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  • 1.
    Ali, Yasmin
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature.
    Säberg, Maja
    Linköping University, Department of Culture and Communication, Language and Literature.
    Fostering Students’ Oral Communication Skills in the Second Language Classroom: Främja elevers muntliga kommunikationsförmågor i andraspråksklassrummet2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This   thesis was carried out with data collected from a school in the south of India and written by two students becoming teachers of English. The aim of   this thesis is to find out how a teacher can foster and develop student’s   oral communication skills so that they have the ability, willingness and   confidence to speak English. The thesis is based upon the following research   questions:

    • What   factors, according to the students and teachers, are important for developing   and fostering oral communication skills?
    • What speaking activities did the students   and teacher find important for developing and fostering oral communication skills?

    The main findings of this study showed that the teachers found a comfortable environment,   expansion of vocabulary, letting students choose their own topics and importance of good communication skills important when fostering students’ oral communication skills. The students in this study expressed that choosing topics and feeling comfortable in natural communicative situations was important for the development of their oral communication skills: This study, as well as previous studies, found that a teacher can in fact help students increase both their motivation and confidence by planning lessons revolving around topics that are of interest to students, as well as give them the scope to choose their own topics when practicing oral communication activities. Furthermore, the result for the second research question showed that there were several speaking activities that the teachers and students found important for developing and fostering oral communication skills. Some of these were everyday activities which increased their vocabulary, carrying out speeches that allowed the students to choose topics and role-play, such as debates.

  • 2.
    Al-Saffar, Cherine
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature.
    Widman, Emma
    Linköping University, Department of Culture and Communication, Language and Literature.
    Litterär kompetens i klassrummet: En undersökning av metoder och verktyg för att arbeta med skönlitteratur2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats reds begreppet litterär kompetens ut och dess tre delar - konstitutionell kompetens, performanskompetens och literary transfer-kompetens. De tre delarna kompletterar varandra och är alla lika nödvändiga. Ett flertal metoder inom läsning, skrivande och samtal tas upp som olika sätt att utveckla dessa. Studien visar på att flera metoder med fördel kan användas för att utveckla respektive kompetens, och att lärarens roll påverkar vilken kompetens som utvecklas. Uppsatsen är baserad på både forskning inom området och erfarna lärares tillvägagångssätt. 

  • 3.
    Avdan, Nazli
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    ‘Collaborative Competition’: Stance-taking and Positioning in the European Parliament2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The European Parliament (EP) is the scene where certain issues concerning over 500 million ‘Europeans’ are publicly debated and where politically relevant groupings are discursively coconstructed. While the Members of the Parliament (MEPs) pursue their political agendas, intergroup boundaries are drawn, reinforced, and/or transgressed. Speakers constantly take stances on behalf of groupings in relation to some presupposed other groupings and argue what differentiates ‘Self’ from ‘Others’. This study examines patterns of language use by the MEPs as they engage in the contextually and historically situated dialogical processes of intergroup positioning and stance-taking. It further focuses on the strategic and competitive activities of grouping, grounding, and alignment in order to reveal the dynamic construction of intergroup boundaries.

    The study is based on a collection of Blue-card question-answer sequences from the plenary debates held at the EP in 2011, when the Sovereign Debt Crisis had been stabilized to some degree but still evoked plenty of controversy.

    Theoretically the study builds on Stance Theory (Du Bois, 2007), Positioning Theory (Davies & Harré, 1990), and several broadly social constructivist approaches to discourse analysis (Fairclough, 1995).

    The analysis shows that intergroup positioning in the EP emerges as what I call a ‘collaborative competition’ between contradictory ideologies and political agendas. The MEPs strategically manipulate their opponents' prior or projected utterances in order to set up positions for self, a grouping he or she stands for, and thereby its adversaries. All participants engage in the maintenance and negotiation of intergroup boundaries, even though the boundaries hardly ever coincide between the different speakers. They discursively fence off some imaginary territories, leaving their adversaries with vague positions.

    When asking Blue-card questions, the MEPs use a particular turn organization, which involves routine forms of interactional units, namely addressing, question framing and question forms, each of which is shown to contribute to stance-taking. A dynamic model of stance-taking is suggested, allowing for a fluid transformation of the stance object as well as the discursively constructed stance-takers.

    While Blue-card questions are meant to serve as a structured procedure for eliciting information from a speaker, the analysis demonstrates that the MEPs accomplish various divergent actions that serve intergroup positioning. The dissertation thus contributes to the understanding of the discursive games played in the EP as the MEPs strive to construct social realities that fit their political ends.

  • 4.
    Bard, Oscar
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature.
    Ballin, Johan
    Linköping University, Department of Culture and Communication, Language and Literature.
    Språket är nyckeln till kunskap: En studie om den statliga satsningen Läslyftet2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läs – och skrivsvårigheter är ett problem som den svenska skolan kämpat emot länge och det är ett problem som succesivt eskalerat. I internationella mätningar uppvisar Sverige gång på gång sjunkande resultat i läsförståelse. Denna eskalation av problemet är egendomlig eftersom de akademiska institutionerna i Sverige presenterat adekvata lösningsalternativ och forskning att luta sig emot när det gäller läs- och skrivutveckling. Behovet av att utarbeta lässtrategier, bemöta olika texttyper, vad som kännetecknar en god läsare och vikten av textsamtal är exempel på det forskarvärlden menar är centralt för att undvika läs- och skrivsvårigheter. Trots att det råder viss konsensus på området är det inte sällan som dessa forskningsbaserade metoder och lösningsalternativ misslyckas med att implementeras i den svenska gymnasieskolan. Att forskning och pedagogiska program inte sipprar ut i praktiken ute på skolorna, utan tenderar att arkiveras och stanna på universitet och högskolor. I syfte att återta Sveriges höga position i de internationella mätningarna och få bukt med läs- och skrivproblematiken tog regeringen under 2013 de första stegen med projektet: Läslyftet. Tanken bakom detta projekt var att med hjälp av vetenskap, forskning och beprövad erfarenhet förmedla tillvägagångssätt och metodstöd till lärare och skolor i Sverige med målet att utveckla elevernas läsförståelse. Utifrån bakgrunden att forskningen och vetenskapen kring läs – skrivsvårigheter inte lyckats implementeras i de svenska gymnasieskolorna ämnar denna studie således att utreda huruvida det statliga projektet, Läslyftet, kan fylla funktionen att utgöra en brygga mellan den akademiska forskningen och gymnasieskolan. Med andra ord, om Läslyftet har den funktionen att den bidrar till att implementera vetenskapens lösningsalternativ på läs – och skrivproblematiken i Sverige. Vidare söker denna studie svar på om Läslyftet påverkar den övergripande pedagogiken samt den mer konkreta didaktiken hos enskilda lärare i gymnasieskolan.

