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Sobirjon Kizi, Pulatova Ugilkhan. „DISCOURSE ANALYSIS OF LEGAL TERMS IN ENGLISH“. Journal of Social Sciences and Humanities Research Fundamentals 3, Nr. 11 (01.11.2023): 1–3. http://dx.doi.org/10.55640/jsshrf-03-11-01.
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The article analyzes the linguodidactic basis of teaching terms to students. The methodology of foreign language teaching is an integral part of linguodidactics, and the importance of taking into account their linguistic features when teaching terms is discussed in the article.
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McDonald, Cherelle. „Language in multilingual classrooms: Discourses regarding language and teaching practice in linguistically diverse primary schools“. Educational and Child Psychology 38, Nr. 4 (Dezember 2021): 35–47. http://dx.doi.org/10.53841/bpsecp.2021.38.4.35.
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Aims:This research explored discourses regarding language in multilingual primary classrooms and how the dominant discourse forms teaching practice.Rationale:Educational responses to linguistic diversity are set within a social and cultural context, and in the context of England responses have varied throughout history. The current context is one of increasing linguistic diversity where multiple languages are present in schools. This research sought to consider discourse within this context.Method:Interviews were held with eight teachers in linguistically diverse primary schools. Foucauldian Discourse Analysis (FDA) was used to analyse the teachers’ talk to consider how language and teaching practice were described.Findings:There was a dominant discourse of monolingualism. Within the talk languages other than English were restricted to cultural and transitional activities and the English language described as most appropriate for the classroom. There was also a contradiction in the suitability of curriculum and assessment structures for pupils learning English as an Additional Language (EAL), and the structures were described as restricting teaching practice within the discourse.Conclusion:The dominant discourse mirrors findings from past and recent literature, suggesting a dominance of monolingualism in English education. The findings support educational psychologists working in linguistically diverse schools to reflect critically on and interrogate discourses regarding language.Limitations:The findings can only reflect discourse within the research context, and due to the research positioning does not offer a recommendation of a particular response to linguistic diversity. Suggestions for future research include exploring discourse through the talk of bilingual teachers and EPs.
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Passoni, Taisa Pinetti. „Language Without Borders (English) Program: A Study on English Language Ideologies“. Revista Brasileira de Linguística Aplicada 19, Nr. 2 (Juni 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.
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ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
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Khan, Muhammad Asim, und Sajida Zaki. „Corpus Assisted Critical Discourse Analysis of Pakistan’s Language Education Policy Documents: What are the Existing Language Ideologies?“ SAGE Open 12, Nr. 3 (Juli 2022): 215824402211218. http://dx.doi.org/10.1177/21582440221121805.
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Language education policies contain discourses that have language ideologies embedded within them. This study explores the language ideologies in official language education policy documents of Pakistan from 2000 to 2020. Using Corpus Assisted Critical Discourse Analysis techniques, a 1.28 million-word-corpus was generated from 32 policy documents collected from official websites of UNESCO and the Ministry of Federal Education and Professional Training, Pakistan. The corpus analysis of frequency, collocation, and MI significance values were utilized to find out the typicality of topics and semantic preferences, while the concordance analysis revealed discourse prosody around the languages mentioned in the corpus. Moreover, seven documents were downsampled through dispersion plot. Discourse Historical Analysis was carried out on these documents based on discursive strategies of argumentation, predication, and perspectivization with reference to intertextuality and interdiscursivity. The findings show that English and to some extent Urdu occupy the ideological space related to education. The local languages were discussed in positive light, but they were marginalized in educational ideological space. The analysis also showed that the policies had underlying monoglossic ideology that can be seen having tolerance-oriented and expediency-oriented policy ideologies for local languages. This implies that the official policies of Pakistan marginalized the local languages in the discourse of language education. These findings invite policymakers to bring the local languages in the ideological space of education and introduce high level of ideological uniformity, consistency and goal setting for English, Urdu, and local/indigenous languages in the language-in-education policies of Pakistan that matches, captures and promotes the linguistic diversity in Pakistan.
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Celce-Murcia, Marianne. „Discourse Analysis and Grammar Instruction“. Annual Review of Applied Linguistics 11 (März 1990): 135–51. http://dx.doi.org/10.1017/s0267190500002002.
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Only relatively recently has discourse analysis begun to have an impact on how English grammer (i.e., the rules of morphology and syntax) is taught to non-native speakers of English. In fact, a majority of teachers of English to speakers of other languages still conceive of grammer, and thus teach grammer, as a sentence-level phenomenon (if and when they teach it). This state-of-affairs reflects a rather counterproductive view of grammer since, as Bolinger (1968; 1977) has long argued, there are relatively few rules of English grammer that are completely context-free.
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Šinkūnienė, Jolanta. „Reformulation markers in academic discourse“. Jezikoslovlje 20, Nr. 3 (30.12.2019): 531–53. http://dx.doi.org/10.29162/jez.2019.19.
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Using quantitative and qualitative approaches alongside contrastive analysis, this paper investigates distribution frequency and functions of reformulation markers employed in academic discourse in two languages (English and Lithuanian) and three science fields (humanities, medicine, technology). The English language data is taken from the academic language sub-corpus of the Corpus of Contemporary American English, while the Lithuanian language data comes from the Corpus Academicum Lithuanicum, a specialised synchronic corpus of written academic Lithuanian. The results show that it is the humanities scholars who employ reformulation markers most frequently in both languages. They also employ a wider range of reformulation markers and use them in more diverse ways than scholars in the hard fields. The most frequent function of reformulation markers irrespective of language and science field is the interpretation of explicit content. The analysis highlights the importance of the discipline and genre in the distribution and use of reformulation markers.
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Shen, Lin. „Referential explicitation of English translated diplomatic discourse? A 50-year 56-lingual corpus-based study on United Nations general debate speeches (1970–2019)“. Across Languages and Cultures 24, Nr. 1 (07.06.2023): 25–51. http://dx.doi.org/10.1556/084.2023.00330.
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AbstractResearch on explicitation has been criticized by a lack of diachronic analyses and multi-lingual comparisons. This study, therefore, conducts a 50-year (1970–2019) comparison of referential explicitness between a 11,721,608-token corpus of English translated diplomatic discourse from 56 languages and a 11,113,036-token corpus of English original diplomatic discourse extracted from the United Nations General Debate Corpus (UNGDC) with the Multi-dimensional Analysis (MDA) framework. The findings suggest 1) a general tendency towards less explicitation for the English translated discourse in the UNGDC with time, 2) referential explicitation in Arabic, Chinese, Portuguese, and 31 other languages (more often from Sino-Tibetan, Mongolic-Khitan, and 6 other language families) and implicitation in Japanese and 21 other languages (more often from Japonic and 4 other language families), and 3) changes in referential explicitness in the discourses of China, Russia, Spain, and UAE in comparison with Britain and the United States. The potential influence of language contact and source language interference may be further taken into account. With the findings, this study calls for more dynamic views and multi-lingual comparisons on explicitation in diverse genres to present a fuller picture of the translation universal.
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Azmi, Dhila Nurul, Didin Nuruddin Hidayat, Nida Husna, Alek Alek und Sri Lestari. „A discourse analysis of figurative language used in English storytelling on BBC Learning English“. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 17, Nr. 1 (17.02.2023): 32. http://dx.doi.org/10.30595/lks.v17i1.16249.
