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1
Dohal, Gassim H. "Arden of Faversham: Failure of Arden’s Marriage." World Journal of English Language 12, no. 6 (May 2, 2022): 13. http://dx.doi.org/10.5430/wjel.v12n6p13.
Повний текст джерелаАнотація:
The 16th c. tragedy, Arden of Faversham, depicts the murder of Arden by his wife and her lover. There are a number of critical issues that have been addressed by researchers in this tragedy like sexuality and domestic violence. But what I will focus on in this short paper is a trial of tracing the reasons that have led to the disastrous disintegration of the Ardens’ marriage in a way of extracting lessons from old literary texts for the benefits of our daily lives. Discouse analysis will be used to explore the tragedy and the way it treats the disintegeration of the Ardens’ marriage. Hence, this article aims at analyzing the texts and exploring what causes the failure of the marriage in question. The topic is complicated and it is hard to hold an individual in the family accountable for what has taken place. There are factors that lead to the consequences that this family ends up with.
2
Wu, Caixia. "Analysis of the Characteristics of Narrative Types in Contemporary Chinese Political Discourses: Taking Xi Jinping’s Discourses on the History of the CPC as an Example." International Journal of Linguistics, Literature and Translation 6, no. 12 (December 31, 2023): 198–206. http://dx.doi.org/10.32996/ijllt.2023.6.12.23.
Повний текст джерелаАнотація:
Based on the different contents, topics, and characteristics of the history of the Communist Party of China (CPC), Xi Jinping’s important discourses on the history of the CPC integrate three narrative types: philosophical narrative, historical narrative, and literary narrative. The integration of the three typical narrative types enables the important discourses on the history of the CPC to contain profound philosophical speculation, heavy historical connotation, and aesthetic and literary conception. The value and significance of exploring the narrative types of Xi Jinping’s important discourses on the history of the CPC lie in continuously strengthening the study of Marxist classic works and promoting the Sinicization of Marxism, improving the Party history narrators’ theoretical attainment and excellent traditional Chinese cultural literacy, actively participating in various forms of social practice activities, accumulating socialized discourse materials through close contact with people from different social classes, and enriching the “corpus” of discourses of the history of the CPC, thus making the narratives deeper and more concrete.
3
Černý, Michal. "DISCURSIVE FORMED TOPICS IN INFORMATION LITERACY: LITERATURE REVIEW AND HIGH SCHOOL STUDENTS' PERSPECTIVES." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 516–43. http://dx.doi.org/10.33225/pec/21.79.516.
Повний текст джерелаАнотація:
Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. Keywords: focus groups, information evaluation, information literacy, media literacy, overview study
4
Todorova, Bilyana. "Her Goals are Quite Different. Strategies for Downplaying Violence against Women in Informal Discussions on the Internet." Balkanistic Forum 32, no. 1 (January 15, 2023): 165–80. http://dx.doi.org/10.37708/bf.swu.v32i1.10.
Повний текст джерелаАнотація:
Every year in Bulgaria there are publicly reported dozens of deaths of women, killed by their partners. It is a problem, broadly discussed in media. At the same time, there is a massive movement in the country against the ratification of the so called Istanbul Convention, a treaty of the Council of Europe against violence against women and domestic violence, (even from the leadership of the self-proclaimed leftist former Communist party). The voices proclaiming the need to preserve the so-called traditional values are also very popular. In this situation, it seems interesting with the help of the methods of Critical discouse analysis (CDA) to investigate the most common linguistic strategies and narratives used by people who downplay or defend violence against women. That is why two case studies are presented in this particular paper – the first one is a thread of posts on Twitter concerning the murder of a woman, who has been found dead at the International day against violence against women (25th November); and the second one is a forum thread of 100 posts that may be found after a piece of news about reported violence against a popular Bulgarian actress, published in the pro-European liberal online media Dnevnik on 4th December 2022.
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Anjum, Mashhood, Iftikhar Baig, and Abdul Hameed. "Quest for Body and Voice: A Feminist Critical Discourse Analysis of Shamsie's Broken Verses." Global Language Review VI, no. II (June 30, 2021): 78–84. http://dx.doi.org/10.31703/glr.2021(vi-ii).09.
Повний текст джерелаАнотація:
In contemporary and postmodern literary discourses, feminism has introduced a paradigm change in the sex debates. The plan of feminist critical discourse analysis is to explore different discourses from a feminist viewpoint. The planned study conforms to this field of feminist discourse that will attempt to analyze Kamila Shamsie's selected work, Broken Verses. She, being a famous feminist, has produced discourses in which structural and thematic samples absorb sex debates. Her feminist tendency has established clear expression in all the aspects of her works: body, voice and characterization. The current study shows how she has used feminist discourse strategies in conventionality with her feminist literary position. This research extensively improves the perceptive of Kamila Shamsie's work and pictures how the feministic arrangement and feminist critical discourse analysis have been inventively infused in her famous works.
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Meyerovich, Alla. "Films Analysis in the Perspective of Literary Sources: Developing the Procedure of Movies Analysis." International Journal of Languages, Literature and Linguistics 8, no. 4 (December 2022): 269–73. http://dx.doi.org/10.18178/ijlll.2022.8.4.361.
Повний текст джерелаАнотація:
The study is focused on the principles of discourse analysis in the perspective of the analysis of movies and their literary sources. For the sake of research in the study the types of discourse are regarded as "text" for literature and "discourse" for movies. All the elements of text and discourse analyses wouldn't be the same; the aim is to single out identical elements and to compare the literary text and its movie version. Several stages in the analysis procedure were established to reach the goal of adequate comparison.
7
Short, Mick. "Discourse Analysis in Stylistics and Literature Instruction." Annual Review of Applied Linguistics 11 (March 1990): 181–95. http://dx.doi.org/10.1017/s0267190500002038.
Повний текст джерелаАнотація:
The termsdiscourse analysisandstylistic analysismean different thing to different people. Most narrowly defined, discourse analysis has only to do with the structure of spoken discourse. Such a definition separates discourse analysis from literany stylistics and pragmatics—the study of how people understand language in context. At the other end of the spectrum, discourse analysis can be carried out on spoken and written texts, and can include matters like textual coherence and cohesion, and the inferencing of meaning by readers or listeners. In this case, it includes pragmatics and much of stylistics within its bounds. Similarly, stylistics can apply just to literary texts or not, and be restricted to the study of style or, on the other hand, include the study of meaning. For the purposes of this review, relatively wide definitions of both areas have been assumed in order to make what follows reasonably comprehensive. The main restriction assumed is that the works discussed will be relevant to the examination of literature in some way. The section on literature instruction will include matters relevant to both native and non-native learners of English, and will also make reference to the integration of literary and language study.
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Oliveira, Desirée de Almeida, and Patrícia H. Baialuna de Andrade. "LANGUAGE AND LITERATURE DIVIDE: AN ANALYSIS OF TEXTBOOKS FOR TEACHING PORTUGUESE AS AN ADDITIONAL LANGUAGE." Trabalhos em Linguística Aplicada 63, no. 1 (January 2024): 77–91. http://dx.doi.org/10.1590/01031813v63120248674047.
