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Tehranchi, Shiela. "Particule « enfin » en français parlé et ses fonctions en discours et l'interaction." Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20059.
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Dans les interactions langagières, l'usage de la particule enfin traduit diverses activités discursives des locuteurs. L'objectif de cette étude est de déterminer la fréquence et les variétés d’occurrence de ce petit mot dans les interactions, selon les situations et les types d’activités dans lesquels les sujets s’engagent, afin d'appréhender au mieux ses caractéristiques interactionnelles et fonctionnelles. Nous mobiliserons à cette fin un cadre d'analyse pluridimensionnel (analyse conversationnelle, discours en interaction). Notre méthode de travail repose sur une analyse des activités verbales des interactions, à partir d'enregistrements audio/ vidéo. Dans cette perspective, nous recensons les éléments récurrents gravitant autour de la particule enfin, les collectons, pour ensuite les convertir en formats. Ces formats nous conduisent à dégager sept valeurs principales de enfin dont chacune se subdivise en plusieurs sous-catégories et qui peuvent parfois avoir une portée contradictoire (conclusive/ introductive, interruptive/progressive, etc.). Dans une approche inter-discursive, enfin montre aussi une dissemblance de modalités d'usage conditionnées par le contexte. Enfin intervient de manière divergente selon que le cadre formel de la même manière que dans un cadre informelIn linguistic interaction, the use of the particle enfin provide various discursive activities of the speakers. In this study, we aim at determining the frequency and the occurrence varieties of this short word in the interaction, according to situations and types of activity in which the subjects commit themselves, in order to understand its interactionnal and functional characteristics. Following this purpose, we decide to adopt a multidimensional analysis framework (Conversation Analysis , Discourse in Interactions ). Our work method relies on the analysis of the participants verbal activities. It is based on audio/ video recordings. Therefore, we take notice of the recurring elements surrounding the particle, we collect these elements to convert them into the formats: seven usages of enfin have been identified, each of them subdivided in several subcategories and which can sometimes have a contradictory range (conclusive/ introductory, discontinuity/continuity, etc). In an inter-discursive approach, enfin betrays a dissimilarity in its use due to the context. As a conclusion, we can say that enfin operates differently depending to the framework nature (formal / informal)
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Robertson, Julie. "Accommodative phonostylistic variation in conversational interaction." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=62162.
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Calderon, de Bolivar Adriana. "Interaction through written text : a discourse analysis of newspaper editorials." Thesis, University of Birmingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312040.
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Thomas, J. "The dynamics of discourse : A pragmatic analysis of confrontational interaction." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372937.
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Namba, Ayako. "Listenership in Japanese interaction : the contributions of laughter." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5985.
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This thesis contributes to the body of research on listenership. It accomplishes this through an investigation of the functions of laughter in the listening behaviour of participants in Japanese interaction. The majority of studies concerning conversational interactions have focused on the role of the speaker rather than on that of the listener. Notable work on the listener's active role in conversation includes research done by Goffman (1981), Goodwin (1986) and Gardner (2001). Laughter research has shifted from an early interest in the causes of laughter to an interest in how it is organised and how it functions in conversational interaction. Despite many studies on listenership and laughter as distinct areas of research, there have been relatively few studies on how laughter contributes to listenership behaviour. In order to explore the relationship between listenership and laughter, I used a corpus of spoken interactional data. This data consists of conversations between Japanese participants (university students and teachers) who were asked to tell each other stories about a surprising moment that they had experienced. The corpus was constructed in such a way as to make it possible to compare (1) solidary (student-student) and non-solidary (student-teacher) interactions and (2) higher status story-teller (teacher telling student) and lower status story-teller (student telling teacher) interactions. Qualitative methods (drawing on a variety of techniques of discourse analysis) were used to discover laughter patterns and functions in relation to the role of the listener both at the micro-level and in relation to the macro-structure of the surprise story-telling. Quantitative methods were used to analyse the relationship between laughter patterns/functions and the above interaction types (solidary/non-solidary and lower status/higher status interactions). I found, firstly, at the micro-level of analysis, that the listener’s laughter contributed to the co-production of conversation through functions that included: responding/reacting, constituting and maintaining. There were two patterns of the listener’s laughter that were motivated by the speaker’s laughter invitation: acceptance, and declination. Acceptance involved the functions of responding/reacting or constituting, with the listener’s laughter functioning to support mutual understanding and bonding between the participants. Declination could be related to signal the listener’s lack of support for the speaker, however, the listener used the third option, the ambivalence. This shows that despite the absence of laughter, a verbal acknowledgement or understanding response was alternatively used. In a problematic situation, the listener’s laughter was found to reveal the listener’s third contribution: the maintaining function, helping to resolve an ongoing interactional problem. At the macro-level of analysis, based on the three phases in a surprise story, I found that laughter played a key role at phase boundaries (1st: preface/telling; 2nd: telling/response; and 3rd: response/next topic). The laughter patterns and functions appeared in each boundary. The acceptance pattern was more frequent than other patterns in all of the boundaries. The responding/reacting and constituting functions mainly appeared in the acceptance. The patterns of laughter in a trouble context were rare because they only appeared in a trouble context. The maintaining function in such a context also occasionally occurred in order to repair the trouble situation. Looking at laughter in relation to the different interaction types, I found, lastly, that the solidary dyads tended to demonstrate acceptance (constituting the responding/reacting and constituting functions), while the non-solidary dyads had a greater tendency to show declination. In addition, the lower-ranked listeners tended to show ambivalence, while the higher-ranked listeners tended to be more flexible in showing either acceptance or declination. These findings suggest the existence of a relationship between laughter patterns/functions and politeness: a higher degree of solidarity and a lower degree of status can influence the display of acceptance patterns/functions and listenership behaviour; a lower degree of solidarity and a higher degree of status can indicate flexibility when choosing a response type. In a trouble situation, laughter in its various patterns/functions was used in all interaction types to recover resolutions to any impediments in the ongoing engagement. All in all, I found that laughter contributes to listenership, both through supporting affiliation and through helping to resolve ‘trouble’ situations. I showed how listenership expressed through laughter plays a role in negotiating, creating, and maintaining the relationship between the self and the other in mutual interactions. As implications, I finally indicated that such laughter activities as the display of listenership could be closely connected to the Japanese communication style.
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Wennberg, Alex. "Intuitivity in HCI : A critical discourse analysis." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-215274.
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This article presents a study that has explored the concept of intuitivity in HCI research. A literature study was carried out on 76 articles published at the CHI conference between years 2004 and 2017, all discussing or claiming to design for intuitivity in some capacity. The articles have been approached through the lens of discourse analysis, and an inductive reading has been carried out to identify different perspectives on intuitvity, and themes related to intuitivity that appear in the articles. Ten different perspectives on intuitvity have been found within these articles, providing different views on what intuitivity is, and how to design for it. As they mostly, with a few exceptions, argue that intuitivity is a desirable quality despite these large differences in perspectives it is argued that the term has an exclusionary quality, making that which it does not consider invisible. Implications of this are discussed, with a focus on the fact that all articles assume and design for able-bodied users.I den här artikeln presenteras en studie som har utforskat konceptet intuitivitet i Människa-Datorinteraktion (MDI). En litteraturstudie har genomförts på 76 artiklar som publicerats vid CHI-konferensen mellan åren 2004 och 2017, som alla diskuterar eller gör anspråk på att designa för intuitivitet i någon bemärkelse. Dessa artiklar har angripits genom användande av diskursanalys, och en induktiv läsning har genomförts för att identifiera olika perspektiv på intuitivitet, samt teman relaterade till intuitivitet, som finns i texterna. Tio olika perspektiv på intuitivitet har hittats inom de artiklar som studerats som alla i någon mån ger olika idéer om vad intuitivitet är eller hur den uppnås. Då de flesta artiklar, med några få undantag, presenterar intuitivitet som en eftersträvansvärd kvalitet trots ganska stora skillnader i perspektiv på begreppet argumenterar den här texten för att termen intuitivitet har en exkluderande kvalitet, där den osynliggör det som termen inte tar i åtanke. Implikationer diskuteras med fokus på det faktum att alla artiklar antar och designar för en normativt funktionell kropp.
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Bohman, John, and Henrik Malmrot. "Liberal discourse – An invisible hand in free trade research? : An investigation into how global trade discourse is created through discourse interaction within research." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36562.
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This paper uses a quantitative content analysis informed by a critical realist framework to study the patterns of international political economy discourse prevalence within research articles concerning free trade. Once categorized, there are observable differences in the extent to which articles in the different categories address other discourses. Analyzing these patterns using concepts from discourse theory, we suggest that the liberal discourse constitutes a regime of truth to which the other discourses must relate. It is also found that articles published in higher ranking journals are less likely to address other discourses. We argue that this could be explained as being an effect of the larger readership of those journals.
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Huang, Shuang. "The Discourse Analysis of Haze Issue in China : Critical Discourse Analysis about Constructions of People Daily and Analysis of Audiences Interaction in Terms of Haze Issue." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Medie- och kommunikationsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36769.