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This study aims to discover the kinds of figurative language used that describe the meaning of those figurative languages in English Storytelling on BBC learning English. This study uses a qualitative method with a descriptive analysis approach. For the data, the primary source of this study is Storytelling from BBC Learning English. Secondary sources include books, publications, journal articles, English encyclopedias, observations, and documentation relevant to the research. After analyzing the kinds of figurative language in Storytelling on BBC Learning English, the study found 15 sentences that involve figurative language in English storytelling. There are four kinds of figurative language: personification, metaphor, hyperbole, and simile. The most frequently used figurative language on BBC Learning English Storytelling is personification because figurative language is easier to describe the behavior of objects that resemble human activities. Personification contains five sentences, metaphor contains four sentences, hyperbole consists of 4 sentences, and simile contains two sentences. Further researchers should consider the differences between each type of figurative language used as a context for evaluating the topic, find figurative language on other English education websites such as VOA (Voice of America), and have background knowledge of literature, such as songs and their features.
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Zand-Moghadam, Amir, und Arya Golkhandan. „A Review of Discourse in English Language Education“. Apples - Journal of Applied Language Studies 10, Nr. 1 (02.03.2016): 1–4. http://dx.doi.org/10.17011/apples/urn.201603141841.
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The main theme of this volume is to discuss discourse analysis and familiarize the readers, especially undergraduate students of TESOL and Education, with the main topics in discourse studies. According to Flowerdew, one of the features of this book is its focus on a wide range of approaches to discourse and discourse analysis, namely Systemic Functional Linguistics (SFL) and Register, Speech Act Theory, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis (CDA), and Corpus Linguistics. However, what distinguishes this book from others books of discourse, and probably from other similar books on discourse and language teaching, is its practical view toward discourse and discourse analysis, i.e., it is clearly shown, by referring to real-life examples, how every discourse topic, issue, or feature can be analyzed and then taught in a language class. In fact, Floweredew’s attempt in this volume is to familiarize the readers with how discourse analysis can inform the practice of English language teaching. Thus, the book utilizes research findings and suggests guidelines, models, and approaches to language teachers as to how discourse studies can be insightful in language teaching methodology, materials development, and evaluation.
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Baker, Paul. „From gay language to normative discourse“. Journal of Language and Sexuality 2, Nr. 2 (02.08.2013): 179–205. http://dx.doi.org/10.1075/jls.2.2.01bak.
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A corpus of abstracts from the Lavender Languages and Linguistics Conference was subjected to a diachronic keywords analysis in order to identify concepts which had either stayed in constant focus or became more or less popular over time.1 Patterns of change in the abstracts corpus were compared against the Corpus of Contemporary American English (COCA) in order to identify the extent that linguistic practices around language and sexuality were reflected in wider society. The analysis found that conference presenters had gradually begun to frame their analyses around queer theory and were using fewer sexual identity labels which were separating, collectivising and hierarchical in favour of more equalising and differentiating terminology. A number of differences between conference-goers’ language use and the language of general American English were identified and the paper ends with a critical discussion of the method used and the potential consequences of some of the findings.
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Mospan, N. „LANGUAGE PATTERNS IN ENGLISH LANGUAGE TEACHING: VIRTUAL EDUCATIONAL DISCOURSE“. Continuing Professional Education: Theory and Practice 75, Nr. 2 (2023): 33–42. http://dx.doi.org/10.28925/1609-8595.2023.2.4.
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Distance learning with its virtual settings has launched the transformation of education delivery, pedagogy, and classroom management. Consequently, it could cause educational discourse transformation in higher education as well. The research is focused on revealing educational discourse transformation in distance learning. Besides, the paper answers the following research questions: how university teachers communicate with students in virtual classrooms; what language patterns they use for giving instructions; whether verbal communication between teachers and students has crucially changed in digitally-based education. A mixed method approach (discourse analysis of 12 video-recorded lessons of ESL university teachers and the survey of students (n = 45)) makes it possible to shed light on the state of play in virtual educational discourse. The paper reveals that 1) communication in virtual classrooms depends on pedagogical activities which allows classifying educational language models into the following categories – preparation of teaching material presentation online, student engagement in an activity online, giving instruction on how to use EdTech, and expressing emotions or attitude; 2) university teachers use special language patterns for giving instructions related to using ICT tools and apps, e.g. screen sharing, chatting and emotional modality; 3) verbal communication between teachers and students except for linguistic and extra-linguistic features includes informal modes of communication – chat emojis and signs. The findings highlight that educational discourse has crucially changed in digitally-based education and has transformed into virtual educational discourse. The insights of the paper can contribute to the investigation of virtual educational discourse analysis.
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Li, Xiaqing. „An Attitudinal Analysis of English Song Discourse from the Perspective of Appraisal Theory“. Journal of Language Teaching and Research 7, Nr. 3 (01.05.2016): 559. http://dx.doi.org/10.17507/jltr.0703.17.
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Appraisal theory is a new development of the interpersonal meaning in systematic functional linguistics. In recent years, the appraisal theory has been widely used in different genres to study whether and how slightly different appraisal methods are used in them. However, analysis of English song discourse with the appraisal theory is rare. Therefore, based on the attitude meaning in the appraisal theory the author analyzes several English song discourses. Through analysis of characteristics of the distribution of attitude resources in the English discourse it aims to find language feature in the English song discourse so as to make readers understand the emotion expressed by the author of the song discourse and the importance of the attitude meaning of the appraisal theory in building interpersonal relations between the author of the song discourse and readers.
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Toth, Jeanette. „English first“. Journal of Immersion and Content-Based Language Education 5, Nr. 2 (06.11.2017): 214–37. http://dx.doi.org/10.1075/jicb.5.2.03tot.
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This case study explores the questions of how national and local education policies address languages of instruction for a Swedish compulsory school offering English-medium instruction (hereafter EMI) as well as how these policies are interpreted and implemented in practice. Critical discourse analysis provides a framework for examining the relationship between stated and enacted policies at the various institutional levels. Methods from linguistic ethnography yielded rich data including classroom observations, interviews, and artifact collection over a period of three school years in grades four through six. Findings from the study reveal discourses of language hierarchies, a native speaker ideal privileging English and practices that reflect varying degrees of language separation. While Swedish is occasionally used to support English-medium content learning, there is little space for students’ mother tongues in the mainstream classroom. The findings from this study have implications for how stakeholders may put language-in-education policies into practice in EMI programs.
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Bellés-Fortuño, Begoña. „Evaluative language in medical discourse“. Languages in Contrast 18, Nr. 2 (28.11.2017): 155–74. http://dx.doi.org/10.1075/lic.15018.bel.
