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  • 251.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics. Stockholm University, Faculty of Humanities, Centre for Medieval Studies.
    Le suffixe -issime revisité: L’emploi syntaxique de quelques superlatifs absolus dans le FrenchWeb20172024In: Unités linguistiques et construction du sens: Poétique et esthétique du miroir, Les études françaises aujourd’hui, 2024, Vol. 15, p. 147-168, article id 7Conference paper (Refereed)
  • 252.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Les approches linguistiques de la mise en prose de l'hagiographie: les cas de sainte Marie l'Éygptienne et de sainte Geneviève de Paris2008In: Mettre en prose aux XIVe-XVIe siècles / [ed] Maria Colombo Timelli, Barbara Ferrari, Anne Schoysman, Turnhout: Brepols , 2008, p. 65-75Conference paper (Refereed)
  • 253.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    L'Essor de la proposition participiale en moyen français2014Book (Refereed)
  • 254.
    Bengtsson, Anders
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Franska.
    Ung flicka i Vie de sainte Genevieve: En medeltida klassresa2008In: Förbistringar och förklaringar: Festskrift till Anders Piltz, Skåneförlaget, Ängelholm , 2008Chapter in book (Refereed)
  • 255.
    Bengtsson, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Eric von Roland, apprenant avancé du XVIIIe siècle2012In: Actes du XVIIIe congrès des romanistes scandinaves/Actas del XVIII congreso de romanistas escandinavos / [ed] Eva Ahlstedt, Ken Benson, Elisabeth Bladh, Ingmar Söhrman, Ulla Åkerström, Göteborg: Acta Universitatis Gothoburgensis , 2012, p. 118-130Conference paper (Refereed)
  • 256.
    Bengtsson, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, VictorineStockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Humour in Language: Textual and Linguistic Aspects2010Collection (editor) (Other academic)
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  • 257.
    Bengtsson, Andreas
    Stockholm University, Faculty of Humanities, Department of Oriental Languages, Japanese Studies.
    Input and Learning Materials: An evaluation of dialogues in textbooks for Learners of Japanese2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 258.
    Bengtsson, Andreas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Watching video or studying?: An investigation of the extramural activities and Japanese language proficiency of foreign language learners of Japanese2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study examined the extramural activities, that is, what a language learner does with the target language outside of class time, in Japanese of adult beginner level foreign language learners of Japanese studying at Stockholm University, Sweden, and how these activities relate to Japanese language proficiency. The study looked at both extramural activities and foreign language proficiency from a holistic and quantitative perspective. The participants' extramural activities were measured through self-reported data in a questionnaire, and several measures; a cloze test, earlier grades, and self-evaluations; were triangulated and used to provide an adequate measure of general Japanese language proficiency.

       The results indicate that extramural activities which provide a foreign language learner with enough time for thorough processing of input and support through the usage of several cooperating modalities seem to have a positive effect on general foreign language acquisition.

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    Bengtsson_A_Watching video or studying?_an investigation of the extramural activities and Japanese language proficiency of foreign language learners of Japanese
  • 259.
    Bengtsson, Anna-Karin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Läs- och skrivundervisning på modersmålet med stöttning av multimodala verktyg inom sfi2016Independent thesis Basic level (degree of Bachelor), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    I uppsatsen undersöks metoder för läs- och skrivundervisningen inom sfi med utgångspunkt från modersmålet dari och multimodala verktyg. Syftet med denna studie är att undersöka de pedagogiska metoder som används vid läs- och skrivundervisningen på modersmålet dari inom sfi samt att se vilka multimodala verktyg som kan ges som stöttning vid läs- och skrivundervisningen för elever som ännu inte är litterata. Frågeställningarna var: Hur undervisar man i läs- och skrivundervisningen på modersmålet dari? Vilka didaktiska principer används tillsammans med multimodala verktyg? Undersökningen är en kvalitativ undersökning med intervjuer och observationer. Resultatet beskriver alfabetiseringsundervisning i en sfi-verksamhet som utförs på modersmålet dari med multimodala verktyg som stöd. Luke och Freebodys modell kan ligga till grund för undervisningen för vuxna (Freebody, 1992). Modellen belyser fyra centrala färdigheter: avkodning, meningsskapande, textanvändning samt kritiskt användande. En annan teori som genomsyrar synen på språkinlärning i uppsatsen är teorin om kognitiv inlärning som arbetades fram av den ryska psykologen Lev Vygoskij angående språk, tänkande och lärande (Vygotskij, 2001). Pauline Gibbons forskning har påverkat de teoretiska utgångspunkterna eftersom lärande av ett andraspråk sker i interaktion med andra (Gibbons, 2013).

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    Läs- och skrivundervisning på modersmålet med stöttning av multimodala verktyg inom sfi
  • 260.
    Bengtsson, Hanna
    Stockholm University, Faculty of Humanities, Department of English.
    Cactuses or Cacti?: A corpus-based study on the use of Latin nominal inflection in American English2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As a result of language contact and influence, the English language contains a significant amount of lexical items borrowed from other languages. Whilst the borrowing of inflectional morphology is not very common, English does use several Latin plurals in their original form. However, these plurals often have an angliziced counterpart and the distinction of when which plural should be used is seldom clear. This paper examines the Latin and English plural forms for the fours nouns cactus, nebula, millennium and vortex. This is done with the ambition to provide an overview of how the two plural forms are being used in contemporary written American English, in comparison with the existing recommendations of usage, as well as how this use has changed diachronically. The study is a quantitative corpus study using the two corpora COHA and COCA with a complimentary qualitative analysis based on random samples for each of the plural forms. The results show that in three of the cases, the Latin plural has been the preferred plural form over the last 200 years and remains the most popularly used today. However, in the fourth case, the English plural was the preferred one over the last two centuries with a drastic change in distribution over the last two decades which indicates that the plural pair has undergone a hyper-foreignization process. The results show a unanimous preference for the Latin noun within certain categories, such as academic and magazines, which could be a possible indication for code-switching behaviour. Additionally, the results indicate that Latin nouns whose meaning has a strong connection to the scientific field have undergone a lesser initial angliziation process. This corresponds with the existing recommendations of usage that express a general preference for the Latin plurals, especially within academic fields and language. 

