Bibliographies thématiques / English language Discourse analysis

Littérature scientifique sur le sujet « English language Discourse analysis »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 3 mars 2023

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Articles de revues sur le sujet "English language Discourse analysis":

McDonald, Cherelle. « Language in multilingual classrooms : Discourses regarding language and teaching practice in linguistically diverse primary schools ». Educational and Child Psychology 38, n^o 4 (décembre 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.

Passoni, Taisa Pinetti. « Language Without Borders (English) Program : A Study on English Language Ideologies ». Revista Brasileira de Linguística Aplicada 19, n^o 2 (juin 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.

Celce-Murcia, Marianne. « Discourse Analysis and Grammar Instruction ». Annual Review of Applied Linguistics 11 (mars 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.

Khan, Muhammad Asim, et Sajida Zaki. « Corpus Assisted Critical Discourse Analysis of Pakistan’s Language Education Policy Documents : What are the Existing Language Ideologies ? » SAGE Open 12, n^o 3 (juillet 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.

Šinkūnienė, Jolanta. « Reformulation markers in academic discourse ». Jezikoslovlje 20, n^o 3 (30 décembre 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.

Azmi, Dhila Nurul, Didin Nuruddin Hidayat, Nida Husna, Alek Alek et Sri Lestari. « A discourse analysis of figurative language used in English storytelling on BBC Learning English ». Leksika : Jurnal Bahasa, Sastra dan Pengajarannya 17, n^o 1 (17 février 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.

Zand-Moghadam, Amir, et Arya Golkhandan. « A Review of Discourse in English Language Education ». Apples - Journal of Applied Language Studies 10, n^o 1 (2 mars 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.

Baker, Paul. « From gay language to normative discourse ». Journal of Language and Sexuality 2, n^o 2 (2 août 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.

Li, Xiaqing. « An Attitudinal Analysis of English Song Discourse from the Perspective of Appraisal Theory ». Journal of Language Teaching and Research 7, n^o 3 (1 mai 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.

Toth, Jeanette. « English first ». Journal of Immersion and Content-Based Language Education 5, n^o 2 (6 novembre 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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Thèses sur le sujet "English language Discourse analysis":

Cheung, Wai-ling Sonia. « A contrastive discourse analysis of warnings / ». Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424369.

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Shi, Yili. « Referring expressions in Chinese and English discourse ». Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117097.

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Noun phrases (NPs) with the same reference may take a number of different forms. For example, in English a particular conference can be referred to as a conference, the conference, that conference, this conference, that, this, or it. This dissertation attempts to account for the use of such referring expressions in Chinese, based on Gundel, Hedberg and Zacharski's (1993) Givenness Hierarchy, and compares the discourse use of Chinese referring expressions with those of English.The Givenness Hierarchy is given below:THE GIVENNESS HIERARCHY:inuniquelytypefocus > activated > familiar > identifiable >referential> identifiable that{it}this{that N}{the N}{indefinite this N}{a N}this NThe Givenness Hierarchy correlates the form of referring expressions with their cognitive statuses, with each status being necessary and sufficient for the appropriate use of a different form or set of forms.The dissertation tests the Givenness Hierarchy to see if it adequately explains the use of referring expressions in Chinese. The data for this study are drawn from spoken and written texts from several different text types (cf. Biber 1986, 1988). The spoken data represent three different speech situations, i.e., face-to-face casual conversations, news broadcasts, and public speeches. The written texts represent different types, including short stories, novels, academic prose, magazine and journal articles, published letters and personal letters. The spoken and written data cover a range of formality and degree of planning.The results of the study show that the Givenness Hierarchy cannot account for the choice of form when two forms meet the sufficient cognitive requirements for appropriate use. More specifically, the Givenness Hierarchy fails to account for choices in Chinese between yi `one' NP and a bare NP when type identifiable is a necessary and sufficient condition for the appropriate use of both, or between nei `that' NP and a bare NP when uniquely identifiable is a necessary and sufficient condition for the appropriate use of both.It is proposed that within the individual categories of the Givenness Hierarchy, further distinction of the degree of discourse salience must be made in order to account for the distribution of Chinese NP forms in discourse. For example, the study shows that nei `that' encodes a uniquely identifiable referent and is used to increase referential salience, while a bare NP encodes a referent of neutral referential salience. Following Givon's (1984) line of research, the use of the numeral yi `one' is to code pragmatically important referents in discourse vs. the use of a bare NP to indicate referentially unimportant referents.To interpret the distribution of referring expressions in Chinese discourse, a number of properties of different expressions have been identified and characterized. The distal demonstrative determiner nei `that' has an associative anaphoric use, encoding an entity whose referent is uniquely identifiable based on what Hawkins (1978, 1991) calls P-sets, association sets. This function of nei as an associative anaphor demonstrates that its deictic function has become weak. In this regard, nei is beginning to function like the English definite article the.The distal demonstrative determiner nei has a recognitional use in talk-ininteraction, to use Schegloff's (1996) terms, negotiating shared knowledge and personal experiences.The demonstrative determiners zhe/na 'this/that' are studied in terms of word order variation. When in postverbal position, they function as definite markers, precluding indefinite interpretation of the postverbal NP. In preverbal position, they tend to increase referential salience of the subject/topic NP.The demonstrative pronouns are compared with the neuter pronoun to `it' and zero when referring to inanimates. The neuter to and zero tend to continue a topic, while demonstrative pronouns are likely to signal topic shift. This distinctive feature is shared by both English and Chinese.In sum, this dissertation contributes to our understanding of the use of referring expressions in both Chinese and English, which should be of interest both to linguists and to language teachers.
Department of English

