Discourse Patterns Research Articles

Teachers’ Classroom Discourse Pattern for Postgraduates Majoring in Foreign Linguistics: A Perspective of Legitimation Code Theory

“Introduction to English Linguistics (IEL)” is a professional knowledge course for postgraduates majoring in Foreign Linguistics. In traditional classrooms, teachers usually use knowledge code in their discourse, emphasizing the inculcation of theoretical knowledge in Foreign Linguistics. However, faced with large numbers of concepts, terminology, and academic opinions, students generate lots of confusion. This study quantitatively analyzes the teaching situation of IEL course under the framework of Legitimation Code Theory, and explores the influence of different teachers’ classroom discourse patterns on students’ learning efficiency. It is found that the use of knower code in teachers’ classroom discourse is an important factor in students’ learning efficiency while not being affirmatively proved to be effective in a pronounced manner, suggesting that a more advanced model of teachers’ classroom discourse pattern combining both knowledge code and knower code for postgraduates majoring in Foreign Linguistics is urgently needed.

ПРАГМАТИЧЕСКИЕ АСПЕКТЫ ЛИНГВОКРЕАТИВНОСТИ В ПОЛИТИЧЕСКОМ ДИСКУРСЕ АНГЛОЯЗЫЧНЫХ СМИ

The purpose of the research is to identify the discursive and pragmatic reasons for linguistic creativity in political media discourse. The author of the article defines the types of linguistic creativity in the political discourse of English media, reveals the influence of both pragmatic factors and modern English communication on the emergence of linguocreatems. The scientific novelty of the research is related to the desire to determine the linguistic creativity usage patterns in the political discourse of English media. The results of the research show that the reasons for linguistic creativity in the political media discourse are due to linguistic, communicative, socio-political factors.

A Pragmatic Study of Self-praise in Stand-up Comedies

Scholars have ignored self-praise, a speech act of boasting oneself and a way of positive self-presentation and self-evaluation, for many years due to its violation of the modesty maxim and self-denigration maxim. While as an emerging “Versailles-style” discourse pattern, self-praise used by communicators to positively evaluate their praiseworthiness are becoming to be paid attention to researchers. Drawing on the Dramaturgical Theory, this study adopted a combination of qualitative and quantitative analysis methods with the help of NVivo (version 12) to code and classify 155 collected self-praise corpus in Rock &Roast 5, analyzing pragmatic strategies, topic distribution and effects of self-praise used by stand-up comedians. In this study, self-praise is categorized into three types: explicit self-praise without modification, modified explicit self-praise containing six sub-strategies, and implicit self-praise with four sub-strategies. Meanwhile, the topics of self-praise mostly focused on individuals themselves and personal experiences. Comedians frequently used self-praise speech acts to express their praiseworthiness and construct their positive personal identity, so as to make a humorous program effectiveness and leave a deep impression on the audience.

Pragmatic Architectonics of Stand-Up Comedy: Actor’s Image, Addressee’s Factor, Interactivity

Stand-up comedy is interpreted in the study as a discourse pattern, perfect for the “cynical” opposition of all aspects of real eventfulness. Fixing the relevant areas of implicit (usually socially labeled) knowledge, not always covered by traditional institutional sources, bringing this knowledge to the target audience are important discourse functions performed by comedians in their appropriate roles. It is established that the actor puts on the mask of an ordinary representative of society, against the background of a comic distortion of reality, he voices “marginal” metaphorical meanings that form the current everyday routine, expressing anger and despair about vicious and weak manifestations inherent in human nature. The comedy genre allows performers to demonstrate a personal view of the world order, to realize their place in the world around them. It is concluded that these possibilities become the central element of the identity of the actor-comedian, determine the parameters of who he objectively is, fix his finding between the internal state and the external manner of behavior that can be recognized by the audience. The comedian is like a creative “persona”, a psychological entity with special characteristics that can be publicly noticed, recognized and used by representatives of a certain culture as a whole. The scenarios generated by the comedian are investigated, which can be traditional or situational (specific to the current communication environment). Their switching in the actor’s discourse determines the nature of the relationship with the audience from complete collusion to confrontation with it.The humorous potential of the actor’s judgments programs a sudden cognitive shift in the audience’s consciousness, which is generated by the discrepancy between perceived meanings and generally accepted mental models of explication of meanings from linguistic units, the effect of deceived expectations. The viewer experiences an unexpected change of psychological state due to spontaneous changes in the interpretation of individual words, phrases or the actor’s narrative as a whole. At the same time, the actor’s jokes do not always correspond to the comedy genre, as a rule, they acquire a deeply tragic content.