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Abstract Academic spoken discourse has been a dominant issue for discourse studies researchers for the last 25 years or so. Different spoken academic genres have been analysed (Swales, 1990, 2004; Berkenkotter and Huckin, 1995; Bhatia, 2001, 2002; Mauranen, 2001; Juzwik, 2004; Crawford-Camiciottoli, 2004, 2007; among others) thanks to the compilation and the easy access to electronic spoken corpora. This study focuses on the genre of lecture as “the central ritual of the culture of learning” (Benson, 1994) in higher education. Here, I analyse the use of evaluative language in medical discourse lectures. A contrastive study between Spanish and English medical lectures is carried out. To my knowledge, little attention has been paid to the analysis of evaluative language in medical discourse. The present study employs a quantitative and a qualitative approach to analyse four Spanish and English medical discourse lectures with an average of 35,000 words. The English lectures have been taken from the Michigan Corpus of Academic and Spoken English (MICASE) and the Spanish lectures have been recorded and transcribed in the Degree in Medicine course at a Spanish university for the purpose of this study. Corpus analysis tools have been used to analyse attitudinal language expressing explicit evaluation. The findings show similarities and also differences in the use of evaluative markers in academic medical discourse.
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Fauzan, Umar, und Muhammad Saparuddin. „Discourse-Based Teaching in English Language Teaching at Islamic Universities in Borneo: A Critical Discourse Analysis Perspective“. International Journal of Membrane Science and Technology 10, Nr. 3 (14.09.2023): 2265–76. http://dx.doi.org/10.15379/ijmst.v10i3.1952.
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This critical discourse analysis aims to uncover what ideologies emerge in English language teaching at Islamic universities in Borneo, explain how discourse-based teaching is implemented, and why discourse-based teaching is necessary for English language teaching at Islamic universities in Borneo. This is qualitative phenomenological research using Fairclough's Critical Discourse Analysis model. The primary data sources for this research are English language lecturers and college students at universities in Borneo, namely UIN Sultan Aji Muhammad Idris Samarinda, UIN Antasari Banjarmasin, IAIN Palangkaraya, and IAIN Pontianak. The researcher used several research instruments to collect the data: interviews, questionnaires, observations, and documentation. The data analysis technique used in this research is the interactive model from Miles et al. with the stages of data collection, data condensation, data display, and conclusion. This research concludes that English language education at Islamic universities in Borneo has an ideology of character development, influenced by several factors such as the shift in character values, the spirit of nationalism, and political policies of the Ministry of Religion to maintain national unity with a religious moderation agenda, and the vision to develop graduates who have solid Islamic character. In addition, English language education aims not only to master English language skills but also to compete in the era of information technology with critical thinking skills. Therefore, English language teaching at Islamic universities in Borneo is based on a discourse approach, from lesson planning and teaching implementation to teaching evaluation. This research implies that English language teaching should not only focus on English language skills or TEFL content but also on achieving learning outcomes from the goals of the study program, students’ needs, and the roles of lecturers as educators of Islamic and national character values.
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Chubarova, Yulia, und Natalia Rezepova. „Discourse Elements in English Academic Discourse“. Journal of Language and Education 2, Nr. 1 (01.03.2016): 56–64. http://dx.doi.org/10.17323/2411-7390-2016-2-1-56-64.
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This paper presents a study of discourse elements in spoken academic discourse – a lecture – and identifies their specificities. The study seeks to identify discourse elements in a wide body of research material; to study structural, functional and pragmatic features of discourse elements in terms of the implementation of the intentions of the speaker; to identify from the auditory analysis any prosodic features of discourse elements. Discourse elements are specifically defined from the point of view of their pragmatics: the intention of the speaker influences the language of the lecture and the way in which ideas are connected with words. The study on discourse elements included several stages. Research material consisted of audio recordings of Philology lectures to students studying English as a foreign language by three native speakers of English (General American standard of pronunciation), all of whom are professors at American colleges and universities. In total, 6 lectures were recorded; they formed a wide body of research material lasting 7 hours 33 minutes. This wide body of research material consisted of 2 306 linguistic facts, i.e. discourse elements in context. From these, 150 fragments containing various discourse elements were then chosen to form a narrow body of research material lasting 40 minutes. The phonetic research consisted of auditory analysis: dividing the fragments of discourses into syntagms; defining the boundaries of syntagms; specifying pitch movement, tone level and type of scale; using perceptual gradations of each prosodic feature, etc. Prosodic marking was carried out in accordance with the method of notation adopted at the Department of English Phonetics at Moscow State Teacher Training University (1997). Scaling enabled the classification and sorting of all the studied elements (discourse elements). The authors used the following types of scales: nominative, ordinal and interval. Structural analysis proved that discourse elements have different structure and may be one-word elements and predicative phrases S+P incorporated into the structure of the academic discourse. All discourse elements can be divided into two large groups – connecting elements (connectors) and pragmatic elements. The results of the research show that the studied elements differ structurally and can perform various functions. The functions of the discourse elements, their structure, intentions of the speaker and also their position in the phrase determine their prosodic features.
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KOVALCHUK, Y., N. BONDAR und T. TRON. „FUNCTIONING OF SPEECH VERBS IN MODERN ENGLISH-LANGUAGE AND GERMAN-LANGUAGE MEDIA DISCOURSE“. Current issues of linguistics and translations studies, Nr. 24 (30.06.2022): 72–77. http://dx.doi.org/10.31891/2415-7929-2022-24-15.
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The article defines the initial theoretical provisions, discusses the main views on the essence of media discourse, as well as pragmatics and its categories: propositions, illocutions, locutions, perlocutions, presuppositions, contexts. As an initial theoretical premise, the paper adopted the position that the communicative-functional features of sentences and speech acts are determined by their purposeful use for the speaker to exercise some influence on the listener, which makes it relevant to study language units in real language communication. In accordance with this, a pragmatic approach to the analysis of the facts under study comes to the fore, which involves the study of language as an activity and as a means of communication, revealing the effective, practical purpose of language units, their correlation with the behavior and activities of the speaker. The object of this work is the verbs of speech activity in German and English media discourses. The study of the pragmatic functions of sentences with verbs of speech activity is an integral part of the general pragmatic direction in the study of linguistic phenomena, which determines the relevance of the chosen topic. In the process of analyzing the verbs of speech activity, the descriptive method and the method of quantitative assessments, as well as the method of component analysis, were used. Such an integrated approach can ensure the reliability of the results obtained. The material of the study was the verbs of speaking from German and English media texts. The scientific novelty of the study lies in the appeal to the pragmatic aspect of these verbs and in the desire to more fully describe the studied verbs. The theoretical value of the study is a fairly complete analysis of the verbs of speech activity in German and English media discourses. This problem has not yet been the subject of close attention of grammarians. The practical significance of the work lies in the fact that the observations made in the process of analysis can be used in the practice of teaching German and English, as well as taken into account in the courses of theoretical grammar, stylistics and discourse studies.
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Eoyang, Eugene C. „Teaching English as Culture: Paradigm Shifts in Postcolonial Discourse“. Diogenes 50, Nr. 2 (Mai 2003): 3–16. http://dx.doi.org/10.1177/0392192103050002001.
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The teaching of an `imperialist' language like English in a postcolonial era presents not only unprecedented difficulties to the teacher, it also raises disconcerting questions about the paradigms underlying the concepts of language, language teaching, and culture. This new perspective makes inadequate, on the one hand, the pedalinguistic categories of EFL (English as a Foreign Language) and ESL (English as a Second Language), and, on the other, the postcolonial critique in general of hegemonic languages. Another category needs to be recognized, to which the author gives the acronym TUE (Teaching Unbroken English). For the purposes of analysis, the author focuses on his experience teaching English in Hong Kong before and after 1997, during the end of the colonial and the beginning of the postcolonial era.
