Date: 10-Apr-2011
From: Charikleia Kapellidi <kapellidi yahoo.gr>
Subject: Subjectivity and Self-Presentation in Linguistic Interaction
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Institution: Aristotle University of Thessaloniki
Program: Department of Linguistics
Dissertation Status: Completed
Degree Date: 2011
Author: Charikleia Kapellidi
Dissertation Title: Subjectivity and Self-Presentation in Linguistic Interaction
Linguistic Field(s):
Sociolinguistics
Subject Language(s): Greek (ell)
Dissertation Director:
Theodossia-Soula Pavlidou
Ioannis Veloudis
Eliza Koutoupi-Kitis
Dissertation Abstract:
The present study attempts to illuminate linguistic subjectivity from a
sociolinguistic perspective, in the broad understanding of the term. Taking
into account the inadequate exploration of subjectivity in linguistic
reality, but also the fact that its examination has been bound to
particular linguistic categories, my aim is, first of all, is to establish
subjectivity's ubiquitous presence in language. At this point Goffman's
sociological approach appears to be very useful; subsumed under the more
general phenomenon of self-presentation, subjectivity in language is viewed
as but one aspect of our expression as social subjects and inherent in
discourse. The inevitable presence of subjectivity in every utterance
shifts the focus of the research to the factors that determine its specific
manifestation. The present work more specifically aims at examining
students' subjectivity in school interaction, and at seeking the parameters
that affect its expression. This more specific aim necessitates the study
of subjectivity in naturally occurring talk. It also accounts for the
selection of Conversation Analysis (CA) - which furthermore complements
Goffman's approach - as a method of analysis. CA's interest in the
organization of talk reveals how the turn-taking system that applies in
school interaction sets powerful constraints on students' linguistic
behavior, not only with regard to the expression of their subjectivity, but
also in terms of the specific form that the latter takes. On the other
hand, students' turns that deviate from the above system provide them with
more conversational space and simultaneously free them - more or less -
from the constraints regarding the form of their subjectivity. Thus,
students' behaviour - compliant or non-compliant to system requirements -
has clear implications on their subjectivity and reflects how they present
and constitute themselves as subjects.
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