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The study analyzes media representation on social media of environmental issues in China and audience attitudes toward this. The study concretes upon People Daily’s discourse of Chinese haze problems on the Chinese Twitter-- Weibo. Quantitative method and critical discourse analysis are the research methods of the study. Based on reviews of previous studies and theories on media representations, critical discourse analysis, it examines how People Daily constructs discourse about haze problems on Weibo. It also focuses on audience’s interaction in order to discuss how this strengthens, negotiates or alter the discourses about haze and identify what happened with their discourses on Weibo.
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Kotecha, Mehul. "Of precipices and tightropes : the interaction between nurse learner wastage/persistence, institutional integration and identity." Thesis, London South Bank University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312606.
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Since the 1980s, pre-registration nurse education has undergone dramatic changes that have led to the creation of a new course - Project 2000 - and its delivery within the Higher Education sector. Very little written during this period has addressed the issue of nurse learner wastage/persistence. The literature on nurse learner wastage/persistence prior to this period has tended to be largely atheoretical in nature. One of the chief objectives of this study was to produce a much more complex picture of wastage/persistence. This involved the building of a theoretical framework designed to explore one aspect of voluntary wastage - the interaction between integration and wastage/persistence, and which could capture the complexity of the phenomenon by taking into account the interaction between the individual and the institution within the process of wastage/persistence. This study draws on Tinto's (1975) Student Integration Model, which identified the learners' integration into an institution to be one of the critical factors in understanding the wastage/persistence of learners, as well as on some of the studies within the area of nurse learner wastage/persistence which have examined the role of a learner's identity in the wastage/persistence process. Accordingly, this study defined integration in terms of how well a learner has adopted the identity/ies afforded to them by the institution. Finally, drawing inspiration from Foucault (1988, 1990,1991), this study re-conceptualised identity in terms of the concept of subjectivity and defined integration in terms of how well the learner was able to subscribe to the discourses (and the subject positions that these made available) that constituted the given institution. A multiple case study was carried out that focused on leavers and stayers in the first year of a Project 2000 course in three particular cohorts within a particular institution. A modified version of discourse analysis, referred to as MODA (Meaning Orientated Discourse Analysis), was used. Two major discourses were identified which offered the learner a number of contradictory subject positions regarding what it means to be a learner and a nurse - the 'autonomous' and the 'apprentice' discourse. It was found that stayers were those most able to manage these contradictory subject positions offered by these discourses. This meant that they were more playful in their discursive reading patterns than leavers. This playfulness implied they were not only doing a lot more with these discourses, but that that the nature of what they were doing enabled them to accept and embrace the contradictory notions of what it means to be a learner and a nurse existing in the institution. The stayers' management of discourses was a reflection of the high level of integration that they had achieved within a institution that is riddled with two incommensurable discourses which offer competing definitions of what it means to be a nurse and a learner.
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Ramsey, David S. "A Discourse Analysis of Interaction In Distance Education Courses: Dissonance Between Theory and Application?" Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241020028.
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McCusker, Maureen Elizabeth. "A Longitudinal Investigation of the Interactional Process Mechanisms of Leadership Emergence in Dyads." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96262.
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The purpose of the following study was to advance the science of leadership emergence by taking a process-oriented approach to understand the dyadic micro-level interacts that underlie the emergence of leader-follower relationship. While most leadership emergence research focuses mainly on attributes, behaviors, or perceptions of individuals and neglects the multi-level, temporal and contextual of the emergence leaders, this study focuses on dyads' attributes, behaviors and perceptions and considers the teams, over time, and in situ. Individuals worked together in teams over the course of four weeks to accomplish a task, and their verbal interactions were recorded and coded. Attributes of dyads and dyadic perceptions of leader-follower relationship emergence were collected. Results showed dyads that were more similar in leadership self-efficacy were more likely to engage in symmetrical types of interactions. Furthermore, the more dyads engaged in such symmetrical exchanges, the more likely they were to both see each other as leaders, than to both not see each as leaders. Contrary to expectations, no significant results were found for the effect of dyadic dissimilarity on dyadic interactions, or for the effect of complementary interactions of leader-follower relationship emergence. Implications of these findings are discussed.Ph. D.
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Park, Yujong. "Analyzing medical discourse the organization of doctor-patient interaction in Korean primary care settings /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835448471&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Sauntson, Helen Victoria. "Girls, boys and discourse performances : pupil interaction and constructions of gender in the key stage 3 technology classroom." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364520.
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This thesis explores some ways in which language can be employed as a tool for crosscurricular learning in Key Stage 3 (KS3) education. An examination of how linguistic interaction is employed by pupils as a means of facilitating their attainment of curriculaspecific learning objectives provides a case study for exemplifying how language can be used effectively across disciplines in secondary education. Within the context of exploring pupils' interaction in the subject of Technology, this thesis explores some gender differences in interaction and the potential effects that such differences can have upon gender-differentiated attainment levels in KS3 Technology. The data obtained for the thesis comprises transcripts of small group pupil-pupil discussion taken from KS3 Technology lessons. The conversations of the groups were recorded, transcribed and then analysed using a revised version of Francis and Hunston's (1992) system of discourse analysis. Gender differences in the types of discourse strategies employed by the participants were identified and evaluated in terms of how effectively they function to facilitate the successful attainment of specific learning objectives. The conclusions drawn from the findings of the research are that the discourse collectively produced by the girls in the study tends to be more effective in facilitating the attainment of learning objectives than that which is produced by the boys. This may, in part, provide one possible explanation as to why the girls in the study achieve higher attainment levels in KS3 Technology than the boys.
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Mansi, Faten. "L’ouverture et la clôture de l’interaction dans la visite familière en France et en Jordanie : une approche multimodale." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20077.
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L’objet de cette recherche réside dans l’étude de l’interaction dans des visites familières en France et en Jordanie. Il concerne plus particulièrement l’analyse des deux séquences encadrantes de l’interaction : la séquence d’ouverture et la séquence de clôture. La méthode comparative a été adoptée afin de dégager les échanges et les actes qui composent ces séquences dans les deux pays. Cette étude a montré que la plupart des actes de langages sont attestés dans les deux corpus. Ce qui change, c’est la modalité de production et le fonctionnement des actes dans l’interaction. La formulation des actes lors de l’ouverture et de la clôture reflète les valeurs sociales et le profil socio-culturel des locuteurs français etjordaniens, tels qu’ils apparaissent dans les interactions de tous les joursThe aim of this research is to study interaction in familiar visits in France and Jordan. It focuses particularly on the two framing sequences of interaction: the opening sequence, and the closing sequence. A comparative method was adopted to describe the exchanges and acts that make up these sequences in the two countries. The study showed that most acts are used in each corpus. The differences concern the mode of production and functioning of these acts in the interaction. Their formulation in the opening and closing sequence reflects the social values and the socio-cultural profile of French and Jordanian speakers, as they appear in everyday interaction
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Gregory, Helen Fiona. "Texts in performance : identity, interaction and influence in U.K. and U.S. poetry slam discourses." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/84703.
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This thesis aims to provide a close analysis of poetry slam in the United Kingdom and United States, using the tools of ethnography and discourse analysis to produce an in-depth account, which is sensitive to the discursively constructed, situated meanings of slam participants. The aim is to explore how slam is understood by its participants, producing a partial ethnography, rather than a definitive history, defence or critique of slam. The thesis is based predominantly on research conducted in four key sites (Bristol and London in the U.K. and Chicago and New York in the U.S.), and considers how slam has been reconstructed in different geographical and social contexts. In addition, this study seeks to highlight issues around: the ways in which artists understand art worlds and their positions within them; the multiple and complex power relations with which art world participants engage; the transient, enduring and virtual communities which art world participants form; the local, translocal and transnational networks which connect these communities and individuals; and the interactions between new/avant-garde and established/dominant art worlds. It is hoped that this analysis will enrich substantially the existing meagre body of research into poetry slam, providing valuable theoretical contributions to the study of art worlds and the social construction of self and relationships. Beyond this, the thesis aims to elucidate a social scientific paradigm which links micro level analyses with macro level social structures and processes, by allying work from multiple theoretical perspectives including those of interactionism, Antonio Gramsci, Pierre Bourdieu and discourse analysis. This paradigm is mobilised to illuminate how slam participants actively construct their identities and negotiate the complex power relations which structure their everyday interactions. In line with the poetic focus of this research, each analytic chapter of this thesis concludes with a haiku. I begin with this thought: Power relations/Are complex navigations/Through interaction.
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Stone, Paul David. "An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31208.