  • 5.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Levin, Lena
    Swedish National Road and Transport Research Institute (VTI).
    Showing where you're going: Instructing the accountable use of the indicator in live traffic2018In: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 28, p. 248-264Article in journal (Refereed)
    Abstract [en]

    This article takes an interest in how students at a driving school areinstructed how to make the car's behaviour intelligible (accountable)to other road users in traffic. Taking the indicator as an example,the analytic focus is on the ways in which the indicator'srelevance is instructed and its timely activation practiced, andhow activating the indicator is instructed as part of moreencompassing turning procedures. The indicator is one of the centralresources built into cars for displaying to others a driver'sintention about where to go next. Although indicating does not,in itself, affect the movement of the car, activating the indicatoris crucial for allowing others to anticipate a car's movement inspace, and coordinate themselves with it. The analysis showshow instructors manage trainee drivers' instructed actions duringdriving by providing descriptions of what using the indicatoraccomplishes before a directive to turn (a), after a directive to turn(b), and as accounts for initiating correction of trainee driver carcontrol activity (c).

  • 6.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Levin, Lena
    Swedish Natl Rd and Transport Res Inst VTI, Linkoping, Sweden.
    Telling the Others side: Formulating others mental states in driver training2019In: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 65Article in journal (Refereed)
    Abstract [en]

    This article examines ascriptions of mental states to other road users in live traffic driver training. Through this practice, instructors formulate how others make sense of the trainee drivers car. Using multimodal conversation analysis, we demonstrate how others side formulations support trainee drivers communicative handling of the car during ongoing coordination events. In contrast, formulations occurring after coordination events serve educational ends, yielding the generic inferential practices by which competent drivers make contextual sense of others actions. Therefore, others side formulations comprise an important instructional resource for introducing neophyte drivers into the real-world theorizing, rendering traffic its orderly social character. (C) 2018 Elsevier Ltd. All rights reserved.

  • 7.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Mondada, Lorenza
    Univ Basel, Switzerland.
    Delaying moving away: Place, mobility, and the multimodal organization of activities2019In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 148, p. 44-70Article in journal (Refereed)
    Abstract [en]

    In mobile activities alternating between staying at a place and walking to the next place, such as guided visits, the initiation of walking awayis a powerful practice to achieve closing of conversational sequences and courses of action. This was demonstrated in a previous paper (Broth amp; Mondada, 2013): in this follow-up paper, we elaborate on the options that can be responsive to walking away, by focusing on actions that co-participants make in order to momentarily stopit, occasioning a delayed departure/closing. Delying walking awaymay be done, accountably, either as a continuation of the previous course of action, or as an initiation of a new course of action related to the present local position of the participants. The study is based on a large corpus of visits to different places and for diverse purposes, in French, Swedish and English. It also shows how trajectories of walking, their projections and their obstacles, are exemplary embodied practices revealing fundamental features of sequential organization - crucially related to the progressivity of talk, actions, and activities. (C) 2019 Elsevier B.V. All rights reserved.

  • 8.
    Daugaard, Solveig
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Collaborating with Gertrude Stein: Media ecologies, reception, poetics2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The reception of the American avant-garde poet, playwright, art collector and salon hostess Gertrude Stein (1874-1946) has to a wide extent taken place in an aesthetic context prior to her work’s academic and hermeneutic canonization. This thesis is in part a mapping of this transmedia reception as it is played out in a North American context in the period from her death and until today, and in part an account of Stein’s particular collaborative poetics, through which her work invites such a reception. Furthermore, the thesis maintains that we in a contemporary context are experien­cing a still increasing receptivity towards Stein’s oeuvre, that seems more relevant today than ever before.  

    These circumstances, the thesis illuminates and discusses via a media theoretical framework, where Stein’s own work, as well as its aesthetic reception is considered as embedded in a complex media ecology. Media ecology is here conceived as a de­centralized, networked approach to aesthetic phenomena, which is able to contain many types of agents and materialities. The media ecology of an artwork is thus po­tentially made up by the entire network of processes, agents and materials that are relevant to its production, distribution and consumption and influences the subject positions available to the individual agents.

    Through Stein’s aesthetic reception it is possible to catch sight of important compo­nents that are active in the media ecology but often neglected or considered subor­dinated to text-internal features. These include the material interface of the medium in question, the aestheticized persona of the artist and infrastructures such as the salon, which affect how and to whom the work and its meanings are distributed. The thesis also traces a number of parallels between the media situation of Stein in the beginning of the 20th century and the digital media situation at the verge of the 21st that suggest both explanations for and implications of her increasing contemporary relevance.

  • 9.
    De Stefani, Elwys
    et al.
    Katholieke Univ Leuven, Belgium.
    Broth, Mathias
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Deppermann, Arnulf
    Inst Deutsch Sprache, Germany.
    On the road: Communicating traffic2019In: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 65Article in journal (Other academic)
    Abstract [en]

    How do people communicate in mobile settings of interaction? How does mobility affect the way we speak? How does mobility exert influence on the manner in which talk itself is consequential for how we move in space? Recently, questions of this sort have attracted increasing attention in the human and social sciences. This Special Issue contributes to the emerging body of studies on mobility and talk by inspecting an ordinary and ubiquitous phenomenon in which communication among mobile participants is paramount: participation in traffic. This editorial presents previous work on mobility in natural settings, as carried out by interactionally oriented researchers. It also shows how the investigation into traffic participation adds new perspectives to research on language and communication. (C) 2018 Elsevier Ltd. All rights reserved.

