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Journal articles on the topic 'Class discourse analysis'
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Ungureanu, Elena. "A DISCOURSE ANALYSIS OF CLASS INTERACTIONS." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (December 2020): 49–69. http://dx.doi.org/10.26755/revped/2020.2/49.
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In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities.
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Forman, Ellice A., and Dawn E. Mccormick. "Discourse Analysis." Remedial and Special Education 16, no. 3 (May 1995): 150–58. http://dx.doi.org/10.1177/074193259501600304.
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Discourse analysis is one of the principal methodologies of sociocultural research in education. sociocultural research focuses on understanding how cognitive, social, cultural, affective, and communicative factors influence instruction. we review how sociocultural theory conceptualizes teaching and learning, some fundamental constructs of both the theory and the methodology, and the basic guidelines for discourse analysis. we discuss the applications of sociocultural theory and discourse analysis to remedial and special education by focusing on three areas of research: the social construction of disability, contingent instruction between adults and learners, and miscommunication between adults and working class or minority students.
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Grdešić, Marko. "Class Discourse in Croatia." East European Politics and Societies: and Cultures 29, no. 3 (August 2015): 663–71. http://dx.doi.org/10.1177/0888325415599196.
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This article summarizes recent trends in Croatia with regard to class analysis and class discourse. It traces the main currents both in academic debate as well as more broadly in the public sphere. Issues of class were sidelined with the outbreak of war and the rise of nationalism in the 1990s. Later, neoliberalism further weakened class and leftist discourse. Research on class has been sporadic and rare. New developments among a younger generation of leftist activists and scholars have begun to challenge the silence on class, but the main trends have not been reversed.
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Theodoropoulou, Irene. "Social class struggle as a Greek political discourse." Discourse & Society 30, no. 1 (September 28, 2018): 85–102. http://dx.doi.org/10.1177/0957926518801080.
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This article delves into the construction of social class division in Greek political discourse. More specifically, the focus is on ‘ταξική πάλη’ (class struggle) as a discourse that has started being carved in Greek media since the current leftist government party, Syriza, won the election in 2015 for the first time in the country’s political history. Contrary to Syriza, which always frames its arguments on the basis of a divisive class fight discourse between the elitists and laypeople, New Democracy, the liberal and main oppositional party, tries to play down this discourse by advocating a more unifying and social class inclusive discourse. The analysis suggests that social class struggle is a theme framed within a wider shifting (anti)populist discourse constantly being negotiated linguistically in ironic ways among political elites. Both the government and opposition parties engage in tactical maneuvering of competing political discourses that, in different ways, articulate attachments to the ‘people’. The theoretical contribution of this study is the discursive theorization of social class struggle as a digitally constructed and politically relevant discourse in the context of Greek populism and its discontents.
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Case, Rod E., Wei Xu, and Marielena Righettini. "The Critical Discourse Analysis Of Esl Texts." Buckingham Journal of Language and Linguistics 1 (June 22, 2010): 19–40. http://dx.doi.org/10.5750/bjll.v1i0.2.
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Despite the recognized role that race and class play in second language acquisition (SLA) and instruction, little attention is paid to how to evaluate and analyze these issues in ESL texts. Drawing on examples from two adult ESL texts, this article presents a text evaluation method based upon the concept of critical language awareness which allows curriculum developers and teachers to examine issues of race and class.
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Kosem, Iztok, and Darinka Verdonik. "Key word analysis of discourses in Slovene speech : differences and similarities." Linguistica 52, no. 1 (December 31, 2012): 309–21. http://dx.doi.org/10.4312/linguistica.52.1.309-321.
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One of the aspects of speech that remains under-researched is the internal variety of speech, i.e. the differences and similarities between different types of speech. This paper aims to contribute to this research by making the comparison between different discourses of Slovene spontaneous speech, focusing on the use of vocabulary. The key word analysis (Scott, 1997), conducted on a million‑word corpus of spoken Slovene, was used to identify lexical items and groups of lexical items typical of a particular spoken discourse, or common to different types of spoken discourse. The results indicate that the presence or absence of a particular word class in the key word list can be a good indicator of a type of spoken discourse, or discourses.
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Shahaji, Nurtimhar. "Classroom Discourse Analysis: A Case of ESL Reading Class." International Journal of Language and Literary Studies 3, no. 2 (June 29, 2021): 156–65. http://dx.doi.org/10.36892/ijlls.v3i2.368.
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More than the recognition, perception, and interpretation of written materials, reading has been dubbed as our bridge to other skills that are necessary for academic success. Subsequently, one way for teachers to monitor both the quantity and quality of output of the students is through Classroom discourse analysis, which is an aspect of classroom process research (Jiang, 2012). This paper, therefore, aimed to determine teacher’s questioning vis-à-vis students’ reading strategies in the case of an ESL reading class in one of the private schools in Zamboanga City, Philipenese through classroom discourse analysis. As a qualitative endeavor, it made use of classroom observations with the aid of an audio recorder to enable the analysis. A total of 131 exchanges were generated in a 45-minute discussion, with roughly 25 minutes allotted to the said discourse, and the rest for other activities. Teacher-Pupil-Teacher (TPT) captured as Teacher-Student-Teacher (TST) in the case of this paper, is the recurring sequence during the whole duration of the discourse. Discourse analysis that was done to an audio recording transcript of a reading class observation revealed patterns that are primarily present in some, if not most, discourse analysis (DA) research literature. Interestingly, it, however, uncovered the following: for teacher’s way of questioning (in this case, echoice and epistemic), epistemic questions (mostly, rhetorical for this matter), were made reference(s) by the students in answering questions. Consequently, the lesson or activity became, to some extent, communicative, because of the above mentioned points.
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Clark, Kathleen, and Lenard R. Berlanstein. "Rethinking Labor History: Essays on Discourse and Class Analysis." Contemporary Sociology 23, no. 2 (March 1994): 191. http://dx.doi.org/10.2307/2075184.