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In communicative and task-based classrooms learners spend much of their time in interactions with one another, and it is through the practices of small-group and pair work that many learners experience language education. The present study aims to shed light on what learners do when engaged in these small-group interactions in Japanese university EFL classrooms. In particular, the study aims to shed light on the relationship between identities, interaction practices and potentials for learning. One of the motivations for doing this project is that, while much research has investigated teacher-student interactions, less attention has been paid to peer interactions in the classroom, and our understandings of learners' interactions with one another are arguably less developed than our understandings of their interactions with the teacher. The findings of this study should be of interest to practicing teachers who wish to gain insights into how learners in small groups organize their classroom practices, as well as researchers investigating classroom interaction. Analysing two groups of 15 participants over one university semester, the approach that I adopted was informed by the methodological framework of Multimodal Interaction Analysis, which combines moment-by-moment analysis of interactions with an ethnographic approach to data collection. The interaction analysis also made use of concepts and tools from Conversation Analysis. This allowed me to come to understandings not only about the structure of classrooms interactions, including turn-taking and repair practices, but also about the learners as social beings. The study found that participants often followed predictable turn-taking practices in small-group interactions, which gave the interactions a fairly 'monologic' character. However, it also found that, over the course of the semester, certain participants began to perform off-task personal conversations in English, which more resembled the sort of conversational talk found outside of the classroom. These conversations provided students with opportunities to negotiate meaning in more dialogic interactions in which they performed a wider range of actions, which also included some use of the L1. I argue that this personal talk can play an important role in the language classroom, and suggest that teachers may need to rethink attitudes to off-task talk and also to learners' use of the L1 in the classroom. This was a localized study of just two groups of learners, and further research would thus be needed to confirm how far we can generalize these findings. Furthermore, more research is needed to investigate whether or not the learning opportunities provided in off-task classroom conversations actually do lead to long-term learning.
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Bibié-Emerit, Laetitia. "Description du discours numérique : étude des bouleversements linguistiques du web 2.0 au travers de l'exemple des souhaits d'anniversaire sur Facebook." Thesis, Bordeaux 3, 2015. http://www.theses.fr/2015BOR30076/document.
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Ce travail de recherche propose une description du discours numérique tel qu’il apparaît dans l’environnement numérique qu’est Facebook. Il s’appuie sur l’étude des souhaits d’anniversaire, en montrant comment leur forme finale peut être influencée par la préconstruction technolangagière du site. La première partie, donne un aperçu de l’évolution des recherches sur le discours numérique, en décrivant d’une part le contexte d’apparition du web 2.0 et des bouleversements épistémologiques et discursifs qu’il a pu provoquer. Et d’autre part les spécificités linguistiques connues du discours apparaissant dans les environnements numériques. La deuxième partie, montre que l’avènement du web social a changé les choses dans les recherches sur le discours numérique, demandant une approche pluridisciplinaire. Cette réflexion nécessite de décentrer le regard des énoncés pour s’intéresser à leur environnement de production et aux affordances qu’il offre aux locuteurs. Ce nouveau positionnement épistémologique permet de repenser la description de Facebook, non plus comme une plateforme communicationnelle mais comme un environnement discursif complexe mettant en question les notions d’identité, d’intimité et de liens socio-affectifs. Enfin, la troisième et dernière partie de cette thèse, présente les problématiques liées à l’étude d’un cas concret d’écriture nativement numérique. La description et l’analyse des souhaits d’anniversaire sur Facebook et des outils méthodologiques et théoriques adaptés aux environnements numériques utilisés à cette fin. La description et l’analyse des souhaits d’anniversaire sur Facebook permettent de dégager deux aspects technolangagiers dans ce type de discours. Le premier est l’action environnementale sur la production langagière, c’est le cas notamment de la préconstruction technolangagière mais aussi de la prise en compte de l’exposition du message par les locuteurs (redéfinition du lien socio-affectif). Le second est l’intégration de la technologie à l’intérieur même des formes discursives, générant de nouveaux technogenres comme le discours par bouton ou des énoncés augmentés comme les hashtagsThis research provides a description of the digital discourse as it appears in the digital environment that is Facebook. It is based on the study of birthday wishes, showing how their final shape may be influenced by technological influence site. The first part provides an overview of developments in research on digital discourse, describing on one hand the context of emergence of Web 2.0 and discursive and epistemological changes that it has caused. And also known linguistic specificities of the speech appearing in digital environments. The second part shows that the advent of the social web has changed things in research on digital discourse, demanding a multidisciplinary approach. This reflection requires an interest in that production environment and affordances that provides speakers. This new epistemological positioning allows to rethink the description of Facebook, not as a communicative platform, but as a complex discursive environment by questioning the notions of identity, privacy and socio-emotional ties. The third and final part of this thesis presents the issues related to the study of a concrete case of natively digital writing. The description and analysis of birthday wishes on Facebook and methodological and theoretical tools adapted to digital environments used for this purpose. The description and analysis of birthday wishes on Facebook show two technolinguistic aspects in this type of discourse. The first is environmental action on language production, it is the case of technological preconstruction but also taking account of exposure of the message by the speakers (redefinition of socio-emotional bond). The second is the integration of technology within the same discursive forms, generating new technological genders as the discourse by button or statements increased as hashtags
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Espinat, Marine. "L’emploi d’unités polylexématiques idiomatiques à l’oral : Aspects linguistiques et psycho-cognitifs (corpus allemand et français)." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040154.
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Ce travail s’est donné pour objectif d’étudier les unités polylexématiques (mots complexes, groupes ou énoncés) idiomatiques telles qu’elles sont employées dans l’interaction orale. L’étude s’inscrit dans la perspective de l’analyse conversationnelle, d’une part, reposant sur un corpus (allemand et français) de radio libre antenne comprenant douze heures d’enregistrement, et dans la perspective de l’analyse du discours, d’autre part, puisqu’une large place est accordée au type de discours à l’œuvre, marqué par les récits d’émotions et d’expérience. Quelles spécificités caractérisent les unités polylexématiques idiomatiques dans leur emploi ? Quelles particularités, sur le plan cognitif notamment, se font jour ? Quelle est leur ampleur réelle dans l’interaction orale ? Entravent-elles ou facilitent-elles l’intercompréhension ? Tels sont les questionnements au cœur de ce travail. L’environnement discursif des unités étudiées révèle, à l’échelle nanostructurelle, des caractéristiques telles que leur polyfonctionnalité communicative et leur nodalité dans le discours. À une échelle microstructurelle, l’analyse des échanges met au jour des fonctions (d’illustration, de dissimulation, et de représentation) et une disposition à la persistance cognitive de ces unités. Dans ces observations transparaissent les propriétés fondamentales des unités au cœur de ce travail : la stabilité et l’idiomaticité. Elles prennent cependant une tout autre dimension, et revêtent d’autres formes d’apparition, dans la confrontation à un corpus d’interaction oraleThis work set out to study polylexematic units (complex words, phrases or utterances) in their use in oral interaction. The research is grounded in the framework of conversation analysis on the one hand, with the data coming from a German and French corpus comprised of twelve hours worth’ of phone-in radio. It also relies on discourse analysis insofar as particular attention is paid to the type of discourse under scrutiny, marked by emotionally and experientially charged stories. What specific features characterize idiomatic polylexematic units in use? What specificities are brought to light, especially at the cognitive level? What is their actual extent in oral interaction? Do they hinder or facilitate mutual understanding? Those are the issues at stake in this work. At the nanostructural level, the discursive environment of the units under scrutiny reveals features such as their communicative polyfunctionality or their nodality in speech. At the microstructural level, the analysis of the exchanges brings to light functions of illustration, dissimulation and representation as well as these units’ disposition for cognitive persistence. These observations make apparent the fundamental properties of the units at stake in this work: stability and idiomaticity. They nevertheless take on a whole new dimension and appear in different forms when confronted to a corpus of oral interaction
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Mokapela, Sebolelo Agnes. "Interaction goals in political accounts in isiXhosa." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1152.
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Thesis (DLitt (African Languages))--University of Stellenbosch, 2008.This study deals with research that has been conducted within three government departments (Education, Health and Social Development) that form part of the social needs cluster in the Province of the Eastern Cape. Five portfolio committee members were interviewed in each department (six in the department of Health). Reproaches (failures and challenges of service delivery and policy implementation) were developed using information obtained from the “policy and budget speeches” of the afore-mentioned departments. In response to these reproaches, committee members had to give accounts (responses, explanations and/or reason-giving). Four types of accounts (concession, excuse, denial and justification) which are typical political accounts have proved to be quite popular and focus has been given to them in the analysis. The focus on the analysis of the accounts was given to effectiveness, argumentation (reasons or arguments that are tendered in support of the accounts to establish the amount of persuasiveness) and politeness. The conclusions of the findings in the interviews were focused on three elements: The interviewee: The analyses of the interviewees were discussed with regard to the accounts together with the number of arguments given. Each reproach was analyzed within an overview of the type of account with regard to three criteria: effectiveness, argumentation and politeness. The analyses of the interviewees were discussed individually with the help of tables of each interviewee. The focus was on the accounts of justification and excuses. The interview was judged on two parameters: i. The number of accounts each interviewee has used with regard to the three criteria above. ii. A comparison was made to establish the relative merit of the interviewees among themselves. The reproach: various reproaches in the three departments were discussed separately with regard to the number of accounts and arguments in each reproach. The focus was mainly on the accounts of justification and excuse. A summary was given of the various reproaches with the four major types of accounts. The same criteria of effectiveness, argumentation and politeness were used. Judgment was given on the reproach or reproaches which have shown the most attention in the interviews with regard to the total number of accounts which have been used. The account: various justifications and excuses which have been used in the interactions were discussed with regard to effectiveness, argumentation and politeness. The judgment was made as to which type of account was mostly favored by the interviewees. Implications of the research were discussed with regard to a comparative overview of the political accounts in reproaches with specific attention to the type and frequency of the account as well as possible reasons for this type of preferred account. Four types of accounts have been used consistently in the interviews and among these four types, justifications (36.6%) and excuses (46.1%) are generally favored by all politicians who were involved in the interviews. These accounts are quite popular among politicians because they work in their favor as they are employed to reframe the consequences of the act with the ultimate aim of changing negative perceptions about the policies of the department and/or government (justifications) and to deny any responsibility and/or causal link between the politician and the undesirable outcome of the policy and thereby implying that there is no need for reproach (excuse).