Lo, Bianco Joseph. « Officialising language : a discourse study of language politics in the United States ». View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020902.101758/index.html.

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Li, Citing. « Chinese EFL learners' pragmatic and discourse transfer in the discourse of L2 requests ». Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085763.

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Hong, Hyo-chang. « Discourse functions of Old English passive word order variation ». Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259301.

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The purpose of this study was to determine discourse and functional motivation for passive word order variation as shown in three of the major Early Old English prose texts, Orosius, Pastoral Care, and Ecclesiastical History of the English People. The main variation of Early Old English passive word orders are of three types, which this study showed to be distinct in the extent to which passive subjects represent information structure. This study further shows that, while thematicity functions as a main motivating factor for the use of passives, positional variation of passive verbal elements is also an important determinant of the degrees of information structure of passive main clause subjects.
Department of English

Silva, Karina T. F. da. « Do scripted textbook dialogues reflect native speaker discourse an analysis of English textbooks for adult students in Brazil / ». Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040048746.

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Burris, Jessica Margaret. « Finding Feminism in American Political Discourse : A Discourse Analysis of Post-Feminist Language ». UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/395.

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The term “feminist” is a widely used label that is often embraced by women who do not advocate feminism. The wide use of the feminist label in contrast to the declining presence of feminist activism indicates a problem with the development of a third wave of feminism in the United States. In this study, I evaluated trends in feminism in the United States through an analysis of public political discourse. A semantic discourse analysis of political discourse from 1870 to 2011 evaluated a shift in the use of inclusive and exclusive pronoun usage by female political speakers. Speeches compiled for this study were obtained from internet sources such as NPR, C-Span and CNN, and evaluated the oratory of Victoria Woodhull, Geraldine Ferraro, Hillary Clinton, Sarah Palin and Michelle Bachmann. The results of this study indicated that there was not a strong shift in the use of inclusive and exclusive pronouns overtime, but there was a large growth in both population and diversity of the targeted audience, and this growth was often not accommodated for in the discourse of contemporary female political candidates. The slow shift in inclusive discourse indicated a post-feminist line of thought that questioned the validity of an argument for a third wave of feminist activism in the United States. Political discourse cannot define a cause for post-feminism, but can indicate a downward trend in the influence of feminism as a contemporary cultural movement.

Brearey, Oliver James. « Peripheral subjectivity and English-language Hong Kong literature ». online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1451242.

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Liu, Jing. « Mini-lectures of Chinese native speakers of English : a comparative discourse analysis / ». Thesis, Connect to this title online ; UW restricted, 2001. http://hdl.handle.net/1773/9318.

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Cheung, Wai-ling Sonia, et 張慧玲. « A contrastive discourse analysis of warnings ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B30409202.