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  • 261.
    Bengtsson, Rune
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, Baltic Languages.
    Järnvägsstationer i Litauen 1861-2011: Namngivare, namnbyten och språkbyten genom 150 år2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The names of railway stations and halts along the earliest railway lines on Lithuanian territory have been studied, i.e. along those railway lines built between 1861 and 1873. Especially, attention has been drawn to names that are not obvious regarding the geographical location of the station or halt. Some 50 percent of the names are showing some kind of irregularity in this respect. Most common (about 30 examples) are stations or halts that are serving a population centre situated at some distance from the station, but still bearing the name of that population centre. Another group of interesting cases is where the names have been changed over history for different reasons. These examples are about 20 in number. Among the examples of changed names are those, mostly minor halts, initially with no name but just a number, but later on provided with proper names. Most striking examples of name giving policy of the stations are railway junctions or border stations like Kaišiadorys, Virbalis/Kybartai, Švenčionėliai, Sniečkus/Visaginas, Maţeikiai/Muravjevo and Turmantas. Another dimension regarding names of railway stations in Lithuania is the fact that several languages (Lithuanian, Russian, Polish and German) have been used officially during the 150 years of the existence of Lithuanian railways.

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    Jarnvagsstationer.pdf
  • 262.
    Benson, Ken
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Disenso, resistencia y dialogismo: sobre el ensayo de Juan Benet como puente intelectual entre la república y la democracia actual2019In: Artes del ensayo. Revista internacional sobre el ensayo hispánico, E-ISSN 2462-5035, no 3, p. 15-28Article in journal (Refereed)
    Abstract [en]

    The work raises the relevance of the essay and literary production of Juan Benet (1927-1993) as dissent and resistance to intellectual poverty in post-war Spain. Although there are authors who consider their aesthetic formalism as elitist and far from social reality, we intend to show how this position constitutes an ethic of dissensus and resistance with respect to the factual power and a continuity with the richness and cultural plurality under the previous Republic. It is argued that the primary method used by the author is dialogism, the text constituting a kind of battleground of ideas in opposition and in continuous struggle. Finally, Benet’s critical thinking also serves as a bridge in the democratic construction of the country in the 1970s, but it is also seen as very topical in the crisis of values ​​in today’s world.

  • 263.
    Benson, Ken
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    José Colmeiro - Cruce de fronteras: globalización, transnacionalidad y poshispanismoMadrid/Frankfurt, Iberoamericana/Vervuert2022In: Pasavento. Revista de Estudios Hispánicos, E-ISSN 2255-4505, no 38, p. 399-403Article, book review (Other academic)
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    fulltext
  • 264.
    Benson, Ken
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    La paradójica literariedad de Anatomía de un instante, de Javier Cercas2021In: 2021: la odisea del 23-F / [ed] Ken Benson, Pepa Novell, Iberoamericana Vervuert , 2021, p. 155-184Chapter in book (Other academic)
  • 265.
    Benson, Ken
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Cedergren, MickaëlleStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.Schwartz, CeciliaStockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Special issue on literary mediators from the Romance languages in Sweden2016Collection (editor) (Refereed)
  • 266.
    Benson, Ken
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Novell, Pepa
    2021: La odisea del 23-F2021Collection (editor) (Other academic)
    Abstract [es]

    Este volumen es una reflexión sobre cómo el 23-F, un evento fundamental en la historia española contemporánea y en la Transición, ha ido transformándose en su narrativa, y cómo dicho cambio se ha gestado en la producción cultural y artística a lo largo de cuatro décadas.

    Dividido en ocho capítulos, se analizan novelas, películas, series de televisión, documentales, obras de teatro e instalaciones escultóricas bajo la perspectiva de qué obras reaccionan y cuáles accionan, entendiendo como obras reactivas aquellas que continúan con el statu quo sin generar perspectivas distintas, frente a las obras activas que posibilitan nuevos enfoques y aproximaciones alternativas con el paso del tiempo.

    En definitiva, esta edición es una invitación a que el/la lector/a revisite las narrativas establecidas sobre el 23-F y asimismo se acerque a otros modos de (re)presentarlo, para tener una experiencia más completa del acontecimiento y sus implicaciones.

  • 267.
    Benson, Ken
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Novell, Pepa
    Introducción2021In: 2021: La odisea del 23-F / [ed] Ken Benson, Pepa Novéll, Iberoamericana Vervuert , 2021, p. 11-22Chapter in book (Other academic)
  • 268.
    Berends, Gerrit
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    Skrivsamarbete i högre utbildning: Tre studenters skribentprofiler i kollaborativa skrivargrupper2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overarching aim of this thesis is to probe more deeply into how col­laborative writing can help to socialise students in a writing practice. More specifically, the thesis deals with lab report writing and the relationship of three students with different backgrounds to the educational practices of a university department. The three students differ in language background, previous higher education and vocational experience. The material comprises recordings of student discussions while writing lab reports in a group. The students and their lab report writing in different group con­stellations has been followed longitudi­nally for between two to four semesters. In addition the development of the lab reports over time has been studied, as well as teachers’ comments on them. Student acquisition of the genre is linked to internal textual criteria (textual aspects) and to extratextual criteria in the educational context.