Advice-seeking and advice-giving in Arabic computer-mediated communication in the medical context.

The current study aims to examine the discourse patterns and strategies of advice-seeking and advice-giving through Arabic computer-mediated communication (CMC) in the medical context. The contribution of this study lies in examining and analyzing the discourse patterns of CMC between patients and doctors in Arabic, how these patterns help doctors understand the advice sought and inquiries made by their patients, and how they help patients understand the comments made by their doctors on their inquiries. The data consist of 300 messages categorized into 150 advice-seeking (postings) and 150 advice-response (replies) messages. They were manually collected from a public medical website by copying and pasting them into an Excel spreadsheet for coding and statistical analyses. Two models were used to analyze the speech acts of advice. Morrow's model was used for advice-seeking, while Hinkel's taxonomy was used for advice responses, after some modifications were made to both models. The findings revealed that advice-seeking and advice-response messages had three parts: opening, middle, and closing. The study revealed that both patients and doctors used the opening and closing parts occasionally, unlike the middle part, which was used more often. For advice-seeking, describing the medical problem was the most frequent strategy used by patients when they asked for advice, followed by yes/no questions. These types of strategies were used in advice-seeking more frequently than others. Additionally, it was found that asking yes/no questions and describing the medical problem was the most frequent compound strategy used by patients seeking advice. However, for advice responses, the results revealed that giving clarification/information was the most frequent strategy used by doctors, followed by direct advice. When compared with other types, these two types were used frequently in the advice responses. The results also demonstrated that giving clarification/information and direct advice was the most frequent compound strategy used by doctors in advice responses.

SPEECH MODELS AS A MEANS OF TEACHING ACADEMIC READING

The concept of speech patterns of police discourse, representing language stable formulas, can be considered as an auxiliary means of teaching academic reading of texts of police discourse. The present article describes the characteristics of speech patterns, their structure and signifi cance within the process of working with academic reading. The importance of eff ective formation of academic reading skills when working with institutional discourse is emphasized. It should be noted that the police discourse and its structural speech patterns should be associated with the ways of interpretation, perception and systematization of textual information for composing own utterance on this basis. The article describes speech patterns in connection with their application in the process of eff ective teachin g of academic reading as a way of explication of meaning to create their own statements of police offi cers.

Catalyzing Change for Equitable Participation

This manuscript discusses the Plan, Do, Study, Act (PDSA) cycles designed to help math teacher-researchers (TRs) create more equitable discourse patterns in their classrooms. Before the first cycle, TRs were asked to complete gender and race implicit assessment tests (IATs). Then, TRs planned and recorded a video of themselves facilitating a math discussion. Next, math teacher educators (MTEs) used the Equity QUantified In Participation (EQUIP) classroom observation instrument to code and analyze the discussion. Subsequently, TRs had an opportunity to reflect on the EQUIP and IAT results and set goals for making their teaching practices more equitable. MTEs provided guidance and resources to help the TRs develop a plan to achieve their equitable teaching goals. The implications for PK-12 practicing teachers from two PDSA cycles with three TRs are shared here. We hope this work will inspire and guide other TRs to implement similar PDSA cycles.

A Critical Discourse Analysis of Former Davao City Mayor Sara Duterte’s State of the City Addresses (SOCAs)

This study examined the discourses in the State of the City Addresses (SOCAs) of the former Mayor Davao City Sara Duterte-Carpio. Specifically, the rhetorical expressions, semantic expressions, linguistic features, and classifications of ideologies in the political discourses were explored. Through a Critical Discourse Analysis, the researchers explored the use of language and the ideologies represented in such. Findings show that the SOCAs of former Davao City Mayor Sara Duterte-Carpio contained a variety of rhetorical expressions and discourse patterns. The researchers also found significant results about semantic macrostructures, which vary from one speech to another. The ideology of positive Us was also represented through powerful statements that show the importance of former Mayor Sara's leadership, administration, projects, and all people involved in her success. The researchers conclude that the former Davao City Mayor used words powerfully to highlight essential accomplishments and to express the value of the critical actors that made these achievements possible.

Perceptions of COVID-19 related risks by platform-based couriers: An analysis of user comment threads on Reddit.

