Arkiv: Andre arrangementer

The workshop addresses issues relating to conceptualizations of Culture and Identity mediated through a variety of situated discourses. Approaches relevant to this workshop include for instance Culture Studies, Identity Studies, Media Studies, Literature Studies, Membership Categorization Analysis, Conversation Analysis (CA), Multimodal Discourse Analysis, Stereotyping, Critical Discourse Analysis, etc.

Bethan Benwell has research interests in spoken and written discourse analysis, textual culture (particularly reception studies), language and gender, masculinity and popular culture, sociolinguistics and educational linguistics. She has published articles and chapters on discourses and representations of masculinity in popular culture, and (with Elizabeth Stokoe, Loughborough University) on tutorial discourse and student identity (see publications list). She is the editor of Masculinity and the Men's Lifestyle Magazine (2003, Blackwell) and co-author (with Elizabeth Stokoe) of Discourse and Identity (2006, EUP), which was shortlisted for the BAAL bookprize in 2007. She is co-editor (with James Procter and Gemma Robinson) of a Special Issue of New Formations (Reading After Empire) and of a Routledge edited collection: Postcolonial Audiences: Readers, Viewers and Reception.

Kevin Robins is a Visiting Fellow, Goldsmiths College, London, where he has been involved in a project on European media policy. Previously he has been Professor of Sociology at City University London, Professor of Communications at Goldsmiths, and Professor of Cultural Geography, University of Newcastle. He is the author (with David Morley) of Spaces of Identity (Routledge) and of The Challenge of Transcultural Diversities (Council of Europe). Kevin Robins lives in Istanbul, and is presently working on questions of Turkish culture.

Program

13.15-14.15: David Groppe, Ph.D., Dept. of Cognitive Science, UCSD:
Independent Component Analysis: Artifact rejection & component identification in EEGLAB

14.15-14.45: Coffee

14.45-15.45: Marta Garrido, Ph.D., Welcome Trust Centre for Neuroimaging, UCL:
Dynamic Causal Modeling in SPM – Theory and practical application

15.45-16.15: Coffee

16.15-16.45: Open questions and answers/debate

19.00: Workshop dinner, place (and price): TBA

The aim of this interdisciplinary Nordic conference is to bring together doctoral students and researchers in the Nordic and Baltic region who investigate discourse and interaction from different disciplinary perspectives.

The conference will highlight research that explores how text, discourse, talk and social interaction are structured, organised and constituted. Thus, this conference welcomes contributions by scholars and doctoral students in a range of fields of inquiry, including but not limited to discourse studies, conversation analysis, discursive psychology, critical discourse analysis, interaction analysis, rhetoric, narrative analysis, discourse theory, political discourse analysis, social semiotics, multimodal discourse analysis, applied linguistics, gesture studies and communication activism, as well as approaches to discourse and interaction to be found in sociology, political science, environmental science, economics, media studies and cultural studies.

Please see the online call for abstracts for more details.

We invite high-quality papers in all areas of contemporary analytic philosophy for the 4th Annual Arché/CSMN Graduate Conference.

The conference is co-hosted by Arché, Philosophical Research Centre for Logic, Language, Metaphysics and Epistemology, and CSMN, Centre for the Study of Mind in Nature.

Deadline for submissions: September 1, 2010.
(Notification of acceptance by October 1, 2010).

Each paper will have a response from an Arché or CSMN member, followed by open discussion.

All applicants (who must be graduate students as of September 1, 2010) should submit the following for blind review:

* A cover sheet including author name, title of paper, institutional affiliation and email address;
* An abstract, with no further information; and
* A paper suitable for a 35-minute presentation, and in any case no longer than 5,000 words, with no further information.


All materials should be submitted in .doc, .rtf, .ps, .txt or .pdf format to: archecsmngc4@googlemail.com.

Accommodation and travel expenses for all graduate speakers will be covered.

PhD students, but also MA students, as well as postdoctoral researchers with an interest in methodology are welcomed to attend. The workshop will include key-note talks by Mila Vulchanova (Trondheim University), Dylan Glynn (Lund University), Jurgis Skilters (University of Latvia), Mikkel Wallentin (Aarhus University) and Kristian Tylén (Aarhus University) aimed at highlighting methodological issues within the following areas of empirical research:
• Brain-imaging approaches to language and cognition
• Experimental pragmatics and experimental semiotics
• Frame semantics and empirical research
• Quantitative approaches to cognitive semantics

as well as an overview and discussion on

• types of equivalence in quantitative / qualitative cross-linguistic and cross-cultural research

Participant students are also invited to briefly introduce (15 min presentations) their own research interests with a focus on methodological issues. These and other questions arising during the presentations will be discussed with the instructors and the other participants in late afternoon sessions each day.

In collaboration with Elsevier the State and University Library hosts a workshop on publishing of scientific articles. The workshop is primarily aimed at younger researchers.

This presentation will explain the editorial process and give advice on writing and submitting your article to international journals. We will also provide an overview of the tools available to you to choose your subject, find out what topics are the most popular and help select collaborators, reviewers as well as the journal title to publish in.

