Analysis of emotional tendencies and discourse patterns in VKontakte social comments based on Nvivo12 encoding

ESL and multimedia: A study of the dynamics of paired student discourse

본 연구의 목적은 탐구를 도모하는 과학글쓰기를 이용한 학생주도적 모둠 탐구활동을 실시한 과학수업에서 나타난 변화를 탐색하는 것이다. 본 연구에서는 학생의 활동 보고서, 학습 환경에 대한 인식, 담화유형을 변화의 핵심으로 보았다. 학생들의 탐구활동에서 비계의 역할을 할 수 있도록 과학 글쓰기 활동지를 개발하여 초등학교 4학년 1학급 29명의 학생을 대상으로 학생주도적 모둠 탐구활동에 적용하였다. 이를 위해 모둠 탐구활동은 2007 개정교육과정 4학년 1학기 4개 단원에서 총 16차시 수업을 실시하였고, 이를 모두 녹화하였다. 우선 학생 보고서를 분석하기 위해 Millar (2010)가 제시한 분석틀을 이용하여 과학탐구 정합성 평가의 틀로 활용하였다. 두 번째로 학생의 과학 수업 및 과학에 대한 인식의 변화를 알아보기 위하여 비교반 1개 반을 선정하여 과학수업 및 과학에 대한 인식을 사전 사후 비교하였다. 마지막으로 16차시 수업 중, 초기 수업과 말기 수업에서의 교사와 학생 간의 담화 형태가 어떻게 나타나는지 알아보았다. 이러한 과정을 통하여 얻어진 결과 통해 학생의 질문과 주장 사이의 정합성은 초기보다 말기에 증가했고, 학생의 자신의 학습 환경에 대한 인식이 좀 더 학생 중심 쪽으로 이동한 것을 알 수 있었다. 또한 담화의 유형이 더욱 교사중심보다는 학생중심에 가까워졌음을 발견하였다. The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.

Quantitative analyses using CLASS 3.0 software and qualitative discourse analyses were conducted of the instructional and institutional effects of tracking in high- and low-track American literature classes taught by the same teacher, a participant in a national study of the effects of dialogic classroom discourse patterns on student achievement. The quantitative analyses of class activities and discourse patterns revealed somewhat different amounts and kinds of dialogic discourse in the two classes, but could not account for much of the difference in achievement between the two groups. A more detailed qualitative analysis of teacher interviews and classroom discourse, using discourse analysis to look at both how the classroom discourse positioned students vis-à-vis course content, and how students in the two tracks were characterized by the teacher, showed how instruction was influenced by the teacher’s cultural models of students’ institutional identities. The teacher’s identification with the high-track students aided her in enacting a curriculum that was more academically challenging and more coherent, both intertextually and culturally. These analyses suggest that institutional and instructional effects of tracking are inextricably interwoven where the teacher’s conceptions of students’ needs and abilities constrain the level of instruction and the coherence of the curriculum.

The main aim of this paper is to study if the phraseology of cognitive verbs used in academic English reveals different discourse patterns in the specific fields of Linguistics, Engineering and Medicine. The objectives of this study are first the identification of cognitive verb patterns in academic English, second the contrastive analysis of the cognitive verbs patterns used in Linguistics, Engineering and Medicine and finally, the study of the patterns used in the different disciplines of academic English. In this analysis, the taxonomy proposed by Marin-Arrese (2015) to identify evidential expressions, i.e. verbs of mental state or cognitive attitude, is used to identify the cognitive verbs in the corpus. The verbs identified in this category were searched with WordSmith Tools 5.0 and the phraseological units including cognitive verbs were compiled and studied. The frequencies of the verbs with the concordances of the cognitive verbs were analysed and examples discussed. The results extracted from the three different specific fields of knowledge were discussed and the conclusions were drawn.

