Plano terapêutico fonoaudiológico pautado no conceito de gêneros do discurso de Bakhtin: aspectos teórico-metodológicos

This paper analyses the moves and linguistic features in valedictory speeches of ten graduating students of some Colleges of Education in the Western and Central Regions of Ghana. Ten speeches ranging from 2013 to 2019 were selected from Holy Child College of Education, Takoradi, Our Lady of Apostle College of Education, Cape Coast and Foso College of Education, Fosu. Valedictory speech is important to graduating students of tertiary institutions and some high schools; as a specific form of genre, it shares the characteristics of both oral and written genre in the context of English for specific purposes which is geared towards English for Academic Purposes (EAP). The exemplars were analysed according to move patterns and their textual space as well as its linguistic features. This study adapted mix method design. Interview, focus group discussions and questionnaires were the instruments used. The study revealed that, communicative elements in the valedictory speech are very important to the graduating students and their message they intend to send to the audience. It also identified that it brings out a picture of issues that had contributed to the success of the graduating students and the end result of they being awarded their diplomas or degree. It was clearly established of linguistic features of valedictory speeches. For the analysis of moves and linguistic features in valedictory speeches, one relevant theory is Swales’ Genre Analysis. This theory is instrumental in understanding the structure (moves) and language use (linguistic features) in specific types of discourse like valedictory speeches. This investigation was underpinned by genre analysis theory foundered by Swales, J. (1990). Swales’, Genre Analysis focuses on how different types of texts (genres) are structured to achieve particular communicative purposes. The theory is especially useful in understanding academic and professional communication, as it provides a framework for analyzing the “moves” within a text—segments of discourse that serve specific functions. It was recommended that linguistic features within these moves should realize the functions and contribute to the overall purpose of the genre. Again, framework can be applied to valedictory speeches to analyze the rhetorical structure and the specific linguistic choices made to achieve the communicative goals of the speech.

Genre analysis has become firmly established as one of the most popular frameworks for the study of specialized genres in academic, professional and institutional as well as other workplace contexts. In recent years, genre theory has also developed in the direction of a more comprehensive and powerful multi-dimensional and multi-perspectived framework to examine not only the text but also the context in a much more meaningful manner than had ever been done earlier. The theoretical perspectives and the individual case studies of this volume testify to the wide range of methodological tools made available by genre theory, enabling researchers to handle problems relating to the description of variations in language use. Moreover, the following relevant issues are addressed: how are specialized genres constructed, interpreted and exploited in the achievement of specific goals in highly specialized contexts?

Since Swales’ (1981, 1990) CARS model work on the move structure of research articles, studies on genre analysis have been carried out amongst which works on different parts of research articles in various disciplines has gained a considerable literature. This study aims to investigate the rhetorical structure of the Introduction sections of articles in two fields of English Language Teaching (ELT) and Nursing, based on two corpora. Each corpus contains 25 research articles related specifically to the field under study. This study initially identified the structural organization of the Introduction sections of the articles. The results of this analysis revealed that both corpora contained the moves proposed in CARS model and almost no significant differences were observed in the move structures of articles in the afore-mentioned fields. Therefore, there is a considerable tendency for both ELT and Nursing to use CARS model. The findings from the analysis could provide linguistic researchers in Foreign Language Teaching (FLT) with a holistic and unitary methodology as an authentic model of language in use through enriching their understandings and knowledge about the true nature and organization of different disciplines.

Genre analysis is an approach to study organizational structures, focusing on communication patterns, which can be applied to the specific context of meetings. This research investigates the impact of genre analysis on the design of meetingware. The paper describes how genre analysis was used to develop meetingware for several organizations and meeting genres. The paper covers the whole design process, from genre elicitation to validation. The obtained results indicate that genre analysis impacts meetingware design in five major dimensions: organizational integration, situated nature, meeting lifecycle view, focus on communication patterns, and preservation of the meeting context.

Genre analysis is an approach to study organizational structures, focusing on communication patterns, which can be applied to the specific context of meetings. This research investigates the impact of genre analysis on the design of meetingware. The paper describes how genre analysis was used to develop meetingware for several organizations and meeting genres. The paper covers the whole design process, from genre elicitation to validation. The obtained results indicate that genre analysis impacts meetingware design in five major dimensions: organizational integration, situated nature, meeting lifecycle view, focus on communication patterns, and preservation of the meeting context.

