Showing papers on "Discourse analysis published in 1993"

Context and Culture in Language Teaching

Abstract: Acknowledgements Preface Introduction Dubious dichotomies and deceptive symmetries The importance of context in language education A discourse perspective Notes 1. Educational challenge Of challenges and conditions Challenge as action Challenge as paradox Challenge as dialogue Double-voiced discourse Dialogic breakthrough Notes 2. Contexts of speech and social interaction What's in a context? Discourse and culture Contextual shaping Conclusion Notes 3. Teaching the spoken language Five case studies Problems and paradoxes Teaching language as (con)/text Notes 4. Stories and discourses Dimensions of particularity Understanding of particularity Conclusion Notes 5. Teaching the literary text Current practices Defining the reader Teaching the narrative Teaching poetry Post-teaching activities Conclusion Notes 6. Authentic texts and contexts What is cultural authenticity? The communicative proficiency approach The discourse analysis approach The challenge of multimedia Notes 7. Teaching language across the cultural faultline Cultural reality and cultural imagination C2, C2': reconstructing the C2 context of production and reception C1, C1': constructing a context of reception in the learner's native culture C1", C2": in the eyes of others Of bridges and boundaries Notes 8. Looking for third places A popular culture A critical culture An ecological culture Conclusion Notes Appendices Bibliography Index

Framing analysis: An approach to news discourse

Abstract: In the American political process, news discourse concerning public policy issues is carefully constructed. This occurs in part because both politicians and interest groups take an increasingly proactive approach to amplify their views of what an issue is about However, news media also play an active role in framing public policy issues. Thus, in this article, news discourse is conceived as a sociocognitive process involving all three players: sources, journalists, and audience members operating in the universe of shared culture and on the basis of socially defined roles. Framing analysis is presented as a constructivist approach to examine news discourse with the primary focus on conceptualizing news texts into empirically operationalizable dimensions—syntactical, script, thematic, and rhetorical structures—so that evidence of the news media's framing of issues in news texts may be gathered. This is considered an initial step toward analyzing the news discourse process as a whole. Finally, an ex...

Cognitive Status and the Form of Referring Expressions in Discourse

Abstract: In this paper the As propose six implicationally related cognitive statuses relevant for explicating the use of referring expressions in natural language discourse. These statuses are the conventional meanings signalled by determiners and pronouns, and interaction of the statuses with Grice's maxim of Quantity accounts for the actual distribution and interpretation of forms when necessary conditions for the use of more than one form are met. This proposal is supported by an empirical study of the distribution of the referring expressions in naturally occuring discourse in five languages

Mapping the Language of Racism: Discourse and the Legitimation of Exploitation

Abstract: The topics of race and racism are often treated narrowly in social psychological and other social scientific literature, usually being presented as subcategories of stereotyping or prejudice or attitudes. In this new book, Margaret Wetherell and Jonathan Potter extend their work on the use of discourse analysis in social science to cover racism and to include issues of social structure, power relations and ideology. Part 1 provides the theoretical framework within which representations of race can be studied, part 2 an empirical illustration from New Zealand of the arguments of part 1.

Critical Discourse Analysis and the Marketization of Public Discourse: The Universities

Abstract: This paper sets out the author's view of discourse analysis and illustrates the approach with an analysis of discursive aspects of marketization of public discourse in contemporary Britain, specifi...

Elite discourse and racism

Abstract: Introduction Theoretical Framework Political Discourse Corporate Discourse Academic Discourse Educational Discourse Media Discourse Conclusions

Framing in Discourse

Abstract: The concept of framing has been pivotal in research on social interaction among anthropologists, sociologists, psychologists, and linguists. This collection shows how the discourse analysis of frames can be applied to a range of social contexts. Tannen provides a seminal theoretical framework for conceptualizing the relationship between frames and schemas as well as a methodology for the discourse analysis of framing in interaction. Each chapter makes a unique theoretical contribution to frames theory while showing how discourse analysis can elucidate the linguistic means by which framing is accomplished in a particular interactional setting. Applied to such a wide-range of contexts as a medical examination, psychotic discourse, gender differences in sermon performance, boys' "sportscasting" their own play, teasing among friends, a comparison of Japanese and American discussion groups, and sociolinguistic interviews, the discourse analysis of framing emerges here as a fruitful new avenue for interaction analysis.

