The focus of my analysis is the so-called existential construction. The languages examined are English, Swedish and Icelandic. The present article assumes the perspective of Ronald W. Langacker's cognitive grammar as the theoretical background. First of all, the assumption is that the unstressed, initial pronoun there, or its Scandinavian equivalents, are semantically definable as abstract-setting subjects of their respective sentences, with, possibly, the exception of Icelandic það. Secondly, the conceptualization of the existential scenes in the three languages is a dynamic process in each case. The dynamicity of the semantics of existential scenes is the result of assuming two planes, the actual and a virtual one, and establishing correspondences between them. The actual plane reflects our direct apprehension of reality. A virtual plane consists in the dynamic re-assignment of roles to the actual elements introduced by means of the virtual abstract-setting subject.

Shortly after arriving in Copenhagen five years ago, I realized what many linguists have long understood: the case situation in the Nordic languages is formidably complex. Of course, the broad outlines of inter-speaker (or, cross-linguistic) variation in Nordic nominal case inflection are well known. Within two major language families, (North) Germanic and Uralic, there are dozens of closely related language varieties. The Finnic and Sami languages of Uralic have adpositional case systems, while the North Germanic languages can be further subdivided into the Mainland and Insular groups, partially on the basis of their different case systems. The latter group, namely Icelandic, Faroese, and Älvdalian (which is spoken in a fairly isolated rural community in the interior of Sweden), has ‘rich’ inflectional case morphology on a range of elements comprising nominal phrases, including articles, determiners, demonstratives, nouns, pronouns, wh-words, and more. The former group, namely Danish, Norwegian, and Swedish, are ‘case-poor’, maintaining only a vestige of their historically rich case morphology on a subset of personal pronouns, which have Nominative, Oblique, and Possessive forms. Furthermore, certain varieties of Swedish and Norwegian retain vestigial Dative forms of clitic pronouns.

This article examines the Finnish tail construction (right dislocation) used as a first mention of a referent and the variation of the demonstrative pronouns tämä ‘this’, tuo ‘that’, and se ‘it’ in the construction. Many previous studies have suggested that tail construction (TC) referents are highly active and thus already mentioned and salient in a conversation. However, in Finnish, the TC may introduce new referents into a conversation, and this article provides an empirical analysis of how and why this is done. First-mention TCs are often evaluations or questions in which the proposition links the utterance to the preceding context. When presenting new information, the TC allows the speaker to present a potentially lengthy lexical definition of a new referent at the end of the utterance, avoiding the additional emphatic meanings or unwanted implications a simply inverted word order might create.

The focus of this article is on OKAY as a resource for regulating language and constructing norm centres in authentic consultation meetings related to academic writing and recorded in Finland and Sweden. It gives an overview of all occurrences of OKAY in the interactional data in question, revealing that the word occurs frequently in academic writing consultations in Finnish, Finland Swedish, and Sweden Swedish. There are similarities in the frequency of its use and the distribution of occurrences between counsellor and student in the Finnish and the Finland-Swedish data, whereas the Sweden-Swedish counselling interactions follow a slightly different pattern. Through the lens of conversation analysis and systemic–functional linguistics, we further demonstrate how the counsellors and the students use the evaluative content word OKAY as a resource for regulating both academic writing and the counselling interaction, and thereby position themselves epistemically and orient towards different centres of norms.