    In view of the study’s focus on group collaboration a socio-cultural per­spective has been adopted as a frame. A model developed by Storch (2002) based on Vygotsky’s role relationships between expert and novice is used to shed light on how the students resolve problems related to the writing task through group discussions.

    The results show that the students’ backgrounds play a role in the creation of their profiles in the collaborative writing groups. The student with a second-language background often seeks support, not least where linguistic correctness is concerned, and cites what teachers say as arguments. The student with prior experience of academic writing appears to be a seasoned writer, for instance by daring to deviate from instructions and teachers’ directives. The third student uses his professional experience of writing lab reports in discussions to gain acceptance for his ideas.

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  • 269.
    Berg, Fanny
    Stockholm University, Faculty of Humanities, Department of English.
    The Haunting of Hill House: The Heterosexual Horror of the Home2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The female gothic as a genre, with its emergence in the 19th century, has a history of critiquing women’s place in the domestic sphere by showcasing the horrors of the home. When The Haunting of Hill House by Shirley Jackson was first published in 1959, it did so with both this historical genre background, as well as with a resurgence of traditional gender roles as an ideal. With the help of this context, this paper will do a queer reading of Jackson’s novel, highlighting the main character Eleanor’s queer longing for her friend Theodora. It will furthermore take into consideration Eleanor’s gender and the restrictions put on it during the time, especially concerning heteronormativity. To closer examine the relation between Eleanor and her desires, Hill House as a force will be analyzed. Although previous scholars have differing conclusions regarding Hill House, the most common one is Hill House as a patriarchal presence. However, Eleanor is also shown to be merging with Hill House during the narrative. To be able to combine these readings, as well as a queer reading, Sandra Lee Bartky’s reworking of Michel Foucault’s theories of internalization and self-surveillance will be used. This results in a queer reading of the novel where Hill House reflects Eleanor’s patriarchal internalization and acts as a self-surveilling force, disciplining her queer desires and finally resulting in her suicide. Ultimately, this essay argues that the character of Eleanor in The Haunting of Hill House has internalized patriarchal oppression and acts out disciplinary acts onto her own gender and sexuality through Hill House itself, which results in an overall textual critique of heteronormative ideals.

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  • 270.
    Berge, Kjell Lars
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Tekstnormers diakroni: Noen idéer til en sosiotekstologisk teori om tekstnormendring1990Book (Other academic)
  • 271.
    Berge (utg.), Kjell Lars
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Fafner, Jørgen
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Rossholm Lagerlöf, Margaretha
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Nerman, Bengt
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Vad är retorik?: Fyra föredrag från en seminarieserie1988Book (Other academic)
  • 272.
    Berge (utg.), Kjell Lars
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Kotsinas (utg.), Ulla-Britt
    Storstadsspråk och storstadskultur i Norden: Föredrag från ett forskarsymposium1991Book (Other academic)
  • 273.
    Berggren, Jessica
    Stockholm University, Faculty of Humanities, Department of English.
    Bedömning som lärande: Vad elever kan lära sig genom att ge feedback2013In: CEPRA-striben, ISSN 1903-8143, no 14, p. 44-53Article in journal (Refereed)
  • 274.
    Berggren, Jessica
    Stockholm University, Faculty of Humanities, Department of English.
    Learning from giving feedback: a study of secondary-level students 2015In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 69, no 1, p. 58-70Article in journal (Refereed)
    Abstract [en]

    This article focuses on how Swedish lower secondary-level students can improve their writing ability by acting as peer reviewers. It is based on an empirical study carried out in a Swedish EFL classroom, and it addresses the implementation of a teaching unit which included negotiations of a joint criteria list, feedback training, group peer reviewing, and the production of first and final drafts of the written task. Findings suggest that the peer reviewers increased their awareness of audience and genre, and that the content of the reviewed reply letters inspired subsequent revision changes affecting writing at the macro-level in particular.

  • 275.
    Berggren, Jessica
    Stockholm University, Faculty of Humanities, Department of English.
    Learning from Giving Feedback: Insights from EFL Writing Classrooms in a Swedish Lower Secondary School2013Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interviews.

    My main findings suggest that pupils can learn about writing from giving feedback. By adopting a reader perspective, the pupils raised their genre and audience awareness. Moreover, the peer-reviewed reply letters served as inspiration both in terms of transfer of structure, such as rhetorical organisation, and of ideas and content. Self-reports indicated that the pupils in my study enhanced their ability to self-assess and edit their own writing, which suggests that transferable skills were developed as a result of peer review. As regards micro-level aspects of writing, reading and commenting on peers’ reply letters seemed to influence a smaller number of pupils to transfer patterns and spelling. In their role as peer reviewers, the pupils successfully identified strengths and weaknesses in their peers’ writing, but the feedback comments did not include much specific formative information.

    My findings contribute to research on L2 writing and peer feedback by showing that younger learners can benefit from giving feedback. This is significant since previous research has mainly been carried out at university and college level. In addition, by combining text analyses, classroom observation and pupils’ self-reports, my study offers a comprehensive understanding of peer review.

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    Learning from giving feedback
  • 276.
    Berggren, Jessica
    Stockholm University, Faculty of Humanities, Department of English.
    Writing, reviewing, and revising: Peer feedback in lower secondary EFL classrooms2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates pupils’ learning about writing from giving feedback. Research on peer assessment and L2 writing is plentiful, but little attention has been given to younger learners and to potential benefits for the peer feedback provider. My project was carried out as two intervention studies with Swedish pupils in year 8. During the intervention, the pupils wrote two drafts of various genres (the reply letter, the newspaper article, and the argumentative essay), and the teaching involved a joint formulation of criteria lists, feedback training, and peer review in groups. Learning from giving feedback was operationalised as links between the revision changes made to the first draft and the peer feedback provision.