  • 10.
    Edvardsson, Anna
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature.
    Edlund Gustavsson, Madelene
    Linköping University, Department of Culture and Communication, Language and Literature.
    Det kommunikativa klassrummet: Att arbeta med kommunikation i åk 4-62018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen behandlar det kommunikativa klassrummet och vad det har för eventuella fördelar. Uppsatsen utreder begreppen bundet och fritt tal och hur de påverkar elevers lärande. En annan punkt som utreds är talångest och vilken påverkan det kan ha på eleverna i det kommunikativa klassrummet. Resultatet visar vilka fördelar ett kommunikativt klassrum har. Genom det kommunikativa klassrummet blir eleverna mer aktiva och motiverade. Fokus ligger på eleverna eftersom klassrummet blir mer elevstyrt. Det fria talet, som låte releverna styra talet, är bättre för elevers lärande än det bundna där läraren styr. Ett problem som kan förhindra elevers lärande i det kommunikativa klassrummet är elevers talångest. Talångest påverkas av olika faktorer såsom rädslan att göra fel, dåligt självförtroende, kulturella faktorer och lärarens påverkan på eleverna. Detta kan motarbetas genom att läraren inte hakar upp sig på elevers misstag och att läraren kan skapa ett tryggt klassrum för eleverna.Genom att arbeta med ett kommunikativt klassrum öppnas nya vägar upp för eleven och fokus läggs mer på elevernas tal än på att läsa och skriva.

  • 11.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    A Typographical Primer: Some Basic Conventions2018Other (Other academic)
    Abstract [en]

    Within academia a central activity is the production of scientific theses and papers, including formal aspects of this activity – learning about typographical conventions, how these can differ between departments, countries, journals and publishers, etc.

    Very often, and sadly, huge amount of of time is spent on this during both thesis supervision and thesis examination. The rationale for this document is to – during supervision and examination – free up time for more focus on thesis content and scientific quality.

    The Primer is not to be regarded as “101 on typographical conventions”. Such books are easy find and/but include many phenomena that can be regarded as “over the top” for the average student BA or MA thesis producer, or indeed PhD students.

    This primer is completely “stimulus-based” and includes things that the author has encountered during years of supervision, examination and conference proceedings editing, and thus covers things that are “battle-proven” when it comes to phenomena that are missed in thesis production.

    In 29 sections phenomena like underlining, dashes, transliteration, filenames, section numbering, tables, figures, plates, margin adjustment and much more are covered. See the Contents listing on page 3.

    At the end a few instructions are included, showing the reader how to implement the covered phenomema in their papers – something which is not always completely transparent or obvious and requires a certain level of word processing knowledge.

  • 12.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Acoustic Phonetics2019In: The Sage Encyclopedia of Human Communication Sciences and Disorders / [ed] Jack S. Damico & Martin J. Ball, Thosand Oaks, California: Sage Publications, 2019, p. 21-36Chapter in book (Refereed)
  • 13.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    En Typografisk ”Primer”: Några Grundläggande Konventioner2018Other (Other academic)
    Abstract [sv]

    Inom akademika ingår som en central del av produktion av vetenskapliga uppsatser, vilket inkluderar formella aspekter av detta – från att lära sig strikt typografiska konventioner som att lära sig hur dessa kan skilja sig åt mellan avdelningar, länder, tidskrifter.

    Väldigt ofta, och tyvärr, läggs mycket tid på sådan under såväl handledning som examination av uppsatser. Detta dokument har till syfte att, under handledning och examination, frigöra tid för ett mer markerat fokus på innehåll och vetenskaplig kvalitet i de aktuella uppsatserna.

    Primern är inte uppbyggd som en ”grundkurs i typografiska konventioner”. Sådana är lätta att finna och/men inkluderar mycket sådant som kan betraktas som ”överkurs” för studenter som skriver kandidat- eller magisteruppsatser, eller till och med doktorander.

    Denna primer är helt stimulustyrd och inkluderar saker som författaren under åratals handledning, examination och redaktörsskap (för konferensproceedings) har stött så de vanligaste misstagen, och täcker således med eller mindre ”fält-testade” fenomen som missas i uppsatsskrivning.

    I 29 avsnitt täcks företeelser om understrykning, tankstreck, transliterering, filnamnsgivning, kapitelnumrering, tabeller, figurer, bilder, marginaljustering och mycket mer. Se Innehållsförteckning på sidan 3.

    På slutet inkluderas även lite instruktioner för hur man ser till att vissa av de täckta fenomenen blir implementerade i uppsatsen, något som inte alltid är helt solklart utan kräver en viss nivå av ordbehandlingskunskap.

  • 14.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Neurala korrelat till fyllda pauser: En fMRI-studie av disfluensperception2019In: Röstläget, ISSN 1103-3983, no Februari 2019, p. 13-17Article in journal (Other academic)
    Abstract [sv]

    Mänskligt, spontalt producerat talspråk kännetecknas av att inte vara helt ”flytande”. Jag sätter ordet inom citationstecken eftersom det råder delade meningar om huruvida ”oflyt” i själva verket underlättar såväl talproduktion som talperception. Den vanligaste termen för detta är disfluenser, men även denna term är inte helt etablerad. En annan sak att hålla iminne är att den alternativa stavningen dysfluenser förekommer, speciellt engelskspråkig litteratur.

    Disfluenser har studerats i över ett sekel, och en introduktion följer nedan. Denna artikel redovisar resultaten från en unik fMRIstudie av den mest ”speciella” av de olika disfluenstyperna, det som ofta(st) benämns ”fyllda pauser”, som (i svenska) ”eh” eller ”öh”. Notera att även denna term inte är etablerad.