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Livres sur le sujet "English language Discourse analysis":

Ruiz-Garrido, Miguel F. English for professional and academic purposes. Amsterdam : Rodopi, 2010.

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Koester, Almut. Workplace discourse. London : Continuum, 2010.

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Risto, Hiltunen, et Skaffari Janne, dir. Discourse perspectives on English : Medieval to modern. Amsterdam : John Benjamins Pub., 2003.

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Bamford, Julia, et Rita Salvi. Business discourse : Language at work. Roma : Aracne, 2007.

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Flowerdew, John. Discourse in English language education. Milton Park, Abingdon, Oxon : Routledge, 2012.

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Salkie, Raphael. Text and discourse analysis. London : Routledge, 1995.

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Saz Rubio, M. Milagros del., dir. English discourse markers of reformulation. Bern : Peter Lang, 2007.

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Clark, Urszula. Studying language : English in action. Basingstoke [England] : Palgrave Macmillan, 2007.

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Warner, Richard G. Discourse connectives in English. New York : Garland Pub., 1985.

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Delin, Judy. The language of everyday life : An introduction. London : SAGE Publications, 2000.

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Chapitres de livres sur le sujet "English language Discourse analysis":

Jones, Rodney H. « Mediated discourse analysis ». Dans The Routledge Handbook of English Language and Digital Humanities, 202–19. Abingdon, Oxon ; New York, NY : Routledge, 2020. : Routledge, 2020. http://dx.doi.org/10.4324/9781003031758-12.

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Baker, Paul, et Mark McGlashan. « Critical discourse analysis ». Dans The Routledge Handbook of English Language and Digital Humanities, 220–41. Abingdon, Oxon ; New York, NY : Routledge, 2020. : Routledge, 2020. http://dx.doi.org/10.4324/9781003031758-13.

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Rauf, Mubina. « A Critical Discourse Analysis of Neoliberal Discourses in EAP Textbooks ». Dans Critical Issues in Teaching English and Language Education, 179–206. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53297-0_8.

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Vuković Vojnović, Dragana. « Multimodal Discourse Analysis of Tourism Websites – the Promotion of Cultural Values Through the Language of Tourism ». Dans Belgrade English Language and Literature Studies, 449–69. Belgrade : Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.1.ch27.

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Schiftner-Tengg, Barbara. « Analysing Discourse Coherence in Students’ L2 Writing : Rhetorical Structure and the Use of Connectives ». Dans Developing Advanced English Language Competence, 237–55. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79241-1_23.

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Meadows, Bryan. « Neo-Nationalism and Language Policy in the United States : A Critical Discourse Analysis of Public Discourse Advocating Monolingual English Use ». Dans Applied Linguistics and Language Teaching in the Neo-Nationalist Era, 17–49. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56550-3_2.

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Muller, Theron. « 13 Critical Discourse Analysis in a Medical English Course : Examining Learner Agency through Student Written Reflections ». Dans Theorizing and Analyzing Agency in Second Language Learning, sous la direction de Ping Deters, Xuesong Gao, Elizabeth R. Miller et Gergana Vitanova, 232–51. Bristol, Blue Ridge Summit : Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092901-015.

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Carmel, Rivi. « 17. English for Young Learners (EYL) in grades 1 and 2 in Israel : A critical discourse analysis ». Dans The Age Factor and Early Language Learning, 403–22. Berlin, New York : Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.403.

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Maggioli, Gabriel Díaz. « 2. Ideologies and Discourses in the Standards for Language Teachers in South America : A Corpus-Based Analysis ». Dans English Language Teaching in South America, sous la direction de Lía D. Kamhi-Stein, Gabriel Díaz Maggioli et Luciana C. de Oliveira, 31–53. Bristol, Blue Ridge Summit : Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097982-005.

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Rajandran, Kumaran, et Charity Lee. « Politics in Malaysia : A Discourse Perspective ». Dans Discursive Approaches to Politics in Malaysia, 1–15. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-5334-7_1.