There will be speakers from Elsevier in addition to Liisa Lähteenmäki who is an editor of Elsevier journals. Liisa Lähteenmäki is also a professor at the Aarhus School of Business.

From my experimental toolbox: DMDX, Mix and mixed-effects regression

I'll talk about two programmes that are useful for running experiments: DMDX for stimulus
presentation and Mix that can help you pseudo-randomise your trials. Both have the great advantage of being free. To use DMDX, the main trick is to be able to construct an item file which tells
DMDX how to run the experiment. At first sight, the item files look complicated, but I'll go through (some of the relevant) codes in the files, which should enable you to begin working with DMDX.

After these two suggestions as to how to collect data, I'll talk a bit about data analysis, presenting a method that I’m very excited about, namely mixed-effects regression modelling. If I have time, I'll also demonstrate bits of R, a free statistical tool in which these models can be run.

I'll discuss the advantages of the mixed-effects regression approach compared to classical factorial (ANOVA) designs and analyses, including the increased statistical power and the possibility of simultaneously investigating a number of different variables.

Võro Institute, Graduate School of Linguistics, Philosophy and Semiotics of the University of Tartu, and the Institute of Estonian Language invite you to participate at a conference: the subject of the conference is spatial relations in Balto-Finnic, Finno-Ugric and Baltic languages, and spatial expressions in place names from the historical and typological perspective.

We invite researchers whose topics are concerned with perception and development of grammatical expressions for spatial relations. Possible topics include but are not limited to expressing spatial relations by means of concepts of the typical living environment of the North European farming culture (e.g. landscape features, scales of old-new, big-small, near-far, useful-unusable etc) which show us the starting points of the grammaticalization paths of spatial expressions.

Place names can be used both as a research subject or an evidence. We especially encourage diachronic studies of place names where the (relative) location of the place indicates the probable etymology of a name or a name group while also showing that the spatial expression belongs to the oldest layer of the language or language substrate. The recent results of the Estonian place name book project will be presented at the conference.

The working languages of the conference are the Finnic languages and English.

Organized by Sten Vikner (http://www.hum.au.dk/engelsk/engsv/) and Johanna Wood (http://person.au.dk/en/engjw@hum.au.dk).

Financed by the Faculty of Humanities, University of Aarhus (http://humaniora.au.dk/en) and Sprogvidenskabelig Forskerskole Nord (SFN) (http://www.hum.au.dk/forskerskoler/sfn/eng/).

Med henblik på erhvervelsen af ph.d.-graden forsvarer Johannes Kizach fra Institut for Sprog, Litteratur og Kultur ved Aarhus Universitet sin afhandling:

"Ordstillingens funktion på russisk, sammenlignet med engelsk og dansk"

Selvom grammatikken ikke tillader at man placerer ordene i vilkårlig rækkefølge, har man dog af og til valgmuligheder. Særligt på russisk (sammenlignet med engelsk og dansk) er der en vis frihed mht. ordenes rækkefølge i sætningen. Det naturlige spørgsmål er så: Hvorfor vælger talerne én rækkefølge frem for en anden?

Standardforklaringen er at talerne placerer det vigtigste til sidst i sætningen, og at det afgør rækkefølgen. Man har opdaget at nogle rækkefølger af ord er vanskeligere at forstå end andre, og det har affødt en alternativ forklaring, som går ud på at talerne helt automatisk vælger den rækkefølge der er nemmest at forstå.

Jeg har undersøgt hvilken rolle dette spiller ved at se på et omfattende russisk materiale, og det viser sig at når russerne taler, så vælger de i langt de fleste tilfælde netop den rækkefølge som også er den der er nemmest at forstå. Det støtter naturligvis den nye alternative forklaring og er samtidig problematisk for den traditionelle forklaring.

Med henblik på erhvervelsen af ph.d.-graden forsvarer Anne Kjeldahl fra Institut for Sprog, Litteratur og Kultur ved Aarhus Universitet sin afhandling:

"The syntax of quirky verbal morphology"

Afhandlingen omhandler syntaksen i forbindelse med afvigende verbalmorfologi. Afvigende verbalmorfologi kan defineres som det, at et verbum optræder i en anden form end den, man normalt ville forvente. Et eksempel er den tyske "erstatningsinfinitiv". Det tyske temporale hjælpeverbum haben udløser normalt et participium, når der dannes perfektum. Men hvis det verbum, der skulle stå i perfektum, styrer et andet verbum, og det i øvrigt hører til en bestemt klasse, udløses en infinitiv i stedet for et participium. Et andet eksempel er den danske "pseudo-koordination" af typen Peter sidder og læser. Her er det afvigende, at de to verber i virkeligheden ikke er sideordnede, og at vi derfor ikke ville forvente, at det andet verbum, dvs. læser, kunne være finit.

I afhandlingen undersøges disse to konstruktioner indgående, og der drages paralleller til andre tilfælde af afvigende verbalmorfologi i forskellige sprog. Hovedtesen er, at afvigende verbalmorfologi er et meget udbredt fænomen på tværs af sprog, og at det kan opstå under bestemte strukturelle forudsætninger. Fællesnævneren for disse forudsætninger er, at flere verber deles om ét sætningsdomæne. Desuden argumenteres for, at de verber, der er involveret i afvigende verbalmorfologi på tværs af sprog, udgør en relativt homogen, semantisk bestemt gruppe, således at det typisk involverer såkaldt "lette" verber, dvs. verber, der ikke har nogen stærk selvstændig betydning.