  • 15.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Pulmonic Ingressive Speech2019In: The SAGE Encyclopedia of Human Communication Sciences and Disorders / [ed] Jack S. Damico & Martin J. Ball, Thousand Oaks, California: Sage Publications, 2019, p. 1529-1532Chapter in book (Refereed)
  • 16.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Xenophone2019In: The SAGE Encyclopedia of Human Communication Sciences and Disorders / [ed] Jack S. Damico & Martin J. Ball, Thousand Oaks, California: Sage Publications, 2019, p. 2127-2129Chapter in book (Refereed)
  • 17.
    Eklund, Robert
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    McAllister, Anita
    Karolinska Institutet, Sweden; Karolinska University Hospital, Stockholm, Sweden.
    Dahlström, Anita
    Swedish Museum of Performing Arts, Stockholm, Sweden.
    An acoustic analysis of Swedish cattle calls,‘kulning’, performed outdoors at three distances2019In: Proceedings from Fonetik 2019 / [ed] Mattias Heldner, 2019Conference paper (Other academic)
    Abstract [en]

    Kulning is a Swedish cattle call singing style with an almost mythical status inSwedish folklore. In previous studiestwo of the authors (RE, AM) studied kulning produced by a kulning singer (FP) in both indoor and outdoor settings. In this paper we report kulning as produced by a second singer (the third author, KD), recorded outdoors in a forest setting, with simultaneous recordings at 1, 11 and 22 meters. The results of amplitude, FFT and LPC analyses reported, and compared to theearlier studies reported in Eklund, McAllister and Pehrson (2013) and McAllister and Eklund (2015).

  • 18.
    Eldelin, Emma
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Att slå dank med virtuositet: Reträtten, sysslolösheten och essän2018 (ed. 1)Book (Other academic)
    Abstract [sv]

    Enligt renässansförfattaren Michel de Montaigne var det den sysslolöshet som uppstod då han dragit sig tillbaka från sina offentliga plikter som ledde till att han började tänka och skriva essäistiskt. Reträtten till avskildhet blir sedan ett återkommande tema i essäns historia, både som materiellt privilegium och som ett slags sinnesstämning.

    Emma Eldelin undersöker i denna bok förbindelserna mellan reträtt, sysslolöshet och essä, och de laddningar och betydelser som dessa begrepp har haft under olika tidsperioder. Med utgångspunkt hos fyra essäistiska författare från renässansen till vår tid - Michel de Montaigne, Charles Lamb, Virginia Woolf och Jenny Diski - flätar hon en vindlande tankeberättelse om villkoren för skapande, tänkande och skrivande och hur de utmanas i en värld som i allt högre grad har kommit att präglas av arbetsetiken.

  • 19.
    Eldelin, Emma
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Tunnelbanans poetik. Rum, plats och intertextualitet i Malte Perssons Underjorden2018In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 139, p. 178-220Article in journal (Refereed)
    Abstract [en]

    A Poetics of the Underground: Space, Place and Intertextuality in Malte Persson’s Underjorden (Tunnelbanans poetik. Rum, plats och intertextualitet i Malte Perssons Underjorden)

    The descent to the underworld in search of wisdom or to regain something or someone lost is a classic topos of literary history. In the context of urbanization and the technological transformation of society of the last two centuries, literary underworlds have often been re-imagined as actual and material subterranean spaces like subways, catacombs or sewers. In modernist poetry, for example, the descent to the underworld — rethought as an underground of modern transportation — has served as a spatial point of departure for reflections on poetics, on the poet’s conflictual relationship to the literary past and to his or her own society. Staged as a collection of sonnets on the Stockholm metro, Malte Persson’s Underjorden (2011) can be read as a contemporary take on this modern metamorphosis of the underworld. It can also be put forward as an example of a recurring tendency in the last few decades to link writing and literature to various urban and semi-public spaces of transit and transport, a tendency which poses significant challenges to Romantically infused ideas of literary creation as a place-bound, domestic, private and solitary activity. In this article, Persson’s Underjorden is discussed as an example of how a poetics of the underground is reflected and reconfigured in the Information Age. With perspectives from spatial theory and intertextual analysis, it is argued that two classic myths of poetic creation are contrasted and associated with underground space in Persson’s sonnet collection. Rather than opting for one of them, the self-reflective speaker of Underjorden remains playfully undecided on which side to take: is the contemporary poet a modern Orpheus or genius, creating original poetry, or an imitator, copyist and sampler, pouring from the boundless storehouse of literature?

  • 20.
    Forsell, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tenglet, Elisabeth
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wessbo, Simon
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    The “Bashing” of Education Research2018In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 6, no 1, p. 5-12Article in journal (Other academic)
    Abstract [en]

    This special issue of Confero presents six essays with different aims and scope, which relate to the criticism or “bashing” of educational research. Starting with Martin Malmström’s essay How do you think it feels? On Being the Epitome of Pseudoscience that clearly connects to the bashing theme, the other essays elucidate and question related aspects of the universities, of pedagogy, teacher education and educational research. Together the essays form a dialogue on the underpinning perspectives on science and learning, not only in the field on education but academia at large. To clarify, the intention of this issue is not to constrain the critics, but an ambition to deepen the conversation and open up for different perspectives and voices.