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Dodson, Melissa M. "Dialogue and interaction in computer-mediated communication : how undergraduate students socially construct knowledge through classroom discourse /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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López, Díaz Ricardo Augusto. "Les discours en interaction de la presse en ligne. Propositions pour une théorisation de la coproduction journalistique." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030050/document.
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Ce travail vise à présenter les caractéristiques des discours en interaction produits par la presse en ligne. Nous pensons à titre d’hypothèse que, d’une part, une analyse sémiolinguistique de la presse en ligne peut redéfinir, à partir d’une perspective actualisée, le contrat de la communication médiatique, et, d’autre part, que cette analyse sémiolinguistique de la presse en ligne peut nous conduire à introduire des éléments pour une théorie de la coproduction journalistique. En conclusion générale, après analyse du corpus sélectionné, composé d’informations publiées par quatre titres de référence (TheNewYorkTimes.com, DerSpiegel.de, ElPaís.com et LeMonde.fr), nous affirmons que la presse en ligne cherche à susciter des débats (polémiques) chez ses lecteurs afin de renforcer les bases de sa logique économique de machine productrice de sens. Le journalisme dit citoyen ou participatif relève, pour l’instant, d’une stratégie publicitaire et commerciale qui séduit les lecteurs en vantant les nouvelles possibilités offertes par le web. Même s’il est vrai qu’aujourd’hui grâce à ces dernières tout le monde peut être journaliste, tout le monde en revanche ne dispose pas des ressources techniques et des dispositifs de communication dont jouit la presse en ligne. Et surtout, il est impossible à l’internaute-journaliste d’avoir une portée équivalente dans le vaste et invisible auditoire des réseaux télématiquesThe aim of this paper is to present the characteristics of the discourses in interaction generated by the online press. Our hypothetical matrix justifies, in one hand, that a semiolinguistic analysis of the online press can redefine, from a current perspective, the contract of the mass media communication, and, in other hand, that the semiolinguistic analysis of the online press can lead the introduction of the theoretical components of the journalistic coproduction. As a general conclusion, after conducting an analysis of the selected corpus, consisting of digital information published by four reference headers (TheNewYorkTimes.com, DerSpiegel.de, ElPaís.com and LeMonde.fr), we argue that online press intends to promote (controversial) discussions among its readers in order to strengthen the foundations of its economic logic as a sense-making machine. The so-called citizen or participatory journalism is, for now, an advertising and marketing strategy that appeals to readers, and plunges them into a wave of changing situations in which, it is true, everyone can now be a journalist, but never with the same technical resources, communication devices, and, above all, the same range in the vast and invisible audience of such networks
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Iedema, Rick. "Interactional dynamics and social change planning as morphogenesis /." Connect to full text, 1997. http://hdl.handle.net/2123/1687.
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Thesis (Ph. D.)--University of Sydney, 1997.Title from title screen (viewed 25 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Includes bibliographical references. Also available in print form.
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Hoyle, Robert. "The role of psychodynamics in linguistics : applying the tradition of Melanie Klein to the analysis of conversational interaction." Thesis, University of Oxford, 1989. https://ora.ox.ac.uk/objects/uuid:7274ca6b-3c9a-4938-965f-df7229a49d94.
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Linguistics has developed elaborate accounts of the social aspects of language use - 'how to do things with words' - but the emotional-dynamic aspects have hitherto received less attention. Such discussions of emotive or affective meaning as there have been have tended to concentrate on the linguistic resources that are coded into the language system, rather than the dynamics of emotional interaction enacted through language use. The clinical discipline of Kleinian psychoanalysis, by contrast, has made emotional dynamics its central concern. Furthermore the main tool of the psychoanalyst's trade is the verbal interpretation of the patient's material, much of which is itself verbal. These factors have led to the development in Kleinian psychodynamic theory of a particularly rich vocabulary for understanding emotional-dynamic interaction, and specifically those aspects which are verbally enacted. The goal of this thesis is to outline a linguistic theory of emotional dynamics based on insights derived from Kleinian psychoanalysis. It aims to extrapolate from a clinical context Kleinian ideas that can be integrated with those of the school of Linguistic thought that has emphasised the dynamic aspects of locally-managed discourse meaning.
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Dong, Pingrong. "Identity and style in intercultural institutional interaction : a multi-modal analysis of supervision sessions between British academics and Chinese students." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=56253.
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Buchanan, Lauren-Ashley. "The dilemmatic nature of luring communication: an action-implicative discourse analysis of online predator and P-J member interaction." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3054.
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The occurrence of child sex abuse in the United States has long been considered a problem of paramount importance (e.g. Durkin, 2002; Howitt, 2008; Jenkins, 1998). Historically, the primary assumption was that the sexual solicitation of children occurred face-to-face. However, with the advent of communication technologies, people began to realize the internet's role in child solicitation. In an effort to combat this mode of child luring, a concerned citizen created P-J, an organization that seeks to identify and incriminate online predators (OPs). Members of this organization (PJMs) wait in online spaces for OPs to approach them. Then PJMs communicate as if they are minors to gather incriminating evidence against the OPs. PJMs and OPs have incompatible goals for their interactions. OPs' aim to foster a sexual relationship with a minor without being punished for it. PJMs' aim to gather enough evidence against OPs to convict them and prevent the future luring of children. To accomplish these goals, PJMs and OPs communicate with each other and face unique dilemmas in doing so.
The current dissertation employs Action-Implicative Discourse Analysis (AIDA; Tracy, 1995), a theory-method package that helps identify strategies used by interactants to address their institutionally based communicative dilemmas, to answer the research questions: 1) How do PJMs communicatively address their dilemma of encouraging online predators to pursue sexual contact without entrapping or making OPs suspicious, and 2) How do OPs communicatively address their dilemma of seducing their targets without getting caught or scaring off the presumed minor? By doing so, the project expands extant knowledge of grooming and computer-mediated self-presentation. It also extends the use of AIDA to contexts beyond organizations and formal institutions.
Through the sampling and constant comparison procedure of 40 PJM-OP instant messenger transcripts provided by the organization's website, the researcher identified four overarching categories of strategies that PJMs used to manage their dilemma: Target Presentation, OP Safety, Sexual/Relational Contribution Management, and Bust Facilitation. The researcher also identified five overarching categories of strategies for OPs: Identity Establishment, Relationship Management, Safety Precautions, Sexual Communication Engagement, and Meet Facilitation. Within these categories are many strategies PJMs and OPs utilized in an effort to address their dilemmas of attaining their goals while avoiding risks.
By identifying the aforementioned strategies, the researcher satisfied her primary goal of recognizing and understanding how PJMs and OPs attempt to reach their respective goals while avoiding risks. In addition to fulfilling this primary goal, the results of this project entail implications for several different lines of research. Specifically, the results of this dissertation extend research on traditional and online grooming, self-presentation online, and AIDA. The results also provide practical implications concerning what adolescents should be wary of when communicating with unknown others online. Additionally, the study has the capacity to help PJMs become more aware of OPs' strategies as well as their own. This awareness could help PJMs more efficiently train new PJMs and gain a deeper understanding of their interactions.
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Markus, Marcia. "Interaction and Persuasion:An analysis of the use of rhetorical devices in Gordon Brown's speech to the Labour Party Conference, on September 25, 2006." Thesis, Högskolan Dalarna, Engelska, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:du-4140.
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This essay has identified and analysed rhetorical devices in Gordon Brown’s speech delivered at the Labour Party conference on September 25, 2006. The aim of the study was to identify specific rhetorical devices which are described as interactional resources, analyse their uses and discuss possible effects that they may have when included in a political speech. The results are based on my own interpretations but are supported by information provided in current literature by analysts and researchers of rhetoric use. The result findings could probably serve as evidence of the need for better understanding of the devices used by politicians in their relentless endeavours to influence audience decisions.
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Geils, Catherine. "In conversation with Barney: a critical discourse analysis of interaction between a child with autism and his co-participants." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002489.