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Iffat Rahmatullah, Shadma. „Significance of Mother Tongue influence on Saudi Female EFL Learners: a Critical Discourse Analysis“. Arab World English Journal, Nr. 2 (15.01.2021): 329–42. http://dx.doi.org/10.24093/awej/mec2.24.
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The speculation, that the Saudi EFL learners with less exposure to the target language exhibit more mother tongue influence on their second language speaking, is apparent. The phonetic similarity of two languages helps EFL learners to grasp the lexical accent with the accurate articulation of the words from the second language. However, the difference in sound patterns in various languages prompts the learners to mispronounce the words more frequently. This critical study endeavors to evaluate the influential aspects of the mother tongue on the EFL learners’ second language (L2) discourse. This research is carried out through a qualitative method for critical discourse analysis to answer the main question; what significant errors students make that reflect their mother tongue influence? For a comparative study, the participants are the Saudi undergraduates from multidimensional sections of female colleges in King Khalid University and the non-native English-speaking teachers from five different nations, who also manifest the influence of their mother tongue on English language speaking. Their recorded presentations and conversations were analyzed to identify the interference of their mother tongue on their English language performance. The language patterns of both students and the teachers eventually affect their English language efficiency. The significant outcome of this study reveals the possibility of the pros and cons of the mother tongue on L2 learning. The data also revealed that the inability of faculty members to produce the flawless accent of the English language has a significant effect on Saudi learners’ oral performance.
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Forero-Mondragón, Alber Josué, und Álvaro Hernán Quintero-Polo. „Disciplinary Power Lying Behind the Requisite of English Language Mastery in International Scholarships“. Profile: Issues in Teachers' Professional Development 24, Nr. 1 (19.01.2022): 175–91. http://dx.doi.org/10.15446/profile.v24n1.91112.
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This article reports a study about how the discourse of standard English exercises disciplinary power in five international scholarships programs. This research interest arises from problematizing the discourse of standard English present in the requisite of proficiency certification through so-called valid tests. Adapting Fairclough’s critical discourse analysis model, we analyzed a corpus of five scholarship calls for applications open from 2011 to 2014. Findings reveal that the discourse of standard English entangles with the discourses of globalization, education quality, and competitiveness and qualifications to serve as the path to the construction of the subjects’ scholarship applicants. In this entanglement, school is set as a breeding ground whose disciplinary techniques (e.g., test training) objectivize people to satisfy multinational corporations’ hiring processes.
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House, Juliane. „Global English, discourse and translation“. Target. International Journal of Translation Studies 27, Nr. 3 (12.10.2015): 370–86. http://dx.doi.org/10.1075/target.27.3.03hou.
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Abstract This paper first briefly discusses the relationship between comparative discourse analyses of original and translated texts as the basis for revealing the behavior of a particular linguistic phenomenon in context and use. Concretely, the paper examines how global English impacts on translations from English into German with regard to so-called ‘linking constructions,’ a hitherto rather neglected area of connectivity in discourse. The analysis focusses on the forms, functions, distribution, and the translation equivalents in parallel and comparable corpora. Results indicate that the use of linking constructions differs substantially in English and German discourse, and these differences may well block English influence on German discourse norms via translation.
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Maslauskienė, Greta. „Combinatory potential of contrastive discourse markers in English and Lithuanian: a semantic functional analysis“. Lietuvių kalba, Nr. 14 (10.06.2020): 1–22. http://dx.doi.org/10.15388/lk.2020.22464.
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Although numerous studies have concentrated on individual discourse markers (henceforth, DMs) or their classes, little attention has been paid to their combinations, especially from a cross-linguistic perspective. Most of the studies are based on the English language data, whereas the combinatory potential of DMs in other languages remains largely unexplored. The present corpus-based study focuses on combinations of contrastive discourse markers (henceforth, CDMs) in English and Lithuanian by adopting Fraser’s (2013) approach to DMs. The aim of the study is to investigate the combinatory potential of CDMs in English and Lithuanian academic discourse, spoken discourse and fiction. The study presents a list of CDM combinations used in English and Lithuanian and investigates their semantic-pragmatic profile.
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Кislitsyna, N. N., und О. G. Chernyavskaya. „MULTIMODAL ANALYSIS OF DISCOURSE IN ENGLISH-LANGUAGE PSYCHOLOGICAL BLOGS“. Voprosy Kognitivnoy Lingvistiki, Nr. 2 (2020): 64–76. http://dx.doi.org/10.20916/1812-3228-2020-2-64-76.
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Derin, Tatum, Nunung Susilo Putri, Mutia Sari Nursafira und Budianto Hamuddin. „Discourse Analysis (DA) in the Context of English as a Foreign Language (EFL): A Chronological Review“. ELSYA : Journal of English Language Studies 2, Nr. 1 (26.02.2020): 1–8. http://dx.doi.org/10.31849/elsya.v2i1.3611.
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This current study is interested in assessing the trending studies discourse analysis during the last five years in the specific context of English as a Foreign Language (EFL). Using the library research method, this study collected 131,000 results of relevant articles from Google Scholar open-access database. The data then analyse 40 selected articles as its main data with NVivo 12 software to ensure its qualitative. Chronologically, this study described how discourse analysis studies have evolved. At first, solely focusing on using discourse analysis to identify students’ problems in reading comprehension, researchers began to use discourse analysis to examine how teachers authentically perform and propose ways to improve the classroom discourse. Moreover, discourse analysis not only revealed issues that exist between teacher-student and student-student interactive discourses, but also the discourse in the textbooks issued for EFL programmes to raise critical issues.
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Boyko, Yuliya, Oksana Sierhieieva, Olga Tarasova, Olena Matsiuk und Denys Dmytroshkin. „English media discourse of the early 21st Century: Lexical innovations“. Revista Amazonia Investiga 12, Nr. 65 (30.06.2023): 317–25. http://dx.doi.org/10.34069/ai/2023.65.05.30.
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The emergence of a new kind of discourse on the world stage called media discourse or media discourse produces the trends of globalization and the development of communication technologies in the world. The article deals with the phenomenon of English-language media discourse as a relatively new linguistic phenomenon. The aim of this research work is a thorough analysis of the concept of English-language media discourse, reflecting the dynamics of modern language and identifying the features of lexical innovations in English-language media discourse. The comparative analysis method, typological method, method of component analysis, and descriptive method of research were used to study the issue of English-language media discourse. Using the comparative analysis method, the saturation of linguistic innovations and their prevalence were determined. Using the typological method, the common qualities of English and Ukrainian in the projection on their variety of linguistic characteristics were established. The method of component analysis helped in the study of the content part of the newly formed linguistic units. Using the descriptive method, the modern state of English-language media discourse was characterized. As a result of the scientific research trends of modern English-language media discourse in content and form have been studied and analyzed, as well as changes in the potential of modern linguistic means through the mechanism of new word formation, which is a prospect for further scientific research in this direction.
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Li, Xiaqing. „Analysis of Discourse from Perspective of Systemic Functional Grammar“. Theory and Practice in Language Studies 9, Nr. 8 (01.08.2019): 1049. http://dx.doi.org/10.17507/tpls.0908.25.