  • 21.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Christine de Pizan: The Book of the Mutability of Fortune: Review2018In: Renaissance quarterly, ISSN 0034-4338, E-ISSN 1935-0236, Vol. 71, no 2, p. 799-800Article, book review (Other academic)
    Abstract [en]

    n/a

  • 22.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Christine de Pizan: Heures de contemplacion sur la Passion de Nostre Seigneur Jhesucrist & Sept psaumes allégorisés2019In: Renaissance quarterly, ISSN 0034-4338, E-ISSN 1935-0236, Vol. 72, no 1, p. 234-236Article, book review (Refereed)
  • 23.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    «En känning av vad språk kan vara»: Om Katarina Frostensons Sånger och formler2017In: NORSK LITTERÆR ÅRBOK 2017 / [ed] Nora Simonhjell & Benedikt Jager, Oslo: Samlaget , 2017, p. 74-89Chapter in book (Refereed)
  • 24.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Jag gav honom inte min kärlek: Om hövisk kärlek som kvinnlig strategi2012Book (Other academic)
    Abstract [sv]

    »Kvinnorna gör alldeles rätt när de förkastar de levnadsregler som införts i världen, eftersom det är männen som har skapat dem utan kvinnorna.«Michel de Montaigne (1533–92)

    Vid de medeltida franska hoven diktade och sjöng man om kärleken mellan man och kvinna, mellan riddaren och hans tillbedda. Särskilt besjöngs den omöjliga kärleken, som präglades av konvenansen och de stränga regler som styrde sällskapslivet i de högre samhällsskikten. Denna kulturyttring spred sig över Europa och kom först på artonhundratalet att få namnet »den höviska kärleken«.

    I sin rika studie presenterar Carin Franzén den höviska kärlekens kulturhistoriska uttrycksformer. Författarna Grevinnan av Dia, Christine de Pizan, Margareta av Navarra och Madame de Lafayette bildar utgångspunkter för undersökningen och ställs i relation till varandra.

  • 25.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Kritiken och det omedvetna2018In: Kritiken i den nya offentligheten: Kritiken som konst- och kunskapsform / [ed] Magnus William-Olsson, Stockholm: Ariel förlag , 2018, p. 143-158Chapter in book (Other academic)
  • 26.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    När vi talar om oss själva: nedslag i subjektivitetens historia från Montaigne till Norén2018Book (Other academic)
    Abstract [sv]

    Subjektiviteten är inget i sig. Den uppstår när vi svarar på de sociala mekanismer som tilltalar oss som subjekt. Denna insikt är utgångspunkten för Carin Franzén nedslag i subjektivitetens historia. Författaren pekar på den slående likheten mellan 1600-talets franska salongskultur och vår egen av sociala medier och självframställning präglade offentlighet. De krav på självkontroll som bestämde hovsamhället och den absoluta monarkin liknade i mycket kraven som vår tids senkapitalism och nyliberalism reser på oss som är underkastade den. Men liksom den litterära salongens libertiner i leken, samtalet och förställningen fann vägar att utnyttja sprickorna i maktens anspråk erbjuder även vår epok möjliga motståndsstrategier. I en rad läsningar av författare som Montaigne, Descartes, Madame de La Fayette och Jean de La Fontaine och vår tids Marguerite Duras och Lars Norén kartlägger Carin Franzén subjektivitetens transfigurationer. I själva talandet om oss själva uppdagas möjligheter till motstånd mot de ordningar som söker behärska talet.

  • 27.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    recension av Living Together: Roland Barthes, the Individual and the Community: Knut Stene-Johansen, Christian Refsum og Johan Schimanski (red.)2019In: Norsk litteraturvitenskapelig tidsskrift, Vol. 22, no 01Article, book review (Refereed)
  • 28.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Subjects of Sovereign Control and the Art of Critique in the Early Modern Period2018In: Control Culture: Foucault and Deleuze after Discipline / [ed] Frida Beckman, Edinburgh: Edinburgh University Press, 2018, p. 63-81Chapter in book (Refereed)
  • 29.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Till det omöjligas konst: Essäer om litteratur och psykoanalys2010Book (Other academic)
    Abstract [sv]

    Till det omöjligas konst rymmer åtta essäer om litteraturens och konstens relation till det som inte låter sig fångas i en språklig eller konstnärlig framställning.

    Carin Franzén rör sig över ett vitt fält av estetiska, filosofiska frågor, från Dante till Jelinek. På olika vis handlar texterna om den långa väg som gör konsten och litteraturen till något mer än konsumtion.

    Carin Franzén är docent i litteraturvetenskap vid Linköpings universitet. Hon har bland annat givit ut Att översätta känslan: En studie i Julia Kristevas psykoanalytiska poetik och För en litteraturens etik: En studie i Birgitta Trotzigs och Katarina Frostensons författarskap.

  • 30.
    Franzén, Carin
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Vägval i subjektivitetens historia: Det moderna subjekts genealogi som posthumanism avant la lettre2017In: Norsk litteraturvitenskapelig tidsskrift, ISSN 0809-2044, E-ISSN 1504-288X, Vol. 19, no 02, p. 94-107Article in journal (Refereed)
    Abstract [en]

    A Genealogy of the Subject as Posthumanism avant la lettre

    If the constitution of the modern subject is indebted to Descartes’ self-grounding and self-positing of the subject of thought and knowledge, this article discusses how some of the period’s libertines and moralists in the wake of Montaigne articulated a counter-discourse to this dominating form of subjectivity. I argue that they point to a pathway for the modern subject grounded in an art of existence rather than in Descartes’ cogito. Special attention is given to their reception of Montaigne’s critique of human sovereignty. Focussing on the discussion about the animal-human relationship in Descartes and La Fontaine, but also on the latter’s relationship to Madame de Sablière as well as to the period’s court society and salon culture in general, the article’s purpose is to highlight the plurality of early modern subjectivity, and its relevance for current theories of posthumanism and critique of the modern subject.