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Abalo, Ernesto, and Diana Jacobsson. "Class struggle in the era of post-politics." Nordicom Review 42, s3 (April 1, 2021): 20–34. http://dx.doi.org/10.2478/nor-2021-0024.
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Abstract This article addresses how class as a category of conflict and struggle is understood and shaped discursively in mainstream media today. We utilise a case study of how Swedish news media represents the long-lasting conflict in the Swedish labour market between the Swedish Dockworkers’ Union and the employer organisation, Sweden's Ports. Using critical discourse analysis, we show two ways in which class relations are recontextualised in three Swedish newspapers. One is through obscuring class and centring the conflict around business and nationalist discourses, which in the end legitimise a corporate perspective. The other, more marginalised, way is through the critique of class relations that appears in subjective discourse types. This handling of class, we argue, serves the reproduction of a post-political condition.
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Jing, Jinxiu, and Zhengping Zeng. "Arousing the Discourse Awareness in College English Reading Class." English Literature and Language Review, no. 71 (January 8, 2021): 1–4. http://dx.doi.org/10.32861/ellr.71.1.4.
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Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
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Jing, Jinxiu, and Zhengping Zeng. "Arousing the Discourse Awareness in College English Reading Class." English Literature and Language Review, no. 71 (January 8, 2021): 1–4. http://dx.doi.org/10.32861/ellr.71.1.4.
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Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
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Kovalevska, Anastasia. "Language Milton-model Analysis in Political Discourse." Fìlologìčnì traktati 12, no. 2 (2020): 29–36. http://dx.doi.org/10.21272/ftrk.2020.12(2)-4.
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The article is dedicated to the analysis of the verbal influence (also known as suggestion) realization phenomenon in political discourse, which is usually understood as a holistic combined image of the text (be it an advertisement slogan, a political program, a speech, or an interview) itself and the emotions of its recipient and addressee. and is aimed at a a political subject’s (politics, political force, power) influencing a political object (audience, electorate, voter). The political discourse is studied from the standpoint of Psychology, Communicative Linguistics, Sociolinguistics, Speech Acts Theory, Advertisement Theory, PR / GR, Political Linguistics and other related sciences, but it is the involvement of such new methods of studying the linguistic and extralinguistic implementation of suggestion in political discourse, influence being its basic function, that emphasizes the relevance of the work, aimed at studying the manifestations of suggestion in political discourses with the help of NLP’s Milton-model analysis. Contemporary political discourse as an array, which, given the specificity of its functioning in today's information society, is characterized by immanent suggestogenicity is the object of the research; while the essential linguistic features of political discourse as a tool for the realization of its programmed suggestibility are the subject. The factual data of the research is represented by recorded media speeches, political advertisement, political programs and press conference speeches of the politicians heading the governments of Ukraine, USA, France, Spain, Italy, Canada, Germany (about 200 items of each class). The author involves the meta- and Milton-model analysis of the text having been researched and developed in the NLP paradigm in order to isolate the actual linguistic influential patterns (markers of language metamodeling processes, simple, complex and indirect inductions). The linguistic algorithm of Milton-model analysis of political discourses having been researched and visually illustrated with relevant examples combines a complex scientific approach within such multisubstrate science as NLP, and thus it will allow not only to single out dominant strategies of constructing texts and mechanisms of these discourses, but also to highlight the ways to counteract their negative effect, as well as serve in the construction of appropriate planning decisions in the field of optimizing the effectiveness of political communication, emphasized the prospects of the research having been presented in the article, as well as its essential practical value.
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Muhammad Ramzan and Dr. Abdul Karim Khan. "A Critical Discourse Analysis of Powerlessness in Mohsin Hamid’s Novel “Moth Smoke”." sjesr 3, no. 4 (December 25, 2020): 106–12. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(106-112).
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This paper is an attempt to explore powerlessness in the discourses of Mohsin Hamid’s novel Moth Smoke (2000)' from the perspective of Fairclough's Three Dimension Model (TDM). The main issue of the paper is to examine the communicative process as to how and why the powerless are made to feel inferior. It is a common practice in today's society that in social gatherings a man always wants to show higher which in most of the cases is exercised through language. As analyzing texts through CDA carries objectivity, so the text understudy yielded the theme of powerlessness projected through the word choice of the writer. Through the analysis of the selected discourse, two-class have been found i.e. the upper class and the lower class. They are represented as powerful and powerless respectively. The elites enjoy a luxurious life but the poor often turn to be criminals. Because of this scenario, Fairclough's approach to CDA is quite an appropriate perspective to explore such social issues enacted in the society.
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Siltaoja, Marjo, Katariina Juusola, and Marke Kivijärvi. "‘World-class’ fantasies: A neocolonial analysis of international branch campuses." Organization 26, no. 1 (May 27, 2018): 75–97. http://dx.doi.org/10.1177/1350508418775836.
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In this article, we build on postcolonial studies and discourse analytical research exploring how the ‘world-class’ discourse as an ideology and a fantasy structures neocolonial relations in international branch campuses. We empirically examine how international branch campuses reproduce the fantasy of being so-called world-class operators and how the onsite faculty members identify with or resist this world-class fantasy through mimicry. Our research material originates from fieldwork conducted in business-school international branch campuses operating in the United Arab Emirates. Our findings show the ambivalent nature of mimicry towards the world-class fantasy to include both compliance and resistance. Our contributions are addressed to postcolonial management studies by discussing the ambivalent nature of mimicry in international branch campuses and the significance of grandiose constructions in organizations for neocolonial relations.
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Christianakis, Mary. "Victimization and Vilification of Romani Children in Media and Human Rights Organizations Discourses." Social Inclusion 3, no. 5 (September 29, 2015): 48–63. http://dx.doi.org/10.17645/si.v3i5.250.
