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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TL;DR: The authors evaluate a conversation analytic approach to the study of the links between gender and language from a feminist perspective and suggest that a CA approach produces a rich understanding of the link between discourse and gender, but they are critical of several unexamined aspects and conundrums of conversation analytic methodology.
Abstract: In this article, we critically evaluate a conversation analytic approach to the study of the links between gender and language from a feminist perspective. In so doing, we engage in the recent series of exchanges about conversation analysis (CA) and other strands of discourse analysis that have been published in Discourse & Society. We consider talk from two sets of discourse data, focusing on participants' orientation to gender categories as they crop up in the interactions. We suggest that a CA approach produces a rich understanding of the links between discourse and gender. However, we are critical of several, often unexamined aspects and conundrums of conversation analytic methodology. First, we consider the extent to which the `analytic stances' of feminism and conversation analysis are compatible. Second, we question whether, as Schegloff (1997) suggests, it is fruitful to rely on descriptions of and orientations to gender solely in participants' terms, as well as problematizing the notion of `orien...
198 citations
TL;DR: The authors argued that the presence of these L1 discourse and rhetorical norms should not be seen as deviations from Anglo norms, but that, as Chinese speakers are more likely to use the language with other English speakers in the East Asian region rather than with speakers of inner circle varieties of English, the Chinese variety of English is actually a more culturally appropriate model of English than any superimposed ‘Anglo’ norm.
Abstract: In this paper we shall first consider a selection of discourse and rhetorical norms of Modern Standard Chinese and then contrast them with a comparable selection of discourse and rhetorical norms of an ‘inner circle’ variety of English. As the transfer of discourse and rhetorical norms from a first to a second language commonly occurs, we predict that a Chinese variety of English is characterised by a number of discourse and rhetorical norms derived from Chinese. We argue that the presence of these L1 discourse and rhetorical norms should not be seen as ‘deviations’ from Anglo norms, but that, as Chinese speakers are more likely to use the language with other English speakers in the East Asian region rather than with speakers of inner circle varieties of English, the Chinese variety of English is actually a more culturally appropriate model of English than any superimposed ‘Anglo’ norm. Our discussion also considers the importance in China traditionally attached to ‘models’ and ‘standards’ and speculates on the extent to which educators and officials in China are likely to accept a Chinese variety of English as a model for the classroom.
197 citations
TL;DR: In this article, the authors explored the connections between macro-level power inequities and micro-level interactional positionings and established Critical Narrative Analysis (CNA), which unifies CDA and narrative analysis in a mutually beneficial partnership.
Abstract: In this article, I question the micro–macro separation in discourse analysis, the separation of personal and institutional discourses. I apply a mostly macroanalytic perspective (critical discourse analysis [CDA]) to inform a predominantly microanalytic perspective (analysis of conversational narratives) and vice versa. In the combination of these two analytic approaches to data analysis, I explore the connections between macro-level power inequities and micro-level interactional positionings, thereby establishing critical narrative analysis (CNA). I examine the focus of CDA on institutional discourses and problematize the definition of power discourses by looking closely at the intertextual recycling of institutional discourses in everyday narratives and at the adoption of everyday narratives in institutional discourses. Ultimately, I propose that CNA unites CDA and narrative analysis in a mutually beneficial partnership that addresses both theoretical and methodological dilemmas in discourse analysis.
197 citations
TL;DR: This paper presented a taxonomy of jokes and wit as a useful, descriptive tool and argued that humor processing may occur in a parallel rather than serial fashion by contrasting a serial processing, incongruity resolution model with an alternative dual processing model.
Abstract: Humor and wit are complex cognitive, social, and linguistic phenomena that are relevant to research in text comprehension, pragmatics, and discourse processing We begin by presenting a taxonomy of jokes and wit as a useful, descriptive tool Next, we argue that humor processing may occur in a parallel rather than serial fashion by contrasting a serial‐processing, incongruity‐resolution model with an alternative dual‐processing model We subsequently endorse a theory of speech acts as a theoretical framework for the consideration of wit in discourse processing Specifically, we argue that detailed analytical theories such as Allen's (1983) are needed to clarify the semantic and computational foundations of humor and wit We present a taxonomy of the social functions of wit and argue that the consideration of wit as a plan for the fulfillment of social and discourse goals will enrich our theories of conversation
196 citations
TL;DR: In this paper, the authors describe how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes.
Abstract: This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms.
196 citations