Niina Lilja
Biographic Data
| ID | 1073703 |
|---|---|
| NAME | Niina Lilja |
| GIVEN NAMES | Niina |
| FAMILY NAME | Lilja |
| SIGNATURE | LILJA N |
| AFFILIATIONS | Tampere University |
| ORCID | 0000-0003-0360-1584 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Manual Interventions
Drawing on datasets of interactions in which the participants are engaged in manual activities, this article investigates manual interventions—that is, multimodal methods by which Other takes hold of an object that is handled by Self and starts manipulating it in a way that modifies the projected course of action. The analysis shows that manual interventions are achieved by Other first moving into the space in which Self handles the object, then …
Manual know-how in interaction
‘No trash – do not touch’
Drawing on social semiotics and geosemiotics, this paper analyses multimodal texts written on different surfaces at a construction site. The analysis is based on longitudinal ethnographic work and a large collection of photos of handwritten texts that involve verbal language and other semiotic elements such as drawings or symbols. The analysis focuses on the multimodal design of the texts, their spatio-temporal contexts, and their temporal trajec…
Spoken word choreographies in additional language learning practices in upper secondary school
There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐ and movement‐based choreographies…
Gestural depictions in requests for objects
Learning Grammar for Social Action
The articles in this special issue contribute to understanding the interactional grounding of language learning by scrutinizing how patterns of language use emerge and get routinized as dynamic resources for accomplishing actions in co‐constructed interaction. Their findings problematize how grammar is represented in second language (L2) teaching materials and have important implications for future research and language pedagogy. In this commenta…
Depictive Hand Gestures as Candidate Understandings
This article uses multimodal CA to analyze depictive hand gestures that are used to check understanding of the co-participant’s preceding action. Drawing on data from cooking and farming interactions, the analysis scrutinizes how depictive gestures come to be treated as other-initiations of repair. The analysis shows that relevant factors in this are: (a) the gesture’s design, i.e., its form and movement in relation to the material ecology of the…
The Smartphone as a Personal Cognitive Artifact Supporting Participation in Interaction
This article uses multimodal conversation analysis to investigate how the smartphone as a personal cognitive artifact features in second language (L2) use and learning. The data come from a pedagogical intervention that was organized as part of an integration learning course for adult L2 students with emerging literacy. The purpose of the intervention was to guide the students to participate in everyday interactions outside the language classroom…
Connecting the Language Classroom and the Wild
Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences throu…
How Hand Gestures Contribute to Action Ascription
This article investigates the embodied achievement of intersubjectivity by analyzing depictive gestures that are produced during the final components of the ongoing verbal TCU and extended into the following turn transition space. The depictive gestures in focus elaborate the TCUs by providing additional information on the verbal content of the turn. They may, for example, provide a visual representation of an action that is referred to in the ve…
Partial repetitions as other-initiations of repair in second language talk
Partial repetitions as other-initiations of repair in second language talk
Depictive Hand Gestures as Candidate Understandings
This article uses multimodal CA to analyze depictive hand gestures that are used to check understanding of the co-participant’s preceding action. Drawing on data from cooking and farming interactions, the analysis scrutinizes how depictive gestures come to be treated as other-initiations of repair. The analysis shows that relevant factors in this are: (a) the gesture’s design, i.e., its form and movement in relation to the material ecology of the…
How Hand Gestures Contribute to Action Ascription
This article investigates the embodied achievement of intersubjectivity by analyzing depictive gestures that are produced during the final components of the ongoing verbal TCU and extended into the following turn transition space. The depictive gestures in focus elaborate the TCUs by providing additional information on the verbal content of the turn. They may, for example, provide a visual representation of an action that is referred to in the ve…
Gestural depictions in requests for objects
Manual Interventions
Drawing on datasets of interactions in which the participants are engaged in manual activities, this article investigates manual interventions—that is, multimodal methods by which Other takes hold of an object that is handled by Self and starts manipulating it in a way that modifies the projected course of action. The analysis shows that manual interventions are achieved by Other first moving into the space in which Self handles the object, then …
Partial repetitions as other-initiations of repair in second language talk
Connecting the Language Classroom and the Wild
Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences throu…
How Hand Gestures Contribute to Action Ascription
This article investigates the embodied achievement of intersubjectivity by analyzing depictive gestures that are produced during the final components of the ongoing verbal TCU and extended into the following turn transition space. The depictive gestures in focus elaborate the TCUs by providing additional information on the verbal content of the turn. They may, for example, provide a visual representation of an action that is referred to in the ve…
The Smartphone as a Personal Cognitive Artifact Supporting Participation in Interaction
This article uses multimodal conversation analysis to investigate how the smartphone as a personal cognitive artifact features in second language (L2) use and learning. The data come from a pedagogical intervention that was organized as part of an integration learning course for adult L2 students with emerging literacy. The purpose of the intervention was to guide the students to participate in everyday interactions outside the language classroom…
Learning Grammar for Social Action
The articles in this special issue contribute to understanding the interactional grounding of language learning by scrutinizing how patterns of language use emerge and get routinized as dynamic resources for accomplishing actions in co‐constructed interaction. Their findings problematize how grammar is represented in second language (L2) teaching materials and have important implications for future research and language pedagogy. In this commenta…
Depictive Hand Gestures as Candidate Understandings
This article uses multimodal CA to analyze depictive hand gestures that are used to check understanding of the co-participant’s preceding action. Drawing on data from cooking and farming interactions, the analysis scrutinizes how depictive gestures come to be treated as other-initiations of repair. The analysis shows that relevant factors in this are: (a) the gesture’s design, i.e., its form and movement in relation to the material ecology of the…
‘No trash – do not touch’
Drawing on social semiotics and geosemiotics, this paper analyses multimodal texts written on different surfaces at a construction site. The analysis is based on longitudinal ethnographic work and a large collection of photos of handwritten texts that involve verbal language and other semiotic elements such as drawings or symbols. The analysis focuses on the multimodal design of the texts, their spatio-temporal contexts, and their temporal trajec…
Spoken word choreographies in additional language learning practices in upper secondary school
There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐ and movement‐based choreographies…
Gestural depictions in requests for objects
Manual Interventions
Drawing on datasets of interactions in which the participants are engaged in manual activities, this article investigates manual interventions—that is, multimodal methods by which Other takes hold of an object that is handled by Self and starts manipulating it in a way that modifies the projected course of action. The analysis shows that manual interventions are achieved by Other first moving into the space in which Self handles the object, then …
Manual know-how in interaction
Linguistics (10 works) · Psychology (10 works) · Language, Discourse, Communication Strategies (9 works) · Communication (8 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Language, Metaphor, and Cognition (5 works) · Philosophy (5 works) · Communication (4 works) · Discourse Analysis in Language Studies (4 works)