    Results show that the pupils were able to produce relevant feedback on their peers’ writing. The inclusion of formative information, i.e. explanations and suggestions, varied between the groups and between the genres. In terms of learning, it was especially the macro-level of writing that benefitted from giving feedback, as the pupils paid attention to paragraphing and the content of their texts, among other things. The intervention was inspired by genre pedagogies, and the pupils in the second study who wrote texts in three different genres presented an emergent genre awareness. As regards micro-level aspects of writing, the pupils self-reported improved ability to proofread their own texts from having read and commented on peers’ writing.

    The pedagogical discussion of the findings highlights the roles of genre pedagogy, feedback training, criteria, and the pupils in relation to my results and to pupil involvement in assessment-as-learning activities. In conclusion, this thesis suggests that involving pupils as instructional resources for each other and for the teacher requires the advancement of pupils as agents in the classroom practice.

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    Writing, reviewing, and revising: Peer feedback in lower secondary EFL classrooms
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  • 277.
    Berggren, Jessica
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    McGrath, Lisa
    Stockholm University, Faculty of Humanities, Department of English.
    Mezek, Spela
    Stockholm University, Faculty of Humanities, Department of English.
    Reading for an English academic writing course: what novice students do2015Conference paper (Other academic)
  • 278. Bergh Nestlog, Ewa
    et al.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Textskapande i grundskolan: utveckla funktionella skrivpraktiker2020Book (Other academic)
    Abstract [sv]

    Att utveckla elevers förmåga att skapa texter är ett område som av tradition kopplas till svenskämnet. Samtidigt vet vi att elever skapar olika former av text i de flesta av skolans ämnen. Forskning har också visat att elever utvecklar såväl förmågan att skapa funktionella texter som ämneskunskaper genom att få arbeta med text i skolans olika ämnen på ett meningsfullt sätt.

    Textskapande i grundskolan beskriver ett perspektiv på textskapande som har fokus på texters funktion. I boken visar författarna hur textundervisningen kan organiseras i klassrummet och hur läraren kan stötta eleverna i arbetsprocessen. Med hjälp av tankar och modeller som utgår från forskning och beprövad erfarenhet presenterar de förhållningssätt som låter lärare skapa en funktionell skrivundervisning tillsammans med sina elever. En sådan undervisning är inriktad på elevernas möjlighet att kommunicera erfarenheter i de texter som de skapar och därmed utveckla sin identitet som kunnig.

    Boken riktar sig till såväl studenter inom lärarutbildningen som till lärare i grundskolans olika årskurser och ämnen.

  • 279.
    Bergholm, Frida
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Japanese Studies.
    The Humour in Kyōgen: A Study on Dramaturgical Comic Devices Used in the Tarō Kaja Play The Delicious Poison2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to draw and discuss parallels between the humour of kyōgen that is depicted in the play The Delicious Poison, and theories about humour as a behavioural mechanism.  Using existing theories about humour and Japanese dramatic aesthetics as a foundation, the research commences from the following questions: Based on the text and the stage directions, what possibilities do kyōgen actors in the play The Delicious Poison have to use dramaturgic comic devices to cause a humorous reaction among the audience? What are these devices and why do they work the way they do, theoretically?

    Based on a collection of qualitative data from both primary and secondary sources, the script of The Delicious Poison was translated and analysed using the theories presented. It was found that the most prominent humour devices used in the play were those of doxa (recognition or prior knowledge), exaggeration, and comprehension-elaboration (element of surprise), along with the escalating structural principle of jo-ha-kyū (introduction, development, climax).  Future research including analysis of kyōgen plays of other genres, is however needed to confirm the correct use of the theories and the findings.

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  • 280.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Liturgical literacy as hidden capital: Experiences from Qur’an education in Sweden2019In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, no 4, p. 15-25Article in journal (Refereed)
    Abstract [en]

    This article focuses on a form of supplementary Islamic education that centres on Qur’an studies and examines the reported experiences of Muslim students that regularly shift between this and their mainstream secular school. Its aim is to better comprehend the dialectical interplay between this type of supplementary education and mainstream secular schooling. Within this framework, the article explores how the traditional way of reading, reciting, and memorizing the Qur’an might relate to the type of teaching and learning that occurs within mainstream public schools. It also explores the possibility of a secular bias within the Swedish school system, the contribution of Qur’an studies to mainstream schooling (and vice versa), Qur’an-based vs. mainstream notions of “reading”, especially in relation to the idea of “understanding” and “meaning”, and how competency in Qur’an recitation becomes valuable secular “capital” when translated from language of “liturgical literacy” to the language of “skills”. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy.