Повний текст джерелаАнотація:
ABSTRACT This study analyzes the use of literary texts in three textbooks of Portuguese as an additional language (PAL) adopted by universities in the United States. Specifically, it aims to answer the following research questions: 1) How do the activities based on literary texts promote communication in the target language? 2) What opportunities do the activities offer for the development of literary literacy? 3) How is culture approached in the activities? To address these questions, we consider the following criteria of qualitative analysis: first, modes of communication (interpersonal, interpretive, and presentational), extended discourse, and grammar; second, basic steps of development of literary literacy (i.e., motivation, introduction, and interpretation) and diversity of texts; third, cultural products, practices, perspectives, and the notion of interculturality. Results indicate the textbooks incorporate most aspects examined but inconsistently and in relatively low number of activities.
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FAIZA QANBAR ALI. "A Critical Discourse Analysis of Some Texts Selected from Hemingway’s The Old Man and the Sea." Journal of the College of Basic Education 29, no. 119 (August 3, 2023): 44–30. http://dx.doi.org/10.35950/cbej.v29i119.10570.
Повний текст джерелаАнотація:
Most of the critical discourse analysis is directed to analysing media discourses and political discourses, however; literary works can be subjected to critical discourse analysis on different levels such as drama and novels. This paper focuses on employing Critical Discourse Analysis (CDA) in investigating linguistic and rhetorical devices of Hemingway’s The Old Man and the Sea. The main objective of the current study is to analyse the literary texts selected from The Old Man and the Sea in terms of linguistics and rhetorical features by adopting two models: Fairclough’s three-dimensional model (2001) and Burke’s four master tropes model (1969). The study has reached the following concluding points: Hemingway uses more informal and simple vocabulary and concrete specific words. Besides, the linguistic analysis shows that the present discourse uses conjunctions and pronouns, and the current social analysis has different occasions including Santiago, the boy, and the fish.
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Katili, Adriansyah Abu, and Muzdalifah Mahmud. "Discourse Analysis and Literary Study." Jambura Journal of English Teaching and Literature 4, no. 2 (February 2, 2024): 66–72. http://dx.doi.org/10.37905/jetl.v4i2.24301.
Повний текст джерелаАнотація:
This article aims to discuss the role of discourse analysis in literary analysis. For this aim, the writers apply Sperber and Wilson’s theory of relevance. This theory says that the meaning of utterance might be analyzed in terms of explicature, higher-level explicature, and implicature. The drama analyzed is Arthur Miller’s Death of a Salesman. The writers suggest that discourse analysis can function to analyze the language used in the context of drama and that this analysis should be applied in studying literary works.
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Aljarelah, Ahmed Kareem. "A LINGUISTIC ANALYSIS OF LITERARY CRITICISM A STUDY OF HOW LANGUAGE INFLUENCES THE EVALUATION OF LITERARY WORKS." American Journal of Interdisciplinary Innovations and Research 6, no. 6 (June 1, 2024): 35–50. http://dx.doi.org/10.37547/tajiir/volume06issue06-09.
Повний текст джерелаАнотація:
This research delves into the complex connections between language and literary criticism, illuminating how linguistic decisions impact written work assessments. The study dives into different linguistic frameworks such as pragmatics, discourse analysis, and semantics to reveal the nuanced but potent ways language affects critical interpretations and assessments. This examination shows how rhetorical devices, diction, syntax, and metaphor play a part in crucial discourse by looking at literary critiques from various eras and genres. The study delves into how cultural and historical factors shape literary criticism's linguistic representation, illuminating the complex relationship between language and societal ideals. The subjective character of literary appraisal is better understood thanks to this in-depth linguistic research, which sheds light on how critics express their opinions. The results highlight the significance of language awareness in literary criticism by arguing for a more sophisticated and reflective method of assessing literary works.
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Kaur, Simi. "Literary discourse." Groundings Undergraduate 11 (May 1, 2018): 36–41. http://dx.doi.org/10.36399/groundingsug.11.174.
Повний текст джерелаАнотація:
The exploration of disruption regarding the authorship and authority relationship—if there is one at all —is a beyond challenging concept; and because of this raises ontological questions. The texts The Pillowman and The Good Soldier provide an interesting scope for this investigation, as the characters are aware of themselves as authors and of the readers within the narrative. Can we ever separate authorship and authority? I will explore the disturbing effect that authority has on the relationship between text, reader and author. Clearly, the lines are blurred when regarding Cora Kaplan’s statement—“For me the greatest danger when reading a literary text is to assume that authorship and authority mean the same thing.” The factors I will discuss are: subjectivity, power relations, unreliable narration, self-conscious narrative, the meaning of art and egalitarianism and the value of names and texts. These factors appear to blur the lines between authorship and authority. The factors I chose to discuss acquired analysis and further inspection, when looking at the authorship-authority relationship.
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Minami, Masahiko, and Allyssa McCabe. "Haiku as a discourse regulation device: A stanza analysis of Japanese children's personal narratives." Language in Society 20, no. 4 (December 1991): 577–99. http://dx.doi.org/10.1017/s0047404500016730.
Повний текст джерелаАнотація:
ABSTRACTConversational narratives of 17 Japanese children aged 5 to 9 were analyzed using stanza analysis (Gee 1985; Hymes 1982). Three distinctive features emerged: (1) the narratives are exceptionally succinct; (2) they are usually free-standing collections of three experiences; (3) stanzas almost always consist of three lines. These features reflect the basic characteristics of haiku, a commonly practiced literary form that often combines poetry and narrative, and an ancient, but still ubiquitous game called karuta, which also displays three lines of written discourse. These literacy games may explain both the extraordinary regularity of verses per stanza and the smooth acquisition of reading by a culture that practices restricted, ambiguous, oral-style discourse. The structure of Japanese children's narratives must be understood within the larger context of omoiyari “empathy” training of Japanese children. Empathy training may account for the production, comprehension, and appreciation of ambiguous discourse in Japanese society. (Cultural differences in discourse style, the relationship among oral language, literacy, and literature)
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Akhmetova, Bigaysha Z., Fatima B. Sautieva, Zarema M. Mamieva, Aitbibi Sultanovna Orazbayeva, and Yulia V. Islamova. "Historical and translation discourse of Abay in the ethnopedagogic paradigm: features of Analy." Eduweb 15, no. 3 (November 30, 2021): 82–101. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.03.7.
Повний текст джерелаАнотація:
The article is devoted to the study of Abay's creativity as a historical precedent personality in the context of his ethnopedagogical, historical and translation discourses. Purpose of the work: identifying the essence of Abay's main discourses, analyzing them, determining the contribution of the precedent personality to the historical process of the formation of ethno-identity, as well as clarifying the degree of precedence of the personality and his texts. In the process of analysis, a complex method was used, based on the combination of discursive-historical, cognitive-discursive, and pragmatic-communicative approaches, the method of sociological survey. The results obtained include: description of Abay as a precedent historical personality, widely known for his legislative, social and political activities; a comprehensive analysis of the historical discourse of Abay, the discourse of biy (in Kazakh language), its extralinguistic, cognitive, pragmatic, linguo-stylistic components have been identified and described; the historical character of Abay's translation discourses is established, a comprehensive analysis of such a discourse is carried out, the precedent of the text of Abay's translations is noted. It is concluded that Abay Kunanbaev not only acted as an active historical person who managed to influence the actualization of historical events and their promotion, but also as a poet, translator, who created various discourses (historical, translation, literary). Abay's translation discourse acts as a kind of historical discourse - historical and literary discourse, since it has signs of historicity (created by a historical person, it reflects the features of the historical era). Therefore, these discourses can be analyzed based on a complex discursive-historical and cognitive-discursive approaches.