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Firstly the author introduces Systemic Functional Grammar in this paper, including the levels of language and their realization relationships, the systems of the three metafunctions and their submetafunctions, as well as the two levels of discourse analysis(DA). Then being based on different aspects of the systemic functional grammar, this paper analyzes the four discourses. Person system, mood and modality system, cohesion system in systemic function grammar are used in analysis of the first discourse “heal the world” which reveals some features of discourse of song. Understanding these characteristics can deepen understanding of the listener to the discourse of English song so as to improve the listener's ability to appreciate the song. When analyzing the other three discourses, the author uses the “context-text-commentary” method. Elaborate applicability of this linguistic theory to DA is the purpose. Finally, concluding that analysis of discourse with the systemic functional grammar analysis is not only a good way, but also it has very important significance.
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Zheng, Kefan. „Analysis of the Use of Speech Act Theory in English Teachers' Language“. Journal of Education and Educational Research 8, Nr. 3 (27.05.2024): 155–57. http://dx.doi.org/10.54097/2gtdbk44.
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The English curriculum standard emphasizes the cultivation of students' core literacy, which cannot be developed without the construction of language environment. Among the many elements affecting the efficiency of English teaching, teacher's discourse occupies an important position. Teachers' discourse has an important influence on the issuing of instructions, the construction of questions, the promotion of activities and the interaction with students in the English classroom. Therefore, based on verbal behavior theory, it is of great significance to explore teacher discourse in the English classroom to improve the teaching ability of English teachers, enhance students' learning efficiency, and realize the teaching goals with high quality.
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Gul, Nasim. „A LINGUISTIC ANALYSIS OF THE IMPACT OF COVID-19 ON ENGLISH LANGUAGE DICTION IN PAKISTAN“. Pakistan Journal of Social Research 04, Nr. 02 (30.06.2022): 1010–17. http://dx.doi.org/10.52567/pjsr.v4i2.553.
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The COVID-19 pandemic has adversely affected every aspect of human life. Our health, social relationships, education, and all others spheres of life have been hit hard by this pandemic. One of the less talked about but an important area affected by the pandemic is human language. New words are invented during COVID-19 and shift in meanings (Semantic Change) could also be traced in languages, especially English language because of its international status. The main aim of this article is to investigate new vocabulary invented, technically called Coinage and semantic Changes i.e. changes in meanings of words taking place due to COVID-19 dominating the social discourses. To highlight these changes, authentic Pakistani English is analyzed to seek such linguistic instances caused by COVID-19. Qualitative analysis is employed for this purpose. Implications of the findings for English language users/practitioners are the creation of COVID-19 discourse, special jargons, invention of totally new words, changes in meanings of English words among others. The study also revealed the ways and processes by means of which English language adopted and changed lexicon and its meaning during COVID-19. Keywords: COVID-19 impact, English Language Use.
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Danardana, Michael Dony. „AN ANALYSIS ON ENGLISH LOANWORDS IN AKB48 SONGS“. ELTR Journal 2, Nr. 1 (13.01.2018): 25–30. http://dx.doi.org/10.37147/eltr.v2i1.93.
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There are vast amount of English loanwords in Japanese language than other languages. It is in contradistinction to the fact that Japanese language itself has a distant difference in terms of phonology, syntax, pragmatics and discourse from English. Certainly, the borrowing of English words in Japanese language involves some loanword transformations in order to fit its language system. In order to discover those, first, the researcher reviews the relevant literature of the loanword transformations in Japanese. Then, the researcher analyses the types of loanwords transformation from English loanwords production of 5 AKB48 songs. Document analysis was used in this research. The result shows that phonological transformation is the dominant type used in the songs.
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Danardana, Michael Dony. „AN ANALYSIS ON ENGLISH LOANWORDS IN AKB48 SONGS“. ELTR Journal 2, Nr. 1 (13.01.2018): 25–30. http://dx.doi.org/10.37147/eltr.v2i1.93.
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There are vast amount of English loanwords in Japanese language than other languages. It is in contradistinction to the fact that Japanese language itself has a distant difference in terms of phonology, syntax, pragmatics and discourse from English. Certainly, the borrowing of English words in Japanese language involves some loanword transformations in order to fit its language system. In order to discover those, first, the researcher reviews the relevant literature of the loanword transformations in Japanese. Then, the researcher analyses the types of loanwords transformation from English loanwords production of 5 AKB48 songs. Document analysis was used in this research. The result shows that phonological transformation is the dominant type used in the songs.
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Riggenbach, Heidi. „Discourse Analysis and Spoken Language Instruction“. Annual Review of Applied Linguistics 11 (März 1990): 152–63. http://dx.doi.org/10.1017/s0267190500002014.
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Several excellent articles and books have been written, based on discourse analyses of spoken language, which can infrom teachers (and teacher educators) about features and conventions that are unique to spoken English (Brown, et al. 1984, Brown and Yule 1983, Bygate 1987, Melrose 1989, Tannen 1989) or about differences between authentic, naturalistic discourse and that fount in textbooks (Cathcart 1989, Scotton and Bernstein 1988). These approaches, clearly, have applications and implications for language instruction. However, it is the intent of this paper to discuss the ways in which discourse analysis itself can be useful for language learners as a tool for speaking and listening instruction. Many of the techniques and activities described in this paper bring students into the role of active participant in their own language learning processes, requiring them to collect and produce their own language “data,” to analyze these materials, and to become conscious of the skills involved with language production.
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Kern, Joseph. „Like in English and como, como que, and like in Spanish in the speech of Southern Arizona bilinguals“. International Journal of Bilingualism 24, Nr. 2 (10.02.2019): 184–207. http://dx.doi.org/10.1177/1367006919826329.
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Aims and Objectives/Purpose/Research Questions: This study analyzes the use of like in English and como, como que, and like in Spanish in the speech of bilinguals from Southern Arizona to assess the possible influence of like in English on its equivalents in Spanish in a language contact situation in which English is the majority language. Design/Methodology/Approach: Drawing on a discourse-pragmatic variationist approach, this study analyzes the use of like in English and its Spanish equivalents in recorded conversations between nine pairs of young Spanish-English bilingual friends from Southern Arizona. Data and Analysis: 3389 tokens of like in English and its Spanish equivalents from 18 hours of recorded conversations (9 hours in each language) were analyzed quantitatively. The analysis assesses the relative frequencies of these variants and their syntactic positioning as clause-external discourse markers and clause-internal discourse particles. The independent variables of the analysis were the language of the conversation and the sex and language dominance of the participants. Findings/Conclusions: Contact with English did not appear to radically influence the use of como, como que, and like in Spanish in the speech of these bilinguals. In the speech of the same bilinguals, like in English was much more frequent and occurred in many more syntactic positions than its Spanish equivalents. Originality: This is the first study of discourse-pragmatic features in contact to analyze the use of discourse markers and discourse particles in both the donor and the recipient language in the speech of the same bilinguals. Significance/Implications: These results contribute to our knowledge of the limited interaction of linguistic repertoires in the speech of bilinguals at the discourse level even in language contact situations with a majority language. They also underline the ability of bilinguals to both understand and reproduce the subtleties of the use of these features in the two languages they speak.
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Ijaz, Fatima, Fazal Rabi und Uzma . „AN EXPLORATION OF DISCOURSE STYLES IN PAKISTANI ENGLISH FICTIONS“. Pakistan Journal of Social Research 04, Nr. 04 (31.12.2022): 357–65. http://dx.doi.org/10.52567/pjsr.v4i04.819.