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  • 281.
    Bergman, Brita
    Stockholm University, Faculty of Humanities, Department of Linguistics. Avd. för teckenspråk.
    Det svenska teckenspråket - ett språk i fyra dimensioner2007In: Kungl. Vitterhets Historie och Antikvitets Akademiens Årsbok 2007, 2007, p. 39-52Chapter in book (Other academic)
  • 282.
    Bergman, Brita
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Teckenspråket - inte bara händernas språk2014Other (Other (popular science, discussion, etc.))
  • 283.
    Bergman, Brita
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Tecknad svenska: [Signed Swedish]1977Book (Other academic)
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    fulltext
  • 284.
    Bergman, Brita
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Är teckenspråket internationellt?2010Other (Other (popular science, discussion, etc.))
  • 285.
    Bergman, Brita
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Wallin, Lars
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Noun and Verbal Classifiers in Swedish Sign Language2003In: Perspectives on Classifier Constructions in Sign Language / [ed] Karen Emmorey, Mahwah, N.J.: Lawrence Erlbaum Associates, 2003, p. 35-51Chapter in book (Refereed)
  • 286.
    Bergman, Carina
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German, German.
    Zwischen den Lesern und dem Original: Zwei Übersetzungen von Hans Falladas Jeder stirbt für sich allein2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Zwischen den Lesern und dem Original
  • 287.
    Bergman, Sofia
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    La distinción entre préstamo y cambio de código en un discurso electrónico2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    En el presente estudio se pretende investigar la posibilidad de distinguir los préstamos de los elementos de cambio de código en un discurso electrónico entre jovenes bilingües de sueco-español, a través de un modelo de frecuencia elaborado por Myers-Scotton. También la posible co-existencia de las palabras analizadas en ambas lenguas será averiguada. El material bajo estudio consiste en conversaciones entre bilingües jóvenes de sueco/español en el foro facebook. En dichas conversaciones la alternancia entre las dos lenguas es muy frecuente, con el uso de cambio de código y préstamos. La hipotesis consiste en la convicción de que sí será posible encontrar préstamos a través de la aplicación del modelo, dado que el discurso electrónico probablemente no se distinguirá tanto de un discurso oral o escrito. Además, creemos que los préstamos encontrados con alta probabilidad serán co-existentes con las palabras en la lengua original. El análisis muestra que existe una cantidad de préstamos en el discurso investigado, y además que son co-existentes en todos los casos estudiados menos uno. El estudio también da indicios de que el modelo no es completamente fiable; el límite mínimo de frecuencia debería ser aumentado.

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  • 288.
    Bergström, Josefine
    Stockholm University, Faculty of Humanities, Department of English.
    Attitudes towards English in post-Brexit referendum Germany:  A qualitative study on attitudes towards English as experienced by British expats in Germany2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    English today has reached global dimensions no other language has reached before. While there are other lingua francas in certain geographical regions in the world, English is the most dominant lingua franca in many important international domains, including international affairs and its use as the lingua franca of official organisations, such as the European Union (EU).

     

    In the wake of the result of the British referendum, voices were raised for the discontinuation of the use of the English language within the EU after Brexit. While this topic has received attention from journalists throughout Europe, to date there are very few studies on attitudes towards English in a post-Brexit referendum Europe. The present study aims to contribute to the filling of this gap by investigating attitudes towards English experienced by British expats living in Germany, employing semi-structured interviews with six British expats. Also included in the study is information about the expats’ use of different languages for different purposes. The findings indicate that i) they do not see the emergence of a Euro-English likely; ii) that their language choices are determined by inclusiveness; iii) that there may be different attitudes towards English in different parts of Germany; iv) that English is experienced as a door opener; and finally, v) multilingualism is a desired notion for them all. Combined, they suggest there is a discrepancy between the EU political line and the grass root reality. 

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    Attiudes towards English in post-Brexit referendum Germany
  • 289.
    Bergström, Kerstin
    Stockholm University, Faculty of Humanities, Department of English.
    Vocabulary and Receptive Knowledge of English Collocations among Swedish Upper Secondary School Students2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine the vocabulary and receptive collocation knowledge in English among Swedish upper secondary school students. The primary material consists of two vocabulary tests, one collocation test, and a background questionnaire.

    The first research question concerns whether the students who receive a major part of their education in English have a higher level of vocabulary and receptive collocation knowledge in English than those who are taught primarily in Swedish. The second concerns if the students who started to learn English before the age of 7 have a higher level of vocabulary and receptive collocation knowledge in English than those who started after 7. The third concerns if the level of the students' vocabulary and receptive collocation knowledge correlates. The fourth addresses whether external inputs of English may have had an effect on the students' vocabulary and receptive collocation knowledge level.

    The results indicate that reinforcement of English through an education mostly in English has rendered a higher level of vocabulary and receptive collocation knowledge in English. In addition, starting to learn English before age 7 also appeared to have had a positive effect on these levels. In addition, the results suggest that an early onset (before 7) of English compensates for lack of reinforcement of English. Conversely, reinforcement of English compensates for a late onset (after 7) of English. However, the results imply that the combination of an early onset (before 7) of English and reinforcement of English is the most efficient means to achieve a high level of vocabulary and receptive collocation knowledge.

    Moreover, a clear correlation was found between vocabulary knowledge and receptive collocation knowledge, which also points to the importance of a large exposure to English.

    For the high performance students, external influences such as English in primary and secondary school, and a high motivation to learn English may have contributed to a higher language confidence, and possibly a higher level of vocabulary and receptive collocation knowledge.

     

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    FULLTEXT01
  • 290.
    Bernal Linnersand, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Categorización sociopragmática de la cortesía y de la descortesía: Un estudio de la conversación coloquial española2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of this study is to establish a socio-pragmatic categorization of politeness and impoliteness activities in informal interactions. In doing this, we describe the communicative strategies related to (im) politeness phenomena and how they are used to produce certain social effects in face-to-face interaction through the ongoing negotiation of participants’ face (Goffman, 1967). This study is based on informal conversations extracted from a corpus of spoken Spanish gathered in the metropolitan area of Valencia, Spain (Briz and Val.Es.Co. Group, 2002). Focusing on methodology, this study combines a qualitative method inspired in CA with a DA interpretative approach that analyzes communicative acts (Allwood 1995; Bravo, e. p.1). Face contents such as autonomy and affiliative face, role face, group and individual face, are a resource for analyzing what happens during interaction along with the resulting interpersonal effects. The integration of the analysis of context, which includes the co-text, the situational context and the socio-cultural context (cultural settings and shared assumptions), is equally important in this study. The empirical analysis of both the conversations and a questionnaire on impoliteness bring us to propose a series of categories of (im) politeness. The categories are as follow: Strategic Politeness (within this category we find attenuating politeness and reparatory politeness), Enhancing Politeness, Group Politeness, Ritual Politeness (here we differentiate between meeting situations and visit situations) and Discursive Politeness (we divide this category into conventional and thematic). Concerning Impoliteness, we find situations in informal conversation in which impoliteness is expected (normative impoliteness) and when threatening acts (reproaches, criticism, etc.) do not imply directly, per se, a negative personal effect. We next find two types of impoliteness: one produced by threats to the face of the speaker which are neither mitigated nor amended and the other caused by a break from the normal rules of politeness.