  • 31.
    Geneid, Ahmed
    et al.
    Department of Otolaryngology and Phoniatrics – Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Finlan.
    Laukkanen, Anne-Maria
    Speech and Voice Research Laboratory, School of Education, University of Tampere, Finland.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    McAllister, Anita
    Division of Speech and Language Pathology, Karolinska Institutet, Sweden.
    Kulning: A study of the physiological basis for long-distance sound propagation in Swedish cattle calls2018In: Proceedings of FONETIK 2016, KTH Royal Institute of TechnologyStockholm, Sweden8-10 June 2016 / [ed] Jens Edlund, Stockholm: Royal Institute of Technology , 2018, p. 25-30Conference paper (Other academic)
    Abstract [en]

    The Swedish cattle call song, kulning, is an example of very marked and far-reaching sound propagation of vocal communication. While earlier studies have investigated the acoustic characteristics of kulning, the present study focuses on its physiological basis from the point of view of vocal fold functionand supralaryngeal posture by applying electroglottography and stroboscopy to two types singing: falsetto (head voice)and kulning. It is shown that kulning, ascompared to falsetto, exhibits a better contact of the vocal folds and a longer glottal closure in the phonation cycle. Nasofiberendoscopy also showedmedial and anteroposterior narrowing of the laryngeal inlet and approximation of the false vocal folds in kulning.

  • 32.
    Gósy, Mária
    et al.
    Department of Phonetics, Research Institute for Linguistics, Hungarian Academy of Sciences, Budapest, Hungary.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Language-Specific Patterns of Segment Prolongation in Hungarian2018In: the Phonetician, ISSN 0741-6164, Vol. 115, p. 36-52Article in journal (Refereed)
    Abstract [en]

    Segment prolongation has been shown to be one of the most common forms of non-pathological speech disfluency. The distribution in the word (initial– medial–final segment) seems to vary across languages based on morphological complexity, making it interesting to study segment prolongation in languages that exhibit different degrees of morphological complexity. In this paper we study segment prolongation in Hungarian, a language with very complex morphology. Our results indicated that distribution of prolongations according to their placements in words in Hungarian is comparable to English and Swedish, with a similar degree of morphological complexity, but not to Japanese or Mandarin Chinese, languages with a less complex morphology. Prolongations involve more vowels than consonants, more function words than content words, and word length does not influence the duration of the prolonged segment. Phonologically long vowels were produced shorter durations than phonologically short vowels. Finally, we suggest a ‘phonotactics matters hypothesis”, emphasizing the complexity of permissible syllable structures, which seems to be the main cause of the observed differences in how prolongation is realized in different languages.

  • 33.
    Hammarström, Kajsa
    Linköping University, Department of Culture and Communication, Language and Literature.
    Dealing with ‘Trouble Spots’ in Interaction in the English as a Foreign Language Classroom2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study focuses on ‘trouble spots’ that occur in the English as a Foreign Language classroom. A trouble spot is an umbrella term for all types of language problems that arise. This means that it covers the trouble sources of repairs, corrections as well as problematising activities in the classroom. Ten different instances of trouble spots are identified and documented in the study. These are grouped into four different categories depending on how the trouble spot occurred, who initiated it and how it was resolved. To investigate the classroom interaction Conversation Analysis was chosen as a method and two different English lessons in two different Swedish upper-secondary schools were filmed.

    In order to investigate the trouble spots the following research questions are addressed

    • What types of trouble spots arise in the English language classroom and how are they signalled as trouble?
    • How are the trouble spots dealt with by teachers and students?

    The results confirm that most trouble spots are identified and handled by the speakers themselves and that the second-most involved person is the teacher. This is expected as there is a preference for self-initiated self-repair in ordinary conversation. However, in classroom interaction the preference organisation is not always similar to that of ordinary conversation. Correction in the classroom is often other-initiated without it being face-threatening. Furthermore, the context of the task at hand is very important when it comes to how trouble spots are resolved.

  • 34.
    Hankvist, Annikki
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Culture and Communication, Language and Literature.
    Technology in the English Language Classroom: Computer-Assisted Grammar Learning2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As technology advances so does the availability of computer-assisted learning software. Since the Swedish curriculum and syllabus in the subject English do not state how teachers should teach grammar or what grammatical items they should focus on, it is left to the teachers to decide themselves. This thesis aims to investigate how one can make use of CALL, Computer-Assisted Language Learning, when teaching grammar in the English language classroom. The following three research questions are posed: 

    • In what ways is CALL used in teaching grammar? 

    • Are any of the different ways of using CALL more successful than others? 

    • What are the students’ reactions to using CALL as a means of learning grammar? 

    The questions are answered by analyzing the theoretical background of second language acquisition, as well as by analyzing ten articles about learning grammar with the help of modern technology. The findings show that there are more ways of using technology in a teaching environment than there are articles about it, and this thesis only covers a few of the different means of using CALL to teach grammar. The findings also show that the results of computer-assisted teaching and learning are overall positive, but it cannot be concluded whether this is because of the software or the novelty of using CALL. Some software shows better results than other, such as error correction software. The overall perceptions of using CALL in the classroom are overwhelmingly positive from both teachers’ and students’ perspective. Furthermore, the results show that the students believe that using technology to learn helps them more than it actually does, showing how it helps motivate students to acquire new knowledge by making it more interesting for them. All in all, the findings of the research give teachers an overview of the current progress of CALL, as well as giving them suggestions about how to incorporate technology in their own teaching. 

  • 35.
    Hefele, Anna-Maria
    et al.
    http://www.anna-maria-hefele.com.
    Eklund, Robert
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    McAllister, Anita
    Karolinska Institutet, Sweden.
    Polyphonic Overtone Singing: an acoustic and physiological (MRI) analysis and a first-person description of aunique mode of singing2019In: Proceedings from Fonetik 2019 / [ed] Mattias Heldner, 2019Conference paper (Other academic)
    Abstract [en]

    This paper describes a unique singing mode, tentatively labeled “polyphonic overtone singing”. In overtone singingthe vocal harmonics of a stabile fundamental frequency are filtered by the singer in such a way that specific upper harmonics are amplified, and heard clearly, as a second musical voice. In the “throat singing” of Tuva (Mongolia) moving overtones usually occur over astable drone. In polyphonic overtone singing not only the pitch of the overtonesare changed and moving, but also the fundamental which results in two-voice singing.