Theoretical Convergence & Divergence in Linguistics is addressed to anyone interested in current paradigms in linguistics, both PhD students and more advanced scholars. It has two interrelated aims:

First, to provide opportunities for participants to discuss and learn more about current paradigms in linguistics. Second, to develop in participants an understanding of how they personally can position themselves in the linguistic field worldwide.

The course involves a one-day seminar and a one-day workshop, including a panel discussion. Our keynote speaker will be Matti Sintonen, Professor of Theoretical philosophy, who will lecture on The Concept of a Paradigm.

The other speakers are from the editorial staff of high impact journals in language studies and top-level publishing houses, representing a very pragmatic approach to linguistic paradigms. The one-day workshop following the seminar will help the PhD students find their own location in current linguistics.

Organized by Mette Hjortshøj Sørensen (http://person.au.dk/en/engmhs@hum.au.dk).
Financed by Sprogvidenskabelig Forskerskole Nord (SFN) (http://www.hum.au.dk/forskerskoler/sfn/eng/).

Temat för årets konferens är "Lärande och interaktion i samtal", men som vanligt välkomnas alla föredrag inom området tal och interaktion.

Lärandeforskningen är ett område som allt mer uppmärksammas av interaktionellt orienterade samtalsforskare. Inom det interaktionella perspektivet betonas vikten av att belysa och förstå lärande som en situationsbunden och social process snarare än endast kognitiva förändringar och processer hos individer.

Nedan ges exempel på frågor som temat årets tema kan aktualisera, och som gärna kan tas upp i de olika föredragen:

* vad lärande i interaktion är;
* lärande som förändring av inre kognitivt tillstånd eller som förändring i yttre deltagande (”change in participation”);
* sociala och materiella resurser för lärande;
* lärande och sociala identiteter;
* lärande i vardagliga, pedagogiska och professionella kontexter;
* hur man kan demonstrera att lärande äger rum;
* studier av lärande ur ett lokalt vs longitudinellt perspektiv;
* datainsamling för forskning om lärande;
* språkinlärning;
* förhållandet mellan minne, kunskap och kompetens;
* lärande som individuellt eller gemensamt projekt;
* …

Plenarföredrag
Plenarföreläsare på OFTI 28 blir Simona Pekarek-Doehler (Université de Neuchâtel) och Fritiof Sahlström (Helsinki Collegium for Advanced Studies). Båda är erkända specialister inom området lärandeforskning.

Övriga presentationer
Övriga presentation kommer att programläggas i två eller tre parallella sessioner, beroende på hur många som anmäler sig för föredrag. Varje föredragshållare disponerar 25 minuter, varav 5 minuter anslås till diskussion.

Organized by Anne-Mette Nyvad (http://person.au.dk/en/engamn@hum.au.dk) and Sten Vikner (http://www.hum.au.dk/engelsk/engsv/).
Financed by Sprogvidenskabelig Forskerskole Nord (SFN) (http://www.hum.au.dk/forskerskoler/sfn/eng/).

We invite advanced students (Ph.D. or M.A. level) in linguistics and related fields to attend this 3-week event in August/September 2010.

It is co-organized by the Deutsche Gesellschaft für Sprachwissenschaft (DGfS), the Max Planck Institute for Evolutionary Anthropology, the University of Leipzig, and the Fédération Typologie et Universaux Linguistiques (CNRS, Paris).

The Summer School offers courses in different areas of linguistics, which look at language from the point of view of linguistic typology (phonology, morphology, syntax, semantics, areal typology, sign language typology, language contact, language acquisition).

The courses will be taught by distinguished linguists from Germany, France and elsewhere.

It is our pleasure to announce the first ISGS summer school, entitled "Handling gesture: Theory and Method in Gesture Research".

The summer school will take place 19th-24th July, 2010, in Frankfurt Oder (Germany), directly preceding the 4th ISGS conference (taking place 25th-30th July).

Its aim is to provide students and researchers new to the field of gesture studies with the opportunity to gain hands-on experience in theoretical and methodological aspects of gesture research from a range of different perspectives. This experience will be provided through lectures and practical workshops delivered over the six days by leading scholars in the field of gesture studies (see website for more detail).

Child language acquisition research has, for some time, been finding evidence that children rely heavily on recycled linguistic material encountered in real life when learning their first language (L1). L1 learning is, on other words, item- and usage-based (e.g., MacWhinney 1975; Tomasello 2000). Recently, a constructional approach, as informed by Usage-Based Linguistics (UBL), has been gaining currency within second language acquisition (SLA) research (e.g., Robinson & Ellis, 2008; Ellis & Cadierno, 2009), and the ontological status of constructions in second language (L2) learning has been empirically supported

The usage-based perspective on both L1 and L2 learning assumes an inter-subjective, dynamic view of language and its acquisition; linguistic knowledge is essentially embodied, emerging from particular, often recurring, usage events. Learning a language is therefore an iterative, non-linear process of expanding of a repertoire of interrelated linguistic patterns and constructions in response to environmental changes. In this process, language learners depend on probabilistic correlations and cues in the target language as well as frequency-biased pattern processing, enabling the emergence of L2 constructions (e.g., Bates and MacWhinney 1987; Ellis 2002).