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    FULLTEXT01
  • 291.
    Bernal, Maria
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics, Institute of Latin American Studies.
    “Agradezco a mi abogado defenderme a pesar de que soy musulmán”: El tratamiento de la identidad étnica y religiosa en el juicio del 11-M2013Conference paper (Other academic)
    Abstract [es]

    Nuestro trabajo se enmarca en el (sub)género discursivo del juicio oral, definido como interacción oral formal, altamente ritualizada, y con un alto grado de complejidad, elaboración y planificación discursivas (Briz 2011). Nuestro objeto de investigación es el tratamiento de la identidad, especialmente lo relacionado a la etnicidad y a la adscripción religiosa, en la vista oral del juicio por los atentados terroristas en Madrid en 2004. Los materiales de análisis se componen de intervenciones  accesibles on line, tanto de los agentes profesionalizados (esto es, tribunal, fiscales y letrados) como de los acusados. Partiendo del concepto de identidad de Zimmerman (1998) así como de la noción de prácticas sociales e ideologías puestas en práctica en la situación de juicio (Carranza 2007), se observará cómo las referencias a la etnicidad –ser árabe, tener nacionalidad marroquí– de algunos de los acusados así como su pertenencia religiosa –ser musulmán– son usadas con fines argumentativos en las distintas fases de la vista oral. Así, el acusado que denuncia que “yo he sufrido tortura en mi religión” o el que resalta el compromiso de su abogado en su defensa “a pesar de que soy musulmán” acuden a la etnicidad y a actividades de imagen (Penman 1990) como herramienta argumentativa; de la misma manera lo hace el fiscal al parafrasear las palabras de un acusado “yo convertí a malhechores en servidores de Dios por “él convirtió a delincuentes de poca monta en fanáticos de Dios, en locos de Dios”. Analizando diferentes estrategias persuasivas (Salmi-Tolonen 2005) esperamos contribuir a alcanzar un mayor conocimiento de la actividad argumentativa en este subgénero del discurso judicial español, de especial importancia, además, dada la multiculturalidad de la sociedad española.

  • 292.
    Bernal, Maria
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Agresión verbal y descortesía en los talk shows españoles 2014Conference paper (Other academic)
    Abstract [es]

    En los últimos años, los programas en que la descortesía y la agresión verbal son recurrentes parecen tener un éxito creciente en la televisión. Concretamente, nos referimos a los programas llamados por Culpeper (2005) “exploitative chat and game shows”, en los que los participantes, a menudo famosos, se embarcan en interacciones confrontativas que se caracterizan en muchos casos por un alto grado de descortesía, llegando incluso a la humillación. El Talk show o pseudotertulia televisiva (Brenes Peña 2008) constituye un tipo particular de interacción semi-institucional (Ilie 2001; Hernández Flores 2008). Otras investigaciones que se centran en tertulias y debates emitidos en la televisión española han abordado las actividades de imagen y la (des)cortesía (Hernández Flores 2006; Lorenzo-Dus 2007 y 2009; Brenes Peña 2008, 2010; Blas Arroyo 2010).

    El objetivo de este estudio es examinar las estrategias descorteses empleadas en varios talk shows emitidos en la televisión española, considerando tanto los elementos lingüísticos (por ejemplo “eres un machista y un cabrón”, “estás cada vez peor ¿qué pastilla te tomas?”, en La Noria) como extralingüísticos (gritos, llantos) que están presentes en las interacciones y que muestran la interpretación realizada por la persona afectada en términos descorteses e incluso de agravio personal. El análisis identifica dos tipos de descortesía (cf. Bernal 2007): una producida por faltar a las normas de cortesía que rigen una actividad de un determinado tipo, y otra –la más frecuente– orientada a la amenaza de la imagen mediante una descalificación personal del adversario. En ocasiones, los interactuantes sobrepasan las convenciones sociales y llega a acumularse una patente carga agresiva, produciéndose una ruptura en la interacción que se traduce incluso en el abandono del plató televisivo.

