Inkeri Lehtimaja
University of Helsinki
15 Papers
30 Citations
Inkeri Lehtimaja is an academic researcher from University of Helsinki. The author has contributed to research in topics: Conversation analysis & Conversation. The author has an hindex of 4, co-authored 12 publications. Previous affiliations of Inkeri Lehtimaja include Aalto University.
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Papers
Teacher-oriented address terms in students’ reproach turns
TL;DR: The authors used conversation analysis to demonstrate how students use address terms when reproaching the teacher in Finnish as a second language in secondary school, and found that the use of the address term brings ambiguity to the reproach turn: in the first case, by leaving the explicit criticism unexpressed, and in the second case by framing the reproach as humour.
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Dealing with numbers: Nurses informing doctors and patients about test results:
Salla Kurhila,Inkeri Lehtimaja +1 more
TL;DR: This article examines how nurses design their talk on numerical values according to the recipient and the activity, and demonstrates that nurses construct their professional identity involving both care and medical expertise through their linguistic-interactional choices.
Puheen suuntia luokkahuoneessa : Oppilaat osallistujina yläkoulun suomi toisena kielenä -tunnilla
Inkeri Lehtimaja
- 20 Jan 2012
TL;DR: Inkeri Lehtimajan suomen kielen alaan kuuluva vaitoskirja tarkastettiin Helsingin yliopistossa 20 tammikuuta 2012 Vastavaittajana toimi dosentti Mia Halonen Jyvaskylan ylopistosta ja kustoksena professori Jyrki Kalliokoski InkeriLehtimaja: Puheen suuntia luokkahuoneessa Oppilaat osallistujina y
12
Encouraging participation or restraining teasing? Teacher responses to uninvited students’ answers
Inkeri Lehtimaja,Liisa Tainio +1 more
- 12 Jul 2018
TL;DR: This article examined situations in which the students produce uninvited, teasing answers on behalf of other students and focused especially on teacher responses: the teachers either ignore, ratify or sanction the uninviting answers, and showed how participants negotiate the right to answer and how the teachers take into account the turn-taking rules of classroom interaction and the ongoing pedagogical activity, as well as moral considerations.