By way of introducing different methodological approaches to the analysis of language learner corpora, this seminar aims to throw light on, among other things, 1) the fundamental role of constructional distribution in L1 and L2 learning, 2) the experiential context-dependent learning of utterances and constructions in L1 and L2, 3) the interrelationship between the co-habitation of constructions in multiple languages of learners, 4) the frequency relationships between speech community usage and L1 and L2 construction learning.

Thus, the seminar comprises different analytical methodologies of a both qualitative and quantitative nature. However, this combination of methodologies is largely uncharted territory, begging the question of how to most profitably make the combination and how the study of learner corpora might most optimally inform L1 and L2 learning research. The aim of this event is to advance our understanding of different ways of analyzing learner corpora and to inform the ongoing research of national and international PhD-students in terms of applied methodologies. The format of combining lectures by leading scholars and a hands-on workshop provides an opportunity to inform our theoretical stance and sharpen and broaden our analytical procedures.

The LANCHART Centre at University of Copenhagen is happy to invite PhD students from the international sociolinguistic community to send applications by March 20th for participation in:

International Summer School 2010
Sociolinguistic Perspectives, Copenhagen, 7-12 June

Plenary lecturers will be Shana Poplack (University of Ottawa, Canada), Dave Britain (University of Bern, Switzerland), Peter Auer (University of Freiburg, Germany), Nik Coupland (University of Cardiff, Wales) and Professor Brian Joseph (Ohio State University, USA).

Course director and moderator will be Professor Frans Gregersen (University of Copenhagen, Denmark).

Course description
At the LANCHART Centre we have for many years now been concerned with the integration of various strands of sociolinguistics with a view towards fruitful collaboration and integration of results. This is an endeavour from which Ph. D. students as well as more senor researchers would benefit from seeing through.

Thus we are all the more happy that we have been able to persuade a number of the discipline’s top researchers to focus in their presentations on the different research questions and neighbouring disciplines which they have worked with, in order to give a selected group of students from the global sociolinguistic community a chance to see their own project in a broader perspective.

Research strategies taken at business schools are often dominated by functionalist, critical realist and linguistic approaches. In the investigation of organizational and professional life, these approaches are valuable in offering insights and solutions to the challenges that diverse professionals face. However, given the constant surfacing of new tricky questions cast by globalization, it becomes pressing to open up for new ways of offering insights and solutions. New and emerging global discourses such as sustainability, science and society, climate change, emerging economies or reconfigurations of superpowers, become prime arenas where roles, ethics, power and identity are freshly articulated. These arenas host encounters between diverse people, organizations and ideas and these encounters sharply provoke the perceptions, creation and negotiation of difference. Assuming that differences are the ingredients and products of contingent meaning-making processes, research approaches that embrace difference and meaning-making as focal concerns become useful to explore. Poststructuralist approaches pay close attention to meaning production, circulation and death. Although a list of accusations have been levelled against poststructuralism: it is an approach that can be overtly abstract with little applicability to everyday professional challenges; it undermines stable knowledge; or that it is politically reactionary and rhetorically complex, poststructuralism’s theoretical and methodological framework(s) nevertheless offer powerful avenues to understand meaning-making as unstable outcomes of discursive processes. Consequently, the catalysts of change and solutions may lie precisely in the unstable properties that meanings possess.

As the nature of research questions change at business schools, there may also be a corresponding need to expand the repertoire of research approaches that are taken to investigate organizational and professional life. This workshop opens a cross-disciplinary and open environment in which PhD students and senior researchers can discuss the promises and pitfalls of poststructuralist approaches in the light of their individual perspectives and objectives.

This course provides insight into new research on the functions of formulaic language for children's language acquisition, particularly their second language acquisition. Theoretical aspects of integrational approaches to language learning, characteristics of emergent grammar, usage patterns and the more fundamental question of what a collocation really is will be discussed.

The 3 day seminar will cover topics within language, gender and ethnicity in institutional settings and particularly language at work. The seminar consists of a combination of lectures and data sessions with Professor Celia Roberts.

Preparation
Literature for the course will be sent out to participants before the course. Participants will have the opportunity to present their data or a theoretical problem and discuss them with the lecturers and fellow PhD students. Data should be forwarded to gradeast@hum.ku.dk by 6 May.

The PhD student conference runs just as a 'normal' conference, but is only for PhD students. You will submit abstracts for papers or posters which will be anonymously reviewed. There will be a plenary address, parallel sessions for 20 minute presentations and poster sessions. Once we receive everyone's abstract, we will thematize the parallel sessions. The PhD supervisors course will consist of workshops and mini-lectures. At some point in the two days, students and supervisors will engage in a common activity. The purpose of this conference and supervisor course is to create the opportunity for the collegial exchange of ideas and experiences. Please see the NordLing 1.5 site at http://groups.google.com/group/nordling for more information concerning registration.

