Klara Skogmyr Marian
Datos Biográficos
| ID | 324264 |
|---|---|
| NOMBRE | Klara Skogmyr Marian |
| NOMBRES | Klara Skogmyr |
| APELLIDO | Marian |
| FIRMA | MARIAN K S |
| AFILIACIONES | Stockholm University |
| ORCID | 0000-0002-1396-009X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 23 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
How Shared Interactional Histories Shape Local Practices
We set out to uncover how processes of mutual adaptation over iterative encounters inform the ways in which participants design their turns and actions. Analyzing assessment practices between an au pair and her host mother during mealtime interactions over nine months, we document both local, in situ adaptations in the course of single assessment activities and longitudinal change across repeated interactions over time. As their relationship evol…
Identifying two interactional functions of en fait (‘in fact, actually’) in L2 French
Recent conversation-analytic research on second language acquisition has begun to explore the ways in which L2 speakers develop specific linguistic resources for discourse-organizational purposes. A key challenge in this area is to account for both the developmental trajectory of such resources through quantitative frequency analyses and their interactional complexity when mobilized in context. Addressing these two facets of acquisition requires …
Longitudinal change in linguistic resources for interaction
This article presents a longitudinal study of a second language (L2) French speaker’s (Aurelia) use of the construction tu vois (‘you see’) over 15 months. Research on first language (L1) French has shown that tu vois has been subject to grammaticalization, whereby the construction in spoken language frequently serves as a discourse marker rather than a complement-taking predicate construction expressing visual perception. Drawing on longitudinal…
On the verge of (in)directness
In this conversation analytic study, we investigate how customers and staff members manage complaints in Swedish-speaking service interactions in Sweden and Finland. Prior research on complaining has typically distinguished between so-called direct and indirect complaints and studied one of these types. We re-examine this distinction in the context of our data and identify sequences that might better be referred to as hybridcomplaints, which shar…
Functional Diversification and Progressive Routinization of a Multiword Expression in and for Social Interaction
In this article, we bring together conversation analysis and usage‐based linguistics to investigate the second language (L2) developmental trajectory of a linguistic construction within the complex multimodal ecology of naturally occurring social interaction. We document how, over the course of 15 months, an L2 speaker's use of the French multiword expression comment on dit [how do you say] diversifies in both form and function. Two types of long…
Initiating a Complaint
This study documents change over time and across proficiency levels in French second-language (L2) speakers’ practices for initiating complaints. Prior research has shown that speakers typically initiate complaints in a stepwise manner that indexes the contingent, moral, and delicate nature of the activity. Although elementary speakers in my data often launch complaint sequences in a straightforward way, they sometimes embodiedly foreshadow verba…
Multi-unit turns that begin with a resaying of a prior speaker's turn
This study examines the interactional workings of multi-unit turns that have an initial turn-constructional unit that re-says the immediately prior single-unit turn produced by another speaker. Based on cases in English, Portuguese, and French, our analysis shows that resayings do confirming and also 1) index the speaker's rights over the propositional component of the words, and 2) support the extension of the turn. In addition to confirming, re…
What is in a greeting? The social meaning of greetings in Sweden-Swedish and Finland-Swedish service encounters
Young researchers conference of the Centre for Research on Social Interactions
The Centre for Research on Social Interactions (CRSI) of the University of Neuchâtel emerged as an interdisciplinary (and inter-faculty) collaboration built around the study of social interaction. The CRSI doctoral program, in turn, was created to provide PhD students with theoretical and methodological support in their research endeavours. Within this framework, the Young Researchers Conference of the Centre for Research on Social Interaction (t…
Second language interactional competence and its development
This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advancements in L2 learning research that have occasioned the current interest in this topic and discuss some methodological issues involved in developmental investigations of this kind. We then review a number of recent empirical studies that use micro-analysis of naturally occurring social interacti…
A Timely Study of Children's Socialization Through the Lens of Initial Assessments and Their Responses
Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work
In this study, the authors explore how classroom tasks that are commonly used in task‐based language teaching ( TBLT ) are achieved as observable aspects of local educational order (Hester & Francis, ) through observable and immanently social classroom behaviors. They focus specifically on students’ language learning behaviors, which they track through the longitudinal conversation‐analytic methodology called learning behavior tracking ( LBT ) (M…
What is in a greeting? The social meaning of greetings in Sweden-Swedish and Finland-Swedish service encounters
Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work
In this study, the authors explore how classroom tasks that are commonly used in task‐based language teaching ( TBLT ) are achieved as observable aspects of local educational order (Hester & Francis, ) through observable and immanently social classroom behaviors. They focus specifically on students’ language learning behaviors, which they track through the longitudinal conversation‐analytic methodology called learning behavior tracking ( LBT ) (M…
Initiating a Complaint
This study documents change over time and across proficiency levels in French second-language (L2) speakers’ practices for initiating complaints. Prior research has shown that speakers typically initiate complaints in a stepwise manner that indexes the contingent, moral, and delicate nature of the activity. Although elementary speakers in my data often launch complaint sequences in a straightforward way, they sometimes embodiedly foreshadow verba…
Multi-unit turns that begin with a resaying of a prior speaker's turn
This study examines the interactional workings of multi-unit turns that have an initial turn-constructional unit that re-says the immediately prior single-unit turn produced by another speaker. Based on cases in English, Portuguese, and French, our analysis shows that resayings do confirming and also 1) index the speaker's rights over the propositional component of the words, and 2) support the extension of the turn. In addition to confirming, re…
