Uppmaningens realisering i en idrottspedagogisk kontext

This dissertation investigates the Swedish directive speech act in spoken language, focusing on directives used to prompt actions. Directives can be direct, like imperatives, or more polite, embedded in structures typically associated with other speech acts, such as interrogative or declarative forms. The study centers on Physical Education and Health (PEH) lessons, where directives are prevalent. It explores the factors influencing directive perception, contextual conditions, interactional occurrences, types of expressions, directness assessment, and differences in directives to newly arrived students versus fluent Swedish speakers.

Data was collected from a linguistically diverse eighth-grade class, including audio and video recordings of 21 PEH lessons, with five selected for detailed analysis. The theoretical framework combines interactional linguistics, pragmatics, and systemic functional linguistics to provide a comprehensive analysis of directives. Interactional linguistics focuses on how directives are used in real-time communication, considering turn-taking and the sequential organization of talk. Pragmatics examines the intended functions of directives, their levels of directness, and how speakers mitigate potential face-threatening acts. Systemic functional linguistics analyzes the lexicogrammatical choices in directives, exploring how different forms serve different communicative purposes. Together, these frameworks allow for an in-depth examination of the syntactic forms, pragmatic functions, and contextual usage of directives in PEH lessons.

The findings show that directives are highly context-dependent, with variations in form and usage influenced by the teacher-student relationship and lesson content. Newly arrived students received more and differently structured directives, highlighting the need for tailored communication strategies. The study concludes with a call to refine the description of Swedish directives in existing grammars, emphasizing the importance of context in directive usage.