Join us in this continuation of our video-conferenced event where you may follow, and participate, in a workshop devoted to the various ways people evaluate cognitive competencies in communicative interaction.

As members of society we often evaluate others and are evaluated ourselves. When participating in exam situations, class-room interactions, job-interviews, when visiting the doctors or when doing parenting, evaluation may locally be of some concern to some participants. The notion of ‘evaluation’ can be used on a wide range of human faculties. The focus in this workshop is on evaluations of what members may take to be “cognitive competencies” as reflected in our everyday understanding of ‘knowing’, ‘remembering’, ‘understanding’, ‘recognizing’ and so forth. Specifically, we focus on how participants organize conversational objects as indices of cognitive competencies, i.e. how evaluations might be unfolded in sequences of (talk-in) interaction. The workshop will concern the evaluation of “cognitive competence” in a wide variety of settings, such as in schools for children with special educational needs, in secondary and tertiary school classrooms, in in air traffic control training, in university tutorial sessions, as well as several distinctive medical settings.

In the workshop, an invited group of researchers will discuss their ongoing work on this issue. They include:

*Tarja Aaltonen; Sanna Raudaskoski. University of Tampere. Finland.

*Illka Arminen; Inka Koskel; Hannele Palukka. University of Tampere. Finland.

Catherine Brouwer. University of Southern Denmark.

Dennis Day. University of Southern Denmark; Susanne Kjærbeck. Roskilde University. Denmark.

Anders Hougaard. University of Southern Denmark.

*Gitte Hougaard. University of Southern Denmark.

Thomas Wiben Jensen. University of Southern Denmark Tom Koole. Utrecht University. The Netherlands.

*Oscar Lindwall. University of Gothenburg. Sweden.

Junko Mori. University of Wisconsin-Madison; Timothy Koschmann. Southern Illinois University *Ann-Kristin Månsson. University of Southern Denmark Mika Simonen. University of Helsinki .

The researchers with *'s by their names have been invited to offer brief presentations of their current research process. Following each presentation, all participants will be encouraged to comment on the ongoing work, ask questions, offer other perspectives on the data and so forth. The workshop will end with a general discussion.

As mentioned, the research to be reported is ongoing . The workshop will therefore not only offer insights into the topic, but also a birds-eye view of the process of collaborative research. For example, participants will be privy to the ways analyses are brought forward, rejected and re-worked.

Video conferencing
Participating researchers will be 'sending' their participation from various universities in Europe and the United States. These separate broadcasts will be 'combined' at the University of Southern Denmark (Odense) and then broadcasted back to the universities.

Kursets formål
Kurset i Sprogvidenskabelige forskningstraditioner har til formål at skabe et vist overblik over erkendelsesteoretiske og videnskabsteoretiske positioner sådan som de har krystalliseret sig i en række markante og mere eller mindre velafgrænsede sprogvidenskabelige forskningstraditioner. På den måde skulle stipendiaterne få mulighed for at placere sig selv i forhold til sådanne teoretiske grundpositioner. Kurset har således især relevans for afklaringen af i hvilken sammenhæng stipendiaten vil have sin afhandling læst og hvilke argumenter og modargumenter hun eller han vil opfatte som relevante i diskussionen af resultaterne. Derimod går kurset ikke ind på metoder. De behandles på metodekurset.

Forberedelse
Der vil senest en måned før kurset blive udsendt et kompendium med tekster som alle forventes læst inden kurset. Stipendiaterne forpligter sig endvidere til senest den 10. april 2010 at aflevere en A4-side med en kort beskrivelse af vedkommendes projekt og en anden A4-side med en videnskabsteoretisk 'trosbekendelse'. Denne A4-side kan udformes efter behov, fx som dialog, som interview, som et manifest eller som et essay. Der er frit slag. Begge A4-sider skal sendes til Katrine Reiff Sano på gradeast@hum.ku.dk. De to A4-sider bliver sendt ud til alle - både lærere og kursusdeltagere - senest en uge inden kursusstart. Trosbekendelsen indgår som vigtigt materiale mandag og fredag.

Boston University is hosting its second annual interdisciplinary Graduate Conference on Consciousness (IGCC) with keynote speakers Don Ihde and Ray Kurzweil on April 30th and May 1st, 2010. The purpose of the meeting is to promote interdisciplinary dialogue in the academic study of consciousness among interested graduate students working in philosophy, psychology, neuroscience, computer science, cognitive ethology, and other related disciplines. We invite papers between 2000 and 3000 words (suitable for a 30-minute talk) focusing on topics such as:

* transhumanism
* technology and the body
* artificial intelligence
* technological singularity
* postphenomenology
* machine consciousness
* technology and ethics
* the ethics of artificial intelligence
* human machine relations
* and other related topics.

Multi-authored submissions spanning two or more fields are particularly welcome. Recent graduates and junior-level researchers are encouraged to submit.

The course consists of lectures, case studies and data sessions, and will concern the Ethnomethodological and Conversation Analytic investigation of communication involving persons who are either hearing impaired or developmentally challenged (Day 1) and institutional communication (Day 2). Teachers will include Esa Lehtinen, University of Vaasa, Finland, and Gitte R. Hougaard, Anders Hougaard, Rineke Brouwer, Dennis Day from Sopracon, SDU.

