Profiles

Ali Reza Majlesi

Ali Reza Majlesi

Universitetslektor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-16 37 66
E-post ali.reza.majlesi@edu.su.se
Besöksadress Frescativägen 54
Rum 2504
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

I am an interaction analyst. I started out as a linguist (general linguistics with an orientation to social aspects of language use) and made my home base in conversation analysis (CA) and video analysis of talk-in-interaction. My research focuses on interaction order and embodied contributions of participants in the organization of interaction in social gatherings and encounters. My concerns involve the questions about how people can make sense of each other, organize their competences and knowledge in co-operation with each other, and accomplish their daily life activities (inspired by Garfinkel's Ethnomethodology).

Current Research Projects

  • “Multilingual Practices & Pedagogical Challenges in the elderly care”. The project leader: Gunilla Jansson. Financed by VR (by the Swedish Research Council). Grant number: 2013-2020. Years 2016-2017.
  •  “Life with dementia: Communication, Relation and Cognition”. The leader of the program: Lars-Christer Hydén. Financed by FORTE (Swedish Research Council for Health, Working Life & Welfare). Grant number 2016-07207. Years 2017-2020.

Current Publications

Majlesi, AR. (2018). Instructed vision: Navigating grammatical rules by using landmarks for linguistic structures in corrective feedback sequences. Modern Language Journal, 102 (Supplement 2018), 11–29.

Eskildsen, S. & Majlesi, AR. (2018). Learnables and teachables in second language talk: advancing a social reconceptualization of central SLA tenets. Introduction to the special issue. Modern Language Journal, 102 (Supplement 2018), 3–10

Majlesi, AR., Nilsson, E. & Ekström, A. (2017).  Video data as a method to understand non-verbal communication in couples with dementia, In J. Keady, L-C. Hydén, A. Johnson, C. Swarbrick (Eds.), Social Research Methods in Dementia Studies: Inclusion and Innovation. London:  Open University Press/McGraw-Hill.

Majlesi, AR., Antelius, E., & Plejert, C. (2017). Epistemic negotiations in interpreter-mediated dementia evaluations: The co-operative role of patients’ relatives. In C. Plejert, C. Lindholm & R. W. Schrauf (Eds.), Multilingual interaction and dementia. London: Multilingual Matters.

Majlesi, AR. & Ekström, A. (2016). Baking together – the coordination of actions in activities involving people with dementia. Journal of Aging Studies, 38, 37-46.

Majlesi, AR. & Plejert C. (2016). Embodiment in test of cognitive functioning: A study of interpreter-mediated dementia evaluation. Dementia, 0(0), 1-26 (DOI: 10.1177/1471301216635341)

 

Keywords

Dialogical theories, Interaction analysis, Multimodality, Atypical conversations, Conversation analysis, Ethnomethodology, Embodied practices

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2016. Ali Reza Majlesi, Anna Ekström. Journal of Aging Studies 38, 37-46

    This study explores interaction and collaboration between people with dementia and their spouses in relation to the performance of household chores with the focus on instruction as an interactional context to engage the person with dementia in collaboration to accomplish joint activities. Dementia is generally associated with pathological changes in people's cognitive functions such as diminishing memory functions, communicative abilities and also diminishing abilities to take initiative as well as to plan and execute tasks. Using video recordings of everyday naturally occurring activities, we analyze the sequential organization of actions (see Schegloff, 2007) oriented toward the accomplishment of a joint multi-task activity of baking. The analysis shows the specific ways of collaboration through instructional activities in which the person with dementia exhibits his competence and skills in accomplishing the given tasks through negotiating the instructions with his partner and carrying out instructed actions. Although the driving force of the collaboration seems to be a series of directive sequences only initiated by the partner throughout the baking activity, our analyses highlight how the person with dementia can actively use the material environment including collaborating partners to compensate for challenges and difficulties encountered in achieving everyday, tasks. The sequential organization of instructions and instructed actions are in this sense argued to provide an interactional environment wherein the person with dementia can make contributions to the joint activity in an efficient way. While a collaborator has been described as necessary for a person with dementia to be able to partake in activities, this study shows that people with dementia are not only guided by their collaborators in joint activities but they can also actively use their collaborators in intricate compensatory ways.

  • 2018. Ali Reza Majlesi. The Modern language journal 102, 11-29

    This study aims to show how multimodality, that is, the mobilization of various communicative resources in social actions (Mondada, 2016), can be used to teach grammar. Drawing on ethnomethodological conversation analysis (Sacks, 1992), the article provides a detailed analysis of 2 corrective feedback sequences in a Swedish-as-a-second-language classroom. It shows that teaching grammar using corrective feedback sequences is a collaborative activity between teachers and students, which requires both verbal and other embodied practices. Specifically, it demonstrates how the teachers made grammatical constructs visible, noticeable, and thus learnable through the use of multiple resources such as annotating and illustrating on a whiteboard or projection screen, using concrete meta-talk (Storch, 2008), together with nonverbal actions such as gesturing. The article argues that the practice of marking a linguistic structure through multiple resources creates landmarks' for teaching purposes. These landmarks were used (a) for an instructed vision through which the intelligibility of abstract grammatical concepts and relations as cognitive phenomena is constituted by a concrete set of observable and reportable actions, and (b) as prompts in organizing knowledge not only for the purpose of the current activity of teaching but also for future occasions.

  • 2016. Ali Reza Majlesi, Charlotta Plejert. Dementia

    This study explores how manners of mediation, and the use of embodiment in interpreter-mediated conversation have an impact on tests of cognitive functioning in a dementia evaluation. By a detailed analysis of video recordings, we show how participants—an occupational therapist, an interpreter, and a patient—use embodied practices to make the tasks of a test of cognitive functioning intelligible, and how participants collaboratively put the instructions of the tasks into practice. We demonstrate that both instructions and instructed actions—and the whole procedure of accomplishing the tasks—are shaped co-operatively by embodied practices of all three participants involved in the test situation. Consequently, the accomplishment of the tasks should be viewed as the outcome of a collaborative achievement of instructed actions, rather than an individual product. The result of the study calls attention to issues concerning interpretations of, and the reliability of interpreter-mediated tests and their bearings for diagnostic procedures in dementia evaluations.

Visa alla publikationer av Ali Reza Majlesi vid Stockholms universitet

Senast uppdaterad: 13 februari 2018

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