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Anward, Jan
Publications (10 of 44) Show all publications
Höst, G. E. & Anward, J. (2017). Intentions and actions in molecular self-assembly: perspectives on students’ language use. International Journal of Science Education, 39(6), 627-644.
Open this publication in new window or tab >>Intentions and actions in molecular self-assembly: perspectives on students’ language use
2017 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 6, 627-644 p.Article in journal (Refereed) Published
Abstract [en]

Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three 'stances' (Dennett, 1987) - intentional, design and physical - is presented as a powerful tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (n=15) and biology/chemistry teacher students (n=6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users.

Place, publisher, year, edition, pages
Routledge, 2017
Keyword
Anthropomorphism, Language in classroom, Explanation, Qualitative research
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-137643 (URN)10.1080/09500693.2017.1298870 (DOI)000400995900001 ()2-s2.0-85015187338 (Scopus ID)
Funder
Swedish Research Council, 2008–5077
Note

Funding agencies: Swedish Research Council (Vetenskapsradet) [2008-5077]

Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2017-06-13Bibliographically approved
Anward, J. (2015). Doing language. Linköping: Linköping University Electronic Press.
Open this publication in new window or tab >>Doing language
2015 (English)Book (Other academic)
Abstract [en]

In this book, I demonstrate how people in conversation (and other forms of communicative practices) on-line construct working, and re-usable, systems of linguistic resources, through turn-taking and a method of turn construction (recycling with différance), which together structure material at hand - syllables and intonation units - like a language.

Moreover, I explore a number of properties of such systems, in particular their character of embedded and dynamic systems, solidly entrenched in space, time, and social relations.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2015. 143 p.
Series
Studies in Language and Culture, ISSN 1403-2570 ; 26
Keyword
Samtalsanalys, Grammatik
National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-122599 (URN)9789176859636 (ISBN)
Note

Cover image: Ulrika Broman: Samtal pågår. By kind permission of the artist.

Available from: 2015-11-11 Created: 2015-11-11 Last updated: 2017-01-31Bibliographically approved
Anward, J. & Linke, A. (2015). Familienmitglied ‚Vofflan‘. Zur sprachlichen Konzeptualisierung von Haustieren als Familienmitglieder.: Eine namenpragmatische Miniatur anhand von Daten aus der schwedischen Tages- und Wochenpresse.. Beiträge zur Namenforschung, 50(1/2), 77-96.
Open this publication in new window or tab >>Familienmitglied ‚Vofflan‘. Zur sprachlichen Konzeptualisierung von Haustieren als Familienmitglieder.: Eine namenpragmatische Miniatur anhand von Daten aus der schwedischen Tages- und Wochenpresse.
2015 (German)In: Beiträge zur Namenforschung, ISSN 0005-8114, Vol. 50, no 1/2, 77-96 p.Article in journal (Refereed) Published
Abstract [en]

In Swedish newspapers and journals an interview with or a feature article

about a person is normally accompanied by an infobox, where, among other items, there

is a headline named familj (family). Under this headline are mentioned not only partners,

children, and other relatives, but also pets, notably dogs and cats. Our contribution poses

the question to what extent this verbal (written) presentation of pets serves to construct

them as ‘family members’. Based on our findings – the fact that pets are frequently mentioned

in connection with family members, overlap between names of pets and names of

human family members, and close textual alignment of humans and pets, among other

things – we discuss whether these findings should be interpreted as a tendency towards

anthropomorphism with regard to pets, or, somewhat more radically, whether we are witnessing

a linguistic practice where cultural species boundaries are blurred.

Place, publisher, year, edition, pages
Heidelberg: Universitätsverlag Winter, 2015
Keyword
pet names, family, anthropomorphism, linguistic practice, culture
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-117916 (URN)
Available from: 2015-05-13 Created: 2015-05-13 Last updated: 2017-12-04
Anward, J. (2015). Språklig bildning: Avsnitt 1. Skola & Samhälle.
Open this publication in new window or tab >>Språklig bildning: Avsnitt 1
2015 (Swedish)In: Skola & Samhälle, ISSN 2001-6727Article in journal (Other academic) Published
Abstract [sv]

Vad är egentligen språklig bildning? I den första artikeln av tre ställs ett antal frågor om dagens språkundervisning.