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Libánská, Anna Řičář. "The People of the So-called New World and the Practice of Othering in Czech Written Sources of the 16th Century." Ethnologia Actualis 22, no. 1 (June 1, 2022): 1–27. http://dx.doi.org/10.2478/eas-2022-0009.
Повний текст джерелаАнотація:
Abstract The article deals with the issue of representation and the practice of othering of the indigenous inhabitants of the Americas – the so-called Indians – in selected Czech written sources from the 16th century. Using the concept this/that/the other by literary historian John Barrell, it examines how the practices of othering, i.e., the production of signs of difference, are produced in analysed sources and identifies key discourses for their formation. Applying the concept to concrete textual passages, the article explores its benefits as a tool in textual analysis. It enables to categorise different types of otherness, among which it identifies the interrelationships, and the way power is distributed. Othering is produced through discourses of civilization and barbarism, religious discourse, and the discourse of power. Textual discourses are based on existing European literary production, strongly dominated by Christian discourse and the resulting Eurocentric interpretation of the world. European ideas about society and its organization are also transmitted to the New World.
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Urusova, N. A. "Interdiscursivity of Biofictional Narration: the Image of Petersburg in M. Bradbury’s “To the Hermitage”." Discourse 7, no. 4 (September 28, 2021): 119–30. http://dx.doi.org/10.32603/2412-8562-2021-7-4-119-130.
Повний текст джерелаАнотація:
Introduction. The present paper deals with the interdiscursivity in postmodern literary biographic narration (biofiction) in which interdiscursivity is viewed as the author’s strategy of text formation. The relevance of the study is conditioned by the interest of modern linguistics in interaction of different discourse types in literary texts. It is also relevant to study different techniques that the English author uses to represent an external linguocultural context, namely, to create the image of a Russian city in the English-language narration. The novelty of the research is implied by the choice of material under examination, as the constitutive elements of biofictional narration have not been fully defined yet.Methodology and sources. The study is drawn on M. Bradbury’s English-language postmodern biofictional novel To the Hermitage. This biofiction depicts D. Diderot’s trip to St. Petersburg, where he was invited by Catherine the Great. It also recounts the adventures of a modern expedition, which came to the same destination to study the French philosopher’s heritage. The research of discourse interaction is based on a methodology, developed by V. Chernyavskaya. It combines traditional methods of stylistic analysis with discourse analysis.Results and discussion. While analysing the literary space of the biofiction, the following “central” discourses have been identified: Russian-culture-oriented discourse of English as well as historical, political, and autobiographical discourses. The narration is also rich in traits of “periphery” discourses, to name just a few: economical, literary, colloquial French, etc. M. Bradbury uses the strategy of simulated interdiscursivity to make a persuasive impact on a reader’s mind, at the same time involving the reader in fact-fiction semantic game.Conclusion. The analysis highlighted here proved the fact that interdiscursivity is one of the dominant mechanisms an author uses to construct biofictional narration. This strategy reflects some key features of postmodern texts, such as blending of literary genres, a playful montage of different discourse types and ironic mode of narration.
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Löfgren, Maria, and Per-Olof Erixon. "Literature Manuals in Times of New Mediacy in Sweden." L1-Educational Studies in Language and Literature 24, no. 2 (May 20, 2024): 1–26. http://dx.doi.org/10.21248/l1esll.2024.24.2.614.
Повний текст джерелаАнотація:
The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic hermeneutic and dialogic approaches in support of aesthetic reading, represented by Chambers, Rosenblatt and Felski, are less common. Further, there is a strong alliance between the literacy concept and the systematic and manual-based literary didactic approaches. Also, in the literacy discourse, literary works of art have become not just texts amongst other texts, and foreign, but are also framed as hypermediacy. Based on our results we tentatively suggest that a shift in paradigms of literature education has taken place, from literature pedagogy, grounded in print culture, to literature didactics, situated in new mediacy and the digital.
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Rios, Guilherme Veiga. "A critical analysis of literacy discourses in two urban neighbourhoods in Brazil." International Journal of the Sociology of Language 2019, no. 259 (November 26, 2019): 85–106. http://dx.doi.org/10.1515/ijsl-2019-2040.
Повний текст джерелаАнотація:
Abstract Literacy is a contested word, as Brian Street said in his article “The meanings of literacy”, which appeared in 1999 in Literacy: an international handbook, the work he co-edited with Daniel Wagner and Richard Venezky. Its meaning varies across countries with different levels of schooling. There is also considerable variation in academic and popular senses of literacy. Dominant, formal, school literacies have had longstanding visibility in academic research and in official policies. However, there is now greater awareness and understanding of the discursive contrasts between school and home/community literacies, between dominant and vernacular literacies, between formal and informal literacies in the academy and in official policies. In this article, I distinguish between dominant discourses about literacy, on the one hand, and critical knowledge of literacy, on the other hand. I argue that they represent two very different perspectives in public debates on literacy. Taking account of the differences between these perspectives shows us how everyday life can be a space for struggle and contestation over meanings and for the construction of future discourses about literacy. I characterise the relationship between vernacular and dominant literacies by employing Jürgen Habermas’ constructs of lifeworld and systems, as he defined them in The theory of communicative action in 1987. I also employ part of the explanatory framework proposed for Critical Discourse Analysis by Lilie Chouliaraki and Norman Fairclough, in 1999, in Discourse in late modernity. In the central sections of the article, I then draw on ethnographic research, related to literacy, that I carried out in two socioeconomically differentiated neighbourhoods in Brazil. My discussion focuses on ideological issues related to literacy emerging from the ethnographic fieldwork in these two Brazilian neighbourhoods.
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Torchynska, Nataliia, Viktoriia Shymanska, Iryna Gontsa, and Olena Dudenko. "Intertextuality as an Integral Component of the Modern Ukrainian Discourse (on the Example of Literary and Journalistic Styles)." Postmodern Openings 12, no. 4 (December 17, 2021): 255–71. http://dx.doi.org/10.18662/po/12.4/373.