A narrow-angled corpus analysis of moves and strategies of the genre: ‘Letter of Application’

The pedagogical focus of many genre studies in the field of applied linguistics has produced a wealth of materials designed to raise students’ awareness of the purposes, rhetorical structures, linguistic features, and contexts associated with particular educational genres. The desire to pin down the key characteristics of these genres has also resulted in a conceptualization of genres as rather more stable and constraining/normative than is the case in other disciplines such as literary studies and linguistic anthropology. In this chapter, we report on a rhetorical genre-based analysis of a spoken classroom event in the discipline of architecture - an event that was identified in the current study as both recurrent and patterned. As in many genre studies in the field of applied linguistics, we sought to characterize of the genre for teaching and learning purposes. Less usual was the case study approach adopted here, focusing on one teacher and his use of this classroom genre. A case study approach allowed us to explore the pattern and variability in the teacher’s improvisational pedagogical style. More generally, we want to argue that a study of particularity (in this case of one teacher’s use of a classroom genre) has the potential to contribute to a broader understanding of genre and generic boundaries. The chapter concludes by discussing the pedagogical implications of individual variation as well as underlining the need for a concept of genre in applied linguistics that allows a space to consider the tension between stability and creativity in language use.

This study examines how service-learning supports the development of genre awareness and pragmatic competence among Vietnamese hospitality students in an English for Specific Purposes programme. Conducted in the Vietnamese context as part of a transnational bachelor’s degree programme, the research adopts a qualitative multiple-case design, drawing on learner-produced texts, recorded service interactions, reflective journals, and stimulated recall interviews. Anchored in genre theory and interlanguage pragmatics, the study investigates how learners engage with professional tourism genres, enact speech acts in authentic communicative situations, and reflect on their language use. The findings reveal that service-learning facilitates uptake of genre-specific discourse structures, encourages the use of context-sensitive pragmatic strategies such as mitigation and repair, and fosters metapragmatic awareness through structured reflection. Nonetheless, challenges remain in sustaining register consistency, managing intercultural framing, and aligning performance with professional discourse norms. The study concludes that service-learning, when integrated with explicit linguistic scaffolding, constitutes a productive environment for applied language development in ESP. It advocates for further discourse-analytic inquiry into learner language use in situated, multilingual settings. Keywords: Service-learning; English for Specific Purposes; English for tourism; Genre pedagogy; Hospitality communication

The trend towards using English as an academic lingua franca has undoubtedly increased the awareness of a need for specific EAP writing instruction and inroads into researching student writing have been made. However, systematic improvements for a theory-informed teaching practice still require more detailed knowledge of the current state of student academic writing, which also takes into account local practices and requirements. Extended genre analysis provides such a means of researching student writing in specific settings. This is an innovative methodology which expands on English for Specific Purposes (ESP) genre analysis (cf. Bhatia, 1993, 2004; Swales, 1990, 2004) to systematically integrate corpus linguistic tools into the analysis and to take into account the special status of student genres. A special advantage of this methodology is that it can be applied easily and successfully to small-scale purpose-built corpora.This paper presents an application of extended genre analysis to a corpus of 55 student paper conclusions produced by non-native speakers in the initial phase of their studies. Findings suggest systematic differences in structure between student and expert genres, as well as a more complex set of differences in lexico-grammar, and especially the use of formulaic language, between research articles and non-native student papers. The implications of these findings as well as of the proposed methodology of corpus-based genre analysis for teaching practice are also discussed.

Using a multi-dimensional methodology, this study examined language use in a Malaysian educational Institute as a professional practice. It examined the genre of business letters, memorandums, faxes, emails, documents, noticeboard notes and face-to-face and telephone conversations in their institutional context. The study strived to find how these genres are constructed and why they are constructed in the way they are. After examining the institutional practices, on the one hand, and the ‘genre system’ used in the Institute, on the other, it was found that the institutional practice in the Institute influenced the language used. It was also found that email genre invaded and overlapped with communicative intentions of all other genres and practices. The email messages invaded the generic integrity of other genres, which was reflected in the framing structure, the purposes of the communication, and language use.

Comparing Japanese and American interaction, Language, Social Structure, and Culture argues that language use is instrumental in the construction of social structure and culture. In order to ground the work in empirical evidence, verbal interaction in similar situations – Japanese and American cooking classes – is compared. Unlike other studies of verbal interaction, a genre analysis approach is used to examine regular patterns at three levels of language use: interaction, discourse, and grammar. Collectively, these patterns exhibit both similarities and differences across the classes in the two cultures, creating the unique event that has been institutionalized as a cooking class in each culture. In concluding, the author suggests that genre analysis is a useful approach for cross-cultural research in that it provides information about situation-specific language use, but also information about what aspects of linguistic structure are likely to become conventionalized across languages and cultures, across situations, and across time.