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The current study explores emergent discourse styles in English-language Pakistani fiction using multiple levels of analysis. The modern discourse styles in Pakistani English-language fiction have been explored using the "Corpus Stylistics" methodology and computational tools. In the past, the quantitative research on Pakistani fiction in English as a whole has hardly ever examined the entire collection of fundamental language elements. The current study is ground-breaking in that it has assembled a sizable corpus of Pakistani fiction in English for a specific goal based on a sizable collection of novels and short tales. Applying statistical factor analysis, the whole collection of essential lexico-grammatical elements presents in fictionized writing in Pakistan has been taken into consideration. The current research introduces innovative discourse styles and labels them as: "Expression of Thought vs. Descriptive Discourse Production," "Context-oriented Discourse," "Concrete Action Discourse vs. Abstract Exposition," and "Narrative vs. Dialogic Discourse." it does this by marking information from the large substantial corpus of English-language Pakistani fiction. Keywords: English and fiction, English language, literacy Pakistan, education system.
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An, Wenzhao. „The Linguistic Features of Translanguaging Interactions in Singapore: A Discourse Analysis Perspective“. International Journal of Languages, Literature and Linguistics 8, Nr. 3 (September 2022): 147–51. http://dx.doi.org/10.18178/ijlll.2022.8.3.338.
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Translanguaging has been researched as a heated topic about multilingual discourse studies. However, there were few studies observing from the perspective of translanguaging among Chinese Singaporeans in routine conversations, which is a research gap. Accordingly, this paper aims to examine the nature and discuss the influencing factors of translanguaging among Chinese-English bilinguals in Singapore with the use of discourse analysis as a research method. Major findings were: 1) some Chinese-English bilinguals were more efficient in English than others; 2) Singapore's localized and multilingual use of English have resulted in Colloquial Singapore English or Singlish; 3) influencing factors of translanguaging shown in the clips include students’ inadequate training for learning English as a second language, teachers’ time constraints, and teachers’ limited resources to incorporate support strategies for students, which were restricted by schools. Nonetheless, the contribution of this study is to explore the nature of translanguaging of Chinese-English Bilinguals, especially in the Singapore context, which will provide further implications for Singaporean English discourse studies.
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Riba-Hrynyshyn, Oksana, und Yulia Kotous. „LINGUISTIC FEATURES OF INTERNET-DISCOURSE“. Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, Nr. 17(85) (22.06.2023): 92–95. http://dx.doi.org/10.25264/2519-2558-2023-17(85)-92-95.
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The thesis is devoted to the study of the linguistic features of Internet discourse at the lexical, graphic, and grammatical levels. The changes that caused the active spread of social networks and websites in English are analyzed in detail. A well-grounded analysis of lexical-semantic and graphic means of online communication made it possible to understand the trends of popular social networks in more detail. The English language has been directly and powerfully influenced by online communication. Social consolidation factors have determined the main influence of the English language on the Internet in general. Being the territorial native language of the founders of famous websites and social networks, it is used most actively. English-speaking users were among the first to have access to virtual communication and laid the foundation for the creation, development and spread of the Internet language. This explains the special attention of linguists to English-language platforms. The general features of the Internet English language, which is characterized by changes at the lexical, grammatical or graphic levels, have been studied. The conducted linguistic analysis of posts on popular social networks revealed the following patterns of English-language Internet discourse, namely: 1) the use of a large number of neologisms (formed by affixation and word formation); 2) frequent use of acronyms and abbreviations; 3) pseudonyms (or nicknames) are an important feature of communication on the Internet or chat; 4) special cases of using punctuation marks, lowercase and uppercase letters, emoticons (smilies) and non-alphabetic graphic signs; 5) capitalization, hyphenation, various types of memes and gifs were detected; creolized memes are the most common; 6) at the grammatical level, frequent omission of punctuation and violation of grammatical norms of the English language. Interaction on the Internet often replaces real communication needs. Internet English reflects the general tendency to economize language and illustrates the creativity and originality of Internet users.
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Saha, Shuvo. „A Critical Analysis of English Language Learning Guidebooks in Bangladesh“. Journal of NELTA 18, Nr. 1-2 (02.05.2014): 133–47. http://dx.doi.org/10.3126/nelta.v18i1-2.10336.
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The English language learning guidebooks (ELLGs), among many other available materials for learning English in Bangladesh, seems to be unique as well as worthy of investigation for they claim to teach English in 30 days. In fact, they are marketed with such discourse that these guidebooks are panacea for learning English without even the assistance of any teacher, text book, or other means. One major point to be marked here is these ELLGs mainly (often solely) focus on the speaking skill and tend to claim that learning the spoken aspect of a language is equivalent to learning the language. Being moved by such anomalous discourses and facts, this qualitative study critically looks at the discourses of ELLGs available in Bangladesh to unveil their actual purpose as well as to be informed about their educational philosophy. The findings suggest that the ELLGs are utterly business oriented products (rather than ELT materials), which instrumentally promote the ‘product approach based traditional form of education’ (Dewey, 1938). DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10336 Journal of NELTA, Vol 18 No. 1-2, December 2013; 133-147
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Irshad, Isra, und Behzad Anwar. „A Multidimensional Analysis of Pakistani English Written Discourse“. Linguistics and Literature Review 7, Nr. 1 (26.03.2021): 67–81. http://dx.doi.org/10.32350/llr.71.06.
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The present study analyzes Pakistani English written discourse through multidimensional analysis. For this purpose, two corpora types, including Pakistani universities' newsletters and Pakistani human rights NGOs' annual reports, have been complied. It has been investigated how the language of newsletters of Pakistani universities differs from that of annual reports of Pakistani human rights NGOs on D1 and D2 of the multidimensional approach. Biber’s (1988) multidimensional analysis provides the theoretical grounding to the present study. MAT software (1.3) has been used to tag and analyze the data. Co-occurrences of linguistic features are quantitatively analyzed and then qualitatively interpreted through D1 and D2 of multidimensional approach. The results reveal that the language of this written discourse of Pakistani English is informational on D1. By comparing it with Biber's work of 1988, it has been revealed that this genre is close to the official documents on D1. The language of Pakistani universities' newsletter is more informational on this dimension than that of the genre of Pakistani NGOs annual reports as the mean scores for both are -26.79 and -25.13, respectively. The analysis of the D2 indicates that the genre of the selected written discourse is non-narrative. However, Pakistani universities' newsletters are close to broadcasts, whereas the annual reports of human rights NGOs are close to the personal letters. Moreover, the newsletters discourse is strongly non-narrative than that of the annual reports.
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Guslyakova, Alla, Nina Guslyakova, Vyacheslav Kirsanov, Marina Vethova und Olga Vatkova. „English-language media discourse in the digital age: psychological mechanisms of functioning“. SHS Web of Conferences 88 (2020): 01026. http://dx.doi.org/10.1051/shsconf/20208801026.