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Through an analysis of European newspapers, human rights organization reportage, and United Nations documents and websites, this article examines how public discourse regarding education, human rights, poverty, child rearing, and child labour manufactures a dangerous, implausible childhood for Romani children. These discourses, perpetrated by human rights organizations and news media, leverage the languages of intervention, cultural difference, nationalism, and social justice to simultaneously victimize and vilify Romani children, rendering them incapable of experiencing humane childhoods. Employing critical discourse analysis and systemic functional grammar analysis, the proposed article seeks to disentangle the discourses of human rights for Roman children from the assimilationist arguments aimed at compulsory schooling and Eurocentric family and labour practices rooted in access to middle class dominant labor markets.
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Jacobsson, Diana. "In the Name of (Un)Sustainability: A Critical Analysis of How Neoliberal Ideology Operates Through Discourses About Sustainable Progress and Equality." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 17, no. 1 (January 5, 2019): 19–37. http://dx.doi.org/10.31269/triplec.v17i1.1057.
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This article examines sustainable development discourses while addressing the unsustainable structures within which these discourses take place. The main research question concerns how sustainability is understood in relation to class and capitalism and what ideologies are expressed as neutral in the anodyne context of public information. Critical discourse analysis is applied as a method to examine how sustainable development is shaped through the construction of problems, responsibilities and solutions in a Swedish municipal magazine. The analysis reveals two parallel constructions: hyper-politicised discourses about free enterprise and a trivialisation of discourses about socio-economic challenges. Texts about social care and social responsibility are represented in the form of banal politics, transforming conflict into consensus, while stories about the business sector rely heavily on market rationales stressing the importance of political intervention to increase the attractive power of entrepreneurialism. Taking Critical Theory as its starting point, the analysis discusses the neoliberal paradox, namely that in the neoliberal political regime, despite the rhetoric of individualism and freedom, the role of the state is to support private enterprises. The article argues that the role of communication needs further analytical attention to increase our understanding of how sustainability is shaped and established in mainstream public discourse. It concludes that the specific communication practice examined here promotes neoliberal capitalism by encouraging the continued unsustainable class structuring of our society.
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Hagge, John. "Presenting the Teacher-Based Case: Discourse Analysis in the Business Communication Class." Bulletin of the Association for Business Communication 51, no. 1 (March 1988): 5–9. http://dx.doi.org/10.1177/108056998805100102.
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Dintenfass, Michael. "Rethinking Labor History: Essays on Discourse and Class Analysis. Lenard R. Berlanstein." Journal of Modern History 67, no. 2 (June 1995): 388–89. http://dx.doi.org/10.1086/245105.
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BAHDAR, RINAWATI. "TINGKAT KETERBACAAN WACANA BUKU TEKS PELAJARAN BAHASA DAN SASTRA INDONESIA KELAS VII DENGAN CLOZE TEST PADA SISWA SMPN 3 TAROWANG KAB. JENEPONTO." KONFIKS : JURNAL BAHASA DAN SASTRA INDONESIA 1, no. 2 (December 30, 2016): 71. http://dx.doi.org/10.26618/jk.v1i2.181.
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AbstractThis study aimed to describe the level of legibility Discourse Textbooks Indonesian Language and Literature at the Class VII Students SMP 3 Tarowang Kab. Jeneponto with Cloze Test. This research used descriptive qualitative method. The population in this study were all discourses were eligible to be tested by using Cloze Test. The textbook is a textbook study Indonesian were Language and Literature 1 SMP / MTs were prepared by Suparno , et al and published by Earth Literacy . In the textbook discourse that can serve the population consists of 11 discourses of fiction and 9 discourses of nonfiction . The population sampled only 50 % of the total discourses. Thus , the amount of which have analyzed discourse discourse as much as 5 fiction and 5 nonfiction discourse . The discourse selected randomly and tested to class VII SMPN 3 Tarowang with Cloze Test . Data collection technique were observation and tests. The discourse samples were selected to be analyzed in two ways : ( 1 ) the analysis of any discourse and ( 2 ) the analysis of the data overall discourse . The conclusions drawn from the results of the analysis to determine whether the position of the reader in the position of independent reading level / free , instructional / moderate , or frustrated / failed . Based on the findings that ( 1 ) readability level of discourse analysis I, II, III, VI , VII , IX , and X can be used as teaching material for students of class VII SMPN 3 Tarowang based Cloze Test . The discourse was at instructional reading level , which means that discourse has a moderate level of difficulty and can be understood by the student , (2 ) analysis of discourse readability level IV , V , and VIII were not feasible for students of class VII SMP 3 Tarowang . This discourse put the respondent at the level of reading frustrating and difficult to understand by students . This discourse would make a general reading materials , (3 ) percentage of overall readability level discourse suggests that legibility was due to be at the instructional reading level . This means reading level textbooks Indonesian Language and Literature 1 SMP / MTs were prepared by Suparno , et al as a whole can be understood by students and fit for use as teaching materials in SMPN 3 Tarowang.Key Words: Cloze Test, reading, teks book.AbstrakPenelitian ini bertujuan mendeskripsikan tingkat keterbacaan Wacana Buku Teks Pelajaran Bahasa dan Sastra Indonesia Kelas VII pada Siswa SMPN 3 Tarowang Kab. Jeneponto dengan Cloze Test. Penelitian ini menggunakan metode deskriptif kualitatif. Populasi dalam penelitian ini adalah semua wacana yang memenuhi syarat untuk diuji dengan menggunakan Cloze Test. Buku teks yang diteliti adalah buku teks Bahasa dan Sastra Indonesia 1 SMP/MTs yang disusun oleh Suparno, dkk dan diterbitkan oleh Bumi Aksara. Dalam buku teks tersebut wacana yang dapat dijadikan populasi terdiri atas 11 wacana fiksi dan 9 wacana