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Publikasjoner (10 av 23) Visa alla publikasjoner
Nilsson, E., Majlesi, A. R. & Ekström, A. (2018). Speaking for and about a spouse with dementia: A matter of inclusion or exclusion?. Discourse Studies, 20(6)
Åpne denne publikasjonen i ny fane eller vindu >>Speaking for and about a spouse with dementia: A matter of inclusion or exclusion?
2018 (engelsk)Inngår i: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 20, nr 6Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-160880 (URN)
Tilgjengelig fra: 2019-10-13 Laget: 2019-10-13 Sist oppdatert: 2019-10-13
Majlesi, A. R., Nilsson, E. & Ekström, A. (2018). Video data as a method to understand non-verbal communication in couples where one person is living wih dementia. In: John Keady, Lars-Christer Hydén, Ann Johnson, Caroline Swarbrink (Ed.), Social research methods in dementia studies: inclusion and innovation (pp. 56-76). Abingdon, Oxon: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Video data as a method to understand non-verbal communication in couples where one person is living wih dementia
2018 (engelsk)Inngår i: Social research methods in dementia studies: inclusion and innovation / [ed] John Keady, Lars-Christer Hydén, Ann Johnson, Caroline Swarbrink, Abingdon, Oxon: Routledge, 2018, s. 56-76Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Abingdon, Oxon: Routledge, 2018
Emneord
Demenssjuka, Demens, Forskningsmetodik
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-144415 (URN)9781138699205 (ISBN)9781315517490 (ISBN)
Tilgjengelig fra: 2018-01-19 Laget: 2018-01-19 Sist oppdatert: 2018-01-26bibliografisk kontrollert
Ekström, A., Lindholm, C., Majlesi, A. R. & Samuelsson, C. (2017). Communication and collaboration in dementia. In: Lars-Christer Hydén och Eleonor Antelius (Ed.), Living with dementia: relations, responses and agency in everyday life (pp. 93-115). Palgrave Macmillan
Åpne denne publikasjonen i ny fane eller vindu >>Communication and collaboration in dementia
2017 (engelsk)Inngår i: Living with dementia: relations, responses and agency in everyday life / [ed] Lars-Christer Hydén och Eleonor Antelius, Palgrave Macmillan, 2017, s. 93-115Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Palgrave Macmillan, 2017
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-160881 (URN)9781137593740 (ISBN)9781137593757 (ISBN)
Tilgjengelig fra: 2019-10-13 Laget: 2019-10-13 Sist oppdatert: 2019-10-15bibliografisk kontrollert
Plejert, C., Antelius, E. & Majlesi, A. R. (2016). Flerspråkiga möten vid minnesklinik (1ed.). In: Ingrid Hellström, Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 133-142). Malmö: Gleerups Utbildning AB
Åpne denne publikasjonen i ny fane eller vindu >>Flerspråkiga möten vid minnesklinik
2016 (svensk)Inngår i: Att leva med demens / [ed] Ingrid Hellström, Lars-Christer Hydén, Malmö: Gleerups Utbildning AB, 2016, 1, s. 133-142Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Malmö: Gleerups Utbildning AB, 2016 Opplag: 1
Emneord
demenssjukdom, utredning, tolkmedierad, demens, demenssjuka
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-125768 (URN)9789140691651 (ISBN)
Forskningsfinansiär
Riksbankens Jubileumsfond, M10-0187:1
Tilgjengelig fra: 2016-03-03 Laget: 2016-03-03 Sist oppdatert: 2019-10-15bibliografisk kontrollert
Samuelsson, C., Ekström, A., Majlesi, A. R. & Plejert, C. (2016). Kommunikation vid demenssjukdom (1ed.). In: Ingrid Hellström & Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 63-70). Gleerups Utbildning AB
Åpne denne publikasjonen i ny fane eller vindu >>Kommunikation vid demenssjukdom
2016 (svensk)Inngår i: Att leva med demens / [ed] Ingrid Hellström & Lars-Christer Hydén, Gleerups Utbildning AB, 2016, 1, s. 63-70Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Gleerups Utbildning AB, 2016 Opplag: 1
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-125461 (URN)9789140691651 (ISBN)
Tilgjengelig fra: 2016-02-24 Laget: 2016-02-24 Sist oppdatert: 2019-10-15
Ekström, A. & Majlesi, A. R. (2016). Samarbete och delaktighet. In: Ingrid Hellström, Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 55-62). Malmö: Gleerups Utbildning AB
Åpne denne publikasjonen i ny fane eller vindu >>Samarbete och delaktighet
2016 (svensk)Inngår i: Att leva med demens / [ed] Ingrid Hellström, Lars-Christer Hydén, Malmö: Gleerups Utbildning AB, 2016, s. 55-62Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Malmö: Gleerups Utbildning AB, 2016
Emneord
Demens, Demenssjuka
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-125460 (URN)9789140691651 (ISBN)
Tilgjengelig fra: 2016-02-24 Laget: 2016-02-24 Sist oppdatert: 2018-01-10bibliografisk kontrollert
Majlesi, A. R. (2015). Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms. Journal of Pragmatics, 76(1), 30-45
Åpne denne publikasjonen i ny fane eller vindu >>Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms
2015 (engelsk)Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 76, nr 1, s. 30-45Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study is about teachers’ responsive matching gestures in small instructing/learning projects in Swedish as a second language classes. Matching gestures are those gestures that are similar, if not identical, to those in the prior turns-at-talk. The focus of this study is on the repeated gestures, which are used, among other practical purposes, as teaching devices. They are examined in different sequence types such as correction, reformulation and explanation sequences. The data used for this study is a collection of excerpts extracted from the video recordings of teacher-student conversations. An ethnomethodological / conversation analytic framework is adapted for examining the phenomenon. The multimodal analysis of the excerpts shows that matching gestures in language learning situations have a double function. They are used for maintaining and sustaining intersubjectivity, and also for constructing teachable moments as well as learning opportunities. They are used as tying devices to connect teachers’ actions to the students’ prior actions, and are resources for the display of interactive coengagements and strong co-participations. Moreover, matching gestures are used as teaching devices indicating lapses in the competence of the students demonstrated in their verbal productions. The teachers employ matching gestures along with some  verbal affiliates, when the matching gestures are crucial parts of the teachers’ contributions foregrounding the verbal forms as substitutes or remedial proposal for (enhancing) the students’ utterances. That is, matching gestures are used in second language learning situations for proffering learnables through highlighting an alternative way of telling and exhibiting in that language.