  • 293.
    Bernal, Maria
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Barbarie, hordas y tiros de gracia: discurso autoritario, ideología e imagen social en las esquelas recordatorias de las víctimas de la Guerra Civil Española2015In: Perspectivas sociopragmáticas y socioculturales del análisis del discurso / [ed] Diana Bravo, Maria Bernal, Buenos Aires: Editorial Dunken, 2015, p. 91-139Chapter in book (Refereed)
  • 294.
    Bernal, Maria
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics, Institute of Latin American Studies.
    Barbarie, hordas y tiros de gracia: refractariedad y afiliación en las esquelas recordatorias de las víctimas de la Guerra Civil2013Conference paper (Other academic)
    Abstract [es]

    En este estudio tengo por objetivo hacer una lectura de las esquelas de defunción publicadas en la prensa española con ocasión del 70 aniversario del inicio de la Guerra Civil española desde una perspectiva que aúna la teoría de la (des)cortesía y el análisis crítico del discurso, especialmente el discurso ideológico (van Dijk 2003). Si bien las esquelas u obituarios se enmarcan en un género expositivo escrito, es patente en el corpus elegido la interacción entre texto y contexto social (Bolívar, 2005). También interesa observar el uso de las actividades de imagen como fenómeno con entidad propia (Haugh 2013). El corpus reunido se compone de 38 esquelas –que abarcan a 62 difuntos– en las que se producen tanto ’exacerbación informativa’ como ’actitud opinativa’ (Hernando 2007), y se evidencia en la mayor parte de ellas una polarización de las posiciones de los dos bandos, esto es, republicanos vs. franquistas/nacionales. Concretamente, se aplica al análisis la reelaboración de los conceptos de autonomía y afiliación (Bravo 2003) que propone Kaul de Marlangeon (2005) en cuanto a refractariedad (la autonomía exacerbada como opositor al grupo, esto es, la oposición al otro bando: ”vilmente asesinado por las hordas rojas”, ”la barbarie marxista”, ”balas asesinas de la represión franquista”) y la afiliación exacerbada al propio grupo, hasta el punto de acudir a la descortesía en su defensa. Si bien se trata sobre todo de iniciativas particulares, lo que se ha dado en llamar ’guerra civil de las esquelas’ (de la Cal 2006) ha contribuido al debate social propiciado en España por la aprobación de la Ley de la Memoria Histórica (Ley 52/2007), dado que, además de recordar a sus víctimas, ha habido en ocasiones un posicionamiento respecto a la necesidad o no de revisión histórica (”España sigue estando en deuda con la justicia, la verdad y la memoria de las víctimas de esos grupos sediciosos” vs. ”este dolor sin sentido que ahora está siendo removido sin piedad”).   

  • 295.
    Bernal, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Hernández Flores, Nieves
    Sociopragmática y Estudios del discurso: (Sociopragmatics and Discourse Studies)2023In: Estudios del discurso: The Routledge Handbook of Spanish Language Discourse Studies / [ed] Carmen López Ferrero; Isolda E. Carranza; Teun A. van Dijk, Routledge , 2023, p. 157-170Chapter in book (Refereed)
    Abstract [es]

    Este capítulo presenta una panorámica de los estudios enmarcados en la Sociopragmática y de su relación con los Estudios del discurso. Ofrecemos una caracterización básica de las dosramas principales de la Pragmática — Pragmalingüística y Sociopragmática— para destacarla interdependencia de ambas. A partir de ello revisamos la investigación con enfoque sociopragmático, destacando la influencia de la psicología social de Goffman (1961, 1967), con conceptos clave como el de imagen social (face, y fenómenos derivados: actividades deimagen (facework) y, en concreto, la cortesía y la descortesía. En este marco, destacamos aportes significativos de estudios del español sobre la construcción — por medios interaccionales— de relaciones sociales, roles e identidades, para argüir que difícilmente se pueden describir fenómenos sociales sin considerar el contexto sociocultural del encuentro comunicativo. Estas consideraciones nos conducen a la línea de investigación de la Pragmática sociocultural (Bravo 2021), la cual ofrece una base conceptual que permite una mirada contextualizada del fenómeno pragmático en relación con el hablante real y la cultura común que comparte con los otros miembros de su comunidad cultural, y que en estudios discursivos conduce al llamado Análisis social del discurso. Bajo estas perspectivas, mostramos la aplicación de los conceptos sociopragmáticos a estudios de discurso médico, judicial, político y de instituciones públicas yprivadas.

  • 296.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Spanska.
    Actos corteses, descorteses y anticorteses en la conversación coloquial española2006In: II Congreso sobre lengua y sociedad: Universitat Jaume I. Castelló de la Plana. Spanien, 2006Conference paper (Other academic)
    Abstract [en]

    Basándonos en conversaciones de registro coloquial del corpus general de español hablado del grupo Val.Es.Co., de la Universidad de Valencia (cf. Briz & grupo Val.Es.Co 2002), nos centramos en los efectos sociales que produce el uso de determinadas estrategias relacionadas con la cortesía. La imagen social de los participantes, entendida como la autoimagen que la persona desea presentar ante otros en la interacción (Goffman 1967:10), es objeto de negociación continua en la conversación cara a cara. El presente trabajo, siguiendo una metodología de análisis cualitativo, tiene por objetivo aislar y ejemplificar el modo en que los siguientes tipos de actos son manejados por los hablantes: en primer lugar, actos corteses, relacionados con la colaboración discursiva con el interlocutor, el alivio de tensiones (Briz 1994) y la valoración positiva del interlocutor (Kerbrat-Orecchioni 1996, 2004, Albelda 2003, 2004); en segundo lugar, actos descorteses (Culpeper 1996, 2003 y Kaul de Marlangeon e.p.) con una intención dirigida a lesionar la imagen del interlocutor, y, en tercer y último lugar, actos anticorteses (Zimmermann 2003) que recogen las expresiones que, habitualmente usadas en un sentido negativo, pueden tener efectos sociales afiliativos dependiendo de determinados factores contextuales, como los rasgos socioculturales de los hablantes y el grado de familiaridad entre ellos.

