Type Of Discourse Analysis Research Articles

Political Discourse in Arabic Media: A Critical Discourse Analysis

The present investigation is an endeavor to examine discourse from the CDA perspective. The following inquiries are the focus of the investigation: The extent to which the language employed in Trump's speech influenced individuals. Is the discourse beneficial or detrimental to the Egyptian populace? Additionally, which discursive strategies are implemented during their discourse? The study posits that speakers employ a variety of strategies, argumentation, and historical contexts to communicate their ideologies to their audience in order to secure their support. This will address the aforementioned inquiries. Additionally, it is postulated that the manner in which English and Arabic speakers employ these resources differs. The data selected has been analyzed using Wodak's (1999) historical discourse approach (DHA). Consequently, the data for this study is derived from the speech of "the former president of the United States of America", Donald Trump, on October 23, 2020, regarding the Grand Ethiopian Renaissance Dam. The historic approach's components, such as the topos, the context, the historical framework, and the strategies, will be the primary focus. These components are employed to analyze each discourse. The research investigates how politicians wield social power and engage in through their speeches. The analysis highlights that many of the techniques employed are related to meaning and argumentation. Critical discourse analysis is a type of discourse analysis that is dedicated to the exploration of the discursive manifestations of ideology and authority. The study aims to investigate the manner in which politicians and exercise social authority in their addresses. The research indicates that the majority of the methodologies employed in critical discourse analysis are pertinent to political speeches. This research employs the lens of Critical Discourse Analysis (CDA) to dissect the language, rhetoric, and underlying ideologies within media coverage.

Relational Dialectics between Parents and their Children with Mental Health Problems: A Contrapuntal Analysis

Relational Dialectics is a theory that highlights and centers on contradictions taking place in everyday communicative activities between relational partners. In this study, the theory is utilized to scrutinize how parents and their children with mental health problems craft meanings from the struggle of different, often opposing discourses. The theory is aided by Contrapuntal Analysis, a type of discourse analysis which evaluates the utterance chain and interplay of discourses presented by relational dyads. The utterance chain showcases two types of links: 1) the proximal-already- spoken links which are classified as the utterances that are expressed by a relational other, and 2) the proximal-not- yet-spoken links which are classified as the utterances that are implied or not expressed. On the other hand, the interplay of discourses exhibits how voices or meanings are dominant or centripetally positioned, or marginalized or centrifugally positioned. Among the discursive struggles present between parents and their children with mental health problems are connection-autonomy, certainty-uncertainty, closedness-openness, and mental health as valued-mental health as neglected. Further, other discursive struggles emerge such as overprotection – tough love which is comprised of proximal-already-spoken utterance links and are positioned centripetally, and lack of concern – giving back to the care-providing other which includes proximal-not-yet-spoken utterance links and are positioned centrifugally. As the study capitalizes in analyzing discourses through a sociolinguistic lens, results are beneficial both for linguists and language educators in adopting English or any language courses which are suitable and relevant to address societal issues among familial contexts or within personal relationships.

What is PE and who should teach it? Undergraduate PE students’ views and experiences of the outsourcing of PE in the UK

ABSTRACT This paper investigates beginning BSc Physical Education (PE) students’ views and experiences of the outsourcing of PE in the UK. Outsourcing involves the provision of PE by external providers such as sports coaches. PE in the UK (and other neoliberal Western contexts) is a site in which outsourcing has become increasingly normalised. I anticipated that, as first year undergraduates, the participants would have relatively recent experience of outsourcing as pupils/students (i.e. experience of receiving outsourced PE provision). Data were generated through written narratives (n = 16), completed on the participants’ first day at university, and follow-up semi-structured interviews (n = 10). Drawing on a Foucaultian theoretical framework, I employed a poststructural type of discourse analysis concerned with analysing patterns in language. Referring to PE, the participants drew heavily on a sport discourse, often conflating PE and sport and emphasising the necessity of teachers having knowledge and experience of sports content and skills, as well as a pedagogical discourse (and, to a lesser extent, a ‘healthy lifestyles’ discourse). The participants had a range of experiences of outsourcing in PE, particularly at primary level. They were in favour of primary PE being taught by either specialist PE teachers, or sports coaches (rather than generalist teachers alone). They spoke positively about their experiences of external provision at both primary and secondary school. While few critical comments were provided, participants raised concerns about external providers’ pedagogical knowledge, and some questioned if teachers might feel devalued by external providers being brought in to teach aspects of their curriculum. In general, while the participants recognised teachers’ pedagogical expertise, they also valued external providers’ perceived content knowledge and sporting experience. As such, by conflating PE and sport, they considered that PE should be taught by sport ‘experts’ and that external providers could enhance schools’ internal capabilities.