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My study arose in the context of an intervention programme aimed at the development of a child with autism’s communication and social interaction skills. The approach I take is a social constructionist one in which language is considered to be constructive and constitutive of social and psychological reality. This orientation challenges the assumptions of a western psychiatric approach that emphasizes the impairment and deficits associated with autism. The participants of the study are a 6-year-old boy diagnosed with Pervasive Developmental Disorder (Autistic Spectrum), and his mother, father, sister and a volunteer on the intervention programme. The discourse analytic method of conversation analysis is employed as a means of elucidating the collaborative mechanisms employed by both the child and his co-participants in making sense of one another. The specific aims of the study are to closely examine the communicative behaviour and interactive styles of the child and his coparticipants, their implications for communicative success (co-ordinated interaction) or breakdown (discordant interaction), and the implications for how the child is positioned within the discourse in relation to his co-participants. My constructions of the data suggested that a playful, activity-based interactive style constituted by non-verbal turns, affection and short, simple utterances enhance mutual participation and the accomplishment of co-ordinated interaction. Barney’s co-participants sometimes tend to dominate interaction and frequently employ a strategy of repetitive questioning, which functions to direct and constrain the interaction and results in the child’s withdrawal and discordant interaction. This tendency to withdraw, however, seems to function as a means by which the child is able to actively resist positioning by others, and thus constitutes himself in a position of greater power. Furthermore, his use of the pronoun ‘I’ and collaborative negotiation of the words yours and mine suggest the active co-construction and positioning of himself as a separate person in relation to his co-participants. This research informs intervention efforts and encourages the co-participants to reflect on how interaction is co-constructed between themselves and the child.
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Júnior, Jaime Cará. "O conceito de interação no discurso publicitário sobre a aula de inglês." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04042018-154640/.
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O objetivo desta tese foi investigar o conceito de interatividade no modo de funcionamento do discurso da mídia publicitária ao representar a sala de aula de língua inglesa em contextos de escolas de cursos livres associada a determinadas práticas de ensino, mas não necessariamente a objetivos educacionais. Para tanto, analisamos as condições sócio-históricas do discurso da mídia publicitária, principalmente em anúncios de cursos livres de inglês, e as regularidades da formação desse discurso sobre a interação na sala de aula desses cursos, descrevendo sua dispersão em quatro níveis (FOUCAULT, 1969/2009): nos níveis dos objetos, dos tipos enunciativos, dos temas e teorias e, principalmente, no nível do conceito (de interação). Além disso, refletimos sobre os mecanismos discursivos que mobilizam o poder de influência do discurso da mídia publicitária, e sobre as representações e o conceito de interação e de interatividade. Com esse objetivo, e baseando-nos nessas reflexões e em análises discursivas, sustentamos a tese de que o discurso da mídia publicitária exerce uma influência condicional sobre outros discursos (inclusive sobre o científico), sendo ele sujeito a regras de uma ordem que interditam o engendramento de conceitos no interior de sua própria formação discursiva. O discurso da mídia publicitária pode e deve ser original, desde que se submeta a dizer sempre o já dito. Dessa forma, afirmamos que as representações publicitárias da interação que as salas de aula e as novas tecnologias proporcionam fazem parte de uma engrenagem de influência na mesma medida em que articulam processos de atualização, no sentido deleuziano (DELEUZE, 1988/2006), de memórias discursivas, nas quais o ensino e aprendizagem de inglês e a interação são representados e exacerbados como experiências eficazes, prazerosas, agradáveis, encantadoras e afetuosas, no caso das escolas de cursos livres, e ineficazes, tediosas, maçantes, fastidiosas, enfadonhas e requerendo muito esforço, no caso das escolas do ensino regular. O discurso da mídia publicitária sobre a sala de aula de inglês em escolas livres e suas qualidades de interação constitui um sistema de dispersão que mobiliza, reitera, sedimenta e retoma sentidos que atravessam outros discursos. Isso pode levar à apressada conclusão de que o discurso da mídia publicitária influencia outros discursos, principalmente se crermos que esse discurso se constitui como uma espécie de fluxo da produção à recepção. Assim, o conceito de interação não é exatamente influenciado nem imposto, mas, em uma engrenagem que o empodera na mesma medida em que o submete, o discurso da mídia publicitária reproduz o conceito de interação como valor a ser atribuído ao produto ou serviço anunciado, justamente submetido à forma sedimentada desse conceito na memória discursiva, de onde advém sua disposição como verdadeiro.This thesis aims at investigating the concept of interactivity in the functioning of the media discourse when advertising language schools and representing the English language classroom. To accomplish this objective, we analyze the sociohistorical conditions of the advertising media discourse (mainly in language schools advertisements) and the regularities of the formation of this discourse on its interaction in the English language classroom, describing their dispersion at four levels (FOUCAULT, 1969/2009): the formation of objects of discourse, the formation of enunciative positions or modes, the formation of theoretical strategies, and the formation of concepts. Still in consistency with this objective, we reflect upon the discursive mechanisms that mobilize the supposedly powerful influence of advertising media discourse, and upon the representations and the concept of interaction and interactivity. With such objective and based on these considerations and on discursive analysis, we substantiated the hypothesis that the media discourse exerts a conditional influence on other discourses (including scientific discourse), being subjected to the rules of an order that prevents it from engendering concepts within its own discursive formation. Advertising media discourse can and should be original, as long as it commits to repeating what has already been said. Thus, it is possible to argue that the advertising representations of the interaction supposedly provided by that English language classroom and the communication technologies take part in a seducing machinery and, at the same time, is subjected to a process of realization, in the Deleuzian sense (DELEUZE, 1988/2006), of discursive memories, in which English teaching and learning and interaction are represented and exacerbated as effective, pleasurable, fun, and friendly experiences in the case of language schools, and as ineffective, tedious, uninteresting, and demanding experiences in the case of regular schools. The discourse of advertising media on interaction and interactivity constitutes a system of dispersion that mobilizes, reiterates, sediments, and resumes senses that largely permeates or intersects other discourses, and may lead to the false conclusion that the discourse of advertising media influences other discourses, especially if we are oblivious to the equally false assumption that such discourse constitutes a kind of flow from production to reception. The concept of interaction is, thus, not influenced or imposed by media discourse. In a machinery that at the same time empowers and subjects it, the advertising media discourse reproduces the concept of interaction as a quality to be attributed to advertised goods and services, being responsive to the sedimented concept in the discursive memory, from where it draws its status of truth.
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Hillman, Daniel Charles Alexander. "Improving coding and data management for discourse analysis : a case study in face-to-face and computer-mediated classroom interaction." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284988.
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Walter, Eileen Louise. "THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184191.
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The purpose of this study was to develop a system for describing the interactive nature of language during instructional discourse. The system was then used to describe instructional discourse during reading lessons where comprehension was the major goal. Recently, reading instructional research has been conducted to investigate what occurs during reading lessons. These researchers observed lessons using instruments consisting of categories of behaviors that were expected to occur. The present study contributed to this line of investigation by describing what actually occurred during reading lessons through the language of instruction. Eight reading lessons were audio-taped in two second grades and two sixth grades over a three-month period. During one lesson, a story from a basal textbook was read and/or discussed. During the other lesson, a book from the district literature program was read and/or discussed. During the basal lesson, a group of students, neither highest nor lowest in reading ability, was selected in each class. During the literature lesson, a group of students of mixed reading ability was audio-taped in three classes. In one second grade class, the same group was audio-taped for both lessons. From transcriptions of the audio-tapes, a system of analysis was developed, consisting of a pragmatic subsystem for identifying interactional functions of language and a semantic subsystem for identifying interactional functions of language and a semantic subsystem for identifying transactional functions of language. Interactional functions were described as different types of speech acts, termed instructional acts. Transactional functions were described as different types of topical relationships between utterances, termed topical moves and topical sequences. Data were analyzed quantitatively, comparatively, and qualitatively. From quantitative analyses, organization of instructional discourse across reading lessons was described. From comparative analyses, variations in organization of instructional discourse between reading lessons were described according to grade level, lesson type, and teacher. From qualitative analyses, topical development during reading lessons was described. Results indicate that reading lessons can be described by analyzing functions of language using methods of discourse analysis. Application of these methods revealed similarities and differences in the organization of discourse among lessons and discourse strategies used by teachers and students to interactively accomplish reading lessons.
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Imehrar, Kahina. "La construction linguistique de la relation interpersonnelle dans les Lettres de Mme de Sévigné." Thesis, Montpellier 3, 2016. http://www.theses.fr/2016MON30063/document.