Language as Discourse: Perspectives for Language Teaching

Abstract: General Editor's Preface Introduction Acknowledgements 1. Dividing the world of discourse 1.0 Introduction 1.1 Speech and writing 1.2 Frameworks for classifying spoken and written modes 1.3 Applying and refining frameworks 1.4 Monologue and dialogue 1.5 Text typologies 1.6 Genres 1.7 Conclusion 2. Observing and exploiting patterns 2.0 Introduction 2.1 Common core patterns of clause relations 2.2 Teaching suggestions 2.3 Embedded patterns 2.4 Openings an closings 2.5 The developing discourse 2.6 Thematic development 2.7 Conclusion 3. Linking and levels: grammar, lexis and discourse 3.0 Introduction 3.1 Grammar and discourse management 3.2 Tense, aspect and voice 3.3 Modality 3.4 Patterns and vocabulary 3.5 Naturalness 4. Literature, culture and language as discourse 4.0 Introduction 4.1 Conversational analysis: paragmatics and style 4.2 Analysing narratives 4.3 Repetition and rhetoric 4.4 Situations across cultures 4.5 Text and ideology 4.6 Teaching literature with a small 'l' 4.7 Discourse and cultural awareness: implications for the language learner 4.8 Teaching texts: curricular principles 4.9 Learning about language: some questions for discourse analysis 5. Designing the course syllabus 5.0 Introduction 5.1 The notion of 'discourse competence' 5.2 Analysis and classification 5.3 Analysis and the precursor of tasks 5.4 Putting analysis into the learner context 5.5 Analysis and materials evaluation 5.6 Refining and realizing the syllabus Bibliography Index

Introducing discourse analysis

Abstract: Examines and explains discourse, visual examples from a wide range of spoken and written sources. The book also includes a number of exercises and projects to help the reader study discourse and discourse analysis in relation to their own teaching.

Reconstructive democratic theory

Abstract: While the idea of democracy has never been more universal or more popular, both democratic theory and the empirical study of democratic possibilities are in some disarray. We seek a productive reconnection of these two endeavors with democratic discourse through close attention to the language of democracy as used by ordinary people and political actors. Reconstructive inquiry determines how the individuals who are the potential constituents of any democratic order themselves conceptualize democracy and their own political roles and competences. We deploy an intensive method—Q methodology—for the study of individual characteristics, capabilities, and dispositions in combination with political discourse analysis. Four discourses are discovered in an analysis of selected U.S. subjects: contented republicanism, deferential conservatism, disaffected populism, and private liberalism. These results can be used to relate democratic theory to live possibilities in democratic discourse.

Discourse Analytic Research : Repertoires and Readings of Texts in Action

Abstract: 1. Discourse analysis: The turn to the text, Erica Burman and Ian Parker. Part One: 2. Occupational career choice: Accounts and Contradiction, James Moir 3. Political discourse: Talking about nationalization and privatization, Harriette Marshall and Bianca Raabe 4. Discourse of nature: Argumentation and power, Philip Macnaughten. Part Two The rhetorics of politics and identity: 5. Justifying injustice: Broadcaster's accounts of inequality in radio, Rosalind Gill 6. Autobiography and changes: Rhetoric and authenticity of "Gothic" style, Sue Widdicombe 7. Discoursing Jealousy, Paul Stenner. Part Three Discourse, action and the research process: 8. Case conference analysis and action research, Deborah Marks 9. Against discursive imperialism, empiricism and constructionism: 32 problems with discourse analysis, Ian Parker and Erica Burman.

Caveat Speaker: Preliminary Notes on Recipient Topic-Shift Implicature

Abstract: (1993). Caveat Speaker: Preliminary Notes on Recipient Topic-Shift Implicature. Research on Language and Social Interaction: Vol. 26, No. 1, pp. 1-30.

Narrative discourse in children with language disorders and children with normal language: a critical review of the literature.