Doctors, nurses, and other caregivers often know what people with Alzheimer's disease or Asperger's 'sound like' - that is they recognise patterns in people's discourse, from sounds and silences, to words, sentences and story structures. Such discourse patterns may inform their clinical judgements and affect the decisions they make. However, this knowledge is often tacit, like recognising a regional accent without knowing how to describe its features. This is the first book to present models for comprehensively describing discourse specifically in clinical contexts and to illustrate models with detailed analyses of discourse patterns associated with degenerative (Alzheimer's) and developmental (autism spectrum) disorders. The book is aimed not only at advanced students and researchers in linguistics, discourse analysis, speech pathology and clinical psychology but also at researchers, clinicians and caregivers for whom explicit knowledge of discourse patterns might be helpful.

Online social communities are becoming increasingly popular platforms for people to share information, seek emotional support, and maintain accountability for losing weight. Studying the language and discourse in these communities can offer insights on how users benefit from using these applications. This paper presents a preliminary analysis of language and discourse patterns in forum posts by users who lose weight and keep it off versus users with fluctuating weight dynamics. Our results reveal differences about how the types of posts, polarity of sentiments, and semantic cohesion of posts made by users vary along with their weight loss pattern. To our knowledge, this is the first discourse-level analysis of language and weight loss dynamics.


 
 
 The article studies how visual images and their use in explaining field-specific terms can be analyzed with the concept of discourse patterns. When expounding and demonstrating the meaning of specialized terminology in popular non-fiction, different kinds of pictures are utilized to scaffold the reader-in-the-text’s understanding of the meanings of such field-specific terms. In the article, explanation sequences are analyzed as multimodal discourse patterns, where verbal text and images together produce knowledge-constructing interaction. Diverse resources of presenting information (e.g. genre features of written text, coding orientations of visual image) construct the interactive functions of a multimodal text. For example, a technologically oriented image can realize both functions in the introduction–description pattern whereas an image depicting a particular situation can function as an exemplification in the introduction–exemplification pattern. The analysis of discourse patterns aims to examine the ways of representing conceptual knowledge in research popularizations.
 
 

Among a multitude of study areas, discourse analysis has emerged as a fast-growing discipline because of growing interest of linguists in studying language in natural setting, as opposed to making analyses of artificially created sentences. A concentrated amount of work on discourse analysis in the past few decades has demonstrated that discourse in classrooms is highly organized and amenable to analysis. This paper is an attempt to make an analysis of such a naturally occurring classroom discourse based on Sinclair-Coulthard analysis model developed in 1975.This model has come as a significant contribution for those who are interested in the field of discourse analysis. The study suggests that there is use of a simple discourse pattern in Nepali higher secondary classes of English.Key words: Discourse analysis; Spoken discourse; Discourse structure; Exchange;MoveJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 22-27Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4606

Systemic Functional Linguistics (SFL) offers a framework for analyzing EFL textbooks by considering three metafunctions of language: ideational, interpersonal, and textual. This study aims to explore how SFL can provide insights into the linguistic features and discourse patterns that contribute to establishing these metafunctions in EFL textbooks, focusing on the pedagogical implications for language teaching. Specifically, the study investigates the transitivity pattern, mood system, and nominal group analysis, focusing on two selected EFL textbooks from different publishers. For the convenience of the research process, the researcher selected dialogue samples from the textbooks through convenience sampling and transformed them into clauses for analysis. The findings revealed that material process types were the most frequently employed, while interrogative forms predominated among the clause types. Additionally, the analysis of nominal groups indicated that the most common were nominal group types Thing (T) and Noun and Thing (NT). These findings shed light on the linguistic features of EFL textbooks and suggest that a closer examination of the metafunction of language can enhance our understanding of how language is utilized to achieve learning objectives. Consequently, to support students' language learning and proficiency development, EFL teachers should incorporate instructional focus, contextualized language teaching, integration of SFL concepts, promotion of language awareness, and differentiated instruction.

The theory of theme and rheme and the patterns of thematic progression are not only two important parts of the systemic functional grammar but also an important means of discourse analysis. With thematic structure theory and patterns of thematic progression as the theoretical support, this research makes a combination of theoretical research and discourse analysis. This paper aims to find out the application and characteristics of the theme and rheme structure in English news discourse. After choosing the data from BBC (website:https://www.bbc.com/news/world-asia-china-51403795) reporting on 7th February 2020 with the title of Li Wenliang: Coronavirus Kills Chinese Whistleblower Doctor and giving a detailed analysis by empirical study. Through the analysis of the relationship between theme and rheme in the full text, we find that this text does not only apply a certain thematic progression pattern, but also applies more than one thematic progression pattern. Therefore, we come to the conclusion that thematic progression does exist in this news discourse and shows obvious characteristics and distribution. And also, parallel pattern and continuation pattern are frequently presented in this news discourse.