On the first day, we will present case studies of interaction where communicative or developmental impairment is evident in some fashion.

The first case deals with people who are hearing impaired while the second deals with people who are developmentally challenged. The hearing impaired data come from recordings of interactions in consultations at an audiologist's clinic, while the developmentally challenged data come from recordings of interactions amongst students at a school for the developmentally challenged. In the data sessions following the two cases, we will explore issues originating in our discussion of these two cases either with our own data or with data provided by students.

On the second day, we will concentrate on institutional interaction.

There will be lectures that focus on tackling the relationship between talk-in-interaction and institutional contexts. This question will be approached from two perspectives. First of all, we will discuss how results of ethnomethodological/conversation analytic research can be related to professionals’ own understandings of interaction. Secondly, we will look at how institutional interaction can be seen in the context of networks of written texts and spoken encounters in institutions.

There will be data sessions with data provided either by the lecturer or by students.

Students are encouraged to submit their own transcribed data for work in the data sessions. Please send such data and a brief description of you PhD project to dennis.day@language sdu.dk once you have signed up for the course.

This is the fourth and final session of this seminar. If you are a student at IGS, you must have attended one of the previous seminars to attend this one. Generally, Fieldwork Seminar 2 runs around the same time as this session, while Seminars 1 and 3 run in the Fall semester.

The Seminar in general:

What: An intensive, practical seminar/workshop on ethnographic methods –participant observation, interviews, and audio/visual recording – for people who are about to undertake studies of 'natural' social interaction, in particular communicative interaction, within specific settings. There will be 3-4 sessions for this seminar.

Why: You are about to undertake a study like the one mentioned above and you have the sneaky suspicion that you might not understand what the people on your recordings are talking about unless you understand the 'context' of the communication. You know about 'indexicality' and 'reflexivity' as concepts likely to come up on an exam, but concretely what do you do about them in your own work? You know you need some understanding of this sort, but you're unsure about how to go about it. It's all so confusing. Do I have to work alongside these people? Can't I just hang around and absorb things?, Do I have to be an expert on whatever it is they do? Is there some sort of systematic way of doing this? If these are some of your questions, then the seminar could be useful.

The Fourth session:

We finish up our seminar! Aside from 'reports from the field', we will take up the question of how to bring your fieldwork into your thesis with regard to content and structure. How can you generalize from your astute qualitative observations? How do you convey a sense of the field, with all its complexities, in just a few short pages? What theoretical consequences are for you conclusions given the fieldwork you've done? These are examples of the sorts of questions we will address. Also if you have any questions you'd like to discuss, just send them to me.

During the last decades technological development in terms of computer power and storage capacity has paved the way for a revival of applied corpus methodology that has added innovative elements in nearly all branches of linguistics. Authenticity and huge amounts of linguistic data, combined with computer based search facilities, have made possible a qualitative lift in linguistic analyses both within lexical and grammatical studies and within contrastive and translation studies.

The course will be organized with a view to both describing already existing corpora and covering methods for how to build new corpora in order to address particular research questions.

In order to tie all the many topics of corpus linguistic together, it is the plan that the participants themselves design and collect their own corpus and that these corpora - as far as possible - will be processed and annotated during the course. Involving the participants actively will see to that knowledge is acquired in an efficient way.

This is second session of four in this seminar. Fieldwork Seminar 4 runs around the same time as this session, while Seminars 1 and 3 run in the Fall semester

The Seminar in general

What: An intensive, practical seminar/workshop on ethnographic methods –participant observation, interviews, and audio/visual recording – for people who are about to undertake studies of 'natural' social interaction, in particular communicative interaction, within specific settings. There will be 3-4 sessions for this seminar.

Why: You are about to undertake a study like the one mentioned above and you have the sneaky suspicion that you might not understand what the people on your recordings are talking about unless you understand the 'context' of the communication. You know about 'indexicality' and 'reflexivity' as concepts likely to come up on an exam, but concretely what do you do about them in your own work? You know you need some understanding of this sort, but you're unsure about how to go about it. It's all so confusing. Do I have to work alongside these people? Can't I just hang around and absorb things?, Do I have to be an expert on whatever it is they do? Is there some sort of systematic way of doing this? If these are some of your questions, then the seminar could be useful.

The Second session

This is the second session of this seminar. We'll pick up where we stopped last time and discuss a toolbox of ethnographic methods with examples, relations in the field and equipment. I would also like each of you to make a 15 minute presentation consisting of a little report from your own fieldwork, or preparation of same. Finally, if you have any questions you'd like to discuss, just send them to me.

You are welcome to attend even if you missed the first session. You can get updated on the first session by contacting Dennis Day, dennis.day@language.sdu.dk

Kursets fokus er mundtlig videnskabsformidling til den brede offentlighed. Vi anskuer det mundtlige foredrag som en dramatisk fremstilling; en fortælling bygget op som en film eller et skuespil ("Fortællingens dramaturgi"). Foredragsholderne skal betragte sig selv som fortællere og tilhørerne (offentligheden) som publikum.

Der vil blive undervist i discipliner som storytelling, kropssprog, fortælleteknik og dramaturgisk opbygning af et foredrag.