Abstract: This review and analysis of the literature on narrative discourse in children places particular emphasis on children with language disorder. The review (a) describes theoretical perspectives on narrative use, (b) surveys researchers’ rationales for the investigation of narrative ability, (c) discusses methodological issues relevant to narrative research, and (d) concludes with a discussion regarding future research. Specific topics contained within these discussions include contributions from allied disciplines, the pragmatic nature of narrative use, narrative ability as an index of language development, methodological issues in research design, and clinical implications of future research.

Back Channels Revisited: Acknowledgment Tokens and Speakership Incipiency

Abstract: (1993). Back Channels Revisited: Acknowledgment Tokens and Speakership Incipiency. Research on Language and Social Interaction: Vol. 26, No. 2, pp. 157-177.

A Model of Discourse in Action

Abstract: In the last fifteen years or so a number of varied strands of research have been dubbed 'discourse analysis': speech act orientated studies of conversational coherence (e.g. Coulthard and Montgomery, 1981); so called 'discourse processes' work on story grammars and the like (e.g. van Dijk and Kintch, 1983); the 'Continental' discourse analysis of Foucault (e.g. 1971), which has been concerned to show the way different cultural entities are constituted discursively as well as the historical development of that constitution; and finally specific developments within the sociology of science which arose in part as a consequence of methodological debates on the role of discourse in research methods (e.g. Gilbert and Mulkay, 1984). The approach we have developed (Edwards and Potter, 1992; Potter and Wetherell, 1987; Wetherell and Potter, 1988) draws on important features of both the Continental and the sociology of science work; although it is also strongly influenced by developments in conversation analysis (e.g. Atkinson and Heritage, 1984) and rhetoric (e.g. Billig, 1987). It also emphasises the centrality of constructionist processes (Gergen, 1985); and this is a facet of discourse analysis we will develop further in the current article.

Evidentials, Argumentation, and Epistemological Stance.

Abstract: ne of the textual dimensions of written language is the use of evidentials, which linguists define broadly as words and phrases that express attitudes toward knowledge (Chafe). In this discourse analysis, I argue that the use of evidentials illuminates differences between arguments written by experienced academic writers and those written by student writers and, in so doing, reveals underlying differences in the epistemological stance of each group.

Studying collective action

Abstract: The Study of Collective Action - Mario Diani and Ron Eyerman Introductory Remarks Support and Mobilization Potential for New Social Movements - Hanspeter Kriesi Concepts, Operationalizations, and Illustrations from the Netherlands The Case for Longitudinal Research on Movement Participation - Bert Klandermans Protest Event Data - Dieter Rucht and Thomas Ohlemacher Collection, Uses and Perspectives Analyzing Social Movement Networks - Mario Diani Political Discourse Analysis - Paolo R Donati Life Histories in the Analysis of Social Movements Activists - Donatella della Porta The Rebellion of the Research 'Objects' - Hanspeter Kriesi Which Side Are You On? Reflections on Methodological Issues in the Study of 'Distasteful' Social Movements - Johanna Esseveld and Ron Eyerman Frontierland - Alberto Melucci Collective Action Between Actors and Systems

But What Do Children Really Think? Discourse Analysis and Conceptual Content in Children's Talk

Abstract: A discourse-analytical approach to children's knowledge is offered, focusing on extracts of classroom talk between a teacher and a kindergarten class. After rejecting the possibility of defining concepts and memories as cognitive states prior to or underlying discourse, the talk is examined for how participants define and deal with such notions as a feature of the sequential and rhetorical organization of discourse. An argument is advanced for the analysis of knowledge, reality, and education as public, interactionally managed participants' concerns that can be studied as discursive practices. It is argued that the study of discourse does not ignore nondiscursive realms of mind and reality but permits analysis of how those things are defined, so that any explanatory appeal to what is beyond or behind the talk is unwarranted.