The COVID-19 pandemic increased demand for app-based platform-based couriers, creating job opportunities for individuals who have lost income because of COVID-19. Through various stages of lockdown, courier workers (e.g., delivering for Uber Eats, Amazon Flex, and Lyft) provide an essential service. At the same time, this form of work poses risks for exposure to the SARS-CoV-2 virus as these workers are highly mobile and in contact with many individuals. To explore how platform-based couriers discuss risks associated with their work during periods of high (first wave, second wave, third wave/rise in concerns regarding variants) and low risk during the COVID-19 pandemic, 2020-2021. We provide a narrative analysis of user posts (n = 2,866) on Reddit during periods of interest. Our analysis resulted in three central findings. First, we identified changing patterns in discourse as the pandemic went on. Second, we found that the theme of risk prevailed largely in the first wave, with dialogue dominated by tips and asking for advice about how to manage risk. Third, our findings reveal a growing polarization among users during the latter phases of the study. Polarization largely focused on acceptance (or not) of public health measures and the nature of their work as independent contractors and the role/responsibility of courier companies to offer protection. Our study is the first to document risks, from the perspectives of anonymous couriers who may be unwilling to share their honest opinions and thoughts through primary data collection where anonymity is not guaranteed.

Emotions, positive comparisons, and unexamined assumptions in novice U.S. teachers’ perspectives on English learners

Abstract This article focuses on a study of the decision-making and patterns of discourse of 21 novice teachers as they engaged with, reflected on, and discussed school-based scenarios about English learners. Employing qualitative content analysis, researchers explore patterns related to intention, bias, and criticality in participants’ discourse. Participants avoided engaging with scenarios where solutions could not be enacted solely within their classroom, expressing hesitation about being disruptive to the school ecosystem and fear of conflict with colleagues, superiors, or parents. They focused on immediate solutions but rarely endeavored to identify the underlying assumptions that compelled characters to act in biased ways. While participants expressed awareness of their own privileged social positionings, they often struggled to connect their social identities to the underlying assumptions that informed their reactions to the scenarios. Notably, participants often used language that exonerated them from the judgment being cast on a character. Additionally, participants repeatedly racialized social identities unrelated to race and expressed distrust of students speaking a language they could not understand. These findings offer insight regarding novice teachers’ intentions and (mis)understandings when working with English learners and offer important implications for teacher educators’ as they prepare pre-service teachers to respond to such learners.

Teachers’ Professional Development and Pedagogical Shift towards Dialogic Teaching in Malaysian Lower Secondary ESL Classrooms

This study reports on teachers’ pedagogical changes upon attending a professional development programme. In supporting learners of a second language (L2), dialogic teaching was emphasised as an intervention programme in Malaysian lower secondary ESL classrooms. Dialogic teaching is a pedagogical approach that focuses on the importance of classroom talk in constructing knowledge collectively (Alexander, 2018). This study explored the perceptions of four rural L2 teachers who were participants in a professional development on dialogic teaching and investigated their classroom practices using the approach. The study was qualitative in nature which comprised four individual semi-structured interviews and nine classroom observations for the data collection. The case study method was employed to boost the reliability of the interview findings in which three of the teachers’ classes were observed, video-taped, transcribed, and analysed to identify the dialogic features prevalent in the teachers’ discourse pattern. The findings of this study indicated that the teachers perceived dialogic teaching as a meaningful interactive discourse structure that facilitated L2 learning and, to an extent, demonstrated a pedagogical shift that took advantage of the dialogic teaching principles and talk repertoire introduced during the professional development. Dialogic teaching strategies such as whole class and small group discussions increased the participation and engagement of students which led to better student outcomes. The teachers had acquired the skills of questioning to facilitate talk amongst the students. Nevertheless, the teachers were challenged with issues of students’ proficiency that obstructed their effective intervention process. The findings have key pedagogical implications in terms of teacher discourse patterns and for further investigation on the enactment of dialogic teaching in facilitating second language.

Navigating boundaries in coproduced research: a situational analysis of researchers’ experiences within integrated knowledge translation projects

Background:Research coproduction is advocated as an approach to produce more impactful evidence, by valuing a diversity of expertise and integrating knowledge users into research processes. Yet, extant literature finds that trying to bridge boundaries between different types of knowledge can also cause collaboration challenges and present barriers to success in coproduction. Aims and objectives:To study how researchers understand and manage knowledge boundaries in coproduced health research, or ‘integrated knowledge translation’ (IKT) as it is referred to in Canada. Methods:Data were collected from: 1) semi-structured interviews (n=20) with researchers leading different IKT projects across Canada; and 2) participant observation and document analysis for an in-depth case study of one IKT project. Data were combined and analysed using situational analysis, a modified grounded theory approach to visually map patterns of discourse along salient axes of controversy. Findings:We describe four key discursive positions participants take concerning knowledge boundaries in IKT: to recognise and handle, respect and clarify, blur and integrate, or challenge and embrace. These are plotted relative to two salient axes: the degree to which participants viewed boundaries as a problem, and the degree to which they believed boundaries should (or could) be challenged. Discussion and conclusion:The four discursive positions identified will help those doing coproduced research to critically reflect on their own position(s) regarding boundaries in collaborative research, and strategically discuss, select, or switch discourses as needed to support their goals.