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The article raises the problem of the English-language media discourse which in its interaction with the basic psychological mechanisms of human consciousness (goal-setting, attitude and reflection) at the age of digitalization has created a new form of media discourse environment providing communication and influence on both native English speakers and non-native ones. The theoretical, as well as statistical and content analyses conducted in the research, allowed identifying two media blocks (two types of media discourses) in the English-speaking media world that have different goal-setting mechanisms, attitudes and reflection levels. The findings of the study based on the example of a political theme zone frequently circulated in the English-language media discourse demonstrated how the interaction and mutual influence between the psychological mechanisms and the media discourse are changed and depend on whether the information flow is generated by the institutional English-language media discourse or it is presented and promoted by individual media actors.
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E. Dela Peña, Maria Morena. „Oral Discourse In English Of Second Language Teachers: An Analysis“. Recent Educational Research 1, Nr. 2 (21.12.2023): 56–69. http://dx.doi.org/10.59762/rer904105361220231220142014.
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This study primarily aimed to analyze the discourse competence of teachers in English as a Second Language (ESL) classrooms in the Biliran Division. Employing the mixed-methods research design, this research elicited data from the 20 secondary teachers in English as a Second Language (ESL) classrooms in Biliran Division during the school year 2021-2022. The findings reveal that the most common cohesive ties used by the English teachers were: reference (rephrasing, restatement); ellipsis (omission of word/s); substitution (the use of one); discourse markers (the use of alright, so, okay); and discourse connectives (the use of so). Moreover, the syntactic errors committed by English teachers in the Biliran Division are mostly on subject-verb agreement, use of prepositions, code-switching, pronunciation, and plurality. Based on the overall observation and analysis of the participants’ utterances, the researcher concluded that the teachers in English as a Second Language (ESL) Classrooms in Biliran Division used linguistic features as their immediate recourse in times of vocabulary loss and grammar confusion. In line with this, the school administrators may invest and strengthen the language learning development programs for ESL teachers because it is through them that the schools train and develop the minds of the next generation.
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Shafqat, Asmara, Rafique Ahmed Memon und Huma Akhtar. „Cross-Cultural Analysis of the Use of Hedges in European and Pakistani English Newspaper: A Corpus-Based Study“. International Journal of English Linguistics 9, Nr. 5 (26.08.2019): 126. http://dx.doi.org/10.5539/ijel.v9n5p126.
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Language, discourse and communication reveal social and cultural inclinations of human civilization (Van Dijk, 1997). Language behavior is exhibited through communication which is extracted from three main categories of language; “ideational, interpersonal and textual” (Halliday, 1978, 1985). Hedges are interpersonal metadiscourse markers (Hs), lexical devices that authors employ to arrange their discourse and communicate their standpoint about the substance for the reader. Cultural and linguistic background of the author may affect the employment of hedges in the discourse. The present study investigated the interpersonal metadiscourse marker-hedges- in the Culture section of European English Newspaper (CEEN) and Pakistani English Newspaper articles (CPEN) based on Hyland’s classification (2004). The quantitative corpora-based study contained 32 articles from culture section of Pakistani English newspaper: Dawn News (DN) and 32 articles from culture section of European English Newspaper: BBC. The articles from each newspaper were extracted from online resources. Two corpora have equal representation of words, 40000 each. Data analysis was done using SPSS 22 to see the frequency of hedges used in the data. Moreover, an independent sample t-test was applied. It was found that there is a meaningful difference between the European and Pakistani English newspapers’ usage of hedges. This research would help not only ELT practitioners to teach how hedges change the genre of discourse, but would also shed light on cultural discourse. It would depict how the same hedges are used in two different cultural discourses revealing distinct culture and identity.
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Hakam, Jamila. „The `cartoons controversy': a Critical Discourse Analysis of English-language Arab newspaper discourse“. Discourse & Society 20, Nr. 1 (Januar 2009): 33–57. http://dx.doi.org/10.1177/0957926508097094.
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Sushkova, Aigul R. „SCIENTIFIC HUMANITARIAN DISCOURSE IN THE RUSSIAN AND ENGLISH LANGUAGES: INTERTEXTUAL MARKERS ANALYSIS“. Sovremennye issledovaniya sotsialnykh problem 14, Nr. 3 (31.10.2022): 327–40. http://dx.doi.org/10.12731/2077-1770-2022-14-3-327-340.
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Background. Any new humanitarian research is based on a solid theoretical basis, which should be reflected in the work of the researcher. Intertextuality as a peculiar principle of scientific discourse, expressed simultaneously at the level of content and in terms of expression, is a special way of building new knowledge based on other people’s knowledge and empirical experience. Conducting a comparative study on intertextual markers of humanitarian discourse in Russian and English will reveal their common and specific features.
Purpose. In this paper, the author conducts a comparative analysis of intertextual markers of scientific humanitarian discourse in Russian and English.
Materials and methods. The research is based on general scientific methods, i.e., generalization and analysis as well as descriptive method, mathematical and statistical method, continuous sampling method.
Results. As a result of the research, the authors identify explicit markers of intertextuality inherent in scientific humanitarian discourse in Russian and English, among which background references, indirect speech and quotations are the most popular. During the quantitative calculation of the studied data, the authors revealed that the percentage ratio of various intertextual markers within one language differs. Thus, it was revealed that in the English-language discourse, most of the intertextual markers are formed by background links, while in the Russian-language discourse, this number was made up of background links together with indirect speech. The authors summarize that the background references used in the scientific humanitarian discourse of the two languages under study help preserve the originality of the study as well as reflect the theoretical support of the researcher.
Practical implications. The data obtained in the course of the conducted research can contribute to the development of functional stylistics and comparative linguistics, it can also be used by researchers of scientific humanitarian discourse, as well as for the purposes of teaching “Academic writing”.
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Alcón-Soler, Eva, und Deborah Tricker. „The use of ‘well’ in spoken interaction“. Australian Review of Applied Linguistics 22, Nr. 2 (01.01.1999): 119–33. http://dx.doi.org/10.1075/aral.22.2.08alc.
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In this study the use of "well" as a discourse marker is analysed in sixteen episodes of a television series and in two English language textbooks to illustrate what communicative language teaching can get from work on discourse analysis. Results of the analysis show that the meaning of well as a mainly interactive device signalling acceptance due to modification is present both in television series and in textbooks. However, the analysis also shows an absence of inductive and language awareness approaches to focus learners’ attention on the interactive features of “well” as a discourse marker. Further research is needed in different languages to understand the meaning and use of discourse markers and the implications of these analyses for language teaching.
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Sharifian, Farzad. „Figurative language in international political discourse“. Journal of Language and Politics 8, Nr. 3 (15.12.2009): 416–32. http://dx.doi.org/10.1075/jlp.8.3.04sha.
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Figurative language is used in all domains of communication, including political discourse. And since figurative language is largely socio-culturally constructed it presents a significant locus for misinterpretation or even manipulation when it collides with the realm of international politics. This paper presents an analysis of several cases of the use of figurative language in Iranian political discourse. For example, it shows how transposing a Persian metaphor onto an English metaphor has led to a conceptual shift. Given the potential risks involved in misconstruing political discourse internationally, the paper concludes by calling for additional systematic comparative studies with respect to other languages.
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Okuneva, Irina O. „LEGAL DISCOURSE: RHETORICAL AND PSYCHOLOGICAL PERSUASIVE TECHNIQUES IN RUSSIAN AND ENGLISH COURTROOM DISCOURSE“. RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, Nr. 3 (2022): 121–37. http://dx.doi.org/10.28995/2073-6398-2022-3-121-137.