sted, utgiver, år, opplag, sider
Elsevier, 2015
Emneord
Conversation Analysis, Ethnomethodology, Multimodal interaction analysis, Matching gestures, Second language learning, Students’ gestures, Teachers’ responses, Jämförande språkvetenskap och lingvistik Tvärvetenskapliga studier Lärande
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-104918 (URN)10.1016/j.pragma.2014.11.006 (DOI)000349268900003 ()
Merknad

On the day of the defence date the status of this article was Manuscript.

Tilgjengelig fra: 2014-03-03 Laget: 2014-03-03 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Majlesi, A. R. (2015). Open-ended questions as a resource for teaching grammar. In: : . Paper presented at IPrA, 14th International Pragmatics Conference, Antwerp, Belgium, 26-31 July, 2015.
Åpne denne publikasjonen i ny fane eller vindu >>Open-ended questions as a resource for teaching grammar
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

This study is about the design of open-ended questions such as ‘What is X?’ or ‘Where is X?’ as a resource for teaching grammar in Swedish as a second language classroom. Using video recordings of teacher-student interaction, the study suggests that these questions are used, and treated, as a vehicle for foregrounding a grammatical learnable. The questions may not just convey an expectation to recognize and suggest proper grammatical glasses, but they may also provide the students with prospective ‘clues’ (McHoul, 1990) and ‘contextualization cues’ (Gumperz, 1982) to move from repeating grammatical concepts, which have already been taught, to orienting toward new grammatical learnables. Studies on referential versus display questions, or open-ended versus yes/no questions have shown how understanding different question formats are context dependent (e.g. Koshik, 2005). By adopting ethnomethodological conversation analytic theoretical and methodological framework (e.g. Garfinkel & Sacks, 1970), I will also underscore how the design and understanding of these questions depend on both verbal and nonverbal contexts, which are shaped by the participants together in instructing/teaching sequences. It will be highlighted that these questions may be utilized in preliminary sequences (Schegloff, 2007) prior to the production of locally relevant knowledge within the epistemic domain of grammar. The relevance and also the treatment of these questions are, however, not just related to their sequential placements in the stream of talk, but also to the temporal organization of the activity, and to other local contextual constraints made by various semiotic resources such as prosody, bodily movements, gestures, and the use of material artifacts such as worksheets, written sentences on the whiteboard, etc. These questions and their replies (or their lack of replies) are understood as indexical in what comes next in step-by-step orienting toward, and raising, a new linguistic concept/relation/category as a pedagogical focus. The analysis displays that with these questions 1) the teacher proffers an interactional space for the recognition of a new or an improvable/ remediable grammatical construct or category, 2) the teacher’s access to, knowledge of, the answer is visible in her pursuit of the ‘correct’ answer, and 3) the student is also expected to recognize and pinpoint the same answer. Furthermore, the study demonstrates how the procedure of using these questions in order to zero in on a grammatical learnable is also influenced by the order of successive and simultaneous actions, their multimodal contexts, and by the trajectory of the whole activity, its type and purposes.

