngår i: Multimodal interaktionsanalys / [ed] Mathias Broth, Leelo Keevallik, Lund: Studentlitteratur AB, 2020, s. 41-74Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [sv]

Inom multimodal interaktionsanalys utgörs data av videoinspelningar. Utan en videoinspelning kan man inte utföra multimodal interaktionsanalys i enlighet med vad som avses i denna bok. Videoanalysen inbegriper generellt såväl identifiering av relevanta sekvenser i förhållande till ett visst forskningsintresse som transkription av vad som dokumenterats i videofilmen och framskrivande av en empiriskt grundad argumentation. Det är denna analysprocess, ”från ax till limpa”, som utgör ämnet för detta kapitel. Olika undersökningar kan naturligtvis se olika ut. Vår framställning kan därför ses som ett vägledande förslag på arbetsgång.

sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2020
Emneord
multimodal interaction analysis, conversation analysis, video recording, verbal transcription, multimodal transcription, multimodal interaktionsanalys, samtalsanalys, videoinspelning, verbal transkription, multimodal transkription
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-169024 (URN)9789144127521 (ISBN)
Forskningsfinansiär
Swedish Research Council, 2017-03529
Tilgjengelig fra: 2020-09-04 Laget: 2020-09-04 Sist oppdatert: 2022-09-09bibliografisk kontrollert
Stoewer, K. & Musk, N. J. (2019). Impromptu vocabulary work in English mother tongue instruction. Classroom Discourse, 10(2), 123-150
Åpne denne publikasjonen i ny fane eller vindu >>Impromptu vocabulary work in English mother tongue instruction
2019 (engelsk)Inngår i: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, nr 2, s. 123-150Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted.

This collection-based study uses conversation analysis to examine video recordings of fairly advanced heritage speakers of English from English mother tongue instruction classes in Sweden. The analyses reveal a variety of ways in which the teaching trajectories arise: the teacher’s substitution requests for a more appropriate word; a student’s naming and word-confirmation requests; the teacher’s or a student’s translation and meaning requests. A third of these requests were initiated by a student. The trajectories then developed collaboratively and were tailored to the local context to address issues of meaning, form and use. Establishing the meaning of a word frequently involved (and could combine) requesting/providing, e.g., definitions and translations. Form could be targeted by carefully enunciating topicalised lexis or writing it on the board, and vocabulary use was typically elaborated by contextualising words and sometimes by exploring collocations.

sted, utgiver, år, opplag, sider
Routledge, 2019
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-152856 (URN)10.1080/19463014.2018.1516152 (DOI)000472542600001 ()
Tilgjengelig fra: 2018-11-23 Laget: 2018-11-23 Sist oppdatert: 2019-08-07bibliografisk kontrollert
Musk, N. & Cromdal, J. (2018). Analysing bilingual talk: Conversation analysis and language alternation. In: Anna Filipi & Numa Markee (Ed.), Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom (pp. 15-34). Amsterdam: John Benjamins Publishing Company
Åpne denne publikasjonen i ny fane eller vindu >>Analysing bilingual talk: Conversation analysis and language alternation
2018 (engelsk)Inngår i: Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom / [ed] Anna Filipi & Numa Markee, Amsterdam: John Benjamins Publishing Company, 2018, s. 15-34Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Shifting focus from monolingual to multilingual talk within conversationanalysis has offered new, radically social and post-cognitivist understandingsof bilingualism, especially through the empirical study of language alternation.This chapter presents some central ideas in the literature on language alternationand traces the emergence and development of the organisational approach. Thisprioritises a participant perspective, whereby bilinguals mobilise their linguisticresources to organise their actions in mundane and institutional settings.While languaging rather than the linguistic concept of “language” is advocatedto capture the nature of bilingual talk, extending the analysis to include multimodalaspects of social interaction is put forward as a promising directionfor future inquiry.