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AbstractOur chapter introduces Discursive Approaches to Politics in Malaysia: Legitimising Governance. Grounded in Discourse Studies, this edited volume is designed to enrich research on Malaysian political discourse. It examines how political actors employ language to legitimise their governance in distinct contexts. The chapter briefly reviews political parties in Malaysia, which establishes the contours of political culture. Subsequently, it presents an overview of linguistic research in political discourse in the last two decades in Malaysia, which establishes the diversity of studies in linguistic analysis. The chapter describes the other chapters in this volume that research spoken, print and digital texts in English, Malay, Mandarin and Tamil. These chapters pursue an empirical study of language features and strategies about contemporary concerns in Malaysia. Our chapter ends by offering the future directions of research, where potential avenues could be explored.

Actes de conférences sur le sujet "English language Discourse analysis":

Astuti, Resti Juni, et Erstanty Arumsari. « Garuda Indonesia Airlines Advertisement : A Critical Discourse Analysis ». Dans 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221001140118.

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Syahabuddin, Khairiah, et Aulia Zikra. « An Analysis of Contrastive Discourse Markers in Students’ Essays ». Dans 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218500720077.

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Chen, Zhemin. « Critical Discourse Analysis of Sexism in English Language ». Dans 2016 2nd International Conference on Humanities and Social Science Research (ICHSSR 2016). Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/ichssr-16.2016.79.

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« The Application of Discourse Analysis in English Language Translation ». Dans 2018 2nd International Conference on Education Technology and Social Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etss.2018.12510.

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Tárnyiková, Jarmila. « The multifaceted and whimsical nature of discourse ». Dans 9th Brno Conference on Linguistics Studies in English. Brno : Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0212-2022-1.

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My contribution, rooted in functional and systemic grammar, is based on the assumption that though discourse as a social behaviour and verbal interaction has been studied by great minds for decades, the dynamism of human evolution and the consequent changes in communicative strategies can hardly leave discourse analysts immune to a whole spectrum of new challenges. These are evoked by changes in the scope of items considered to be relevant for present-day research, by blurring the traditional borderlines between categories (written manifestation of spoken discourse in chatting), but before all by the existence of language corpora offering the immensity of data across genres, language varieties and language interfaces. A brief introduction (Part 1) will be followed by three main parts, focusing on reasons for multifacetedness in discourse (Part 2), whimsical nature of discourse (Part 3), and hands-on experience with overt language manifestations of vagueness, as exemplified by English placeholders (Mrs Thingy, John Whatsisname, whatchamacallit, so-and-so) emergent from the BNC and COCA corpora (Part 4). The aim is twofold: to map the facets which contribute to patterning and variation in discourse shaping, and by using authentic language data amplify the role of peripheral language devices in interaction.

., Chalimah, Riyadi Santosa, Djatmika . et Tri Wiratno. « Meaning beyond the Clause in Critical Discourse Analysis : Ideational Function with Systemic Functional Linguistics Approach ». Dans 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008215200140020.

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Lee, Hye-Kyung. « The Representation of COVID-19 in American English and Its Implications in English Education ». Dans The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.15.

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The COVID-19 pandemic has been an ongoing global disaster, which has caused unprecedented social and economic disruptions all around the world. Throughout the stages of the pandemic more than two years, mass media has played a vital role in circulating much of (mis)information regarding the pandemic. As a part of attempts to record social, cultural, and economic impacts of the COVID-19 pandemic, this research aims to pursue a data-based discourse analysis on representations of COVID-19 using data in Coronavirus Corpus developed by Mark Davies. This study examine how various types of texts mediated in English have represented any issues and situations surrounding COVID. We utilize a corpus-oriented discourse analysis framework, which integrates methods of quantity-based corpus linguistics and those of quality- based discourse analysis. The study’s implications on English education are also pursued.

Dwi Prasetyo, Indra. « Multicultural Exposure through English Language Teaching:A Critical Discourse Analysis of an English Language Textbook in Indonesia ». Dans 2nd International Conference on Social Science, Humanities and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icshe.2019.06.328.

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« Cause Analysis of Language Function of Implicit Coherence in English Discourse ». Dans 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.173.

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Dzhagatspanyan, Olga. « Gender Differences in the English Language Economic/Business Discourse Videocast, Comparative Analysis ». Dans X International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22104.45.

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Rapports d'organisations sur le sujet "English language Discourse analysis":

NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.

