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  • 1.
    Gerholm, Tove
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    From shrieks to "Stupid poo": emotive language in a developmental perspective2018In: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 38, no 2, p. 137-165Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to highlight and describe the forms of verbal emotive utterances that appeared in a longitudinal corpus of 11 Swedish children interacting with parents, siblings and friends. The children were in the ages 0;9 to 5;10 and were recorded four to six times during a two-year period. The verbal emotive expressions of the material are divided into the categories Descriptive versus Accompanying utterances. Descriptive utterances are emotive mainly from semantic conventions, whereas Accompanying utterances are emotive due to prosodic and contextual traits. The categories are illustrated and related to conventions, language development and cognitive growth. By classifying and labeling verbal expressions as emotive in different ways, it is argued that we can gain a better understanding of how language is used when intertwined with emotions, but also that we access a way to compare and investigate emotive language in a more thorough manner.

  • 2.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Conversational openings and multiparty disambiguations in doctors' encounters with young patients (and their parents)2014In: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 34, no 4, p. 421-442Article in journal (Refereed)
    Abstract [en]

    Drawing on a video ethnography at a pediatric unit at a Swedish children's hospital, this study presents analyses of How are you (HAY) routines and problem elicitations. Such conversational openings are ambiguous in that they can either be read as casual greetings, or as genuine questions about the patient's health. Moreover, there is a double ambiguity in that the doctor, at times, employs third person pronouns (e. g., How is Elinor?) or second person plurals (e. g., So how are you doing?) which means that there is a second type of ambiguity, an ambiguity around who is addressed: the child and/or the parent(s). This study also shows that there is a great variation in conversational openings according to the age of the child in that the odds that the doctor might invite the child as a conversational partner increase with the child's age. The preschool children almost never respond to the doctor's HAY, and it does not matter if it is an ambiguous or unambiguous question. If they answer, it is in the form of a minimal uptake or after a whole series of questions. In contrast, the schoolchildren always respond to the doctors' HAY and offer quite elaborate and detailed responses.

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