sted, utgiver, år, opplag, sider
Amsterdam: John Benjamins Publishing Company, 2018
Serie
Pragmatics & Beyond New Series ; 295
Emneord
bilingual education, bilingualism, code-switching, conversation analysis, educational practice, language alternation, languaging, medium of instruction, monolingual bias, multilingualism, social interaction, transitions, tvåspråkig undervisning, tvåspråkighet, kodväxling, samtalsanalys, pedagogiskt arbete, språkande, flerspråkighet, undervisningsmedium, enspråkig norm, social interaktion, övergångar
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-152579 (URN)10.1075/pbns.295.02mus (DOI)9789027201409 (ISBN)9789027263575 (ISBN)
Tilgjengelig fra: 2018-11-08 Laget: 2018-11-08 Sist oppdatert: 2018-11-21
Musk, N. (2016). Correcting spellings in second language learners’ computer-assisted collaborative writing. Classroom Discourse, 7(1), 36-57
Åpne denne publikasjonen i ny fane eller vindu >>Correcting spellings in second language learners’ computer-assisted collaborative writing
2016 (engelsk)Inngår i: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 7, nr 1, s. 36-57Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The present study uses multimodal conversation analysis to examine how pupils studying English as a foreign language make spelling corrections in real time while doing collaborative computer-assisted project work. Unlike most previous related investigations, this study focuses on the process rather than evaluating the final product. The findings establish how the initiation and correction of (perceived) spelling errors involve varying configurations of three agents: the pupil currently typing, the other pupil and the computer software. Almost 80% of spelling corrections are carried out by the pupil typing with no intervention from the other pupil or the spellchecker. It is argued that here both the ‘triadic ecology’ and the timing of correction trajectories entail a structural preference for self-correction, which in turn reduces the affordances of the spellchecker and collaboration. Nevertheless, the spellchecker and the other pupil do play a role in catching potential misspellings that the typist has missed. Moreover, rather than right-clicking to activate the spellchecker’s menu of spelling suggestions, the typist typically deletes back to before the faulty letter(s) and then re-types words, which suggests the importance of progressivity of the typing flow as well as no need for the spellchecker’s assistance.

Emneord
conversation analysis, spelling corrections, collaborative writing, computer-assisted language learning, spellchecker
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-127642 (URN)10.1080/19463014.2015.1095106 (DOI)000383239500003 ()
Tilgjengelig fra: 2016-05-05 Laget: 2016-05-05 Sist oppdatert: 2021-12-17
Musk, N. (2014). Avoiding the Target Language with the Help of Google: Managing Language Choices in Gathering Information for EFL Project Work. TESOL quarterly (Print), 48(1), 110-135
Åpne denne publikasjonen i ny fane eller vindu >>Avoiding the Target Language with the Help of Google: Managing Language Choices in Gathering Information for EFL Project Work
2014 (engelsk)Inngår i: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 48, nr 1, s. 110-135Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The integration of translation tools into the Google search engine has led to a huge increase in the visibility and accessibility of such tools, with potentially far-reaching implications for the English language classroom. Although these translation tools are the focus of this study, using them is in fact only one way in which English language learners can exercise their language preferences, especially when working more autonomously. By acting upon these preferences and opting to read in their first language, learners effectively adopt an avoidance strategy—that of avoiding the target language. This qualitative study highlights several ways in which pupils can and do exercise their language choices in their computer-assisted project work using (Swedish) Google. More specifically, after mapping out the trajectories of pupils' Internet searches and their gathering of resources, conversation analysis is used to zoom in on key moves that are jointly negotiated at the interface with Google, where different language options are made available and even flagged. By making incremental choices that avoid English (or favour Swedish), the visibility of English can diminish radically, if not altogether. The negative implications of avoidance are discussed as well as the practicalities of solutions using Google itself.

sted, utgiver, år, opplag, sider
Wiley-Blackwell, 2014
Emneord
translation tools, language choice, conversation analysis, Teaching English as a Foreign Language
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-105129 (URN)10.1002/tesq.102 (DOI)000331795700006 ()
Prosjekter
LINT
Forskningsfinansiär
Knut and Alice Wallenberg Foundation
Tilgjengelig fra: 2014-03-08 Laget: 2014-03-08 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-5438-1027

Søk i DiVA

Visa alla publikasjoner

Profilsidor

Hemsida