National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-122977 (URN)
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2015-12-08Bibliographically approved
Anward, J. (2015). Språklig bildning: Avsnitt 2. Skola & Samhälle.
Open this publication in new window or tab >>Språklig bildning: Avsnitt 2
2015 (Swedish)In: Skola & Samhälle, ISSN 2001-6727Article in journal (Other academic) Published
Abstract [sv]

Vad är egentligen språklig bildning? I den andra artikeln ges en historisk bakgrund.

National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-122979 (URN)
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2015-12-08Bibliographically approved
Anward, J. (2015). Språklig bildning: Avsnitt 3. Skola & Samhälle.
Open this publication in new window or tab >>Språklig bildning: Avsnitt 3
2015 (Swedish)In: Skola & Samhälle, ISSN 2001-6727Article in journal (Other academic) Published
Abstract [sv]

Vad är egentligen språklig bildning?  I den tredje artikeln presenteras ett blygsamt förslag.

National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-122980 (URN)
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2015-12-08Bibliographically approved
Samuelsson, C., Plejert, C. & Anward, J. (2014). Defusing practices as mitigation in speech and language intervention.. Communication & Medicine: An Interdisciplinary Journal of Healthcare, Ethics and Society, 11(3), 299-312.
Open this publication in new window or tab >>Defusing practices as mitigation in speech and language intervention.
2014 (English)In: Communication & Medicine: An Interdisciplinary Journal of Healthcare, Ethics and Society, ISSN 1612-1783, E-ISSN 1613-3625, Vol. 11, no 3, 299-312 p.Article in journal (Refereed) Published
Abstract [en]

In the present paper, speech and language intervention was investigated in order to explore the use and function of defusing practices. Defusing practices may be viewed as a special form of mitigation. In previous research, including studies on clinical interaction, mitigation has been described mainly as devices used in order to reduce the unwelcome effects of an utterance, or reduce the discomfort of bad news. Defusing practices, however, appear to serve somewhat different functions, which are examined here. Data comprises video and audio recordings of eight intervention sessions with children with language impairment (LI), and six intervention sessions with adults with aphasia, The analysis revealed the following kinds of defusing practices: circumscriptions/figurative language, diminutive words, words like ‘try’ or ‘test’, placing the problem outside of the patient, collective pronouns, diminishing the speech and language pathologist’s own competence, encouragement, and references to well-known phenomena. If speech and language therapists (SLPs) are made aware of the practice and function of defusing, they may make conscious use of these practices in order to reduce face-threatening situations in intervention

Place, publisher, year, edition, pages
Equinox Publishing, 2014
National Category
General Language Studies and Linguistics Applied Psychology
Identifiers
urn:nbn:se:liu:diva-130713 (URN)10.1558/cam.v11i3.24802 (DOI)
Available from: 2016-08-22 Created: 2016-08-22 Last updated: 2017-11-28
Anward, J. (2014). Dialogue and tradition: The open secret of language (1ed.). In: Susanne Günthner, Wolfgang Imo and Jörg Bücker (Ed.), Grammar and dialogism: sequential, syntactic, and prosodic patterns between emergence and sedimentation (pp. 53-76). Berlin / Boston: Walter de Gruyter.
Open this publication in new window or tab >>Dialogue and tradition: The open secret of language
2014 (English)In: Grammar and dialogism: sequential, syntactic, and prosodic patterns between emergence and sedimentation / [ed] Susanne Günthner, Wolfgang Imo and Jörg Bücker, Berlin / Boston: Walter de Gruyter, 2014, 1, 53-76 p.Chapter in book (Refereed)
Abstract [en]

It is argued that a language, a langue in a modified Saussurean sense, is a regular outcome of conversation. Based on an analysis of a series of five Swedish telephone conversations, it is demonstrated through a turn-by-turn analysis of the first of these phone calls that an embedded and dynamic system of linguistic resources emerges in conversation and is stabilized in a tradition of conversations, and that the very methods which participants use to structure conversation - turn-taking, sequence organization, and repair - also structure conversation like a language.

