Anne Salazar Orvig

Bio: Anne Salazar Orvig is an academic researcher from University of Paris III: Sorbonne Nouvelle. The author has contributed to research in topics: Dialogical self & Personal pronoun. The author has an hindex of 10, co-authored 37 publications receiving 673 citations.

Dialogue in Focus Groups: Exploring Socially Shared Knowledge

Abstract: In contrast to a vast literature that provides information and guides about focus groups as a methodological tool, this book is an introduction to understanding focus groups as analytical means ...

Dialogism and dialogicality in the study of the self

Abstract: This article stems from the statement that dialogical approaches to a study of the self face a double challenge: that of developing a conception of the self that both avoids social reductionism and accounts for the stability of the self. In discussing this double challenge, we identify three much debated issues: (a) To what does the notion of “Alter” exactly refer? (b) How could we conceptualize the fact that Subject–Alter interactions are not only interpersonal but entail larger social entities, in particular institutions? (c)What importance should we attach to the materiality of objects? We discuss these three questions from two standpoints – that of linguistics and that of psychology – and illustrate our theoretical proposals with an analysis of an excerpt taken from a focus–group discussion. In conclusion, we argue that the dialogism of discourse provides us with some clues about the dialogicality of the mind, whereas the latter invites us to develop a theory showing the importance of interactions in ...

Third parties' voices in a therapeutic interview

Abstract: Drawing on a dialogical approach inspired by Bakhtin, we start from the assumption that a concrete discussion is an intermingling between dialogue in praesentia and dialogue in absentia, and we refer to the notion of "enunciative positioning" to account for the various relations that a speaker may express toward the voices that he or she invokes. Our data are based on a first therapeutic interview between a therapist, a mother, and a child in a counseling center for children and adolescents. We identify the various voices invoked in this interview and show that three levels of discursive process were involved: (a) the speakers invoked absent speakers; (b) at the same time they developed their own discourse on the basis of their interlocutors' discourse which (c) itself drew on absent speakers or voices. We highlight the various discursive processes through which the speakers integrate their own voice into absent voices, or integrate a distant voice so that it loses its property of being a distant (and borrowed) voice. As a theoretical and methodological contribution to dialogism, our results show that absent voices and their specific intermingling with hic et nunc exchanges were a major resource for therapeutic processes.

Dialogical factors in toddlers’ use of clitic pronouns:

Abstract: Young (1;9—2;4) children’s use of third person clitic subject pronouns in natural dialogues was examined in both longitudinal and cross-sectional data. Considering that young children mainly use pronouns in the context of referential continuity, this study aims at identifying some of the factors that affect this use. Two possible dialogical factors are examined: (1) the use of clitic pronouns can be interpreted as a reproduction of the adult’s discourse, either by taking up whole utterances containing a pronoun or by taking up only the clitic pronouns without reproducing the adult’s utterance. (2) The use of pronouns could be driven by pragmatic-discursive factors. In order to assess this hypothesis the use of clitic pronouns was observed in the context of dialogical continuity. Three kinds of links were considered: children repeat or reformulate the adult’s utterances, add a new predication on the same topic, or establish a contrast. The results suggest that the reproduction of the adult’s utterance does...

Speech Genres and Other Late Essays

Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

打磨Using Language,倡导新理念

Abstract: 人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

Critical discourse analysis

Abstract: ▪ Abstract This paper provides a survey of critical discourse analysis (CDA), a recent school of discourse analysis that concerns itself with relations of power and inequality in language. CDA explicitly intends to incorporate social-theoretical insights into discourse analysis and advocates social commitment and interventionism in research. The main programmatic features and domains of enquiry of CDA are discussed, with emphasis on attempts toward theory formation by one of CDA's most prominent scholars, Norman Fairclough. Another section reviews the genesis and disciplinary growth of CDA, mentions some of the recent critical reactions to it, and situates it within the wider picture of a new critical paradigm developing in a number of language-oriented (sub) disciplines. In this critical paradigm, topics such as ideology, inequality, and power figure prominently, and many scholars productively attempt to incorporate social-theoretical insights into the study of language.