One shared goal of classroom instruction is to support students’ reading competence as a key skill of school success and participation in daily life. Yet, teaching that addresses multilingual students’ language-related resources to support reading is rare. In this study, we enriched reciprocal teaching with elements of linguistically responsive teaching (labelled LRRT) and conducted an intervention study in German primary schools (38 classes and 684 students) to examine its effects on reading competence. To assess reading competence, we used reading comprehension and reading strategy tests. Findings demonstrate the feasibility of our approach in regular primary school classes. Teachers and students highly valued the teaching unit as well. Results of latent mean difference score analysis confirmed the effectiveness of LRRT with respect to students’ reading strategy use but not with respect to their reading comprehension. Moreover, multilingual and monolingual students did not differ in their gains in reading competence. However, multilingual students’ different language use was of particular importance for gains in reading comprehension. The study thus provides further research on multilingualism as well as various stimuli for teachers of today’s heterogenous primary school classes.

In recent years, discourse and genre analysis has established itself as an important field of study within linguistics having implications for applied linguistics, especially in the teaching and learning of languages, mass communication, writing research, language reform and a number of other areas related to professional and academic communication. However, a more recent recognition of variation in the use of English as a result of its global spread and use in the ‘outer’ and the ‘expanding circles’ (Kachru, 1992) has given rise to concerns about the need and capacity of the presently used paradigms, frameworks and methodologies in discourse and genre analysis to account for such a variation. Since English has undoubtedly acquired the status of a world language, it is more than necessary that linguists of all persuasions, whether interested in the issues of language acquisition, description, use or reform need to adjust their vision, paradigms, frameworks or methodologies in order to be able to account for this global variation in the use of English in the intra and international contexts. The main purpose of this special volume is to address some of these issues arising from intercultural and cross‐cultural perspectives on the use of English as an international or world language.

This thesis examines the emergence of thanatology as a discipline, paying particular attention to the key thanatological theme that death has become a taboo topic in modern society and to the rhetorical construction of early thanatological texts. In order to study these issues, the thesis uses a variety of different methods. First I used corpus linguistic methodology to study the way repression proper was constructed in Time magazine, one of the most popular American news magazines of the time. This analysis showed that by the late 1950-early 1960s when thanatology had emerged as a discipline, the concept of repression proper had not completely lost its ties with psychoanalysis and had not become an integral part of ordinary discourse. Also, in the 1950s repression was often constructed as a pathology and this perception was shared by the early thanatological authors. In analyzing the publications by Geoffrey Gorer and Herman Feifel, the two important authors for the early history of the discipline, the methods of Discursive and Rhetorical Psychology, Critical Discourse Analysis and Genre Analysis were used, especially to analyse in discursive depth the essay “The Pornography of Death” by Geoffrey Gorer (1955) and the volume The Meaning of Death (1959) edited by Herman Feifel. Geoffrey Gorer in his essay “The Pornography of Death” contributed to the dissemination of the notion of repression and introduced to the public discourse the idea of the repression of death, death being the new taboo. Herman Feifel in his volume The Meaning of Death introduced the idea of repression of death as a characteristic feature of the Western society to the scholarly literature of the 1950s and 1960s. Feifel based his construction of the taboo on death on that of Gorer and legitimized the essay “The Pornography of Death” as a part of scholarly discourse on death. Using genre analysis it can be seen that neither the essay by Gorer, nor the volume The Meaning of Death can be viewed as conventional scholarly texts. Thus death studies as a scientific discipline can be viewed as originating at the essentially public level of communication. This has wider implications for understanding how new disciplines can be constructed and promoted both within and beyond the academic world.

This chapter provides a comprehensive overview of text and discourse analysis, delving into key concepts, methodological approaches, analytical levels, text types, discourse genres, and real-world applications. The chapter defines text as a meaningful stretch of language with a communicative purpose, while discourse encompasses any language use in social contexts. Methodologies explored include linguistic analysis, functional analysis, critical discourse analysis, conversation analysis, and genre analysis. Five levels of analysis are discussed: word level, sentence level, whole text level, intertextual level, and sociocultural level. Text types analyzed include narratives, expository texts, and argumentative texts. Discourse genres examined include political discourse, educational discourse, and medical discourse. Finally, diverse applications are showcased in fields like stylistics, literacy education, digital communication, forensic linguistics, language teaching, and computational linguistics. This multifaceted exploration of texts and discourses facilitates nuanced linguistic analysis while unveiling intricate connections between language, meaning, and context across various realms of theory and practice.