nonfiksi. Populasi yang dijadikan sampel hanya 50% dari jumlah wacana. Jadi, jumlah wacana yang akan dianalisis sebanyak 5 wacana fiksi dan 5 wacana nonfiksi. Wacana tersebut dipilih secara acak dan akan diteskan kepada siswa kelas VII SMPN 3 Tarowang dengan Cloze Test. Teknik pengumpulan datanya adalah observasi dan tes. Wacana yang terpilih menjadi sampel dianalisis dengan dua cara yaitu: (1) analisis setiap wacana dan (2) analisis keseluruhan data wacana. Dari hasil analisis ditarik kesimpulan untuk menentukan posisi pembaca apakah di posisi tingkat baca independen/bebas, instruksional/sedang, atau frustasi/gagal. Berdasarkan hasil penelitian bahwa (1) Analisis tingkat keterbacaan wacana I, II, III, VI, VII, IX, dan X dapat dijadikan bahan ajar untuk siswa kelas VII SMPN 3 tarowang berdasarkan Cloze Test. Wacana tersebut berada pada tingkat baca intruksional yang berarti wacana tersebut memiliki tingkat kesulitan yang sedang dan dapat dipahami oleh siswa; (2) Analisis tingkat keterbacaan wacana IV, V, dan VIII tidak layak bagi siswa kelas VII SMPN 3 Tarowang. Wacana ini menempatkan responden pada tingkat baca frustasi dan sulit dipahami oleh siswa. Wacana ini cocok dijadikan bahan bacaan umum; (3) Persentase secara keseluruhan tingkat keterbacaan wacana menunjukkan bahwa keterbacaan wacana sedang karena berada pada tingkat baca instruksional. Hal ini berarti tingkat keterbacaan buku teks Bahasa dan Sastra Indonesia 1 SMP/MTs yang disusun oleh Suparno, dkk secara keseluruhan dapat dipahami oleh siswa dan layak digunakan sebagai bahan ajar di SMPN 3 Tarowang.Kata Kunci: Cloze Test, Keterbacaan, Buku Tesk.
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Wang, Alvin Y., Michael H. Newlin, and Travis L. Tucker. "A Discourse Analysis of Online Classroom Chats: Predictors of Cyber-Student Performance." Teaching of Psychology 28, no. 3 (July 2001): 222–26. http://dx.doi.org/10.1207/s15328023top2803_09.
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We applied a discourse analysis (DA) to the electronic chat room discussions of a 16-week, Internet-based section of a class in statistical methods in psychology. This analysis revealed that across the semester, several DA categories (e.g., total number of student comments) were correlated with final grade in the class. An additional analysis involving only the chat room discussion of Week 3 revealed that 2 DA categories (i.e., student response to a problem or example given in lecture and total number of student comments) correlated with final grade in the class. We discuss the pedagogical implication of these results with regard to an instructor's ability to identify early warning predictors of student performance in the virtual classroom.
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Prins, Esther, and Blaire Willson Toso. "Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile." American Educational Research Journal 45, no. 3 (September 2008): 555–96. http://dx.doi.org/10.3102/0002831208316205.
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The Parent Education Profile (PEP) is an instrument used by family literacy programs to rate parents’ support for children’s literacy development. This article uses Critical Discourse Analysis to examine how the PEP constructs the ideal parent, the text’s underlying assumptions about parenting and education, and its ideological effects. The analysis shows how many features of the PEP evaluate parents according to a middle-class, predominantly White model of parenting and family-school interaction. Furthermore, the PEP tends to assume a universal, normative model of parental support for literacy, parental (mothers’) responsibility for educational outcomes, equal access to resources required to meet the PEP standards, and a limited parental role in assessment. In so doing, the PEP lends support to several dominant discourses regarding poor and minority families, such as the discourse of parent involvement and the “mothering discourse,” which encourages mothers’ supplementary educational work. Implications for policy, research, and practice are discussed.
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António, Ana Sofia, and António Teodoro. "Critical Discourse Analysis: Between Educational Sciences and Journalism." Fronteiras: Journal of Social, Technological and Environmental Science 8, no. 1 (February 22, 2019): 18–35. http://dx.doi.org/10.21664/2238-8869.2019v8i1.p18-35.
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Abstract
This research, in which we used Critical Discourse Analysis (CDA) applied to the field of Educational Sciences, was developed within the scope of the project of PhD in Education. We submit the question - what relations can be identified between opinion articles concerning Education published in two broadsheet newspapers and the values and aspirations defended by the new middle class?
A quantitative methodology was used, and the directors of the newspapers studied were interviewed, as well as parents and teachers. CDA was used on the 20 opinion articles chosen as corpus of this study.
It is our belief that it is essential to understand the intentions and the consequences of opinion articles related to the school.
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Rondón Cardenas, Francisco. "LGBT Students’ Short Range Narratives and Gender Performance in the EFL Classroom." Colombian Applied Linguistics Journal 14, no. 1 (June 29, 2012): 77. http://dx.doi.org/10.14483/22487085.3814.
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By means of the analysis of six short range narratives, utilizing as a methodology (Feminist Post –Structuralist Discourse Analysis) FPDA,this paper unveils some significant moments which evidence the way LGBT EFL students draw on different discourses to adapt, negotiate,resist, emancipate, and reproduce heteronormativity. EFL students Methodological FrameworkConstantly shift positions and perform their gender assuming simultaneously powerful and powerless stances in the EFL classroom.The study categorizes the emancipatory discourse as a way to resist, the discourse of vulnerability as a way to reproduce and cope withmarginalization, and the homophobic discourse as a way to position LGBT individuals as abnormal. Finally, the article will reflect on themoments LGBT student mitigate their oral skills and constrain their participation in class, due to the fact that they are frequently evaluatingtheir comments to avoid accidental disclosure of their sexual identity.
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Asher, Nicholas, Farah Benamara, and Yvette Yannick Mathieu. "Appraisal of Opinion Expressions in Discourse." Actes du «27e colloque international sur le lexique et la grammaire» (L'Aquila, 10-13 septembre 2008). Première partie 32, no. 2 (December 15, 2009): 279–92. http://dx.doi.org/10.1075/li.32.2.10ash.