Nikitina, Irina Nikolaevna. LOGICAL-GRAMMATIC ANALYSIS OF A SIMPLE SENTENCE WITH A PARTICIPIAL CONSTRUCTION (WITH REFERENCE TO ENGLISH LANGUAGE). Science and Innovation Center Publishing House, décembre 2019. http://dx.doi.org/10.12731/2077-1770-2019-6-2-176-183.

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McParland, Domminick. Is Self-Sufficiency Really Sufficient ? A Critical Analysis of Federal Refugee Resettlement Policy and Local Attendant English Language Training in Portland, Oregon. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.1697.

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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.7047.

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OSIYANOVA, O. M., et V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION : LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.

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The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.

ARUTYUNYAN, D. D. GRAMMAR ANALYSIS AS A MEANS OF NOTIONAL FUNDAMENTALS CREATION. Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-43-50.

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The article is devoted to the analysis of the Passive Voice to search for the learners’ language mistakes. Analysis of the Passive Voice definition, given by different linguist, is performed. The causes of notional difficulties, the ways of notional fundamentals creation for the learners of English are presented.

Imbrie, Andrew, James Dunham, Rebecca Gelles et Catherine Aiken. Mainframes : A Provisional Analysis of Rhetorical Frames in AI. Center for Security and Emerging Technology, août 2020. http://dx.doi.org/10.51593/20190046.

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Are great powers engaged in an artificial intelligence arms race? This issue brief explores the rhetorical framing of AI by analyzing more than 4,000 English-language articles over a seven-year period. Among its findings: a growing number of articles frame AI development as a competition, but articles using the competition frame represent a declining proportion of articles about AI.

Zhou, Xiao, et Guangcheng Luo. Do radiotherapy helpful for the prognosis of upper urinary tract urothelial carcinoma ? A Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, avril 2022. http://dx.doi.org/10.37766/inplasy2022.4.0054.

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Review question / Objective: The aim of this meta-analysis is to evaluate the affect of radiotherapy in patients with upper urinary tract urothelial carcinoma to the prognosis. Condition being studied: The role of radiotherapy in patients with upper tract urothelial carcinoma is controversial. At present, there is no meta-analysis to neutralize this contradiction. Information sources: We will search, with no time restrictions, the following databases for relevant English language literature: PubMed, the Cochrane Library and Embase.

Higgins, Steve, Emma Dobson, Jonathan Kay et Patrick Okwen. Using meta-analysis to explore the transferability of education mid-range theories to Cameroon, Chad, Nigeria and Niger : Final academic report – Evidence synthesis. Centre for Excellence and Development Impact and Learning (CEDIL), juillet 2022. http://dx.doi.org/10.51744/crpp2.

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Our project sought to recontextualise a popular evidence portal from the English education system to Cameroon, Chad, Niger and Nigeria. The Teaching and Learning Toolkit is a resource that summarises the global evidence for 30 different pedagogical approaches in plain language so that it can inform the decisions of school leaders in England. This paper shares the evidence synthesis for the project.

Malinauskas, Romualdas, et Vilija Malinauskiene. Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety and Depression among University Students During COVID-19 Pandemic. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, juin 2022. http://dx.doi.org/10.37766/inplasy2022.6.0054.

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Review question / Objective: The objective of this study was to investigate the effects of internet-based intervention programs for reducing stress, anxiety and depression among university students during COVID-19 pandemic by conducting a meta-analysis Eligibility criteria: Inclusion criteria above all else for the current analysis were the following: (1) journal articles and "un-published" Ph.D. dissertations, which give a quantitative assessment of the viability of intervention for reducing stress, anxiety, and depression among college under-graduates and graduates in the pandemic context; (2) studies targeting college undergraduate and graduate during COVID-19, aged 18 years or older; (3) studies with publication dates between 2020-2022, while COVID-19 restrictions started in 2020 and went on until 2022; (4) full-text studies published exclusively in English. Excluded from the review selection list were: (1) studies alluding to internet-based mental interventions that do not allude to the COVID-19 pandemic; (2) Studies with the principal text not published in English language (just tables were in English); (3) studies, which does not give signs of stress and/or anxiety and/or depression; and (4) internet-based mental interventions, which do not have a diminishing of stress and/or anxiety and/or depression as their essential intervention focus.