Повний текст джерелаАнотація:
The article highlights the impact of globalization processes on formation of dominant worldviews and guidelines, as well as ways and means of representing the latter. The state and prospects of studying intertextuality as an important element of modern world discourses in the projection on the national cultural background are studied. Attention is drawn to the high degree of development of both theoretical and applied aspects of intertextuality of discourses by representatives of academic communities of different countries and fields of knowledge, which gave grounds to establish the polydiscursive and interdiscursive nature of the object of analysis. Orientation of domestic experts on parameterization of mainly specific manifestations of intertextuality within certain discourses at the level of isolated intertexts and presence of gaps in the theoretical description of the phenomenon in the context of national specificity is stated. Emphasis is placed on the definite variability of the terminology due to the interdisciplinary nature of discursiveness and, accordingly, intertextuality. A complementary link has been established between postmodernism as the dominant philosophical worldview and the intertextuality of discourses. The specifics of the intertextuality of contemporary Ukrainian literary discourse with regard to various scientific studies are clarified. The concept of “intertextual memory” is introduced and justification of its use is given. The need to apply the term “postmodern intertextuality” in relation to contemporary literary discourse is considered. The common and distinctive features of the manifestation of intertextuality in literary and journalistic discourses are traced. The specifics of intertextuality of Ukrainian journalistic discourse are described. It is established that the precedent character of the communicative act is of exceptional importance for realization of intertextuality in journalistic discourse.
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Kolesnikova, Olga I. "The modern literary prose in professional media criticism: Pragmastilistic analysis." Media Linguistics 10, no. 1 (2023): 128–43. http://dx.doi.org/10.21638/spbu22.2023.108.
Повний текст джерелаАнотація:
The article is devoted to the identification and pragmastilistic characterization of the means of evaluating the interpretation of works of modern fiction by the authors of reviews and articles presented in the media content of the electronic literary magazine “Literratura” under the heading “Criticism” over the past three years. The purpose of the study is to analyze the evaluative judgments of critics based on a pragmaesthetic approach to discourse, i. e. taking into account the pragmatic attitude of the addressee of speech. Under the influence of the chosen role of the subject of critical discourse (“analyst” or “reader”), it can be dominated either by style standards objectified in line with the canonical genre of the review, or by subjective-evaluative ways of conceptualizing the reviewed work. It is established that modern professional media criticism is distinguished by intellectualized forms of evaluation, which manifest themselves in intertextuality, sensual metaphors and periphrases. In this case, the transfer of the critic’s attitude to the reviewed work is mainly implicit. The fact of the influence of “new Russian prose” on the style of the reviewer’s narration, which often imitates the author’s manner of creating a “second reality” and has pragmaesthetic effect, is revealed. The important feature of critical discourse, which brings it closer to blogistics in the case of choosing the position of the “reader”, is the transfer of the reader’s reflection of the subject of evaluation, acting in egocentric plane and not hiding subjectivism. At the level of verbal representation of the assessment, we can talk about the interaction of scientific, literary, artistic and colloquial discourses, about decrease in the stylistic register during irony, as well as due to professional jargonisms and colloquial forms that increase the degree of emotionality of critical media discourse.
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Jackson, Glenn. "Harry Potter and the Critical gaze: Autonomy pathways in literary response writing." Journal of Education, no. 83 (August 6, 2021): 1–18. http://dx.doi.org/10.17159/2520-9868/i83a04.
Повний текст джерелаАнотація:
Critical literacy studies require both textual reading and a knowledge of power dynamics in context. To achieve in critical literacy, learners need to work with different kinds of knowledge and integrate them. In this paper, I analyse how learners connect representations of social injustice from a popular literary text to issues of social justice in their broader cultural context. I investigate how different forms of knowledge came together in their response to a writing task. The empirical data comes from a critical literary course taught to Grade 8 learners in an English class in the southeastern United States. I offer an analysis of an exemplary essay submitted by a learner. In the analysis, I use concepts from the Legitimation Code Theory (LCT) dimension of Autonomy to show how the essay brought together information from the literary texts and from beyond to support interpretations of the characters' stances on the rights of elves. The analysis highlights how integration of knowledge drawn from imaginary and real contexts meets both the implicit and explicit critical literacy goals of the task. The findings offer a means for understanding how autonomy pathways can support teachers and learners in recognising and realising connections between texts and broader cultural discourses in ways that align with disciplinary literacy practices.
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Anderson, Janice Capel, and Dorothy Jean Weaver. "Matthew's Missionary Discourse: A Literary Critical Analysis." Journal of Biblical Literature 111, no. 1 (1992): 146. http://dx.doi.org/10.2307/3267528.
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Abdulmughni, Saleh Ahmed Saif. "Stylistics, Literary Criticism, Linguistics and Discourse Analysis." International Journal of English Linguistics 9, no. 2 (March 7, 2019): 412. http://dx.doi.org/10.5539/ijel.v9n2p412.
Повний текст джерелаАнотація:
There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches. Therefore, the present study examines the similarities and differences of these four fields to make a clear demarcation between them. A descriptive and comparative approach using exemplary text was used in the study and the stylistics were thoroughly investigated, analyzed and exemplified in small-scale (one phrase, clause or sentence) or wider-scale (a paragraph). Finally, value judgments on the importance and value of the stylistics were furnished. This research enhances the prospects of pedagogical studies of different language learning and teaching of these four fields. This has opened the window for teacher-oriented studies and presented valid and genuine analytical and diagnostic studies of the related issues to enhance the accessibility of a clear distinction of the above stated fields.
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Samadzade, Fatima. "Issues of Cognitive Analysis in Literary Discourse." Path of Science 9, no. 7 (July 31, 2023): 5012–21. http://dx.doi.org/10.22178/pos.94-18.
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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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Beucher, Rebecca, Lara Handsfield, and Carolyn Hunt. "What Matter Matters? Retaining the Critical in New Materialist Literacy Research." Journal of Literacy Research 51, no. 4 (October 4, 2019): 444–79. http://dx.doi.org/10.1177/1086296x19876971.
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The field of literacy research has seen a recent surge in scholarship focusing on how matter—both human and nonhuman—comes to matter in literacy research and practice. This article explores how new materialist theories may be recruited for literacy research motivated by an anti-racist ethic. We present an illustrative intra-action analysis of a short autobiographical video produced by Malcolm, a Black male high school student, for a digital autobiography class assignment. Our analysis, informed by both new materialist and poststructuralist theories and emphasizing both discourse and materiality, produces varied interpretations of Malcolm and his literacy practices. Based on our multitheoretic analysis, we raise ethical concerns regarding analyses of racialized students’ literacy practices that emphasize materiality and affect without also retaining a critical eye toward powerful discourses of race and racism. We end with implications and recommendations for others engaging new materialisms in literacy research.
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Kozhanov, D. A. "ELEMENTS OF SCIENTIFIC DISCOURSE AS A MEANS OF REALIZATION OF COMIC EFFECT IN THE SPACE OF ENGLISH LITERARY TEXT." Culture and Text, no. 43 (2020): 231–38. http://dx.doi.org/10.37386/2305-4077-2020-4-231-238.
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The article is devoted to interpretation activity of the reader of the literary text in the context of discursive interactions in the text space. The author pays special attention to heterogeneous character of the literary text space that is reflected in the presence of numerous elements of other discourses considered as donors for literary discourse. The author points out the significance of the expressive function of these units that manifests itself in their ability to create various stylistic effects. The author analyses comic effect in the context of discursive interactions on the basis of English literary texts.
