Topic
Discourse analysis
About: Discourse analysis is a research topic. Over the lifetime, 16055 publications have been published within this topic receiving 515384 citations. The topic is also known as: DA & discourse studies.
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01 Jan 2002
TL;DR: In this article, the authors interweave rhetorical and cultural perspectives on the "little stuff" of conversation: what we say and how we say it, the terms used to refer to others, the content and style of stories we tell, and more.
Abstract: This engaging text explores how everyday talk--the ordinary kinds of communicating that people do in schools, workplaces, and among family and friends--expresses who we are and who we want to be. The authors interweave rhetorical and cultural perspectives on the "little stuff" of conversation: what we say and how we say it, the terms used to refer to others, the content and style of stories we tell, and more. Numerous detailed examples show how talk is the vehicle through which people build relationships. Students gain skills for thinking more deeply about their own and others' communicative practices, and for understanding and managing interactional difficulties. New to This Edition *Updated throughout to incorporate the latest discourse analysis research. *Chapter on six specific speech genres (for example, organizational meetings and personal conversation). *Two extended case studies with transcripts and discussion questions. *Coverage of digital communication, texting, and social media. *Additional cross-cultural examples. Pedagogical Features Include: *A preview and summary in every chapter. *Accessible explanations of core concepts. *End-of-book glossary. *Endnotes that identify key authors and suggest further reading.
214 citations
TL;DR: This article explored social interactive features of synchronous computer-mediated communication (CMC) as such features unfolded in real time and developed over a nine-week period in two fourth-semester college Spanish classes.
Abstract: This study explores social interactive features of synchronous computer-mediated communication (CMC)--commonly known as "chat"--as such features unfolded in real time and developed over a nine-week period in two fourth-semester college Spanish classes. The study invoked the Vygotskian sociocultural theoretical framework and employed discourse analysis as a research tool to describe and explain outstanding features of chat room communication. Specific interactional features examined are intersubjectivity, off-task discussion, greetings and leave-takings, identity exploration and role play, humor and sarcasm, and use of the L1 (English). Through these communicative behaviors, learners appropriated the chat room environment, transforming it into a learner-centered discourse community governed by communicative autonomy and the use of language and discourse functions that go beyond those encountered in the typical L2 classroom.
213 citations
TL;DR: The authors presented an emerging framework that draws on teacher talk and critical discourse analysis to describe and evaluate the stages of collaboration and the different levels of its effectiveness, and the implications of this research for evaluating approaches to partnership and for setting realistic goals for professional development and institutional change.
Abstract: Partnership and the integration of language and content teaching in English-medium schools have long been active areas of research and inquiry in applied linguistics and TESOL. However, most researchers have tended to focus on methods and techniques to use in the classroom or on the analysis of the linguistic demands of the content areas. Much less attention has been paid to researching the process of coplanning and co-teaching and to supporting the evolution of the partnership between ESL and content teachers. This paper draws on questionnaire and interview data collected as part of a school-based professional development initiative in an English-medium school in Asia that focused on developing more collaborative relationships between ESL and content/classroom teachers in a large culturally and linguistically diverse elementary school. The paper begins with an analysis of some of the underlying assumptions in current conceptualisations of effective collaboration between ESL and mainstream/content-area teachers, then presents an emerging framework that draws on teacher talk and critical discourse analysis to describe and evaluate the stages of collaboration and the different levels of its effectiveness. The implications of this research for evaluating approaches to partnership and for setting realistic goals for professional development and institutional change will also be explored. doi: 10.2167/beb339.0
213 citations
TL;DR: Recent scholarship on the nature of the vocabulary and grammar that characterize academic writing is reviewed and practical ways that teacher educators can bring the study of academic language into the preparation of writing teachers to teach the vocabularyand grammar of academic prose are suggested.
213 citations
TL;DR: In this article, the authors explore the use of humorous remarks to discursively construct and organize their cognitive and emotional experiences in and of their organizations, and use irony as a metaphor for the processes by which contradictions and their cultural and emotional contexts are constructed through discourse.
Abstract: The thesis I explore in this essay is that organizational members use humorous remarks to discursively construct and organize their cognitive and emotional experiences in and of their organizations. My assumptions are that: (1) organizations are socially constructed through discourse about them (especially managerial discourse), (2) humorous discourse provides a contradiction-centered construction of organizations that operates in the domains of both cognition and emotion, and (3) interpretation of the text of ironic remarks will suggest the processes by which contradictions and their cultural and emotional contexts are socially constructed through discourse. In this essay I use a form of analysis that I developed in relation to humor theory (Mulkay [Mulkay, M. 1988. On Humor. Basil Blackwell, Oxford, UK.]), theories of irony (Brown [Brown, R. H. 1977. A Poetic for Sociology: Toward a Logic of Discovery for the Human Sciences. University of Chicago Press, Chicago, IL.], Weick and Browning [Weick, K. E., L...
212 citations