  • 297.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies. Spanska.
    ‘¡Ay señor por favor!’: usos de "por favor" que exceden al mandato y a la petición cortés en la conversación española2006In: XVI Congreso de Romanistas Escandinavos, 2006Conference paper (Other academic)
    Abstract [en]

    El marcador conversacional por favor se considera como marcador de cortesía (Martín Zorraquino y Portolés Lázaro, 1999, p. 4190) que con frecuencia acompaña a los actos de habla directivos de mandato y petición (Haverkate 1994, 2002). Su función es mitigar la fuerza ilocutiva de dichos actos, atenuando la imposición causada al interlocutor; concretamente, por favor constituiría una estrategia de cortesía negativa según Brown y Levinson (1987), aspecto señalado también por Calsamiglia y Tusón (1999, p. 170) y Haverkate (1994) para el español. Consideramos, sin embargo, que las funciones de por favor en la conversación espontánea van más allá de la mitigación de órdenes y peticiones. En conversaciones españolas (Briz y Grupo Val.Es.Co., 2002) observamos otras funciones menos presentes en la literatura sobre el tema, como son: a) expresar desacuerdo o molestia por las acciones y/o enunciados del interlocutor; b) al aludir a una tercera persona ausente en la conversación, expresar solidaridad con el interlocutor mostrando que se comparte la percepción de la situación, a la vez que se protesta de la persona ausente; finalmente, c) reforzar la exhortación mediante recursos prosódicos: por favor con tono alto y molesto más que atenuar la fuerza ilocutiva, la resalta. Apuntamos la necesidad de reflejar también estos otros usos que no encajan en la concepción tradicional de por favor como fórmula rutinaria de cortesía, teniendo como trasfondo la concepción de la cortesía (Bravo, 2004, p. 27) como fenómeno sociocultural para cuyo análisis es crucial la consideración del contexto, ya que los enunciados no son inherentemente corteses o descorteses.

  • 298.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics, Institute of Latin American Studies.
    Ciberentrevistas y actividades de (des)cortesía: un estudio comparativo español-sueco2012In: Pragmática y comunicación intercultural en el mundo hispanohablante / [ed] Maria Elena Placencia, Carmen García, New York: Brill Academic Publishers, 2012, p. 159-186Chapter in book (Refereed)
    Abstract [es]

    La comunicación mediada por ordenador (computer-mediated communication, CMC) ha sido objeto en años recientes de trabajos (Alcoba Rueda 2004; Noblia 2004; Bou-Franch & Garcés-Conejos 2005; Palazzo 2005) que se centran en diferentes aspectos relacionados con las actividades de imagen y la (des)cortesía, presentes en la interacción electrónica mediante e-mail o en chats. Otro tipo de CMC menos estudiado lo constituyen las entrevistas digitales que se publican en los sitios electrónicos de diferentes periódicos. En ellas los lectores envían elogios, críticas y preguntas solicitando información/opinión a personas conocidas en alguna faceta de la vida pública. Posteriormente, el/la entrevistado/a, contesta las preguntas recibidas on line. Nos basamos en un corpus de 50 entrevistas extraídas de Encuentros Digitales (www.elmundo.es) y Entrevistas (www.elpais.es) para el español, y de DN-chatten (www.dn.se) para el sueco. Pensamos que estas entrevistas proporcionan un material valioso y de fácil acceso para el análisis de la (des)cortesía (cf. Bernal 2007). Concretamente, el objetivo del presente estudio es realizar un análisis comparativo de las estrategias usadas por los interactuantes suecos y por los españoles, centrándonos en la cortesía valorizante –realizada mediante halagos– y en actividades de potencial daño a la imagen ajena –que se plasma en críticas– presentes en los comentarios enviados por los lectores, teniendo en cuenta también el efecto de (des)cortesía (Bravo 2005) producido en la persona entrevistada. Los resultados preliminares apuntan a una mayor frecuencia de cortesía valorizante en los materiales españoles, así como una recepción más elaborada del elogio, con reforzamiento de la autoimagen y agradecimientos; mientras que en los materiales suecos predominan los pedidos de información y de opinión y tanto el elogio como la crítica tienen una realización y una recepción menos salientes.

  • 299.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Descortesía en el contexto judicial: El caso del juicio del 11-M2010In: (Des)cortesía en el español / [ed] Franca Orletti, Laura Mariottini, Roma: Università degli Studi Roma Tre, EDICE , 2010, p. 599-636Chapter in book (Refereed)
  • 300.
    Bernal, María
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Discurso institucional y metadiscurso en el contexto judicial: el caso del juicio por los atentados del 11-M2008In: Actas del XV Congreso Internacional de la Asociación de Lingüística y Filología de América Latina. Montevideo, Uruguay, 18-21 augusti 2008, 2008Conference paper (Other academic)
    Abstract [es]

    Nos valemos para este estudio de un corpus recopilado durante la vista del juicio por los atentados terroristas perpetrados en Madrid en 2004 y que forma parte de un proyecto de investigación mas amplio que tiene por fin establecer las características socio-discursivas de la interacción en tal contexto judicial, de carácter institucional. 

    En nuestro análisis nos centraremos en la fase temática del juicio correspondiente al informe de conclusiones definitivas del Ministerio Fiscal, presentado por el Fiscal Carlos Bautista. Usando una metodología que se enmarca en el análisis de la conversación y el análisis del discurso, nos centraremos en esta comunicación en aspectos relacionados con el metadiscurso, entendido como fenómeno que señala la interfaz entre diferentes niveles de discurso (Ilie, 2000, 2003, e. p.): por un lado, se muestra cómo representaciones individuales, ideológicas están entrelazadas en el diálogo institucional; por otro lado, se evidencia la interconexión discursiva de las voces tanto individuales como institucionales. Siguiendo a Carranza (2007), se han integrado en el análisis diferentes aspectos como la práctica institucional, la identidad del individuo y la ideología, con el fin de alcanzar una mayor comprensión de la interacción en contexto judicial.

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