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Dans cette recherche, je m’intéresse à l’analyse de la relation interpersonnelle telle qu’elle est construite dans / par un discours spécifique : les Lettres de Madame de Sévigné. Les Lettres sont adressées à des destinataires différents. Une analyse comparative des configurations énonciatives me permet de dégager les différentes façons d'ancrer linguistiquement le coénonciateur (-destinataire) dans les lettres. Les analystes de Madame de Sévigné ont rarement mis l’accent sur le fait que la lettre s'inscrit dans une interaction, ne serait-ce que parce que la réponse du destinataire a été la plupart du temps perdue. Mon travail consistera donc aussi à repositionner ces lettres dans le cadre plus vaste de l’interaction. On sait que Madame de Sévigné aime écrire, ce qui lui permet, entre autres, de présentifier ses destinataires, et particulièrement sa fille, cette analyse s’attache donc aux différentes FNA présentes dans la lettre. La valeur de ces formes est à prendre en considération avec le co(n)texteIn this search, I am interested in the analysis of the interpersonal relation such as she is built in a specific speech: Madam de Sévigné's letters. Letters are sent to different addressees. A comparative analysis of the enunciative configurations allows me to clear the various manners to anchor linguistically the coénonciateur (- addressee) in letters. The analysts of Madam de Sévigné rarely emphasized the fact that the letter joins in an interaction, if only because the answer of the addressee was lost most of the time. My work will also consist in repositioning these letters in the vaster frame of the interaction. We know that Madam de Sévigné likes writing, what allows him, among others, to présentifier his addressees, and particularly her daughter, this analysis thus becomes attached to the present various FNA in the letter. The value of these forms is to consider with the co ( n ) text
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Hofmann, Jan. "Gender Representation in TV Advertising regarding Social Interaction : The Construction of Stereotypes through Symbolism and Connotations." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Medie- och kommunikationsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31097.
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Gender representation is a frequently addressed field within media and communication studies in general and in the subject of TV advertising in particular. Previous research mainly focused on the detection of commonly exploited stereotypes that are used to portray women and men respectively. Much emphasize has been placed on the relationship between the sexes regarding social roles and professions, embedded in a cultural and ideological context. The purpose of this scientific work however is to examine how the construction of gender stereotypes in media takes place, which practices are used to connote meaning. Using a qualitative method, namely a visual discourse analysis, the aim of the study is to unveil subtle but also obvious symbols and characteristics that are used to represent feminine and masculine traits respectively in order to expand the current body of research. This proceeding marks an approach to have a closer look at the social interaction of females and males in TV advertisements in order to get an insight in the allocation of power and subsequently, social roles. Four TV advertisements are used as objects of investigation. As a theoretical fundament, the gender theories of sexism, masculinism and feminism are introduced. The findings suggest that the representation of women and men still follows strong patterns of stereotyping, not just on the level of role allocation but also on a behavioral level. However, the study comes to the conclusion that an asymmetric treatment of the sexes is not necessarily the result of gender stereotyping; in the case, both sexes are stereotyped similarly, not depicting either men or women dominating their counterparts in a global context.
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Ibaraki, Ursula H. "Understanding and being understood negotiation in English and Japanese native and nonnative child interaction /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/22637.
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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2007.Bibliography: 269-288.
Introduction -- Literature review -- Methodology/theoretical considerations -- Negotiation as a choice -- Initiating negotiation sequences -- The response and final turns in negotiation sequences -- Repetition in negotiation of understanding -- Management of talk through pauses -- Observations and conclusion.
The role of negotiation has been investigated in the field of second language acquisition for over twenty years, however, limited attention has been given to negotiated peer interaction with younger learners. Moreover, related studies sometimes include baseline data of the English native speaker in native and nonnative dyads, but negotiation and its relevance to the nonnative speaker's first language is usually not examined. This study investigates how children negotiate partial or non-understanding in their first as well as in a second language (LI and L2), allowing an identification of similarities and differences in intra- and inter-language negotiation. -- Drawing on a mainly qualitative analysis of task-based interaction by 24 Australian-English and 24 Japanese school children (11-12 year olds), this cross-sectional study looks in a comprehensive way at functions and forms of negotiated interaction in their LI and between LI and L2 speakers of English. It establishes a framework, which permits understanding of the negotiation process and its contribution to language learning. In addition, the study teases out the role of Same-speaker and Other-speaker repetition, showing that all repetition can facilitate the learner's language development. Another innovative contribution of the research is that it addresses pragmatic features such as silent and voiced pauses and their impact on negotiation. -- This investigation advances our understanding in regard to analyses of specific negotiation features that have received little consideration so far. Furthermore, comparisons of LI patterns and norms allow for a grounded and informed approach when addressing L1/L2 interactions. The findings reveal that LI interactions can vary quite considerably from L1/L2 interactions, which raises issues relevant to language learners, teachers and linguists.
Mode of access: World Wide Web.
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Long, Brittany Appleby. "A Discourse Analysis of Clinician-Child Interactions Within a Meaning-Based Phonological Intervention." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7364.
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This qualitative study analyzed interactions between clinicians and a male child, aged 5 years 9 months old, with significant phonological as well as language deficits within a meaning-based phonological intervention implemented over a nine-month period. Play-based intervention strategies were presented in activities that varied in communicative complexity. The clinician, along with graduate-student assistants, frequently modeled and elicited target word productions as they interacted with the child in routines and scripted play contexts. Transcriptions of interactions were analyzed using a conversational analysis that explored engagement and participation, turn taking, and linguistic complexity of utterances produced in adjacent turns. The analyses illustrated ways in which the clinicians structuring of the activities influenced the child's participation. The turn taking exchanges were topically related when dealing with shared, immediate context. The reciprocal nature of the turn taking exchanges, and the child's grammatical productions were analyzed. The study suggests that contextualized intervention can make speech sound production relevant for children with phonological production as well as language deficits.
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Simpson, Alyson Melanie. "It's my turn! : critical discourse analysis and the emergence of gendered subjectivity through children's games /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030701.110447/index.html.
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Maziani, Anastasia. "Classroom Discourse and Aspects of Conversation Analysis : A qualitative study on student-to-student interaction during group discussion in EFL classrooms." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45089.
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This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.
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Iedema, Roderick. "Interactional dynamics and social change : planning as morphogenesis." University of Sydney, 1997. http://hdl.handle.net/2123/1687.
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Doctor of PhilosophyThis thesis looks at social interaction from the point of view of social-institutional process. In doing so, it aims to account for i) how broader institutional processes are instantiated in local interaction, and ii) how western technologisation (in the Foucaultian sense) relates to or is instantiated in local interaction.
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Potgieter, Stephan Andries. "Exploring rock climbing discourses." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09302008-125706.
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Balzer-Siber, Marco. "Functional and Stylistic Features of Sports Announcer Talk: A Discourse Analysis of the Register of Major League Soccer Television Broadcasts." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2515.
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This study analyzes the register of television sports announcers in Major League Soccer broadcasts, based on six 20-minute transcription samples. The first part considers individual linguistic features and inquires whether they fulfill a communicative function or whether they are of stylistic nature. In an effort to attract more viewers in the United States, production companies had originally adopted the duality model of a play-by-play announcer and a color commentary from other American sports, while many other countries traditionally feature only one commentator. Consequently, the second part of this discourse analysis will focus on the cooperative interactional behavior. The conclusion will be drawn that the register of live action announcing, in contrast to halftime as well as pre- and post-game reporting, is based on cooperative principles. Moreover, both the individual and the collaborative linguistic variables mostly reflect an effort to protect one’s own and the colleague’s public image.
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Romanov, Artur. "Gender and Identity Negotiation Through Talk-In-Interaction by Female Students of Computer and Systems Sciences." Thesis, Uppsala universitet, Medier och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413961.
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This study explores identity negotiation through talk-in-interaction by undergraduate female students at a male dominated study program of Computer and Systems Sciences at Stockholm University. The main aim of this study is to investigate what interactional identities are occupied by the female students in relation to Membership Categorisation Device “Gender”. Theoretical framework that has been developed and used in this study is a combination of Grounded Theory and Membership Categorisation Analysis which is a part of Conversation Analysis developed by Harvey Sacks. The data has been collected through ten semi-structured interviews that have been conducted with undergraduate female students of Computer and Systems Sciences at Stockholm University. The results demonstrate that there are various ways in which the female students negotiate their interactional identity in relation to Membership Categorisation Device “Gender”. The use of Membership Categorisation Device “Gender” is both appropriated and rejected in negotiation of interactional identity. The results of this study might be useful in providing a better understanding of how interactional identity is negotiated by undergraduate female students of Computer and Systems Sciences at Stockholm University. In turn, that might facilitate effort of making gender ratio in male dominated IT-areas more equal. Moreover, the results of this study may contribute to further research on the relationship between gender identity negotiation by women in male dominated IT-areas and the phenomenon of “Gender Paradox”.
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Leiber, I. (Inkeri). "Ex cathedra: instituutio puhuu:saarnan ja opetuspuheen interpersoonaisia piirteitä." Doctoral thesis, University of Oulu, 2003. http://urn.fi/urn:isbn:9514272072.
