liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 24) Show all publications
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)
Open this publication in new window or tab >>Speaking for and about a spouse with dementia: A matter of inclusion or exclusion?
2018 (English)In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 20, no 6Article in journal (Refereed) Published
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-160880 (URN)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 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
Open this publication in new window or tab >>Video data as a method to understand non-verbal communication in couples where one person is living wih dementia
2018 (English)In: Social research methods in dementia studies: inclusion and innovation / [ed] John Keady, Lars-Christer Hydén, Ann Johnson, Caroline Swarbrink, Abingdon, Oxon: Routledge, 2018, p. 56-76Chapter in book (Other academic)
Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2018
Keywords
Demenssjuka, Demens, Forskningsmetodik
National Category
Neurosciences
Identifiers
urn:nbn:se:liu:diva-144415 (URN)9781138699205 (ISBN)9781315517490 (ISBN)
Available from: 2018-01-19 Created: 2018-01-19 Last updated: 2018-01-26Bibliographically approved
Ekström, A., Majlesi, A. R., Samuelsson, C. & Lindholm, C. (2017). Collaboration, interaction and everyday chores. In: Lars-Christer Hydén och Eleonor Antelius (Ed.), Living with dementia: relations, responses and agency in everyday life. Palgrave Macmillan
Open this publication in new window or tab >>Collaboration, interaction and everyday chores
2017 (English)In: Living with dementia: relations, responses and agency in everyday life / [ed] Lars-Christer Hydén och Eleonor Antelius, Palgrave Macmillan, 2017Chapter in book (Refereed)
Place, publisher, year, edition, pages
Palgrave Macmillan, 2017
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-160881 (URN)9781137593740 (ISBN)9781137593757 (ISBN)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2019-10-14
Plejert, C., Majlesi, A. R. & Antelius, E. (2016). Flerspråkiga möten vid minnesklinik (1ed.). In: Ingrid Hellström, Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 133-142). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Flerspråkiga möten vid minnesklinik
2016 (Swedish)In: Att leva med demens / [ed] Ingrid Hellström, Lars-Christer Hydén, Malmö: Gleerups Utbildning AB, 2016, 1, p. 133-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016 Edition: 1
Keywords
demenssjukdom, utredning, tolkmedierad, demens, demenssjuka
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-125768 (URN)9789140691651 (ISBN)
Funder
Riksbankens Jubileumsfond, M10-0187:1
Available from: 2016-03-03 Created: 2016-03-03 Last updated: 2016-11-22Bibliographically approved
Samuelsson, C., Ekström, A., Majlesi, A. R. & Plejert, C. (2016). Kommunikation vid demens (1ed.). In: Ingrid Hellström & Lars-Christer Hydén (Ed.), Att leva med demens: (pp. 63-70). Gleerups Utbildning AB
Open this publication in new window or tab >>Kommunikation vid demens
2016 (Swedish)In: Att leva med demens / [ed] Ingrid Hellström & Lars-Christer Hydén, Gleerups Utbildning AB, 2016, 1, p. 63-70Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016 Edition: 1
National Category
Public Health, Global Health, Social Medicine and Epidemiology Social Sciences Interdisciplinary Gerontology, specialising in Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-125461 (URN)978-91-4069-165-1 (ISBN)
Available from: 2016-02-24 Created: 2016-02-24 Last updated: 2018-01-10
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
Open this publication in new window or tab >>Samarbete och delaktighet
2016 (Swedish)In: Att leva med demens / [ed] Ingrid Hellström, Lars-Christer Hydén, Malmö: Gleerups Utbildning AB, 2016, p. 55-62Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
Keywords
Demens, Demenssjuka
National Category
Gerontology, specialising in Medical and Health Sciences Public Health, Global Health, Social Medicine and Epidemiology Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-125460 (URN)9789140691651 (ISBN)
Available from: 2016-02-24 Created: 2016-02-24 Last updated: 2018-01-10Bibliographically approved
Ekström, A. & Majlesi, A. R. (2015). Att leva med demenssjukdom – Vardag i hemmet. In: Lars-Christer Hydén, Ingrid Hellström (Ed.), Att leva med demens: . Gleerups Utbildning AB
Open this publication in new window or tab >>Att leva med demenssjukdom – Vardag i hemmet
2015 (Swedish)In: Att leva med demens / [ed] Lars-Christer Hydén, Ingrid Hellström, Gleerups Utbildning AB, 2015Chapter in book (Refereed)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2015
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-160882 (URN)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2019-10-13
Majlesi, A. R. (2015). Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms. Journal of Pragmatics, 76(1), 30-45
Open this publication in new window or tab >>Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms
2015 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 76, no 1, p. 30-45Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Elsevier, 2015
Keywords
Conversation Analysis, Ethnomethodology, Multimodal interaction analysis, Matching gestures, Second language learning, Students’ gestures, Teachers’ responses, Jämförande språkvetenskap och lingvistik Tvärvetenskapliga studier Lärande
National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-104918 (URN)10.1016/j.pragma.2014.11.006 (DOI)000349268900003 ()
Note

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

Available from: 2014-03-03 Created: 2014-03-03 Last updated: 2018-01-11Bibliographically approved
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.
Open this publication in new window or tab >>Open-ended questions as a resource for teaching grammar
2015 (English)Conference paper, Oral presentation with published abstract (Other academic)
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.

National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-113635 (URN)
Conference
IPrA, 14th International Pragmatics Conference, Antwerp, Belgium, 26-31 July, 2015
Available from: 2015-01-26 Created: 2015-01-26 Last updated: 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.
Open this publication in new window or tab >>‘Test in Swedish for Universities and Higher Education (TISUS)’: On the use of conversation as an oral proficiency test situation
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
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.

National Category
Languages and Literature
Identifiers
urn:nbn:se:liu:diva-113633 (URN)
Conference
EARLI 2015 (16th biennial conference of European Association for Research in Learning and Instruction), Limassol, Cyprus, 25-29 August 2015
Available from: 2015-01-26 Created: 2015-01-26 Last updated: 2015-02-03
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7562-991X

Search in DiVA

Show all publications