Topic models meet discourse analysis: a quantitative tool for a qualitative approach

ABSTRACTQuantitative text analysis tools have become increasingly popular methods for the operationalization of various types of discourse analysis. However, their application usually remains fairly simple and superficial, and fails to exploit the resources which the digital era holds for discourse analysis to their full extent. This paper discusses the discourse-analytic potential of a more complex and advanced text analysis tool, which is already frequently employed in other approaches to textual analysis, notably topic modelling. We argue that topic modelling promises advances in areas where discourse analysis has traditionally struggled, such as scaling, repetition, and systematization, which go beyond the contributions of simpler frequency and collocation counts. At the same time, it does not violate the epistemological premises and methodological ethos of even the more radical theories of discourse, we will demonstrate. Finally, we present two small case studies to show how topic modelling – when used with appropriate parameters – can straightforwardly enhance our ability to systematically investigate and interpret discourses in large collections of text. Abbreviations: CDA: Critical Discourse Analysis; LDA: Latent Dirichlet Allocation

A Análise Foucaultiana do Discurso e sua Utilização em Pesquisa Etnográfica

RESUMO O artigo discute alguns conceitos fundamentais da arqueologia proposta por Michel Foucault como estratégia de análise da dimensão discursiva da realidade para, na sequência, apresentar a forma como esse modo de análise do discurso foi utilizado em uma pesquisa etnográfica concreta. Demarca-se a especificidade da análise foucaultiana do discurso em relação a outros tipos possíveis, a partir da discussão sumária dos principais resultados alcançados pela pesquisa. O objetivo é elucidar a pertinência do uso da AD em pesquisas qualitativas, especialmente a etnográfica. Deixa-se sugerida a necessidade de se abarcar na análise a dimensão genealógica das relações de poder envolvidas em toda prática discursiva.

Locating Critical Discourse Analysis (CDA) in discourse and social studies

This article addresses the position of Critical Discourse Analysis (CDA) in discourse and social studies. It provides information about the principles of critical discourse analysis and what makes it different from other discourse analyses, which are considered to be non-critical. The term ‘critical’ has been the keyword that distinguishes any types of discourse analysis, i.e. whether or not they are oriented to social issues. Further, CDA concerns on social issues, e.g. power and social inequality, which collaborates micro-analysis of language and macro-analysis of social structure, have brought significant contributions to linguistics and social studies. Especially for linguistics, CDA has brought significant impacts to the textual analyses, which are oriented to investigate how power, social inequality, hegemony and discrimination are established and maintained through discourse presentations.

Literary Ethnography of Evidence-Based Healthcare: Accessing the Emotions of Rational-Technical Discourse

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.

Words, Contexts, Politics

-

Locating agency in the classroom: A metaphor analysis of teacher talk in a college developmental reading class

This study employed a metaphor analysis approach to investigate instructor language as it relates to the positioning of agency within a college developmental reading course context. Agency, or the socioculturally mediated potential to act, is a crucial part of self-regulated, self-efficacious learning and contributes to identity formation and affirmation. Understanding where agency is being positioned via classroom discourse can have important implications for the teaching and learning transaction, including the construction of students’ implicit theories about their literacy practices and their roles as active learners. As a type of discourse analysis, metaphor analysis allows for an unobtrusive, highly ecologically valid method of determining the underlying conceptualisations about a given topic that are held by participants in discourse communities. The article concludes with pedagogical implications.

Physical education at preschools: the meaning of ‘physical education’ to practitioners at three preschool settings in Scotland

Background: Preschool physical education has been largely unexplored by researchers. This article examines the meaning of the term ‘physical education’, in relation to preschool contexts, to 14 practitioners working at three preschool settings in Scotland. Our focus on preschool physical education reflects a change in the language associated with young children's physical education in Scottish educational policy. The recently implemented Curriculum for Excellence refers to ‘physical education’ in relation to preschool education, whereas the previous Scottish preschool curriculum referred to ‘physical development and movement’. Methods: The study employed a poststructural type of discourse analysis concerned with identifying patterns in language use. Research methods employed were observations and interviews. Findings: Practitioners generally indicated that they were uncomfortable with the term ‘physical education’ in relation to preschool contexts. Terms they preferred included ‘physical play’, ‘exercise’ and ‘health and wellbeing’. Drawing on developmental discourses, they tended to associate ‘physical education’ with schools, positioning it as something more formal and structured than what preschool children would (or should) experience. It seemed that, for some practitioners, their privileging of play clashed with the notion of ‘physical education’. Conclusion: We suggest that researchers and policy-makers need to be aware that using the terms ‘physical education’ or ‘PE’ with preschool practitioners may be a problematic endeavour. Consulting with preschool practitioners is important for understanding why particular language, discourses and practices associated with physical education may be supported or resisted in preschool contexts. Furthermore, we suggest that preschool practitioners should critically reflect on taken-for-granted developmental discourses that position preschool children as ‘too young’ for particular experiences.

