Problèmes de linguistique générale
About: This article is published in Language.The article was published on 1968-03-01. It has received 1838 citations till now.
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TL;DR: In this paper, the specific manners in which professorial power is indexed and implemented in the first personal pronoun ''I'' in academic discourse are discussed. But the authors focus on how the semiotic sign 'I' acquires its semantic property of power in the pragmatic context of doctoral supervision.
Abstract: This article explicates the specific manners in which professorial power is indexed and implemented in the first personal pronoun `I' in academic discourse. The matter of analytic interest is to find out how the semiotic sign `I' acquires its semantic property of power in the pragmatic context of doctoral supervision. The data under consideration consist of two dyadic interactions conducted respectively by a PhD candidate with her two supervisors in an American university. The data analyses reveal that professorial power may be performed in two different ways (personal and positional) in three types of communicative acts — directive, evaluative, and explanative. The findings here may have some important implications for academic supervision in terms of the relationship between language and power.
23 citations
Cites background from "Problèmes de linguistique générale"
...Benveniste (1966) purports that ‘I’ makes it possible for each person to present his/her subjectivity because ‘I’ is an empty sign waiting for anyone to apply, and ‘[e]ach ‘‘I’’ has its own reference and corresponds each time to a unique being who is set up as such’ (p. 218)....
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Dissertation•
28 Nov 2013
TL;DR: In this article, a retour autoreflexif sur mon Epistemologie personnelle et mon parcours de formation, un approfondissement of mes deux principaux axes de recherche "L'analyse des discours mediatiques and la constitution des representations partagees" and " Perspectives of recherches and encadrement doctoral".
Abstract: Ma synthese pour l'HDR comprend trois parties : un retour autoreflexif sur mon " Epistemologie personnelle " et mon parcours de formation, un approfondissement de mes deux principaux axes de recherche " L'analyse des discours mediatiques et la constitution des representations partagees " ; la derniere partie, " Perspectives de recherches et encadrement doctoral ", revient sur des questionnements souleves dans les deux parties precedentes (la question du sujet, la position ethique/critique en analyse des discours mediatiques, les distinctions epistemologiques entre analyse du discours et sociolinguistique...) et sur ma conception de l'encadrement doctoral. Pour resumer, mes travaux s'organisent selon deux axes : le premier concerne une reflexion epistemologique et theorique en analyse du discours sur l'evidence des discours ideologiques et sur la facon dont se constituent les representations socialement partagees, le second est une analyse ethique du discours mediatique (presse papier et numerique) traitant de thematiques socio-economiques. Ces deux axes etroitement articules mettent en œuvre une approche interdisciplinaire et une reflexion anthroposociale qui fait appel a la fois aux sciences du langage (analyse du discours, Critical Discourse Analysis, theories enonciatives, pragmatique, argumentation, analyses lexico-semantiques quantitatives) et a la sociologie des medias, la philosophie de l'evidence, les theories de l'information et la pragmatique de la communication.
23 citations
Cites background from "Problèmes de linguistique générale"
...Je ne fais que lister rapidement ces traits ici : Absence de je, le pronom je étant le signe de « la capacité du locuteur de se poser comme "sujet" » (Benveniste 1966 : 259)....
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...Il crée bien, par la seule vertu du langage dans les conditions appropriées, une nouvelle réalité (Benveniste 1966) : tout à coup s‟impose l‟existence d‟une logique de l‟entreprise....
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TL;DR: In this article, the development of professional knowledge appropriation in future teachers before they teach reading and writing (or "literacy") in primary classrooms (ages 6-12) is discussed.
Abstract: This paper is based on an intervention study. It deals with research that tackles the development of professional knowledge appropriation in future teachers before they teach reading and writing (or “literacy”) in primary classrooms (ages 6–12). During the intervention, peer discussion and reflective writing tasks were organized so that students think about what it means to teach reading and writing today, in theoretical and practical terms. Each student collected many reflective texts in a personal portfolio. After the intervention, a second phase of research began. We created qualitative tools to describe and interpret how these pre-service teachers had progressively built professional knowledge about literacy teaching. First, we established five “clusters” from indicators such as students’ initial and final attitudes towards reading and writing, involvement in the training activities and progression in semiotic and reflective abilities. Then, we selected five students’ portfolios (one per cluster) and proceeded to the written discourse analysis. This analysis was based on a listing of the three main categories that concerned the topics the students developed from one text to another: the reflective operations visible in the texts; and the linguistic ways of enunciation. Five different reflective pathways were identified: “comprehensive”, “prescriptive”, “pragmatic”, “heuristic-critical” and “resistant”.
23 citations
Cites background from "Problèmes de linguistique générale"
...…(or ‘‘topics’’, e.g.: Barthes, 1970) chosen by the students during the three years; the different kinds of reflective operations visible in the texts (Sarig, 1996), and the linguistic ways of ‘‘enunciation’’ (Benveniste, 1966, 1977; Bronckart, 1996; Kerbrat-Orrechioni, 1999) – or speech-production....
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...This part of the analysis lies in theories related to subjectivity in language, in other words, subject’s self imprinting in one’s discourse (Benveniste, 1966, 1977)....
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