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Arriola, Joyce. "The Impact of United States Colonization on the Rizalian Tradition in Cinema and Literature: A View of the Popular Arts as Postcolonial Historiography." Plaridel 3, no. 2 (August 1, 2006): 49–74. http://dx.doi.org/10.52518/2006.3.2-03jrrl.
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The essay analyzes the ideological impact of United States (US) colonization on artistic productions on Jose Rizal, specifically in literature and film and how these works contribute to the discourse of the popular arts as postcolonial historiography. US cultural impact could be gleaned from how US cultural policies influenced Rizalian biographies and how these insipred literacy and cinematic productions on the hero. The Rizalian texts cited are films and novels produced from the time of US colonization to the Centennial celebration in 1988, published biographies and postmodern fictional takes on Rizalian biography. It discusses semiotic/linguistic constructions of Rizal attributed to US influences, artistic/literary forms, models and movements. It also analyzes the issues of spectatorship influenced by the Filipino reception of US culture. Rizalian filmmaking and literary productions are theoretically linked to the Hollywood narrative tradition and the models of literary education brought by the Thomasites. Contemporary historiography and Rizalian cinema are therefore offered as sites of analysis for more open and liberal forms of aesthetic inquiry and theoretical discourses on the subject. This is a revised version of the paper read at the Sangandaan 2003: An International Conference on Arts and Media in the Philippine-American Relations, 1899-2002 held on July 7-11, 2003 at the Philippine Social Science Council in Quezon City.
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Gonzales Muñoz, Francesca. "El discurso mítico a partir del testimonio: comparación en dos contextos de enunciación." Desde el Sur 14, no. 3 (September 30, 2022): 0029. http://dx.doi.org/10.21142/des-1403-2022-0029.
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This work proposes an analysis between the mythical discourses presented from the indigenous testimony in the colonial stage that is presented in the book Testimonies, letters and indigenous manifestos, compiled by Martín Lienhard, and the testimonial account that appears in the text From the corner of the dead of Juan Ansión. To do this, critical discourse analysis and literary historiography will be used. This analysis will allow us to recognize and compare the representation of the mythical discourse in the testimonies of the indigenous communities,
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Reid, Benet. "Literary Ethnography of Evidence-Based Healthcare: Accessing the Emotions of Rational-Technical Discourse." Sociological Research Online 21, no. 4 (November 2016): 95–106. http://dx.doi.org/10.5153/sro.4126.
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In this article I revisit the idea of literary ethnography (proposed by Van De Poel-Knottnerus and Knottnerus, 1994 ) as a method for investigating social phenomena constituted principally through literature. I report the use of this method to investigate the topic of evidence-based healthcare, EBHC. EBHC is a field of discourse much built upon a dichotomy between rationality and emotionality. In this context literary ethnography, a particular type of discourse analysis, is valuable for allowing researchers to bring the emotional currents of technical-rational discourse into conscious awareness. In such discourses, emotions are not written out by name. The researcher must discern emotional phenomena by experiencing the discourse, and (try to) bring them into intelligible expression. As I clarify this process I develop Van de Poel-Knottnerus and Knottnerus’ method theoretically, look to destabilise the rationality-emotionality dichotomy foundational to discourse around EBHC, and so transgress its conventional lines of thought.
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Furkó, Bálint Péter. "From mediatized political discourse to The Hobbit." Language and Dialogue 5, no. 2 (September 3, 2015): 264–82. http://dx.doi.org/10.1075/ld.5.2.04fur.
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The present paper argues that the analysis of the functional spectrum of pragmatic markers (PMs) serves as a heuristic tool for studying the interactional dynamics of dialogues in a variety of genres and discourse types, whether naturally-occurring, scripted or literary. By way of arguing my point I will discuss the results of three of my previous case studies aimed at exploring the role of PMs. The case studies, by virtue of the types of discourse they are based on (mediatised political interviews, dramatised/televised conversations and literary texts) reveal different patterns of dialogicity, and complement the analyses of spontaneous everyday conversations, the type of data most of the current PM research draws on. In the course of my analyses I also hope to illustrate that the cross-fertilization between dialogue analysis, PM research and literary pragmatics has a lot to offer to all three disciplines.
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Muradyan, A. A. "Political Discourse Through Literary Quotations." Язык и текст 7, no. 4 (2020): 99–106. http://dx.doi.org/10.17759/langt.2020070408.
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This article touches upon some of the main singularities of the political discourse in its connection with classical and modern literature. A brief overview of the main terms used in the article is provided. The analysis of quotes and literary works used in political speeches is carried out to identify the most significant factors in the selection of certain intertextual elements depending on the communication.
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Chung, Soh-Young. "The Modality of the Textual Institutionalisation of Literary Studies: Towards a Sociology of Literature." Sociological Research Online 16, no. 3 (August 2011): 15–27. http://dx.doi.org/10.5153/sro.2447.
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This paper aims to present a sociology of literary studies that is distinguished from the sociology of literature in that its focus is on literary studies as a social practice rather than as a socio-cultural institution: how literary studies is institutionalized as such not how it functions in relation to literature. The sociological analysis of literary studies in this paper entails two tasks. Firstly, it constructs a methodological frame within which literary studies can be observed and analysed in terms of the rules of discursive formation rather than as a pre-discursive entity. This is achieved through conceptualizing the Foucauldian notion of discursive formation and knowledge practice as an analytic strategy and operationalising it via Paul Dowling's Social Activity Method. Empirically, the analysis produces a description of the practice of literary studies as instantiated in the particular region of the practice constituted with what I refer to as the crisis discourse. The analysis describes literary studies as that which is emergent upon differing institutionalising strategies articulated by its participants to mark out literary studies from other practices and to maintain its disciplinarity through regulating the distribution and the access of the distribution of the discourse within and beyond the practice. The generalisability of the research in this paper lies in the applicability of the analytical method that can be employed at any given level of analysis to examine discursive practice—such as literary studies—as the effects of the particular discourses in terms of how they articulate and sustain the institutionalised identity of the practice.
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Šerstobitova, Irina. "The Concept of Intertextuality in the Discourse of “Crocodile” by K. I. Chukovsky." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 504–14. http://dx.doi.org/10.37384/va.2022.17.18.504.