Place, publisher, year, edition, pages
Berlin / Boston: Walter de Gruyter, 2014 Edition: 1
Series
Linguistik - Impulse & Tendenzen, ISSN 1612-8702 ; 61
Keyword
dialogue, interaction, emergence, linguistic structure, sedimentation, tradition
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-111569 (URN)978-3-11-035796-7 (ISBN)
Available from: 2014-10-25 Created: 2014-10-25 Last updated: 2014-11-25Bibliographically approved
Anward, J. (2014). Interaction and constructions. Constructions (1), 1-7.
Open this publication in new window or tab >>Interaction and constructions
2014 (English)In: Constructions, ISSN 1860-2010, E-ISSN 1860-2010, no 1, 1-7 p.Article in journal (Refereed) Published
Abstract [en]

In this article, I observe how a construction emerges, through a method of turn construction whichI call recycling with différance, in an informal conversation between four peers. Basing myself on a detailed analysis of the social impact of the turns at talk through which the construction emerges, I argue that a construction never substitutes for or absorbs a series of individual turns, but is a socially negotiated interim structuring of these turns. As such, it is potentially open to new modifications and new uses, which, however, also have to be socially negotiated.

Keyword
Interaction, construction, recycling, différance, structuring, negotiation
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-112957 (URN)
Available from: 2015-01-03 Created: 2015-01-03 Last updated: 2017-12-05
Stadig Degerman, M., Larsson, C. & Anward, J. (2012). When metaphors come to life: at the interface of external representations, molecular processes and student learning. International Journal of Environmental and Science Education, 7(4), 563-580.
Open this publication in new window or tab >>When metaphors come to life: at the interface of external representations, molecular processes and student learning
2012 (English)In: International Journal of Environmental and Science Education, ISSN 1306-3065, Vol. 7, no 4, 563-580 p.Article in journal (Refereed) Published
Abstract [en]

When studying the molecular aspect of the life sciences, learners must be introduced to somewhat inaccessible phenomena that occur at the sub-micro scale. Despite the difficulties, students need to be familiar with and understand the highly dynamic nature of molecular processes. Thus, external representations1 (ERs) can be considered unavoidable and essential tools for student learning. Besides meeting the challenge of interpreting external representations, learners also encounter a large array of abstract concepts2, which are challenging to understand (Orgill & Bodner, 2004). Both teachers and learners use metaphorical language as a way to relate these abstract phenomena to more familiar ones from everyday life. Scientific papers, as well as textbooks and popular science articles, are packed with metaphors, analogies and intentional expressions. Like ERs, the use of metaphors and analogies is inevitable and necessary when communicating knowledge concerning molecular phenomena. Therefore, a large body of published research related to metaphors concerns science teachers’ and textbook writers’ interpretation and use of metaphors (Harrison & Treagust, 2006). In this paper we present a theoretical framework for examining metaphorical language use in relation to abstract phenomena and external representations. The framework was verified by using it to analyse students’ meaning-making in relation to an animation representing the sub-microscopic and abstract process of ATP-synthesis in Oxidative Phosphorylation. We seek to discover the animator’s intentions while designing the animation and to identify the metaphors that students use while interacting with the animation. Two of these metaphors serve as examples of a metaphor analysis, in which the characteristics of metaphors are outlined. To our knowledge,  no strategies to identify and understand the characteristics, benefits, and potential pitfalls of particular metaphors have, to date, been presented in science education research. Our aspiration is to contribute valuable insights into metaphorical language use at the interface between external representations, molecular processes, and student learning.

Keyword
Affordance, Design of external representations, Higher education, Metaphors, Molecular phenomena
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-76140 (URN)
Available from: 2012-03-28 Created: 2012-03-28 Last updated: 2017-12-07Bibliographically approved
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