  • 36.
    Hofstetter, Emily
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Robles, Jessica
    Loughborough Univ, England.
    Manipulation in Board Game Interactions: Being a Sporting Player2019In: Symbolic interaction, ISSN 0195-6086, E-ISSN 1533-8665, Vol. 42, no 2, p. 301-320Article in journal (Refereed)
    Abstract [en]

    Deception and manipulation are expected in strategic gameplay, but how do players negotiate what counts as acceptable kinds of manipulation? We compare three examples from a corpus of 30 hours of competitive board game play, using conversation analysis to examine how players orient to the reasonableness of manipulations. We show that contingencies of timing of the attribution and receipt of the manipulation are as morally concerned as manipulation itself. Players organize their negotiations of acceptability around the concept of a "sporting" player or move. The "sporting" resource shows one situated members method for collaboratively managing fairness and morality in play. A video abstract is available at .

  • 37.
    Hofstetter, Emily
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature.
    Robles, Jessica
    Manipulation in board game interactions: Being a sporting player2019In: Symbolic interaction, ISSN 0195-6086, E-ISSN 1533-8665, Vol. 42, no 2, p. 301-320Article in journal (Refereed)
  • 38.
    Hofstetter, Emily
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature.
    Stokoe, Elizabeth
    Offers of assistance in politician-constituent interaction2015In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 17, no 6, p. 724-751Article in journal (Refereed)
  • 39.
    Ivenäs Dyverfeldt, Sabina
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    I svenskhetens gränsland: Vithet, rasifiering och skönhet i litteratur skriven av utlandsadopterade2018In: Studier om rasism: Tvärvetenskapliga perspektiv på ras, vithet och diskriminering / [ed] Tobias Hübinette, Andréaz Wasniowski, Malmö: Arx Förlag , 2018, p. 237-254Chapter in book (Other academic)
  • 40.
    Ivenäs Dyverfeldt, Sabina
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences. University of Washington, WA 98195 USA.
    White Like Me: Whiteness in Scandinavian Transnational Adoption Literature2017In: Scandinavian Studies, ISSN 0036-5637, E-ISSN 2163-8195, Vol. 89, no 2, p. 240-265Article in journal (Refereed)
    Abstract [en]

    n/a

  • 41.
    Johansson, Maritha
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Att förstå begrepp eller förstå med begrepp [Understanding concepts or understanding through concepts]: en studie av litterär begreppsanvändning, tolkning och analys [A study of the use of literary conceptual tools, interpretation and analysis]2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 50-66Article in journal (Refereed)
    Abstract [en]

    This article reports on results from a study in didactics of literature, focusing on literary conceptual tools. In the study two methods are used: one vocabulary test and one think-aloud-test about the use and the understanding of literary conceptual tools among Swedish upper secondary school students. The aim of the study is to investigate how the students understand and use literary conceptual tools and the possible consequences for their reception of a literary text, in this case a poem. The results show that concepts presented as vocabulary list are problematic. The students can sometimes deliver a correct definition, but most of their definitions are vague or wrong. The think-aloud-test shows that a majority of the students do not use the concepts when talking about the poem. It also shows that focusing too much on concepts can lead to a superficial reading, rather than interpretation and analysis. The study shows that the transfer between a passive knowledge of concepts and an active use of them, which could lead to a deeper comprehension, is far from being obvious.

  • 42.
    Johansson, Maritha
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    En litteraturundervisning som utmanar2017In: Svenska ett kritiskt ämne: Svensklärarföreningens årsskrift 2016 / [ed] Ewa Bergh Nestlog & Nils Larsson, Malmö: Svensklärarföreningen , 2017Chapter in book (Other academic)
  • 43.
    Johansson, Maritha
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    In i texten och ut ur den - nordiska lärarstudenter samtalar om lyrik2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 62-86Article in journal (Refereed)
    Abstract [en]

    The study aims to explore literary text-talk in higher education and how some students’ reception of a poem is influenced by their interaction with each other. A particular focus is on whether and how the students use a set of literary conceptual tools when they talk about the poem. The study also illuminates factors that prompt the students perform close readings of the text. The data comes from four recorded and transcribed text-talks, where the students from different teacher training programs in Sweden, Denmark and Norway talk about a poem. These text-talks have been analysed through a thematic analysis. The results show that the students start by focusing on details and try to interpret the vocabulary rather than trying to understand the poem in its entirety. Initially, they also perform close readings and then continue with more extra-textual interpretations. However, because of the interactive nature of the text-talk, the students keep returning to the text. All the four groups use quite a few literary concepts, but they hesitate about the meaning and the use of these concepts. The results further show that the students help each other achieve a deeper understanding of the poem, and the talk itself has an impact on their reception of the poem.

  • 44.
    Johansson, Maritha
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Litterär förståelse och begreppsanvändning2017Other (Other academic)
    Abstract [sv]

    I denna artikel diskuteras inledningsvishur man kan se på förhållandet mellan läsare och texter och samspelet mellan dem. Därefter berörs elevers förståelse av skönlitterära texter, samt hur lärarekan förhålla sig till begrepp och begreppsinlärning i relation till litteraturun-dervisning.

  • 45.
    Johansson, Maritha
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Magnusson, Petra
    Högskolan i Kristianstad, Kristianstad, Sweden.
    Läslyftet i praktiken: Analys av ett textmaterial och ett lärarlags samtal2019In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 13, no 1, article id 6Article in journal (Refereed)
    Abstract [en]

    “Reading Enhancement” is a teacher professional learning investment by the Swedish Government based on the work by Timperley et al. (2007). Its aim is to develop teachers’ teaching skills through collegial learning in order to improve the pupils’ ability to read and write. This article reports on a study of how the investment is implemented at a Swedish vocational upper secondary school. The purpose is to understand and discuss the implementation by investigating the educational material studied by the teachers and how it is perceived by them. The analyzed material is 1) the article “To process text – before reading” (Hallesson & Visén, 2016) and 2) a group discussion in a group of seven teachers, a librarian and a discussion supervisor, about the same article. The study uses two methodological approaches: a text analysis (Hellspong & Ledin, 1997) of the article, and a critical discourse analysis (Winther Jørgensen & Phillips, 2000) of the teachers’ discussion. The analysis shows a discrepancy between the article and the teachers. This can partly be explained by the result of the text analysis, which shows that the article contains a large number of abstract concepts and lacks a clear voice. The analysis of the teachers’ discussion shows that the supervisor of the group can only partly manage the distance to the text. The analysis also indicates a mutual agreement in the group that it is hard to see how the ideas offered in the article can be transferred into their daily practices. We interpret this as resistance, since the teachers seem to fear that their teacher identity is threatened. In analogy with Timperley et al. (2007), our study also shows that professional learning is complex and depending on various contextual factors that need to be further investigated.