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The article suggests comparative analysis of the rhetorical and psychological persuasive techniques applied in courtroom discourse in Russian and English. Not only does it describe similar techniques, but also specific features of persuasion strategies, as well as the choice of appropriate means of language by native speakers of the two languages. The author describes the difference between the basic value stereotypes, which native speakers of the language and culture unconsciously appeal to, and which often remain unnoticed by non–native speakers when constructing a speech in a foreign language. The author substantiates the thesis that taking into account culturally conditioned moral values and archetypes reinforces the argumentation and effectiveness of rhetorical and psychological techniques of persuasion in courtroom discourse. The author analyzes the means of the language that can diminish the impact of the discourse and reduce the speaker’s credibility with the audience. The author provides recommendations on how to make courtroom discourse more convincing for listeners, taking into account general principles of cognitive psychology and social and cultural characteristics of each social group under consideration. The author provides theoretical provisions with practical examples that illustrate how rhetorical and psychological persuasion techniques function in the Russian and English courtroom discourse. In conclusion, the author suggests the ways of embedding the practical recommendations outlined in the article into ESP language training for university students of the humanities.
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Zenina, Tatiana V. „Interaction of discourses in the media space“. Focus on Language Education and Research 3, Nr. 2 (16.09.2022): 38–57. http://dx.doi.org/10.35213/2686-7516-2022-3-2-38-57.
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The paper discusses issues related to the study of the interaction of discourses in the media space, the analysis of the functioning of the discourse of "mister" according to the theory of J.Lacan, features of discourse in Russian and English-language media sources. The purpose of the study is aimed at comparing and analyzing the interaction of discourses in Russian and English. The object of the study is Russian-language and English-language media texts that reflect the peculiarities of the coronavirus theme in the media space. The paper considered various constructions that are the most popular in various newspapers, magazines and Internet resources related to the media. The subject of the research is the study of the peculiarities of the interaction of discourses within the media space, as well as the influence of each of them on various media sources in modern times. The scientific novelty of the research consists in the use of relatively recent articles devoted to a certain topic, which can help in studying the functioning of discourse in the media space, as well as for further linguistic research and comparison of changes in the language structure.
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Jocuns, Andrew. „Why is English Green? The Preference for English on Environmental Discourse at a Thai University“. Manusya: Journal of Humanities 22, Nr. 3 (09.12.2019): 289–320. http://dx.doi.org/10.1163/26659077-02203002.
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This paper reports on an analysis of environmental discourse, or green discourse, in the linguistic and geosemiotic landscape of a Thai university. The overwhelming majority of green discourse signs at the university are in English and where they are bilingual (Thai and English), they tend to contain English in the preferred position. The language usage on the signage is also shown to be related to the sociolinguistics of globalization (Blommaert 2010) in terms of scale, indexical order, and polycentricity. These data are triangulated with data collected from walking interviews with students. The literature on ecolinguistics, the ecology of language and green discourse are reviewed within the context of the present study. The analysis focuses upon the geosemiotics (Scollon and Scollon 2003) of green discourse and how such discourse reflects patterns of the sociolinguistics of globalization.
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Herlina, Clara. „Phonological Analysis of University Students’ Spoken Discourse“. Humaniora 2, Nr. 1 (30.04.2011): 77. http://dx.doi.org/10.21512/humaniora.v2i1.2951.
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The study of discourse is the study of using language in actual use. In this article, the writer is trying to investigate the phonological features, either segmental or supra-segmental, in the spoken discourse of Indonesian university students. The data were taken from the recordings of 15 conversations by 30 students of Bina Nusantara University who are taking English Entrant subject (TOEFL –IBT). Finally, the writer is in opinion that the students are still influenced by their first language in their spoken discourse. This results in English with Indonesian accent. Even though it does not cause misunderstanding at the moment, this may become problematic if they have to communicate in the real world.
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Zernetskaya, Olga, und Pavel Zernetskiy. „Intrinsic Senses of Early 21st Century Global Internet Discourse“. Respectus Philologicus 23, Nr. 28 (25.04.2013): 47–57. http://dx.doi.org/10.15388/respectus.2013.23.28.4.
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This article tackles, for the first time, the phenomenon of the intrinsic senses ofglobal internet discourse. The interrelations of artificial and natural languages are analyzed. The notion of the “sewing” senses of the Internet i.e., those containing new, often-used concepts originated from natural languages (English, Russian, Ukrainian, etc.)—is introduced, and their contrastive analysis is carried out. The processes that take place when modifying the senses of already known words and creating new ones show the great influence of modern scientific technologies in general on the global multicultural sense field. All of this is actualized as tackling the issues of producing and translating senses in English internet discourse (English being the main language of the global Internet environment), as solving the problems of their translation with certain modifications into different languages of the world. The article considers various cross-cutting senses, such as web, net, cyber, blogger, etc. It analyzes the history of their appearance ininternet discourse, the expansion of their meanings, and their transformations. It is necessary to emphasize that the terms of internet discourse are inherited from the English language by means of transliteration. In rare cases, such borrowings are semantic calques. When broadcasting internet senses to other subsystems, these senses undergo various semantic processes—evolution, modification, expansion, narrowing, lowering or raising of their statuses (from the established professional terms to slang)—when they enter other, non-Internet discourses, such as social, political, economic, youth.
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Kiose, Maria I. „Linguistic creativity and discourse profiles of English language children’s novels“. Russian Journal of Linguistics 25, Nr. 1 (15.12.2021): 147–64. http://dx.doi.org/10.22363/2687-0088-2021-25-1-147-164.
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Contemporary discourse studies face the necessity to develop the methods of contrastive sub-discourse analysis which apply numeric and comparable data to diversify and describe sub-discourse types. The aim of the research is to propose a method of discourse profiling serving the purpose, and to further test the method in the contrastive study of linguistic creativity in different types of English language childrens novels. The category of linguistic creativity being the leading form of language poesis receives parametric description on all language representation levels (in written form) and provides the discourse values for contrastive analysis. These values are explored in the fragments of non-autobiographic and autobiographic adventure novel sub-discourse types authored by J.C. George, F. Gibson, J.D. Ullman, and G. Durrell (a total amount of 120.000 signs) annotated manually for 52 linguistic creativity parameters on phonological, morphological, word-formation, lexical, syntactic, and graphic levels. The working hypothesis is that the linguistic creativity parametric activity distributions represent the sub-discourse profiles and may serve to contrast sub-discourse types by means of their vectors contingency values. The analysis in individual parameter activity and in parameter groups activity demonstrated significant variance in sub-discourse construal, with autobiographic sub-discourse of G. Durrell manifesting several higher activity values in word-formation (occasional compounding), lexical use (the use of professional language, lexical tropes, allusive names, higher register style) and syntactic use (the use of parallel structures and syntactic intensifiers). In terms of morphological activity, the parameter values tend to be lower (morphological category shifts), the same stands true of some syntactic (the use of elliptical structures) and lexical parameters (the use of lower register types and proper names). The sub-discourse profiles demonstrate several common features, evidently typical of the discourse type itself, and the features differentiating non-autobiographic and autobiographic discourse subtypes. Vector correlation analysis revealed lower correlation values for autobiographic sub-discourse, which proves its specificity and testifies to the discourse profiling method applicability.