References

Garfinkel, Harold & Sacks, Harvey (1970). On formal structures of practical action. In John C. McKinney & Edward A. Tiryakian (Eds.), Theoretical sociology: perspectives and developments (pp.338-66). New York: Appleton-Century-Crofts.

Gumperz, J. J. (1982). Discourse strategies. Cambridge: Cambridge University Press.

Koshik, I. (2005). Beyond rhetorical questions: Assertive questions in everyday interaction. John Benjamins B.V.

McHoul, A. W. (1990). The organization of repair in classroom talk. Language in Society, 19(3), 349-377.

Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis, Vol. 1. Cambridge: Cambridge University Press.

HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-113635 (URN)
Konferanse
IPrA, 14th International Pragmatics Conference, Antwerp, Belgium, 26-31 July, 2015
Tilgjengelig fra: 2015-01-26 Laget: 2015-01-26 Sist oppdatert: 2018-01-11
Majlesi, A. R. & Simfors, P. (2015). ‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation. In: : . Paper presented at EARLI 2015 (16th biennial conference of European Association for Research in Learning and Instruction), Limassol, Cyprus, 25-29 August 2015.
Åpne denne publikasjonen i ny fane eller vindu >>‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation

The current paper presents results from an investigation of interaction between the examiners of TISUS (Test in Swedish for Universities and Higher Education), and test takers during their oral proficiency assessment of Swedish as a second language. More specifically, the study deals with the interactional procedure of the test, which is usually carried out in a group of two or three test takers. Even though the test takers are informed beforehand about the topics discussed during the exam, within such tests, various questions and topics are also exchanged that may change the trajectory of the talk and impact the test takers’ performances as well. The encouragement of keeping the conversation natural between the test takers may be constrained by the formal nature of the test, i.e. the distribution of topics and turns by the examiners. Furthermore, due to the contingencies of talk-in-interaction and co-construction of the context, participants are faced with many challenges. In this presentation, we will demonstrate, by means of conversation analysis, how participants orient to problems related to the fact that the conversation is neither totally natural, nor is it open-ended. The test takers’ preparation for thematic talk may, for example, lead to ‘mediated turn distributions’, which in turn, negatively affects the performances and also the administration of the test situation. 

The results show that despite the possible benefits of having conversation as a test situation, problems arise in interaction; thus, assessing the test takers’ performance, such interactional context and its construction may be taken into account.

HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-113633 (URN)
Konferanse
EARLI 2015 (16th biennial conference of European Association for Research in Learning and Instruction), Limassol, Cyprus, 25-29 August 2015
Tilgjengelig fra: 2015-01-26 Laget: 2015-01-26 Sist oppdatert: 2015-02-03
Majlesi, A. R. (2014). Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet. Journal of Pragmatics, 64, 35-51
Åpne denne publikasjonen i ny fane eller vindu >>Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet
2014 (engelsk)Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 64, s. 35-51Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study is about embodied and endogenous grammar instruction on worksheets in teaching Swedish as a second language. It is demonstrated how an ‘awareness’ to produce a linguistic construct ‘grammatically correct’ is co-achieved by the teacher and the student. To see and understand the grammatical features of the words, an interactive instructional sequence is initiated by the teacher. This interactive scaffolding between the teacher and the student, to use meta-talk and to talk about abstract grammar, requires some concrete referents on a surface jointly attended to, and which are seen, pointed to and talked about. It is shown in detail how the interactional business of the interchange is dependent upon a constant integration of talk, gesture and orientation to the written grammatical construct on a sheet of paper. Teaching grammar is, thus, done through the objectification of quite abstract linguistic units and categories, and the transposition of the abstraction onto tangible and visible objects on the paper. Therefore, the result of the organization of order in instruction is a moment-by-moment sense-making, including accounting for how to understand a grammatical phrase, and the rationale behind the relations of the grammatical constructs, and, also, transforming the organization of knowledge. This study shows that foregrounding grammatical learnables on a paper are actualized by the mobilization of diverse semiotic resources resulting in seeing, understanding and reaching an instructed vision (cf. Goodwin, 1994) as the progressive achievement of observable and reportable embodied actions (Garfinkel, 1967, 2002). Grammatical learnables are, therefore, the procedural outcome of the hands-on practices as mutually achieved embodied accomplishments.

Emneord
Instructed vision, Instructing grammar, Interactive scaffolding, Pointing gestures, Conversation analysis, Ethnomethodology, Multimodal interaction analysis
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-104917 (URN)10.1016/j.pragma.2014.01.003 (DOI)000335281100003 ()
Tilgjengelig fra: 2014-03-03 Laget: 2014-03-03 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-7562-991X