On the basis of a large corpus of wine reviews, this paper proposes a range of interactive visualization techniques that are useful for linguistic exploration and analysis of lexical, grammatical and discursive patterns in text. Our visualization tool allows linguists and others to make comparisons of visual, olfactory, gustatory and textual properties of different wines from different parts of the worlds, from different grape varieties, or from different vintages. It also supports the immediate creation of visual profiles for descriptions of sensory perceptions for exploratory purposes as well as for purposes of confirmatory investigations of linguistic patterns in text and discourse and their correlations to metadata variables.

With the application of remote education due to the pandemic, Ecuadorian teachers contextualized the curriculum to the needs of their students. The objective was to analyse emerging dialogue patterns during the COVID-19 pandemic, focusing on teachers’ experiences and stories about their interaction with their students. The research was qualitative in which the method of indirect observation of the transcription of 73 semi-structured interviews with teachers from educational institutions in Ecuador was applied through the Zoom platform. To analyze the results, they were categorized and conceptualized following the triple pattern of dialogue and discourse proposed by Mehan in its three dimensions: initiation, response and evaluation. Three phases were established: construction of the final indirect observation instrument; quality control of the information so that there is no subjectivity through the agreement of the criteria of three research authors; and the interpretation of indirect observation through contextualization by curricular contents, methodological strategies and didactic resources. It is revealed that teachers demonstrated remarkable adaptation during the COVID-19 pandemic, focusing on emotional containment and creativity.

The article examines and analyzes the linguistic and psychological features of political discourse using a computer-based Linguistic Inquiry and Word Count (LIWC) content analysis program to explore the relationship between political discourse and the personality of politicians. As for political discourse, it is perhaps the communicator, the linguistic personality, who plays the most important role in the communication. The linguistic personality of a politician is of particular interest in political discourse content-analysis, since it has the greatest influence on the public consciousness via mass media. Using text as a source of psychological and cognitive information has been gaining popularity. Researchers use a variety of methods to analyze texts, but Linguistic Inquiry Word Count (LIWC) has proved to be the most common technique. The analysis of linguistic patterns of political discourse shows that in the context of political speech events such as media interviews, politicians make a unique choice of lexical units, which can be interpreted as a manifestation of certain personality traits. However, despite the significance of the results, there are clear limitations to the use of computerized methodologies to make political discourse content-analysis, such as the limited interpretive capacity of software to understand pragmatic and contextual use of lexical units.

This paper presents an analysis of online comments on German newspaper articles dealing with non-discriminating language use. Combining bottom-up quantitative methods with qualitative analyses allows for identifying recurrent discourse patterns as well as typical narratives that play a role in this debate. I argue that if a major goal of critical cognitive linguistics is to reach out to the general public, understanding the appeal of such narratives (which are, obviously, often factually wrong) is just as important as identifying and refuting them.

The following study presents research into English clause combination that describes how the types of clauses in English are distributed along a hierarchy of grammatical integration, in a much more complex fashion than the traditional coordination/subordination dichotomy suggests. This hierarchy extends and synthesizes previous descriptions of English combined clauses found in the most referenced descriptive grammars of English. A corpus analysis of patterns in the combined clauses that may be a consequence of hierarchy was also conducted. A corpus of 50 examples of each form was coded for tense/aspect continuity, subject continuity and syntactic function. The analysis confirmed that the different formal levels of integration amongst the clauses are reflected in their functional and discourse patterns. The implications of the study are that English clause combination might be beneficially described and taught as hierarchical beyond traditional binary categories, as combined clauses are a range of more or less integrated structures with distinct properties. For teachers and advanced learners the research may help in an understanding of the relationship in English grammar between function, form, discourse and syntax.