Flexible co-construction of meaning: facilitating emergent bi/multilingual children’s emergent exploratory talk in Spanish literature discussions

ABSTRACT Emergent bi/multilingual children have historically been afforded few opportunities to engage dialogically with peers and teachers in posing authentic questions and co- constructing interpretations of texts as their reading instruction has traditionally been skills driven. Additionally, more recent scholarship has identified increased opportunities for participation and meaning-making when bi/multilingual children discuss literature within linguistically flexible discussion spaces. This case study examines teacher discourse and discussion facilitation that foreground children’s emerging exploratory talk and validate their bi/multilingual practices during literature discussions conducted in Spanish in a second-grade maintenance dual language bilingual education classroom within a public school in the Midwest United States. Analysis focuses on teacher and child interactions, including the teacher’s uptake of children’s ideas and authentic questions, shared authority among teacher and children, and the teacher’s use and modeling of bilingual practices, such as external code-switching when recounting brief stories, within the discussion space. Findings demonstrate how teacher facilitation and discourse patterns interact in ways that promote children’s emerging exploratory talk within a dialogically organized linguistically flexible discussion space.

Oral Discourse Coherence and Oral Fluency in English as a Foreign Language Preservice Teachers’ Oral Narratives

A large number of research studies have highlighted the relevance of oral narratives for describing children’s linguistic constraints, developmental stages of narrative discourse patterns, and sociocultural identities. Yet, little research has been found on the use of oral narratives as a means to longitudinally improve oral discourse coherence and fluency in English as a Foreign Language (EFL). This article reports a case study which was aimed at exploring and describing oral language enhancement in 26 Chilean preservice teachers of English through the implementation of oral narrative tasks over four months. Oral narrative samples were collected through audio recordings, then transcribed and analyzed through the Narrative Assessment Profile, and analytic rubrics elaborated in light of the literature review carried out for oral fluency. Findings suggest a relation between oral narrative tasks and oral discourse coherence and fluency improvement, with a large effect size (25% for social sciences) on oral discourse coherence. Also, a new measure and dysfluency indicator of L2 oral fluency was discovered and defined as false reformulation. It could be concluded that oral narrative tasks might constitute a valuable instrument for enhancing oral English as a foreign language over time.

Discourse Pattern in the Major Subjects of English Language Learners during Synchronous Meetings

Students’ participation is one of the forefront responsibilities of every teacher. Through a well-designed discursive move, students take responsibility in their learning and take ownership of the development of the lesson. Since classroom talk is highly recognized, this study was conducted to examine the discourse patterns in the major subjects of English Language Learners during synchronous meetings. This qualitative study considered Literature and Language Major Subjects during the second semester of school year 2019-2020. The recorded synchronous meetings were analyzed to determine the prevailing discourse patterns. The result revealed that three discourse patterns were identified namely: Initiation – Response – Feedback (IRF), Initiation – Response – Evaluation (IRE), and student – initiated: Initiation – Response (IR) /Initiation – Response – Follow-up (IRF) exchange. In the IRF pattern, teachers intentionally used non-evaluative follow-up to encourage and elicit more talk from students and the use of non-evaluative feedback to maintained students’ engagement throughout the class time. In the IRE pattern, the teacher provided evaluative feedback when the desired answer was rightly provided by the students. However, the teacher would initiate another interaction when the right answer was not provided without explicitly stating the incorrectness of the answer to further students’ participation until the expected answer is given. In the inverted IRF, students initiate interaction in the class and it is a vivid picture that students are not apprehensive and hesitant to share their thought about the lesson being developed in their major classes.