Kurset lægger vægt på det praktiske element i formidlingen, og vi tager udgangspunkt i de enkelte studerende egen forskning. Vi skal arbejde med at kalde forskerens egen personlighed frem og dermed gøre videnskabsformidlingen til en oplevelse uden at fagligheden tabes. Det skal pointeres, at selv om undervisningen baserer sig på kunstneriske discipliner, er der ikke tale om at gøre forskeren til skuespiller – men at styrke forskerens performative kompetencer.

Efter første fremlæggelse inddeles kursisterne i hold á tre.

Holdene virker som selvrefererende grupper og for at få det maksimale ud af kurset, anbefales det, at holdene arbejder selvstændigt mellem de enkelte undervisningsgange.

I will discuss the Icelandic New Construction (or the New Passive, Maling and Sigurjónsdóttir 2002, to appear, Eyþórsson 2008, Jónsson 2009), which is an expletive construction involving non-nominative post-verbal arguments:

(1) a. Það   var barið mig. 
       There was hit   me.



    b. Það   var selt honum  nýjan bíl. 
       There was sold to him a new car

This construction has been considered an innovation in Icelandic, but if scrutinized more closely, one can in fact find similar examples in Mainland Scandinavian. In the Icelandic New Construction, we may also find clues to the absence of agreement in other impersonal passives involving post-verbal arguments, such as (2), which standardly have been related to intervention effects (Holmberg 2002).

(2)  Det   blev skjutet / *skjutna många älgar igår. 
     There were shot-SG / shot-PL  many  elks  yesterday.

Even though there is a crucial difference between the Icelandic construction and the Mainland Scandinavian one with respect to the Definiteness Effect, I will argue that the post-verbal arguments in Mainland Scandinavian behave like objects, just like the post-verbal arguments in Icelandic.

In this talk, I will present the results of work on the GV2 (general embedded V2) property of Icelandic (work carried out jointly with Gunnar Hrafn Hrafnbjargarson). We show that the more extended availability of V2 seems to be restricted to fronting of stage- or contrastive topics and that even a very liberal variety of Icelandic displays LV2 (limited embedded V2) properties upon closer examination. We propose that the more extended availability of V2, including "spurious" Stylistic Fronting, targets an inner TopicP which is licensed by AGR in Fin. If this is correct, verb movement may be reintroduced to the list of AGR-related differences in Scandinavian (Holmberg 2009), although in the shape of a more extended V2 rather than in terms of V-to-I movement.

Spontaneous gestures are movements of the hands and arms that people make when they speak. These gestures can parallel speech and indicate the same entities or they can complement speech and indicate an image that is not expressed in speech (Stam, 2006, 2008, in press). Together speech and gesture form an integrated system (Kendon, 1980, 2004; McNeill, 1985, 1992, 2005), and a number of empirical studies (see McCafferty & Stam, 2008, for examples) have shown that looking at gestures along with speech provides an enhanced window onto the mind to investigate language acquisition.

This workshop will demonstrate methods of working with videotaped data in gesture and other nonverbal elements. The features that are important to code, why they are important, and how to go about the process of coding will be discussed. Participants will be encouraged to ask questions concerning the nature of gesture and nonverbal analysis as it applies to the analysis of thought and to second language learning. Participants will also transcribe and code second language data.

The workshop also provides PhD students with an opportunity to present and discuss their own data. If you wish to bring data, please write a short application in which you briefly describe your data. Submit the application electronically to Søren Wind Eskildsen no later than February 25. Acceptance notification will be given shortly thereafter.

This talk compares focus particles in German to the ones in the East Asian language Bangla (also called Bengali).

Foredraget er på tysk, og det holdes i forbindelse med Eva Engels' overbygningsemne Adverbien und Adverbiale: Ihre Stellung und Interpretation

In this talk I will discuss motion verb constructions in Alemannic, a dialect that is spoken in Switzerland and South West Germany. Whereas in Standard German the infinitival complements of motion verbs are either zero marked or show up as a purpose (infinitival) clause, Alemannic uses a special particle gi or go, deriving from the directional preposition gen (= towards):

(1) a. Ich gehe nach Konstanz einkaufe
       I   go   to   Konstanz shop-inf



     b. Ich gehe nach Konstanz um       einzukaufen
        I   go   to   Konstanz in-order to-shop-inf



(2)  I gang uff Konschtanz gi/go eikauffe
     I go   to  Konstanz   PRT   shop-inf

In the first part of the talk I will examine the properties of this construction and propose a structural analysis in terms of pure VP complementation, introduced by a purpose marker. The second part will be concerned with the historical development and it will be shown that Swiss German has re-analysed the particle as a verb (verbal doubling) whereas in German Alemannic, the particle has more properties of a complementizer. This will account for some subtle but systematic differences between the two Alemannic varieties.