Switch-Reference and Discourse Representation

Abstract: Preface List of Abbreviations 1 Switch-reference phenomena 2 Functional extensions of switch-reference systems 3 Theoretical conceptions of switch-reference 4 Discourse representation theory and unification categorial grammar 5 A discourse representation theory account of switch-reference 6 Logophoricity Notes References Index

Teaching Discourse and Reproducing Culture: A Critique of Research and Pedagogy in Professional and Non-Academic Writing

Abstract: When Lester Faigley organized contemporary theory about the composing process into the expressive, the cognitive, and the social in "Competing Theories of the Process," he described "the 'social view' of writing as a group of theories that include poststructuralist theories of language, the sociology of science, ethnography, and Marxism" (535). In doing so, he marked out the theoretical position that supports most research in professional and nonacademic writing. But Faigley's taxonomy also allows us to see a troubling conflict between the political commitments of the work produced by this social view of writing. Faigley generally followed James Berlin's lead in organizing his taxonomy and identified the epistemological assumptions of these theories as their unifying feature (Berlin 165-180). Some theorists make stronger and others make more limited claims, but to all of them, knowledge is socially constructed or legitimized (an important distinction) through language and rhetorical activity. While the theories Faigley identifies as the social view describe the relations among rhetoric, knowledge, and society in similar ways, they have very different political commitments. More specifically, the neo-Marxist movement known as radical pedagogy which Faigley included in his grouping has developed a critical analysis and political agenda that is largely missing from the other branches of his social rhetoric. The studies of scientific and professional writing that emerge from this epistemic tradition are dominated by a research strategy that is descriptive and explanatory, rarely critical. That is, due largely to the research methods and the cultural pluralism we have inherited from anthropology, this research lends itself to a mode of reporting that reproduces the dominant discourse of its research site and spends relatively little energy analyzing the modes and possibilities for dissent, resistance, and revision-the very issues that lie at the heart of radical pedagogy.

What Are Cultural Studies of Scientific Knowledge

Abstract: Interdisciplinary studies of the sciences have been dramatically transformed over the past two decades by sociological studies of scientific knowledge. The postpositivist interdisciplinary formulation of "history and philosophy of science" has been fundamentally challenged by the sociological perspectives offered by the Edinburgh "Strong Programmed" the Bath constructivistrelativist approach, applications of discourse analysis to science, and ethnographic laboratory studies. Many features of scientific work that have been highlighted by these sociological traditions have become indispensable considerations for any subsequent interpretation of science. These "social constructivist" studies have brought renewed attention to the epistemic importance of laboratory practices and equipment, to the omnipresence of conflict and negotiation in shaping the outcome of scientific work, to the formation and dissolution of disciplinary boundaries, and to the permeability in practice of any demarcation of what is "internal" to science. Constructivist studies have also effectively highlighted the sheer difficulty of scientific work: getting equipment and experiments to work reliably, replicating their results, and achieving recognition of their success and significance.

Register analysis : theory and practice

Abstract: Part 1 Practice and theory: "Register" in discourse studies - a concept in search of a theory, R. de Beaugrande the specification of a text - register, genre and language teaching, Helen Leckie-Tarry. Part 2 Controlling and changing ideologies: drama praxis and the dialogic imperative, David Birch evaluation and ideology in scientific writing, Susan Hunston. Part 3 The role of metaphor - grammatical and lexical: the discourse of history - distancing the recoverable past, Suzanne Eggins, Peter Wignell and J.R. Martin species of metaphor in written and spoken varieties, Andrew Goatly. Part 4 Quantitative evidence for register analysis: on the nature of written business communication, Mohsen Ghadessy pragmatic and macro thematic patterns in science and popular science - a diachronic study of articles from three fields, Britt-Louise Gunnarsson. Part 5 Computer applications: text processing using the functional grammar processor (FGP), Jonathan J. Webster collocation in computer modelling of Lexis as most delicate grammar, Marilyn Cross. Part 6 A unified theory of register analysis: register in the round - diversity in a unified theory of register analysis, Christian Matthiessen.

Distinctive features of pupil‐pupil classroom talk and their relationship to learning: How discursive exploration might be encouraged

Abstract: In this paper classroom discourse is evaluated for the contribution it can make to pupils’ learning in groups. The emphasis, therefore, is on the interactional nature of the discourse insofar as it contributes to the maintenance of a dialogue and supports the extension of group understanding. The data recorded was of primary age children working at computers, and the analysis is qualitative. Three major categories are described; exploratory, cumulative and disputational talk, and their potential contribution to the children's learning is discussed. It is concluded that teachers play an important role in making explicit the strategies which optimise exploratory talk.