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Abstract My aim is to explore how interaction is constructed in sermon discourse and lesson discourse, and what interactional roles emerge. Institutional speech is information-centred, but communication never aims merely to transmit information. Rather, it is a complex linguistic relationship affected by the societal and social context. The main theories of this study stem from systemic-functional grammar and critical discourse analysis. The research questions deal with reference to person, modification of the degree of certainty, naming, asking, ordering and politeness strategies. The data consisted of ten sermons and ten lessons. The approach of constructional discourse analysis was applied, but I used methods of conversation analysis, semantics, literary research and rhetoric and dialogue. The cleric and the teacher are speakers ex cathedra. Institutional discourse involves asymmetric power relations between the participants. In the tradition of the church, the sermon remains the cleric's address. In vocational education, the teacher is free to choose his or her methods. Presentation by the teacher is still the most popular method. The cleric tries in a sermon and the teacher in classroom speech to establish contacts with their listeners by using interactional strategies. The interpersonal features used differ in quality and quantity. Based on this I distinguished interactional types of action in sermon discourse and lesson discourse. Sermon discourse was here classified into five types of interpersonal action: matter-centred, narrative, declarative and directive monologue and dialogic sermon. Lesson discourse involved four types of interpersonal action: lecture monologue, directive monologue, lecture dialogue and instructional dialogue. The cleric and the teacher act in the institutional roles of a transmitter of information, an advisor, an orderer and a sharer of experiences. Both use different politeness strategies to reduce the interpersonal asymmetry brought about by their institutional status. The tradition of the cleric's address will not have an opportunity to change unless the listener is allowed to participate. The teacher has the power to change the discourse practice in the classroom, but the individual-centred school culture seems to bind the teacher to a teacher-centred learning model. The institution speaks, the listener keeps silent. The need for change must be recognized by the community before interaction can be revived in practice. The change may also be initiated by the listeners: is it possible at all to get into heaven or to get a job by the methods of the institution?Tiivistelmä Nopeiden sosiaalisten ja teknologisten muutosten takia yhteiskunnan perinteiset toimintatavat joutuvat kriittiseen tarkasteluun. Tässä tutkimuksessa kohteena on kirkon ja koulun vuorovaikutus. Tarkoitukseni on selvittää, miten vuorovaikutus ilmenee saarna- ja opetusdiskurssissa ja mitä vuorovaikutusrooleja syntyy. Saarna ja oppitunti kuuluvat osana kirkon ja koulun diskurssikäytäntöön. Papin ja opettajan koulutus ja työ ovat yhteiskunnan säätelemiä. Institutionaalisessa puheessa sanoma on keskeinen, mutta ihmisten välinen viestintä ei ole vain tiedon välittämistä, vaan se on monimuotoinen kielellinen yhteys, johon vaikuttaa koko laaja sosietaalinen ja sosiaalinen konteksti. Tutkimukseni pääteoriat ovat peräisin systeemis-funktionaalisesta kieliopista ja kriittisestä diskurssianalyysista. Tutkimuskysymykset käsittelevät henkilöviittauksia, lausumien varmuusasteen modifiointia, nimeämistä, kysymistä, käskemistä ja kohteliaisuuskeinoja. Aineistoni koostuu kymmenestä saarnasta ja kymmenestä ammatillisen opetuksen oppitunnista, jotka on videoitu autenttisissa tilanteissa. Tarkastelutapa on konstruktionistinen diskurssianalyysi. Lisäksi olen hyödyntänyt menetelmiä keskustelunanalyysista, semantiikasta, kirjallisuustieteestä sekä retoriikan ja dialogin tutkimuksesta. Pappi ja opettaja ovat ex cathedra -puhujia. Kirkon traditiossa saarna on säilynyt papin puheenvuorona. Ammatillisessa opetuksessa opettaja voi valita opettaja- tai opiskelijakeskeisen menetelmän. Pappi ja opettaja pyrkivät kontaktiin kuulijan kanssa erilaisilla vuorovaikutuskeinoilla. Interpersoonaisten piirteiden käyttö vaihtelee saarnassa ja opetuspuheessa laadultaan ja määrältään. Tämän perusteella erotan saarna- ja opetusdiskurssista vuorovaikutuksellisia toimintatyyppejä. Tyypittelyn tarkoitus on havainnollistaa puhujan ja kuulijan vuorovaikutussuhdetta sekä osoittaa, että erilainen toimintatyyppi rakentaa erilaisia vuorovaikutusrooleja. Saarnadiskurssissa erottuu viisi toimintatyyppiä: asiakeskeinen, kertova, julistava ja kehottava monologi sekä saarnadialogi. Opetusdiskurssissa toimintatyyppejä on neljä: luentomonologi, ohjaileva monologi, luentodialogi ja opetusdialogi. Papin ja opettajan vuorovaikutusrooleja ovat muun muassa tiedon välittäjä, neuvon antaja, ohjailija ja kokemusten jakaja. Kuulijan vuorovaikutusrooleja ovat tiedon vastaanottaja, neuvon saaja, ohjeiden toteuttaja ja kokemukseen samastuja. Vuorovaikutus on saarnassa ja opetuspuheessa epäsymmetristä, minkä vuoksi pappi ja opettaja pyrkivät vähentämään institutionaalisen statuksen tuomaa vuorovaikutuksellista epätasapainoa erilaisilla kohteliaisuuskeinoilla. Saarnatraditio papin puheenvuorona ei tarjoa suurta mahdollisuutta vuorovaikutuskäytännön muutokseen, ellei toinen osapuoli saa osallistua. Opettaja voisi muuttaa luokkahuoneen diskurssikäytäntöä valitsemalla opiskelijakeskeisiä työtapoja, mutta yksilökeskeinen opettajakulttuuri näyttää sitovan opettajan omana kouluaikana opittuun malliin. Instituutio puhuu, kuulija vaikenee. Muutoksen tarpeen pitää lähteä yhteisöstä, jotta uudistuminen voisi toteutua. Diskurssikäytännön muuttamiseen voidaan joutua myös toisen osapuolen johtopäätöksistä: onko taivaspaikka tai työpaikka lainkaan instituution keinoilla saavutettavissa?
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Rogerson-Revell, P. "Interactive style and power at work : an analysis of discourse in intercultural business meetings." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543075.
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This study investigates verbal interaction in a series of intercultural management-level meetings in a large international airline corporation based in Hong Kong. It presents an analysis of the interactive style and the underlying interactive strategies of some of the participants in the four meetings, suggesting that variations in the use of such strategies relate to the different impressions speakers create, particularly with regard to influence and control. It was found that despite their overall similarity in structure and function, there seems to be considerable variation in interactive style both within and between meetings, relating to the level of formality and the behaviour of the speakers in terms of 'influence attempts'. What became apparent is that the use of interactive strategies, at both procedural and message-related levels of discourse, are stylistically-sensitive; ie how individuals use such strategies is dependent on what they consider to be appropriate interactive behaviour, which in turn is influenced by their underlying socio-cultural value system. There also appear to be a set of commonly recurring interactive strategies used in the meetings, although the choice of strategies varies from meeting to meeting and participant to participant. It seems that when interactive strategies are shared by several participants in a meeting, one interactive style will tend to dominate, to the advantage of 'in-group' users and the detriment of other 'nonusers'. The study has both a theoretical and practical aim. It tries to build on exisiting concepts of interactive style both within linguistic and management studies and suggest some provisional 'parameters' of interactive style and a 'taxonomy' of interactive strategies. It is hoped that these might be of some theoretical use for future research in the field and of some practical use for workplace communication training and materials production
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Grigorenko, Margaret Crook. "Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223.
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Lejot, Eve. "Regards croisés sur le multilinguisme en contexte professionnel à Hambourg : entre politiques liguistiques et usages effectifs." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030055.