On the verge of (in)directness
In this conversation analytic study, we investigate how customers and staff members manage complaints in Swedish-speaking service interactions in Sweden and Finland. Prior research on complaining has typically distinguished between so-called direct and indirect complaints and studied one of these types. We re-examine this distinction in the context of our data and identify sequences that might better be referred to as hybridcomplaints, which shar…
Second language interactional competence and its development
This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advancements in L2 learning research that have occasioned the current interest in this topic and discuss some methodological issues involved in developmental investigations of this kind. We then review a number of recent empirical studies that use micro-analysis of naturally occurring social interacti…
Longitudinal change in linguistic resources for interaction
This article presents a longitudinal study of a second language (L2) French speaker’s (Aurelia) use of the construction tu vois (‘you see’) over 15 months. Research on first language (L1) French has shown that tu vois has been subject to grammaticalization, whereby the construction in spoken language frequently serves as a discourse marker rather than a complement-taking predicate construction expressing visual perception. Drawing on longitudinal…
A Timely Study of Children's Socialization Through the Lens of Initial Assessments and Their Responses
Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work
In this study, the authors explore how classroom tasks that are commonly used in task‐based language teaching ( TBLT ) are achieved as observable aspects of local educational order (Hester & Francis, ) through observable and immanently social classroom behaviors. They focus specifically on students’ language learning behaviors, which they track through the longitudinal conversation‐analytic methodology called learning behavior tracking ( LBT ) (M…
Young researchers conference of the Centre for Research on Social Interactions
The Centre for Research on Social Interactions (CRSI) of the University of Neuchâtel emerged as an interdisciplinary (and inter-faculty) collaboration built around the study of social interaction. The CRSI doctoral program, in turn, was created to provide PhD students with theoretical and methodological support in their research endeavours. Within this framework, the Young Researchers Conference of the Centre for Research on Social Interaction (t…
Second language interactional competence and its development
This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advancements in L2 learning research that have occasioned the current interest in this topic and discuss some methodological issues involved in developmental investigations of this kind. We then review a number of recent empirical studies that use micro-analysis of naturally occurring social interacti…
What is in a greeting? The social meaning of greetings in Sweden-Swedish and Finland-Swedish service encounters
Initiating a Complaint
This study documents change over time and across proficiency levels in French second-language (L2) speakers’ practices for initiating complaints. Prior research has shown that speakers typically initiate complaints in a stepwise manner that indexes the contingent, moral, and delicate nature of the activity. Although elementary speakers in my data often launch complaint sequences in a straightforward way, they sometimes embodiedly foreshadow verba…
Multi-unit turns that begin with a resaying of a prior speaker's turn
This study examines the interactional workings of multi-unit turns that have an initial turn-constructional unit that re-says the immediately prior single-unit turn produced by another speaker. Based on cases in English, Portuguese, and French, our analysis shows that resayings do confirming and also 1) index the speaker's rights over the propositional component of the words, and 2) support the extension of the turn. In addition to confirming, re…
Functional Diversification and Progressive Routinization of a Multiword Expression in and for Social Interaction
In this article, we bring together conversation analysis and usage‐based linguistics to investigate the second language (L2) developmental trajectory of a linguistic construction within the complex multimodal ecology of naturally occurring social interaction. We document how, over the course of 15 months, an L2 speaker's use of the French multiword expression comment on dit [how do you say] diversifies in both form and function. Two types of long…
On the verge of (in)directness
In this conversation analytic study, we investigate how customers and staff members manage complaints in Swedish-speaking service interactions in Sweden and Finland. Prior research on complaining has typically distinguished between so-called direct and indirect complaints and studied one of these types. We re-examine this distinction in the context of our data and identify sequences that might better be referred to as hybridcomplaints, which shar…
Longitudinal change in linguistic resources for interaction
This article presents a longitudinal study of a second language (L2) French speaker’s (Aurelia) use of the construction tu vois (‘you see’) over 15 months. Research on first language (L1) French has shown that tu vois has been subject to grammaticalization, whereby the construction in spoken language frequently serves as a discourse marker rather than a complement-taking predicate construction expressing visual perception. Drawing on longitudinal…
How Shared Interactional Histories Shape Local Practices
We set out to uncover how processes of mutual adaptation over iterative encounters inform the ways in which participants design their turns and actions. Analyzing assessment practices between an au pair and her host mother during mealtime interactions over nine months, we document both local, in situ adaptations in the course of single assessment activities and longitudinal change across repeated interactions over time. As their relationship evol…
Identifying two interactional functions of en fait (‘in fact, actually’) in L2 French
Recent conversation-analytic research on second language acquisition has begun to explore the ways in which L2 speakers develop specific linguistic resources for discourse-organizational purposes. A key challenge in this area is to account for both the developmental trajectory of such resources through quantitative frequency analyses and their interactional complexity when mobilized in context. Addressing these two facets of acquisition requires …
Language, Discourse, Communication Strategies (10 obras) · Psychology (10 obras) · Linguistics (7 obras) · Conversation (6 obras) · Computer Science (5 obras) · EFL/ESL Teaching and Learning (5 obras) · Communication (4 obras) · Conversation analysis (4 obras) · Social Psychology (4 obras) · Communication (3 obras)