  • 46.
    Jämterud, Lars
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    'Voice' in subtitling: findings on individuality in subtitling from english to swedish2016In: Norm-focused and culture-related inquiries in translation research: selected papers of the CETRA Research Summer School 2014 / [ed] Justyna Giczela-Pastwa, Uchenna Oyali, Frankfurt am Main: Peter Lang GmbH , 2016, p. 101-118Chapter in book (Refereed)
    Abstract [en]

    The aim of this paper is to see if and how an individual subtitler can bring his/her unique ‘voice’ into the timecoded subtitles. Drawing on earlier studies primarily on translation norms and on ‘voice in translation’, the results focus on technical, linguistic and polysemiotic traits of the subtitling product as an expression of ‘voice’. The paper presents the following definition of ‘voice’: the consistent traits as regards linguistic features, time-coding and punctuation – with necessary consideration given to the polysemiotic aspects of the whole film text – that can be analyzed in a given subtitler’s subtitling output, and which cannot be explained by technical/linguistic norms, and/or other people’s traceable influence. The study finds that through these traits, it is indeed possible to trace a subtitler’s ‘voice’.

  • 47.
    Keevallik, Leelo
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Making up one’s mind in second position: Estonian no-preface in action plans2018In: Between Turn and Sequence: Turn-initial particles across languages / [ed] John Heritage, Marja-Leena Sorjonen, Amsterdam, Philadelphia: John Benjamins Publishing Company, 2018, p. 315-338Chapter in book (Refereed)
    Abstract [en]

    This chapter discusses preferred responses that are delayed by the initial particle no in Estonian. It demonstrates that the turn-initial time-space may be employed for a display of “making up one’s mind”, either weighing matters outside the conversation or something already discussed in the talk. The paper argues that besides the dichotomous choice between the preferred and the dispreferred answer format, there are individual contingencies to consider in committing to future actions as made relevant in requests, proposals and suggestions. The particle no prefaces preferred second actions that are associated with high contingency for the concerned parties, or are framed as such. Examples of high contingency include receiving a guest, attending a potentially unpleasant meeting, and faking a signature. The no-prefacing pattern is valid across response types, from partial to full repeats and independently formatted responses which reflect other social dimensions of talk-in-interaction, such as independent agency, commitment, and degree of assent/confirmation. By marking a transition from prior resistance to current compliance with a no-preface, the speaker makes salient that she is currently considering whether to proceed to a complying or non-complying answer, as well as indexes a more global transition between these two standpoints. The resulting turn gives an appearance of a carefully considered and therefore socially cohesive response.

  • 48.
    Keevallik, Leelo
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Sequence Initiation or Self-Talk? Commenting on the Surroundings While Mucking out a Sheep Stable2018In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 51, no 3, p. 313-328Article in journal (Refereed)
    Abstract [en]

    This study investigates comments on the physical surroundings while a group of people are shoveling dung in a sheep stable. In this setting, where the auditory space is mostly open for talk, some comments launch a conversational sequence, while others are treated as self-talk. The article discusses how the speakers body posture, speech volume, and gaze, as well as the nature of the referent, contribute to attracting a response. Comments treated as self-talk are typically uttered with low volume, while the speaker is bending forwards with his or her gaze toward the ground. Comments that launch a sequence and achieve a focused interaction are instead spoken out loud, with the speakers body oriented toward the other participants, and deploy the recipients current attention focus. Furthermore, the timing of the comment just before an upcoming activity junction from shoveling to a brief rest increases the chances of a conversational sequence being developed. The data are in Estonian with an English translation.

  • 49.
    Keevallik, Leelo
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    The temporal organization of conversation while mucking out a sheep stable2018In: Time in Embodied Interaction: Synchronicity and sequentiality of multimodal resources / [ed] Arnulf Deppermann, Jürgen Streeck, Amsterdam/Philadelphia: John Benjamins Publishing Company, 2018, p. 97-122Chapter in book (Refereed)
    Abstract [en]

    Based on talk-oriented activities, there seems to be a consensus that turn-taking is organized to minimize gaps between turns. This study looks at a conversational sequence that evolved in a multi-party setting during a joint cleaning of a sheep stable, and analyzes how nextness is accomplished in a nonproblematic manner after extensive silences. It argues that due to the non-cognitive but physically straining nature of the activity in a confined space, chatting is almost constant but response relevance is reduced. It discusses the moral orders of talk and work in this multiactivity setting, where urgency is not an issue, and suggests that data collection for sequence analysis be more attentive to the systematic differences between talk-oriented and other settings.

  • 50.
    Keevallik, Leelo
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    What Does Embodied Interaction Tell Us About Grammar?2018In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 51, no 1Article in journal (Refereed)
    Abstract [en]

    This article navigates the findings of conversation analysis, interactional linguistics, and related multimodal studies to summarize what we know about the grammar-body interface. It shows how grammar is fitted to sequences and trajectories of embodied activities, as well as deployed interchangeably with bodily displays, resulting in truly multimodal patterns that emerge in real time. These findings problematize both the paradigmatic and syntagmatic structures documented in verbal-only linguistics. They call for a reconceptualization of grammar as an assembly of routinized methods for the organization of vocal conduct, capable of incorporating aspects of participants bodily behavior. Data are in Estonian, French, German, Italian, Japanese and Swedish.

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