This study focuses on the language employed for self- and other-representation in online personal ads posted on www.gay.gr, a popular Greek site meant as a forum for "gay, lesbian, bi, and trans", with the intention of examining aspects of the indexical relation between language, gender, and sexuality (Ochs 1992) among men who pursue same sex relations (i.e. of men who generally identify as homosexual, gay, or using local labels such as pustiδes, aδerfes). Although these ads provide limited information, as they lack the interactive character and thick contextualization of viva voce discourse, they nevertheless allow for highly condensed snapshots of stances and conceptualizations of masculinity and sexuality. Recent research, drawing on some 200 randomly selected ads, has focused specifically on the articulation of desire (cf. Kulick 2000, Cameron & Kulick 2003, 2006) and documented that stereotypical predicates of masculinity, such as manliness, seriousness, discretion, etc., are eroticized and sought after in this particular context. Moreover, in interpreting these findings, it has been suggested that the stress placed on masculinity among the users may well be a reaction to the stereotypical representation of gay men as effeminate (still current to some extent in Greece); an instance of transgressive appropriation of a hegemonic masculinity typically denied them. This line of work has focused on the erotic and abstained from a discussion of "identity" issues in order to avoid the pitfalls of illicit groupings and essentialization. However, revisiting the same pool of data, it becomes apparent that questions of the users’ "identity"/subjectivity are closely intertwined with desire. Indeed, in describing themselves, users talk of their desires while imparting information about who they are in general; and in explaining what they look for in others they tend to eroticize identities rather than sexual acts alone (cf. Bucholtz & Hall 2004). Crucially, rather than shying away from overtly sexual talk in the interest of constructing politically advantageous identities (or attempting simplistic one-to-one alignments of identities and desires), I will attempt to show how the construction of desire and "idenity" appear to be co-present, often indexically related in the data, and, indeed how subjectivity is eroticized in the online personals of gay men in www.gay.gr.

Selected references
Bucholtz, M. & K. Hall. 2004. Theorizing idenity in language and sexuality research. Language in Society 33: 469-515.
Cameron, D. & D. Kulick. 2003. Language and Sexuality. Cambridge: Cambridge University Press.
Cameron, D. & D. Kulick (eds.). 2006. The Language and Sexuality Reader. London: Routledge.
Kulick, D. 2000. Gay and lesbian language. Annual Review of Anthropology 29: 243-285.
Ochs, E. 1992. Indexing gender. In A. Duranti & C. Goodwin (eds.), Rethinking Context: Language as an Interactive Phenomenon. Cambridge: Cambridge University Press, 335-358.

Could we imagine a human language that is not complex in structure? According work by Chomsky and his associates this is unthinkable, cf. ‘The faculty of language: what is it, who has it and how did it evolve?’ by Hauser, Chomsky, and Fitch (2002). They argue that recursion, complexity in the syntax, is a property unique to human language and distinguishes our communication from that of animals.
However, Everett (2005) found that Pirahã, an Amazonian language he had worked on for many years, does not have recursive structures, nor does it have a number of other categories generally associated with commonly known languages, e.g. numerals. His work led to a great debate in linguistics: some proponents of generative syntax strongly assert that Everett has to be wrong, trying to counter prove his claims (cf. Nevins, Pesetsky, and Rodrigues (2007/ 2009). Other linguists are cautious due to the somewhat ‘sensational’ nature of Everett’s (2005) claim, rather than the substance of the claim itself. This can be read about in various blogs and letters to the editor. Yet others, even some generative linguists, argue that recursion is less likely to be the only defining characteristic of human language, and offering alternative solutions. There are now various edited collections about complexity and recursion discussing these issues, e.g. Van der Hulst (2010), including Sakel & Stapert (2010).
Most of these publications work with data from a wide variety of languages. Still, a number of linguists rely on the available Pirahã data (e.g. Nevins et al.), without having done any actual fieldwork on the language.
I was lucky to be able to visit the Pirahã and work on their language. In this talk, I will present findings from my own fieldwork on the language and I will argue that it is, indeed, possible for a human language to lack the type of complexity assumed to be universal by some.

Seminar at the Department of International Culture and Communication Studies

This is the first in a series of lectures on cognitive business semiotics and intercultural cognition and communication launched by the Department of International Culture and Communication Studies.

Semiotic in the mix of marketing research
Lucia Santaella

Marketing determines the set of operations which involve the life of commodities, from the planning of its production to the moment when, supported by advertising strategies, it is finally purchased by the consumer. To fulfill its role, marketing has to incorporate not only a mix of services, prices, communication, and distribution, but also a mix of researches. These researches embrace qualitative research, mainly in the form of focus groups, ethnographic research, neuroscience and consuming behavior. The aim of this paper is to discuss the relevance of semiotic analysis of advertising campaigns and products in the context of this mix of researches. Semiotic analysis is not meant to substitute the other types of research but to function as a complement to them.

Adding values: A semiotic strategy in advertising
Winfried Nöth

A major goal of an advertising campaign is to increase, in the consumers' minds, the value of the product for sale. Since advertising campaigns have no influence on the real values of the products which they present, their strategies of increasing the values to the product are semiotic ones. Iconic, indexical, and symbolic signs of values are presented next to the product with the purpose of creating associations between the product and these values in the consumers' minds. The goal of such associations is the transfer of semiotic values to the ones of the product for sale.

Programme:

Data session 1: 10:15 – 11:45

Lunch: 11:45 – 12:30

Data session 2: 12:30 – 14:00

Data session 3: 14:00 - 15:00