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We present an analysis of opinion in texts based on a detailed semantic analysis of a wide class of expressions. We propose a new annotation schema for a deep contextual opinion analysis using discourse relations. We analyze the distribution of our categories in three different types of online corpora, movie reviews, Letters to the Editor and news reports, in English and French.
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Sang, James Kimeli, Dr Joseph Lelan, and Susan Jelagat Korir. "Pedagogic Discourse." International Journal for Innovation Education and Research 2, no. 7 (July 31, 2014): 37–46. http://dx.doi.org/10.31686/ijier.vol2.iss7.206.
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HIV and AIDS is an epidemic that has remained a serious health concern across the globe for more than a quarter of a century since it was first diagnosed in 1981. This is in spite of a myriad of health education and prevention programs that have been developed and are in use. Current studies in Kenya concur that information on HIV and AIDS prevention is readily available. Focus is now on quality and policies that guide implementation of prevention education programs. This paper therefore attempts to give a detailed analysis of the HIV and AIDS curriculum that is used in Secondary Schools in Kenya. This is achieved by using Basil Bernstein’s model of Pedagogic discourse. This model entails a set of concepts and criteria which are invaluable in studying the curriculum. The classroom texts and class readers are critically analyzed using this model so as to illuminate on this curriculum.
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Fabo, Brian. "Rediscovering Inequality and Class Analysis in Post-1989 Slovakia." East European Politics and Societies: and Cultures 29, no. 3 (August 2015): 588–97. http://dx.doi.org/10.1177/0888325415599200.
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The onset of the Velvet Revolution in 1989 led to a radical transformation of the social structure and new types of economic inequalities in Slovakia, but the media, academia, and civil society initially rejected any talk of these developments in terms of class, seeing the topic as potentially toxic to democracy. There was a tendency to veer away from the study of new social stratification toward research on postmaterialist topics such as environmental protection, civil rights, and alternative subcultures. Those social scientists who did study the changing social structure mostly analyzed statistical data without linking this to a broader theoretical framework. Social classes came to be discussed in gradational rather than relational terms, without discussion of how one group’s new privileges comes at the expense of others. In the early 2000s, radical neoliberal thinking became prominent, leading to the pervasive presentation of the poor and working poor as themselves responsible for their own fate. A backlash against that led to the triumph of the SMER party in 2006, which allowed topics such as poverty and social justice to return to everyday political discourse, and in this sense allowed for the return of class into politics. A younger generation of Slovak social scientists now regularly criticize the cult of the market and argue for an alternative political economy, though ongoing neoliberal hegemony in public discourse continues to make it hard for these new voices to be heard.
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Macleod, Catriona. "Gender Differences in Mathematics: A Discourse Analysis." South African Journal of Psychology 25, no. 3 (September 1995): 191–202. http://dx.doi.org/10.1177/008124639502500308.
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Perspectives dealing with the study of gender and mathematics have failed generally to move beyond the individual/society divide. The contradictory nature of subjectivity and the operation and interpenetration of power and knowledge have not been taken into account. This article is based on the post-structuralist framework. The work of Walkerdine, which highlights the processes within the classroom which allow girls to succeed in mathematics but never actually be successful, is of interest. The methodology used is that of discourse analysis which makes clear both the positionings available to the participants as well as the power relations formed. The sample was drawn from a top-achieving Std 8 Higher Grade class in an affluent Model C school. This represents a theoretically salient sample as the literature points to ‘gender differences’ being most pronounced in the upper levels of mathematics education. The analysis clearly highlights the double-bind within which girls find themselves in the mathematics classroom. The apparent equality of opportunity and non-sexism is counteracted by the positioning of girls as hard working but without natural flair in mathematics. The characteristics that make it possible to achieve in mathematics are ascribed to males. The resistance to this powerful ‘disciplinary technology’ is the invoking of the feminist discourse.
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Murillo-Murgueítio, Antonio José. "Analysis of pedagogical and cultural situations from the vantage point of discourse analysis." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 176. http://dx.doi.org/10.14483/22487085.188.
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This paper encompasses analyses of pedagogical and cultural situations from the perspective of some of the authors studied in our discourse analysis class. Cultural authenticity and cultural stereotypes are dealt with stemming from real issues and mirroring them through the lens of Kramsch ́s (1998) insights. McCarthy (1994) is referred to when a curricular principle, the familiar to unfamiliar principle is considered as a pedagogical approach in ESL teaching.
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Nazakat and Muhammad Safeer Awan. "Hybridity and Linguistic Pluralism: A Pragmatic Analysis of University Academic Discourse." Global Social Sciences Review III, no. III (September 30, 2018): 447–65. http://dx.doi.org/10.31703/gssr.2018(iii-iii).25.
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The language used in academic texts and pedagogy is referred as academic discourse. Being student and teacher, the researchers observed that mixing of home language with academic language was a common practice in many institutions. Some linguists appreciate it, while others resist it by claiming it detrimental to objectivity and neutrality. Chiang (2006) finds role of teacher’s discourse a determining factor in pedagogy. Current study was conducted to observe the phenomenon of hybridization in academic discourse and to assess it in the light of pragmatics. Pragmatic analysis is known as a useful method to infer covert and implicit meanings of language (Savignon, 2007) and the researchers deemed it appropriate for current research. The pragmatic analysis could provide a newer outlook on academic discourse. Data was collected through observation sheet from the classes. Questionnaire was also used to get relevant data from teachers. The findings revealed that teachers often relied on cultural and ideological underpinnings in their pedagogy. The individual conversational styles were also responsible for different mode of hybridization and subsequently reinforced diverse facet of discourse different in pragmatic nature. The data was first analyzed for hybridization followed by its pragmatic analysis. The study was important in the backdrop of one of many beliefs, that meaning never remains fixed and it resides in socio-cultural structures and lack of pragmatic knowledge among interlocutors impedes semantic proficiency. The study revealed utility of pragmatic competence in turning this mixing of discourses in a class into a continuum. It also found that knowledge of academic pragmatics could reinforce semantic proficiency.