A Comparative Analysis of Rhetorical Move and Genre Knowledge Development of English and Indonesian Thesis

A number of studies have shown that genre analysis through move analysis is a practical approach to identifying complexity in writing research papers (RAs). However, the development of general knowledge embodied in abstract discourse patterns is rarely known. This study aims to clarify whether educational level influences the development of general knowledge, especially in the field of abstract research. Using Hyland's (2000) five-step analysis model, this study analyzes the comparison and identity of thesis abstracts in English and Indonesian. The results of the analysis showed several differences and similarities in the realization of abstract discourse patterns in the final project abstracts in English and Indonesian. As for genre knowledge, its development is expressed in the level of learning, from undergraduate to postgraduate. As can be seen from the thesis abstracts in both languages, Move1 (Introduction) presents a richer variety of step-by-step implementations. The analysis also shows that there are no significant differences in the development of genre knowledge across languages and study areas. It is suggested to have more subject data for further comparative research on this particular topic.
 Keywords: Abstract, Abstract discourse pattern, thesis, English genre knowledge, Indonesian.

Use of Implicatures in The Murder of Aziz Khan: A Pragmatic Analysis

Pragmatics is crucial to understanding the underlying meanings of any discourse because it helps to reflect the speaker's intentions. By using Grice's model of Cooperative Principles, the current study determines the pragmatic meanings in discourse. This model aids in understanding character mental behavior as well as conversational patterns in dramatic discourse. Murder of Aziz Khan by Zulfikar Ghose has been examined from a pragmatics perspective in order to achieve this goal. The data has been examined by using Grice's theory of Conversational Implicatures. This study's framework has a descriptive design. Discussion and statistical methods have been used to finalize the results and findings. The quantity, quality, relation, and manner maxim has been violated 36 times, according to the researcher. It has been noted that breaking conversational norms has put the meanings that set off the action and plot at risk. This study demonstrates that the discourse is suitable for conversational structure analysis and that flouting occurs for effects in the discourse.

Ticking Clocks: Rhetorics of Tenure and (In)Fertility

ABSTRACT This essay initiates a critical conversation about (in)fertility in academia. We argue that four patterns of discourse exacerbate the challenges for women and trans* academics struggling to conceive while navigating so-called “biological clocks” and “tenure clocks” simultaneously: conflicting rhetorics regarding egg quantity and quality in relation to the typical age one starts a tenure-track job; sexist and transphobic rhetorics of fear-mongering in medical and academic settings; rhetorics of silence surrounding the impact of miscarriage, which often accompanies infertility; and cisheterosexist institutional discrimination in the face of exorbitant treatment costs. We use feminist “strategic contemplation” to reflect critically on these patterns of discourse in relation to our lived experiences of (in)fertility. In doing so, we validate those struggling, educate those who are not, and seek a more just reproductive landscape for academic women and trans* people whose clocks are ticking.

Teaching Activities for English Writing: Based on a Process Genre

The objective of this research is to improve the writing abilities of students through a concentrated emphasis on discourse patterns, content, coherence, and language suitability. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Furthermore, it provides precise directives for the implementation of said principles. An academic curriculum that is based on genre should include a comprehensive understanding of discourse genres and their intricate characteristics. Proficiency in language and expertise in the subject matter are necessary for teachers to effectively utilize genre analysis in the field of education. The results indicate that educators should underscore to pupils that the attainment of English language proficiency entails the cultivation of communicative proficiency in diverse settings, alongside the acquisition of reading and writing proficiencies.

Why am I so successful? Self-presentation and deliberative attributions of success in entrepreneurship

This study explores the complexities of causes of success mentioned in entrepreneurs' narratives in a broadcasted context. Building on strategic self-presentation and attribution theories, we employed inductive methods to map the configurations of public narratives explaining entrepreneurial success. The data analyzed were gathered from 173 reflective interviews featuring entrepreneurs on the United States' National Public Radio, using machine learning techniques for semantic content analysis. The results show that entrepreneurs can adopt three strategic presentation narratives to explain success in entrepreneurship. Significantly different patterns emerge in the three strategic narrative configurations. First, “lucky charming” narratives reflect an ingratiation strategy, mentioning external and uncontrollable causes of success to increase the entrepreneurs’ likability for the audience. Second, “work striving” narratives use self-promotion strategies to push for recognition of accomplishments, efforts, and intellectual abilities. Third, “social connecting” narratives simultaneously make use of ingratiation and exemplification strategies, including capitalizing on the positive signals given by the social support attracted during their entrepreneurial journey. These three discourse patterns have implications for influencing reputation and driving business- and personal-related outcomes. The findings provide a better understanding of deliberate appearances by entrepreneurs in broadcast contexts and tools for nascent entrepreneurs to leverage their role models among those with acclaimed entrepreneurial success.