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The purpose of the article is to show the potential of conceptual analysis in the formation and development of reader literacy in connection with the new requirements for improving the competitiveness of education. Mission concept – level integrated synthesis of the objects, phenomena as components of the meta-culture and the basics of forming reader’s literacy. The article deals with working with the concept of “intertextuality” in the framework of project laboratories (lessons-studies). As a result of passing the stages of conceptual analysis, students understand not only the literary significance of intertextual inclusions in K. I. Chukovsky’s tale “Crocodile”, but also the role of the reading process as a technology. A model for constructing the concept of “intertextuality” is presented in the lesson-study, developed based on a number of hypotheses. Within the framework of the study at the first stage of conceptual analysis (study 1 “World of associations”) together with the students the first hypothesis is put forward: “Crocodile”, like any fairy tale, has two discourses – “children’s”, which fully corresponds to children’s psychology and poetics of children’s creativity, and pretending to be “children’s”, which is an Aesopian allegory, which is the beginning of the strategy of working with the text of Chukovsky. Study 2 “in the beginning there was a Word” – this is the vocabulary stage of building a concept. At this stage, the “keywords” (A. Vezhbitskaya) are identified as personal meanings in definitions; their interpretation implies a linear and nonlinear “deployment” of the concept based on reference to literary sources. At the stage of the dialogue of cultures (study 3 “Dialogue of cultures”) the significance of the concept as a universal value and knowledge about it in culture is considered. Analysis of cultural texts (value-semantic reading) develops competence in solving moral problems based on personal choice; the formation of moral feelings and moral behavior, a conscious and responsible attitude to their own actions, i.e. the stage forms a “moral mind” in the terminology of advanced training. At this stage, a number of hypotheses are put forward for understanding the category of intertextuality in a fairy tale. The stage of forming values and meanings (study 4 “Values and meanings”) is a stage of meaning-making. It forms the value-semantic relations of students to the concept as a personally significant object. Students comprehend their process of understanding (according to F. Schleiermacher) the concept of “intertextuality” in the tale of Chukovsky, creates a model for the formation of reading literacy, which for absolute majority of students duplicates the PISA model. Thus, an important knowledge for students: reading in the modern world is not getting smaller; it remains a major intellectual technology that helps to find decisions, to think originally, not in patterns. The hypothesis lesson, built based on implicit immersion in the discourse of Chukovsky’s fairy tale, allows students to make a number of discoveries, gives them the opportunity to act as literary critics and evaluate the effects of formed reader’s literacy.
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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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Fokina, Svitlana. "LITERARY VIEW OF DISCOURSE ANALYSIS FROM THE STANDPOINT OF FRENCH POSTSTRUCTURALISM." Odessa National University Herald. Series: Philology 27, no. 1(25) (April 23, 2023): 63–71. http://dx.doi.org/10.18524/2307-8332.2022.1(25).283276.
Повний текст джерелаАнотація:
When studying discourse from the point of view of literary criticism, taking into account semiotic, culturological and linguistic aspects, it is still necessary to try to distinguish the difference between the literary approach to discourse and the purely linguistic one, taking into account their inevitable interoperability. In this regard, the development of the analysis of discourse in France is significant, where the main body of ideas that influenced the idea of discursivity in a number of other countries, was formed. The convergence of the principles of poetics and discursivity studies emphasizes the prospect of an active appeal of literary thought to the ideas of discursology and the formation of directly literary strategies for the analysis of discourse. Of greater interest is the distinction between the potentials of the study of discourse by linguistics and literary criticism, to one degree or another, shown in the works of M. Pecheux, M. Foucault, J. Jeanette, P. Sériot, R. Robin, J. Kristeva. The positions of R. Barthes, A. J. Greimas and J. Fontanille, J. Guiehaumou and D. Maldidier were also taken into account. The perspective of the study carried out within the framework of this article focused on the wide analytical spectrum within the framework of literary discursology. The appropriateness of the approach to discursivity was understood, which not only touches on the aspects of the identification of the subject and the conceptual atmosphere of the cultural situation, but also interacts them in depth. The idea of M. Foucault became controversial, which made it possible to comprehend the ways of literary study of discourse. With this approach, the object of discourse is correlated with the dogmas of the cultural era, which determines the transformation of discourse in connection with key ideas, ideas and social norms. In this article was revealed The importance of the intertextual potential of discursivity and mutual conditionality by the context. The connection of discourse with the unconscious was also considered, allowing you to focus on the significance of subtext for analyzing discursivity in general and directly when understanding a specific object of discourse.
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Arias Moreno, María Luisa. "A Discourse Analysis Model Applied to Literary Translations." Verbum et Lingua, no. 11 (December 30, 2017): 75–96. http://dx.doi.org/10.32870/vel.vi11.104.
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The purpose of this paper is to present the results of an investigation which employed a discourse analysis’ model to analyze the translations into Span-ish and French of a literary work (The Lord of the Rings by J. R. R. Tolkien (1892-1973) in order to show the advantages of using such a model and to demonstrate how such a model can helps both the analysis of the source and target texts and the translation process. Halliday’s discourse analysis model was used as proposed by Hatim and Mason with its three metafunctions (ideational, interpersonal and textual) and taking into account semantic, morphological, syntactic, textual and pragmatic elements. The final aim of this article is to show that a translation-oriented source text analysis using a discourse analysis model or any other linguistic-derived model can be used as an analytical tool to achieve an in-depth understanding of literary texts, since it heightens the literary translators’ awareness of its characteristics, enhances their reflective process and help them select the best alternatives to reproduce the complex world of the source text with all its details, which, in turn, will help the readers of the target text understand the world created by the author.
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Simpson, Paul, and Geoff Hall. "7. DISCOURSE ANALYSIS AND STYLISTICS." Annual Review of Applied Linguistics 22 (March 2002): 136–49. http://dx.doi.org/10.1017/s0267190502000077.
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This review focuses on contemporary work in discourse stylistics, defined here as that designated branch of stylistics which draws specifically on the techniques and methods of discourse analysis. The review acknowledges a key assumption in modern discourse stylistic research, namely that the distinction between ‘literary’ and ‘nonliterary’ discourse, if tenable at all, is drawn not on a purely linguistic basis but in terms of multiple intersections among texts, readers, institutions, and sociocultural contexts. In spanning studies of both literary and nonliterary discourse, therefore, the coverage of the present review is intended to reflect this axiom. It also attempts to foreground the diversity of method and approach in contemporary discourse stylistics. Given that the techniques of discourse analysis are themselves many and various, the survey seeks to cover stylistic work that offers productive applications of the many available models in pragmatics, conversation analysis, cognitive linguistics, speech act theory, and discourse psychology. Finally, in covering a selection of important monographs, articles, and book chapters, the review seeks both to highlight some of the critical, cultural, and ideological frameworks currently employed by discourse stylisticians and to demarcate, in more general terms, the current state-of-play in this research tradition.
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Alli, Oyedokun, and Wasiu Ademola. "A Linguistic (Stylistic) Reading of Ideological Discourse in Festus Iyayi’s Violence, The Contract and Heroes." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 129. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.129.
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This paper undertakes, through the prism of linguistic (stylistic) analysis, a reading of the ideological discourse in Festus Iyayi’s novels- Violence, The Contract, and Heroes, with the broad aim of establishing the nexus between literature and ideology, through the instrumentation of language, for societal transformation. The paper explores the symbiotic relationship between language and literature and how the former is used in the study and understanding of the latter. Attempt is made to identify the patterns of use of language with reference to the purpose of commenting on quality, the exegesis and interpretative meanings of the text. The scaffold upon which our analysis is anchored is the Marxist literary criticism based on socialist and dialectical theories. It is the contention of the Marxist theorists that literary works are a reflection of the social institutions from which they originate. Terry Eagleton has affirmed that Marxist criticism “is not merely sociology of literature” but paying attention to its forms, style and meaning with a view to grasping those forms, style and meaning “as the products of a particular history. In all, four major literary tools-narrative technique, lexical choice, dialogue and authorial comments are deployed as indices for our analytical framework, using the Critical Discourse Analysis. What is apparent is that no success can be achieved in the reading and understanding of a literacy text without a manifest use of language.