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Cotal San Martin, Vladimir. "Dismissing class." Nordicom Review 42, s3 (April 1, 2021): 35–55. http://dx.doi.org/10.2478/nor-2021-0025.
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Abstract Neoliberal globalisation has expanded transnational corporations’ (TNCs) boundaries of operation and sphere of exploitation, particularly in the Global South where much of the production of traditional TNC manufacturing now occurs. In this article, using a longitudinal approach, I conduct a detailed critical discourse analysis of a large Swedish press corpus reporting on TNC activities in Global South countries. The analysis suggests that the issue of workers’ conditions is made relevant to the Swedish public through a “consumer framework” that not only confers proximity and relevance on the topic, but also effectively recontextualises agency and responsibility towards particular or individual social actors, obscuring the class dimension of labour relations and global production. Moreover, rooted in a highly problematic colonial imagery, exploitation in the Global South is seen as a “cultural problem” of “them” rather than a problem related to the social and spatial relations of global capitalism.
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Van Dijk, Teun A. "Political discourse and ideology." Doxa Comunicación. Revista interdisciplinar de estudios de comunicación y ciencias sociales, no. 1 (December 2003): 207–25. http://dx.doi.org/10.31921/doxacom.n1a12.
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This paper analyses the influence of ideologies on political discourse, in terms not only of content but also of form and interaction, defining ideology in the broadest sense of basic beliefs shared by members of a group and understanding political discourse to be a class of genres defined by a social domain, namely that of politics. The ways in which ideologically based beliefs are exhibited in discourse and discursive evidence in the interplay of several ideologies are analysed in the form of a debate on asylum seekers in the British House of Commons. Parliamentary debates are particularly revealing for these purposes because their text and content exhibit the social cognitions of political parties and their members. An analysis of this particular debate shows how political discourse in general, and parliamentary debates in particular, are replete with ideological expressions and rhetorical tropes at all levels.
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김지영. "A Method of Using Discourse Analysis Activity in Task-based Korean Speaking Class." Journal of Korean Language Education 25, no. 1 (March 2014): 29–52. http://dx.doi.org/10.18209/iakle.2014.25.1.29.
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Day, Katy, Brendan Gough, and Majella McFadden. "Women Who Drink and Fight: A Discourse Analysis of Working-Class Women's Talk." Feminism & Psychology 13, no. 2 (May 2003): 141–58. http://dx.doi.org/10.1177/0959353503013002002.
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Lee, JungMin, and Jae Young Chung. "Critical Discourse Analysis of the Spoon Class Theory with focus on Educational Inequality." Korea Society Of The Politics Of Education 27, no. 3 (September 30, 2020): 73–96. http://dx.doi.org/10.52183/kspe.2020.27.3.73.
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Bocharov, Vladislav Yu. "Discourse analysis of the American working youth communities on the social network Reddit." Semiotic studies 1, no. 1 (April 19, 2021): 100–113. http://dx.doi.org/10.18287/2782-2966-2021-1-1-100-113.
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The article discusses the working conditions and employment of American working youth during the global pandemic (2020) within the discursive space of the online communities of the social network Reddit. The aim of the study was to conduct a discourse-analysis of professional virtual communities of American working youth. The main tasks were to analyze the specifics of the language of online communication of American working youth, to identify the main problems of employment and labor relations relevant to young Americans, to find out how much American working youth identify with the working class, and to study its class interests, class positions and feelings of solidarity. Infrequent (basic) and frequent (additional) content analyses were used to analyze empirical information (143 text and visual posts in 11 communities of the social network Reddit). The results of the study draw conclusions about the presence of a specific language of communication, similar conditions of employment and living standards, the stability of class positions and the high level of virtual solidarity of American working youth. Comparison of the data obtained with the results of our previous study of virtual communities of Russian working youth allows us to tell about the similarities and differences between American and Russian youth. The main common feature characteristic of both (American and Russian) working youth is the presence of their own group identity.
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Maulinisa, Rizki, and Aninditya Sri Nugraheni. "KORELASI ANALISIS WACANA KRITIS DENGAN KARANGAN BEBAS SISWA KELAS IV MIN 2 SLEMAN YOGYAKARTA." Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 3, no. 2 (December 15, 2020): 84–97. http://dx.doi.org/10.36768/abdau.v3i2.73.
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This study aims to look at the correlation between Critical Discourse Analysis and Free Essays of Class IV MIN 2 Sleman Yogyakarta students. This research uses quantitative research methods. The researcher distributed questionnaires to all grade 4 students because the papulation class did not reach 100 students, so the researchers chose all students to be sampled in this study. Therefore, the population in this study is also a research sample to collect quantitative data. The result of simple correlation analysis obtained the correlation between Critical Discourse Analysis with Free Essay Writing Skills is 0.295. This shows that there is a fairly strong relationship between Critical Discourse Analysis with Essay Writing Skills. While the direction of the relationship is positive because the value of r is positive, it means that the higher the Critical Discourse Analysis, the more the students write essay writing skills.
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Suparman, Suparman, and Charmilasari Charmilasari. "Analysis of Phase Structure Realization in Classroom Discourse: A Study of Systemic Functional Linguistics." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 2 (August 22, 2017): 120–26. http://dx.doi.org/10.30605/ethicallingua.v4i2.624.