Truth, Knowledge, Narratives of Selves

Starting with a distinction of two types of discourse analysis—the analysis of a discourse and discursive analysis—the article discusses an analytical genealogy of truth and knowledge production, that can fulfill both empirical and archival requirements. The model’s main purpose lies in understanding diagnostic and therapeutic decision-making in doctor–patient interactions. Historically, diagnostic and therapeutic discourses, in particular in “experimental medicine and medical theory”, used to be part of natural philosophy in the 18th and 19th century in the form of dietetics, respectively, psychosomatic medicine and medical semiotics, as well as proto-semiotic philosophy and proto-pragmatism did belong to the same discourses. Subsequently, pragmatic and semiotic social sciences should be enabled to invoke this conceptual legacy to build a bridge between contemporary medical practice and semiotic theories. In discussing the genealogical model in light of the discourse of Norbert Wiley and Margaret Archer, it will be made clear that the model, combined with a deeper understanding of the history of ideas, and a combination of archival and empirical attitude in research, is an effective tool for sociologists of knowledge and medicine.

Discourse Analysis in Tourism Research A Critical Perspective

Increasing numbers of researchers in the field of tourism studies are using discourse analysis as a means of critical investigation when faced with qualitative or textual forms of data, such as written documents, or visual materials such as photographs and brochures. Such data is often representative of how a group of people have made sense of and reflected on their own world and that of others. However, there are many different types of discourse analysis and many different ways in which discourse analysis has been deployed. This paper reviews the attempts of tourism scholars so far and argues that many researchers have utilized discourse analysis in an eclectic fashion. The paper thus differentiates between content analysis, simple textual analysis, semiotic analysis and post-structuralist forms of discourse analysis in order to provide a framework for other tourism researchers to use. In particular, it is argued that discourse analysis should proceed by recognizing that all texts are produced intertextually in relation to other texts, which are in turn embedded within power relations that give degrees of authority. Discourse analysis should thus treat texts as mediated cultural products which are part of wider systems of knowledge. It is argued that discourse analysis is not just interested in what is within the text itself but also in what has been left out and the ‘secret’ meanings that are not obvious. It is also argued that it is important to note the interruptions and disruptions that occur within the flow of qualitative data. Utilizing discourse analysis should mean the development of a more nuanced reading of the data and thus add a more critical edge to much tourism research.

Discourse Analysis of Cooperative Work on Navigation Bridge

For reducing human errors in navigating ships, crews on a bridge must cooperate. To understand how the cooperation is conducted is necessary for improving trainings and manuals. We apply three types of discourse analysis, quantitative analysis, qualitative analysis and sequence analysis. We developed information systems, named CORAS (COoperation Record and Analyze System.), to support these analyses. CORAS manages several types of time-series data, which includes video, audio, environment data and trainers' evaluations. By using CORAS, we analyze two simulator trainings and reveal a dynamic mechanism of team cooperation.

Action-Implicative Discourse Analysis

Action-implicative discourse analysis is the name for a new type of discourse analysis, developed to be useful in the critique and cultivation of communicative practices in society. Developed within the metatheoretical framework of grounded practical theory, an extension and formalization of Craig's earlier ideas about communication as a practical discipline, action-implicative discourse analysis seeks to characterize the communicative problems, conversational techniques, and situated ideals of communicative practices. After overviewing the method's metatheoretical framework, the article proceeds to highlight what is distinctive about this new method. By comparing and contrasting action-implicative discourse analysis with four markedly different discourse analytic approaches-conversation analysis, interactional sociolinguistics, critical discourse analysis, and discursive psychology-the article seeks to make the methodological approach's distinctive character visible. The article's final section explicates criteria that could be used in assessing interpretive discourse approaches generally, and action-implicative discourse analysis in particular.

Question form analysis in discourse agreement between a mother and a language-learning child

This study analyzed the question form used in discourse between a mother and her language-learning child. Spontaneous taped data of mother-child interactions were collected at three different time periods. Initially the child was 2;3 and data collection stopped at 2;5. Analysis of dialogue units based on protocols of discourse proposed by Mishler (1974) was conducted. Results indicated that question chaining occurred most frequently in discourse, followed by arching, then embedding. All question forms except one were initiated by the mother. Evidence also indicated that the subject did not have the linguistic competence of allwh-question forms by 2;5. This study indicated that question chaining was the most frequent type of discourse analysis with this dyad.