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Imran, Muhammad, Mujib Rahman, and Ms Sahrish. "Gender Construction, Discrimination, and Identity: Critical Discourse Analysis of The Pearl That Broke Its Shell." Journal of Education and Social Studies 4, no. 2 (June 29, 2023): 260–70. http://dx.doi.org/10.52223/jess.20234204.
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This study is an effort to create awareness related to gender construction, discrimination, and identity in literary discourse structures. Gender is usually built and enacted through implicit ideological propositions to sustain and maintain existing social structures by using language. The study attempts to examine and analyze Nadia Hashmi’s The Pearl That Broke Its Shell from the perspective of Critical Discourse Analysis. It is an analytical exploration to investigate ideologically constructed gender identity and gender discrimination through linguistic structures in the discourses of the selected novel. To analyze extracts from the selected novels, the researcher has applied Norman Fairclough’s Tri-dimensional approach to CDA. This approach analyses the text from three dimensions, textual analysis, process analysis, and social analysis. Hashmi’s novels revealed the socially and culturally moulded discourse structures in the novels. The discourse structures of novels are deeply rooted in Afghan social structures to sustain power relations and social order. It was explored that language is used to control, dominate, and suppress the less powerful and weak groups of society. The existing patriarchal structures were implied in the discourse structures, which are the product of social and cultural norms.
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James, Allan, and Nursen Gömceli. "The textual analysis of dramatic discourse revisited." English Text Construction 11, no. 2 (October 19, 2018): 200–225. http://dx.doi.org/10.1075/etc.00009.jam.
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Abstract This article explores dimensions of dramatic structure which the literary linguistic analysis of a play text can illuminate within an integrated model of dramatic significance. The play to be examined is John Millington Synge’s The Playboy of the Western World, known for its lexical richness, denseness of dramatic expression and not least the structural creativity of its Hiberno-English, all of which provide an abundant fund of textual semiotics for the present drama-specific literary linguistic analysis. The dimensions of the play investigated are (i) those of its ‘constitution’, which linguistically comprises dialogue and stage directions, and characterisation, plot and setting as traditional constituents of dramatic structure in their own right; and (ii) those of its ‘realisation’ as literary work, staging production and theatre performance and the associated addressivity of materially the same play text at each of these levels. As such, it will be shown that the employment of, and further development of, a linguistic model of social semiotics (after Halliday 1978; Fairclough 2003) enables a unified account to be given of the dramatic meanings a play text expresses at these two levels of its internal construction and its external actualisation.
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EL MESTOR, Brahim. "Le discours identitaire est-il transgressif ? Cas du discours littéraire d’Abdellah Taïa." ALTRALANG Journal 4, no. 01 (June 30, 2022): 182–201. http://dx.doi.org/10.52919/altralang.v4i01.188.
Повний текст джерелаАнотація:
Is the Identity Discourse Transgressive? Case of the Literary Discourse of Abdellah Taïa
ABSTRACT: This work questions in terms of analysis the topos of identity in the literary discourse of the writer Abdellah Taïa. We proceed to an enunciative approach of the linguistic strategies carried out by the subject-writer "I" by arousing new readings about the transgression of taboos anchored by the readership. Indeed, the writer Abdellah Taïa have stated unprecedented events, namely the evocation of the naked body, excess of language, transgression of norms and violation of codes through the presentation of identity claims.
RÉSUMÉ: Ce travail interroge en matière d’analyse le topos de l’identité dans le discours littéraire de l’écrivain Abdellah Taïa. Nous procédons à une analyse énonciative des stratégies langagières menées par le sujet-écrivain « Je » en suscitant des lectures inédites à propos de la transgression des tabous ancrés par le lectorat. En effet, l’écrivain Abdellah Taïa met en scène des événements inédits à savoir l’évocation du corps nu, excès du langage, transgression des normes et violation des codes à travers la mise en discours des revendications identitaires.
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Chamalah, Evi, Reni Nuryyati, and Aida Azizah. "Critical discourse analysis of Fajriatun Nurhidayati’s Nyadran-Belajar Toleransi pada Tradisi." EduLite: Journal of English Education, Literature and Culture 8, no. 2 (August 31, 2023): 374. http://dx.doi.org/10.30659/e.8.2.374-383.
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Critical Discourse Analysis is a form of analysis that aims to reveal ideology, power, political attitudes, and gender. In this study, Critical Discourse Analysis is used to reveal the ideology and power contained in the language used by the author in Nyadran's book. Every discourse that discusses a topic of ideology and power always contains prejudice. This is what makes language expressions contain symbolic meanings. The critical discourse analysis that has been carried out in Nyadran-Belajar Toleransi pada Tradisi by Fajriyatun Nurhidayati can be concluded that to express ideology in a literary text, language cannot be placed in a closed manner. Nonetheless, the context within a literary text serves as a crucial factor in shaping discourse ideology. Furthermore, literary works are inherently intertwined with the author's creative circumstances, thereby rendering the interpretation of textual meaning inseparable from the employed language. Within this examination, it's evident that ideology in literary compositions and language itself defies rigid categorization, underscoring the significance of the contextual backdrop as a fundamental influencer on the ideology woven into the discourse.
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Young, Stephen L. "Maximizing Literacy as a Protective Strategy." biblical interpretation 23, no. 2 (March 23, 2015): 145–73. http://dx.doi.org/10.1163/15685152-00232a01.
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Evangelical Christian inerrantist scholars consistently maximize the extent of literary reading and writing abilities in ancient Israel, especially beyond scribes, priests, and other elites or professionals. How they frame the issues, handle the data, represent their work as academic historical research, and engage in certain recurring patterns of argumentation invites analysis. This article analyzes the publications of inerrantist scholars on Israelite literacy, in particular Alan Millard and Richard Hess, as examples of inerrantist discourse and argues that their scholarship on Israelite literacy is characterized by protective strategies that privilege biblical claims. The article thus aims to explore part of the historiography of scholarship on Israelite literacy, to provide an accurate account of what precisely inerrantist scholars are doing in their publications on the topic, and to reframe inerrantist scholarship on Israelite literacy as data for the study of religion.
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Toncic, Jason. "Students’ discursive moves in two distinct literacy modes: Comparing approaches in a grade 10 English classroom." E-Learning and Digital Media 17, no. 6 (July 30, 2020): 482–504. http://dx.doi.org/10.1177/2042753020946284.
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This exploratory sociolinguistic study examined D/discourses and writing modes in a Grade 10 English literature classroom wherein students answered literature-based questions by means of both traditional and new literacies approaches. Studies conducted at the intersection of classroom instruction and online affinity spaces are still surprisingly under-reported in the academic literature; thus, the purpose of this small study was to contribute to new literacies studies research within classroom contexts by examining what happened when students responded to teacher-given prompts in two distinct modes: a traditional, essay-style response and a live, backchannel chat. This study compared the language use and some of the discursive moves that students made when composing written answers via both modes in order to provide insights for educators who may seek to use new literacies in their classrooms. Findings add to the discussion about what I see as the self-limiting aspects of traditional essayist-literacy (i.e. Academic English) favored by schools and the benefits of socially constructed literacy events facilitated by classroom-based online affinity spaces. Interestingly, findings suggest that this is not an either-or dichotomy, but that students in this study seemed to co-construct their literary analysis in the liminal space between Academic English and online chat discourse.