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This study aims at describing the phase structure of classroom discourse in SMAN 1 Palopo. The research design employed is a qualitative study. The research location was SMAN 1 Palopo in which the population of the current study was classroom discourse in class X; while the sample were clauses that indicate the phase and interpersonal meaning of the teacher and the students who were selected using the purposive sampling technique. The source of data were the discourses in the biology, Physics and civic education classes. This study uses the theory of systemic functional linguistics to identify the clause phase structure consisting of phases and each sub-phase consists of 5 phases. Phase is used to transfer the science that aims to guide students to understand the material. Sub-phase comprises 33 phases which were divided into 4 static sub-phases and 29 dynamic sub-phases. System dominant mode shows the role of teachers in transferring science or knowledge expect information provided will be accepted by the students.
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Groth, Randall E. "Analyzing Online Discourse to Assess Students' Thinking." Mathematics Teacher 101, no. 6 (February 2008): 422–27. http://dx.doi.org/10.5951/mt.101.6.0422.
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How the analysis of discussion board conversations can be useful for charting the path instruction should take. This analysis is illustrated within the context of a course for preservice teachers. The use of such analysis as an assessment tool is also considered in relation to mathematics courses for high school students. Online discourse offers an alternative to in-class group work where the teacher cannot monitor or be privy to all discussions and learning.
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Katchergin, O. "‘The Good Parent’ and ‘The Other Parent’: Medicalization, othering and social exclusion in Israeli professional discourse regarding learning disorders and difficulties." European Psychiatry 41, S1 (April 2017): S514. http://dx.doi.org/10.1016/j.eurpsy.2017.01.669.
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This lecture seeks to uncover the various textual techniques through which binary representations of ‘parenthood’ are constructed in the framework of clinical professional discourse of Israeli learning-disorders experts. Historically this discourse has constructed two contrasting parenthood representations: ‘parenthood of learning-disordered children’ on the one hand, and ‘parenthood of cultural deprived children’ on the other hand.The lecture posits the following main questions: Which textual representations of ‘parenthood’ were constructed in the framework of the aforementioned discourses? Which affinities can be identified between the textual representations and the contextual characteristics of social class, culture, ethnicity and educational capital? And which affinities can be identified between these representations and the explicit or implicit normative messages of ‘blame’, ‘responsibility’ and ‘agency’ embedded in the texts? Discourse analysis was implemented in order to uncover the mutual and contradictory construction processes. The analysis also reveals the stereotypical imputation of ‘normative’ parents with a well-off, well-educated and western origin population, as well as the stereotypical imputation of ‘problematic’ parents with a low class, little educated and eastern origin population. The lecture concludes by situating the texts in the social and historical context of their formulation: The processes of psychocultural othering which operated on low class, little educated and eastern origin parents are interpreted on the historical background of the class and ethnic hierarchical structure of the Israeli society. The conclusion also raises a conjecture regarding a rising new medicalizing ‘othering’ potential, a potential, which was already implicitly embedded in the analyzed historical texts.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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L, Jenniffer, and Dr K. Lavanya. "DISCOURSE, COGNITION AND SOCIETY: CRITICAL DISCOURSE ANALYSIS OF THE STORY THAT MUST NOT BE TOLD." ENSEMBLE 2, no. 2 (May 1, 2021): 28–36. http://dx.doi.org/10.37948/ensemble-2020-0202-a004.
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The paper presents a critical discourse analysis of Kavery Nambisan’s The Story That Must Not Be Told based on Teun A.van Dijk’s discourse-cognition-society triangle approach. Kavery Nambisan, the South Indian writer is prominently known for her social themes and in that way, the novel explicates the abyss between haves and have-nots. Though the elite residents of Vaibhav apartments and the local workers of the slum Sitara are interdependent, the dominant’s root hatred for the vulnerable slum dwellers is highlighted. The emotions and opinions of the two different worlds divided by a single wall carry poignant episodes of the lifestyle of the elite as well as the existence of the poor with less basic needs. The discourse structures of the elite exhibit the power in controlling the slum dwellers, where the story further moves to the demolition of the slum and migration. The personal context of Simon to support the slum receives huge opposition from the apartment residents. Van Dijk brings forth the connection among discourse, cognition and society stating that cognitive perceptions influence the interpretation of discourse elements built within the social structures. Similarly, the paper attempts to portray how Simon, the protagonist’s motive to help the slum people failed due to the power of the dominion, class conflicts and varied perspectives.
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Anshori, Dadang S. "FRAMING OF JOURNALISM DISCOURSE TO IMPROVE DISCOURSE COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS." English Review: Journal of English Education 6, no. 1 (December 1, 2017): 137. http://dx.doi.org/10.25134/erjee.v6i1.780.
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This study aims to describe the analysis model of framing on journalism discourse in Indonesian textbooks in Senior High School to be used in language learning. This research used qualitative method with framing theory from Pan and Kosicki as an tool of analysis. The research data is journalism discourse in textbook amounted to 30 pieces of discourse taken from 10 text books of class X, XI, and XII in Senior High School. The results show the following: (1) The discourse of journalism has received acceptance in the world of education, especially in textbooks. The use of journalism discourse in 10 textbooks is very high and very diverse in terms of number, topic, source, and usage. (2) The journalism discourse in the textbook meets the criteria of reporting value, even if not all reporting value is fulfilled. (3) The frame construction of the journalism discourse in Indonesian textbooks is packaged in different angles according to news topics and facts. (4) The analysis model of journalism discourse framing �is developed by focusing on the structural analysis of category, syntax, script, thematic, diction/phrase, and rhetoric.Keywords: construction, discourse, framing, journalism�
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Mohammed Abbas Alkhateeb, Muna, Sebe Zeid Jawad Hassan Watoot, and Abd Ali Nayif Hasan. "An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction." Journal of Education College Wasit University 2, no. 39 (June 7, 2020): 635–44. http://dx.doi.org/10.31185/eduj.vol2.iss39.1428.
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Student-teacher language interaction is given a great environment through classrooms. Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees.
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Won, Kyoungmi. "A Discourse Analysis of Students’ Reflections in a Critical Literacy Picturebook Read-Aloud Class." Korean Society for Teaching English Literature 21, no. 1 (April 10, 2017): 153–78. http://dx.doi.org/10.19068/jtel.2017.21.1.07.
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Biezma, Maria. "The grammar of discourse: The case of then." Semantics and Linguistic Theory 24 (April 5, 2015): 373. http://dx.doi.org/10.3765/salt.v24i0.2444.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p>This paper presents an analysis of <em>then</em> that appeals to discourse structure. I argue that <em>then</em> does not make any truth-conditional contribution but rather coordinates an anaphoric relation between consecutive discourse-moves. The meaning contribution of <em>then</em> is captured in terms of felicity conditions: <em>then</em> requires that two propositions enter into a ‘causal explanatory claim’-relation in which one (the antecedent) provides the ‘reasons’ for the other (the consequent). This proposal targets <em>then</em> within conditionals and across discourse and considers discourse structure as a key factor in explaining its behavior.</p></div></div></div>
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Bélanger, Danièle, Khuất Thu Hồng, and Trần Giang Linh. "Transnational Marriages between Vietnamese Women and Asian Men in Vietnamese Online Media." Journal of Vietnamese Studies 8, no. 2 (2013): 81–114. http://dx.doi.org/10.1525/vs.2013.8.2.81.
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This paper examines the social construction of marriage migration in Vietnamese online media. We present a content analysis of 643 items published online between 2000 and 2010 on international marriages between Vietnamese women and foreign Asian men. Our analysis reveals that online media content speaks to four important shifts discussed in Vietnamese studies: (1) shifts in notions of gender, sexuality, and marriage; (2) emerging discourses around class-making; (3) emerging discourse on human trafficking; and (4) shifting roles of the media.
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Ost, David. "Class after Communism." East European Politics and Societies: and Cultures 29, no. 3 (August 2015): 543–64. http://dx.doi.org/10.1177/0888325415602057.
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After 1989, class appeared to be everywhere and nowhere. The messy consequences of the emergence of new classes and new types of economic inequalities were plain for all to see, but no one uttered the term “class.” The concept appeared illegitimate because of associations with the old regime, even though it always had more success explaining developments in the capitalist world east Europe was entering than the state socialist world it was leaving. The media and academy adopted a discourse of “normality” instead: New rules resulted not from policy choices empowering certain groups at the expense of others but from necessity, and people just had to adapt. Because the economic collapse nevertheless elicited much anger and frustration, the absence of class talk contributed to a proliferation of nationalist talk, and thus had political consequences. The paper rehearses reasons for the decline of class analysis in the region, and notes the post-1989 fascination with the “middle class.” It explores the evolution of class analysis during the communist period, culminating in the embrace of a stratification theory that resisted discussion of power, which made sense at the time but became a burden after 1989. Several critical class analyses of state socialism, from the 1930s to today, are then introduced, demonstrating both their relevance and their unfortunate absence from debates. New types of class analyses promoted by younger scholars and activists are emerging, however, and are discussed in the summaries of the other essays in this collection.
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Hunt, Carolyn S., and Deborah MacPhee. "Using critical discourse analysis to reflect on collaborative professional learning." International Journal of Mentoring and Coaching in Education 9, no. 2 (May 12, 2020): 153–67. http://dx.doi.org/10.1108/ijmce-04-2019-0055.
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PurposeThis article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.Design/methodology/approachData presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.FindingsFindings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.Originality/valuePrevious literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.
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Soraya, Soraya. "The Dimension of Discourse in English Class of Higher Education." Indonesian Journal of EFL and Linguistics 5, no. 1 (May 29, 2020): 195. http://dx.doi.org/10.21462/ijefl.v5i1.242.
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The research aims to describe the dimension of discourse and identity of English lecturers. This research is conducted with a qualitative approach and content analysis method. The data source is recordings of classroom interaction of English lecturers. The data are analyzed using the classroom discourse framework of Betsy Rhymes which focuses on dimensions, namely social context, interactional context, and individual agency. These dimensions are analyzed through the source of turn takings, contextualization clues, narration, and framing. The result shows that in social context, the lecturers negotiate the interaction by giving more turns to the students, applying all the contextualization clues to accompany the utterance and supporting the interaction with narration and frame all to support students’ contribution. In interactional context, the lecturers include the experience of the students in all sources and use vernacular language. In individual agency, the lecturers include all students in a challenging and inclusive activity. The conclusion of the research is that the interaction in the classroom discourse dimension is influenced by the standard of education and the condition of students who lack confidence to speak English as the social context which influences the use of language in the class. However, the personal control of the lecturers to achieve the standard of education makes him/her manage the language use to provide context of interaction in order to make the students contribute to the interaction.
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Segura Martínez, Vicente. "The Ideological Discourse of Charlotte Brontë in 'Shirley'." Complutense Journal of English Studies 28 (November 24, 2020): 53–62. http://dx.doi.org/10.5209/cjes.66924.
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This paper analyses the linguistic changes arising from the formation of workers’ culture during the Industrial Revolution, as well as the effects of the pastoral work of the Anglican church, and its reflection on the Victorian literature produced by Charlotte Brontë. Specifically, this analysis is based on the parallelism established by this novelist between the values that lie behind the concepts of unionism and solidarity and her fight against the social conventions concerning marriage, as reflected in the novel Shirley. In fact, the human values that derive from these concepts were an inspiration that Brontë uses to provide cohesion and coherence to the plot of the novel within a narrative framework in which she minimizes the class difference between two young women: Caroline and Shirley. Brontë thereby shows that this class difference is not an obstacle for both women to share and feel the positive effects of these values within a social context dominated by social conventions regarding marriage.
Key Words: democracy, culture, Luddites, unionism and solidarity.
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Zand-Moghadam, Amir, and Arya Golkhandan. "A Review of Discourse in English Language Education." Apples - Journal of Applied Language Studies 10, no. 1 (March 2, 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.