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BYCHKOV, D. M., and D. R. GAYNANOVA. "EXPLICATION OF THE "RELIGIOUS" EMOTIVE "JOY" IN THE ASPECT OF EMOTIONAL LITERACY." HUMANITARIAN RESEARCHES 4, no. 80 (2021): 139–43. http://dx.doi.org/10.21672/1818-4936-2021-80-4-139-143.
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Modern artistic arrangements of patericon stories are characterized by emotiveness, which is transformed in the author's statement in the form of manifestations of various aspects of human emotionality. The relevance of the study of the emotional literacy of an author retelling patericus stories is due to the fact that emotives play an important role in the implementation of the processes of verbal thinking and communication, as well as the impact on the reader, which requires further analysis, since they are characterized by a high frequency of use in the latest literary and artistic discourse. The universality of emotions provides the subjects of literary communication with the foundation from which the creation and formation of emotional literacy of the «churched» reader can begin. This article aims to identify the pragmalinguistic means of expressing the emotion of joy as one of the most specific in the series of «religious» emotional phenomena in modern Russian religious literature.
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Sarasati, Ruruh. "Analisis wacana kritis dalam pembelajaran: Peran AWK pada pembelajaran literasi kritis, berpikir kritis, dan kesadaran berbahasa kritis." HUMANIKA 19, no. 1 (February 12, 2020): 20–29. http://dx.doi.org/10.21831/hum.v19i1.30156.
Повний текст джерелаАнотація:
Critical discourse analysis has been used to determine the power relations thatoccur in the process of production and reproduction of meaning. The structure ofknowledge influences the course of the practice of disclosure. The intendedknowledge is not only knowledge that is known by the speaker, but the knowledgeof the listener or reader. This places critical discourse analysis in a multidisciplinaryview. The multidisciplinary view is currently inherent in the analysis of criticaldiscourse and raises the potential for the involvement of critical discourse analysisin the discourses that arise in the classroom. Furthermore, critical discourse analysiscan also play a role in learning. This article conveys the potential role of CriticalDiscourse Analysis in critical literacy learning, critical thinking, and criticallanguage awareness.
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Vyshenskaya, Yuliya P. "Stylistic Syntax of the Middle French Poetical Literary Composition." RUDN Journal of Language Studies, Semiotics and Semantics 14, no. 4 (December 15, 2023): 1337–56. http://dx.doi.org/10.22363/2313-2299-2023-14-4-1337-1356.
Повний текст джерелаАнотація:
The study suggests some evidence of studying the “poetic style” of the initial stage. The stage corresponds to the mediaeval European period. The actual character of the work is determined by the stable interest to the category under study in the scientific society as well as by the unstable character of the contents of its meaningful volume. The analytical procedure being realized on the literary heritage of troubadours and trouvères, contributes to the research challenge of the paper. The analysis made is aimed at the study of the specific features of the style generating processes on the poetic texts in the universal context of the medieval culture. The purpose of the work makes necessary solving a number of particular tasks, namely, clarifying and description the poetic style connections with its original roots, the role of the literary-stylistic traditions and medieval aesthetic conceptions in the style generating processes, stylistic traditional and individual proportion. Thus, the study contributes to the number of complex investigations of textual categories within the scope of diachrony and synchrony to be expanded. To achieve the tasks traditional methods are used, i.e., descriptive-analytical, contextual, philological interpretation of the text. Ancient texts study, a case of particular practical applying of the triad “text - style - discourse”, causes the address to the idea of particular and universal discourses. Style, the materialized aesthetic emotion, is considered as the result of the materialization of courtois ideals by means of a certain set of stylistic devices, differentiated in the literary compositions of the courtois Provençal school. Syntactic segment gains in the course of time the etalon status. Due to the volatility of particular discourses of the universal courtois cultural discourse the courtois etalon of the mature stage of the courtois lyrics development, under some altering turned into the etalon of the Northern courtois modification, close to the Provençal one. The analysis also confirms the fact of some existence courtois universalia modified in the courtois discourse.
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Skaftun, Atle. "Dialogisk diskursanalyse." Tidskrift för litteraturvetenskap 40, no. 3-4 (January 1, 2010): 70–80. http://dx.doi.org/10.54797/tfl.v40i3-4.11899.
Повний текст джерелаАнотація:
A Dialogical Discourse Analysis
The article discusses the increasing gap between literary analysis as scientific practice and as part of the mother tongue education in school, and suggests a dialogical framework as a way of bridging this gap serving the interests of both sides. The university subject is dependent on its relevance for the school context in order to be considered useful in a time of ideological change. The school subject is being thoroughly reformed in line with international conceptions of skill and key competencies that the individual needs in order to achieve full citizenship. In Norway the status of literary art in school is challenged by a rhetoric of the real in curriculum and educational discourse. The article addresses this challenge in an attempt to rethink the functions of literary art in school without reference to traditional arguments like aesthetic experience or national cultural identity. Bakhtins dialogism is the basis for suggesting dialogical discourse analysis as a method for literary analysis in scientific as well as in school contexts. This method calls for a consistent focus on relations between discursive positions in general and questions concerning utterances and dialogizing background in particular. Working with literature with a focus on relations between voices in the text is a way of promoting consciousness of how humans relates to each other as language users, how an utterance acquires its meaning against a dialogizing background, and how we all continuously are involved in discourses that shape what is possible to say and how it will be understood.
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Dimitrijević, Maja M., та Branko A. Ilić. "ПОСТИГНУЋА И ПИСМЕНОСТ МЛАДИХ: ПОЗИТИВНА ПЕДАГОГИЈА И ЈАВНИ ДИСКУРС". Узданица XX, № 3 (2023): 89–107. http://dx.doi.org/10.46793/uzdanica20.s.089d.
Повний текст джерелаАнотація:
The paper explores media discourse on the topic of students’ achievements in Serbian language from the point of view of positive pedagogy. The results of the analysis are compared to the results of the research on how Bachelor students of the Faculty of Education in Jagodina (Class teacher study programme) perceive Serbian language classes, primarily grammar lessons. The paper examines the extent to which the proclaimed values of positive and encouraging attitude towards students’ academic achievements in Serbian language are present in public discourse. The analysis focuses on whether students’ achievements are treated with objectivity, impartiality and empathy or with sen- sationalism and depreciation. It has been shown that in Serbian language teaching, which is expected to improve communicative competencies and develop the love for the mother tongue, students expe- rience fear of communication, since they often encounter negative feedback from their teachers and negative reactions from their peers. At the same time, in the era of “clickbait media”, sensationalist media coverage contributes to creating an underestimating attitude of the public towards the actors of the teaching process.