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La motivation première de ce doctorat en cotutelle est de décrire, de caractériser et de mieux comprendre les pratiques plurilingues en milieu professionnel en croisant les perspectives allemandes et françaises. Les deux terrains de recherche sélectionnés sont une entreprise aéronautique européenne et l’UNESCO. Ils ont des caractéristiques linguistiques similaires : l’utilisation de l’anglais comme langue véhiculaire, la localisation d’un site à Hambourg en Allemagne, leurs sièges sociaux respectifs en France, des communications régulières avec des sites en zone hispanophone, ainsi que l’offre de cours d’anglais, de français, d’allemand et d’espagnol auprès de leurs employés. La recherche se donne trois objectifs : comparer le « prescrit » par les politiques linguistiques, identifier les situations précises liées à des pratiques plurilingues en milieu professionnel et repérer les rôles des salariés selon le vecteur de communication choisi. On fait l’hypothèse que le discours officiel qui enjoint d’utiliser l’anglais laisse, en fait, de la place aux échanges multilingues lors de différentes activités quotidiennes. Les réglementations linguistiques au plan européen, au plan national et au niveau entrepreneurial sont exposées, puis les recherches menées dans les milieux professionnels sont introduites pour faire émerger la problématique. Dans la mesure où le recueil des données est basé sur la démarche de la triangulation au moyen de questionnaires, d’entretiens ainsi que d’enregistrements et d’observations de réunions, il amène à analyser des discours de différentes natures. A partir de la question de cadrage, envisagé au plan linguistique comme au plan sociologique, on essaie d’établir le lien entre posture professionnelle et pratiques langagières. Il semblerait que les faits de pluri-compétences, de pluri-linguisme, de multi-linguisme et de pluri-activités donnent matière à repenser nos méthodologies d’enseignement des languesThe pre-eminent goal of the present doctoral thesis, developed under a double supervision, is to describe, to characterize and to understand better the multilingual practice in the professional sphere by crossing the German and French perspectives. The chosen fields of research are a European aviation company and the UNESCO. Both of them have in common similar linguistic characteristics: the use of English as a lingua franca, the location of a branch in Hamburg (Germany), their headquarters in France, regular communication with sites in Spanish-speaking areas as well as the offer of English, French, German and Spanish courses for their employees. The research serves a triple objective: comparing the linguistic policy rules, identifying the exact situations linked to multilingual practices in the professional field and exploring the employees’role according to the communication vector chosen. I hypothesize that, in fact, the official discourse which explicitly prescribes the use of English, leaves room for multilingual exchanges in different daily activities. To start with, the linguistic regulations are explained on the European, the state and the entrepreneurial level. Then, the research done in the professional sphere as well as the problem itself are presented. As the collection of research material is based on a triangulation which is carried out with the help of questionnaires, interviews, recordings and observations of meetings, our method requires analysing different types of discourse. Departing from the question of the surroundings which is considered in a linguistic as well as sociological respect, I pursue to establish a link between the professional stance and the linguistic practices. Apparently the multiple competences, multilingualism, polyglotism and multiple activities situations recommends a reassessment of our teaching methods for languages
Das vorrangige Anliegen dieser unter Doppelbetreuung entstandenen Dissertation ist es, diemehrsprachigen Praktiken im beruflichen Umfeld, mit Hilfe eines deutsch-franzosichenPerspektivwechsels zu beschreiben, zu charakterisieren und besser zu verstehen. Die zweigewählten Untersuchungskontexte sind ein europäisches Luftfahrtunternehmen und dieUNESCO. Beide weisen ähnliche sprachliche Merkmale auf: die Verwendung des Englischenals Verkehrssprache, die Ansiedlung einer Außenstelle in Hamburg (Deutschland), ihrejeweiligen Firmensitze in Frankreich, regelmäßiger Austausch mit Standorten inspanischsprachigen Gebieten ebenso wie das Angebot von Englisch-, Französisch-, DeutschundSpanischkursen, für ihre Mitarbeiter. Die Forschungsarbeit setzt sich drei Ziele: das vonder Sprachpolitik "Vorgeschriebene" zu vergleichen, diejenigen Situationen genau zuidentifizieren, die mit bestimmten mehrsprachigen Praktiken im beruflichen Umfeldverbunden sind, und die Rolle der Arbeitnehmerinnen und Arbeitnehmer nach den jeweilsgewählten Kommunikationsträgern der ausfindig zu machen. Es wird die Hypotheseaufgestellt, dass der offizielle Diskurs, der ausdrücklich den Gebrauch des Englischenvorschreibt, tatsächlich Platz für mehrsprachigen Austausch bei unterschiedlichen alltäglichenTätigkeiten zulässt. Zunächst werden die sprachlichen Bestimmungen auf europäischer,staatlicher sowie auf unternehmerischer Ebene erläutert, bevor die im beruflichen Umfelddurchgeführten Forschungen und ihre Problematik vorgestellt werden. Da die Sammlung desDatenmaterials auf der Triangulation mittels Fragebogen, Interviews, Aufnahmen undBeobachtungen von Versammlungen basiert, führt sie zu einer Analyse unterschiedlichgearteter Diskurse. Ausgehend von der Frage nach dem Rahmen, der sowohl in sprachlicherals auch in soziologischer Hinsicht berücksichtigt wird, wird versucht, eine Verbindungzwischen der professionellen Haltung und den sprachlichen Praktiken herzustellen. Esscheint, als würden uns die Tatsachen der Mehrfachkompetenzen, der Mehrsprachigkeit, derVielsprachigkeit und der Mehrfachtätigkeiten Anlass geben, unsere Unterrichtsmethoden inden Sprachen noch einmal zu überdenken
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Sande, Marcus. "Advice giving : An investigation of teacher-student interactionwhen giving advice." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45883.
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Giving advice is an essential part of working as a teacher. However, advice-giving can be a sensitive topic depending on how the advice is delivered by the teacher. It remains to be seen what kind of approach teachers need to use to reach out and give advice to their students as successfully as possible. The present study aims to examine some different linguistic approaches teachers use to give advice to students. This was done by carrying out a Conversation Analysis on text extracts involving teacher and student interaction in an advising setting. The texts extracts were taken from The Michigan Corpus of Academic Spoken English. The results show that there were two main types of advice-giving strategies found in the data: direct and indirect advice giving. Both strategies seemed to be successful in that the students accepted the advice provided and did not argue with the teacher about its validity.
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Call, Jonathan J. "Student Teachers' Interactive Decisions with Respect to Student Mathematics Thinking." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3295.
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Teaching mathematics is a difficult and complicated task. For student teachers, who are extremely new to the mathematics classroom, this difficulty is magnified. One of the biggest challenges for student teachers is learning how to effectively use the student thinking that emerges during mathematics lessons. I report the results of a case study of two mathematics education student teachers. I focus on how they make decisions while teaching in order to use their students' mathematical thinking. I also present analysis of the student teachers' discourse patterns, the reasons they gave to justify these patterns, and how their reasons affected how they used their students' thinking. I found that generally the student teachers used student thinking in ineffective ways. However, the reasons the student teachers gave for using student thinking always showed the best of intentions. Though given with the best of intentions, most of the reasons for using student thinking given by the student teachers were correlated with the student teachers ineffectively using their student's thinking. However, some of the reasons given by the STs for using student thinking seemed to help the student teachers more effectively use their students' thinking. I conclude with implications for preparing future student teachers to better use student thinking.
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Seedhouse, Paul. "Learning talk a study of the interactional organisation of the L2 classroom from a CA institutional discourse perspective /." Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.321671.
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Kafetzi, Evi. "L'Ethos dans l'Argumentation : le cas du face à face Sarkozy / Royal 2007." Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0053/document.
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En quête d'efficacité et d'influence, tout candidat aux électionsprésidentielles tente de se fabriquer et de donner à voir une image de soi conformeaux attentes des électeurs concernant le profil d'un futur chef d'État. Cette imagede soi séduisante construite à travers le discours, appelée ethos en rhétorique, faitpartie intégrante de l'argumentation au même titre que ses autres composantes, àsavoir le logos et le pathos. Le discours politique, en tant que porteur d'importantsenjeux, est le terrain de construction identitaire par excellence.Ce travail explore les stratégies communicatives dans l'activitéargumentative qu'est le débat politique télévisé. Les données sont constituées parle face à face télévisé du 2 mai 2007 entre Nicolas Sarkozy et Ségolène Royal, àla veille du deuxième tour des élections présidentielles françaises.Je me propose dans ce travail de dégager les règles et les mécanismes surlesquels repose la fabrication d'une image de soi télévisuelle par les praticiens dela persuasion que sont les hommes et les femmes politiques, afin de parvenir àleurs fins. Les outils langagiers dont les deux adversaires se servent lors du dueltélévisé en question ici, pour nous servir une image de soi conforme au modèleprésidentiel « idéal » sont analysés un par un. Ainsi, ayant une meilleureconnaissance des coulisses de la rhétorique audiovisuelle, l'électeur-téléspectateurdevient maître de sa décision et responsable de son choix, et apprend à se méfierdes sentiments et des impressions que lui inspirent les praticiens de la persuasionIn search of effectiveness and influence, every candidate who stands forpresidential elections attempts to create and give to the audience a self-imageconsistent with the elector's expectations concerning a future head of state'sprofile. This attractive self-image created through discourse, called ethos inrhetoric, is an integral part of argumentation, as well as its other components,logos and pathos. Political discourse, as a vector of important stakes, constitutesthe ground of identity construction par excellence.This work explores communication strategies in argumentation activity,and particularly in televised political debate. The data is constituted by thetelevised face to face of the 2nd of May 2007 between Nicolas Sarkozy andSégolène Royal, at the eve of the second ballot of the French presidentialelection.What I propose in this work is to draw up the rules and mechanisms thatgovern the making of one's televised self-image by politicians, spin doctors, inorder to achieve their ends. I propose to analyse, one by one, the linguistic toolsthat the two opponents use in order to give the audience a self-image consistentwith an ideal presidential model, during the televised duel that we're studyinghere. In this way, having a better knowledge of what goes on behind the scenesof audiovisual rhetoric, the elector-televiewer becomes master of his decisionand has the control of his choice and learns to beware of feelings andimpressions inspired by the professionals of persuasion
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Mohammad, Abeer. "A Discourse Analysis of Nursing Handoffs: Exploring Nurse-to-nurse Interactions in Two Hospitals in Saudi Arabia." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7064.
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A new realm of discourse research has started examining medical interactions in the crowded space – hospitals (Iedema, 2007). Beyond clinical settings and dyadic doctor-patient interactions, scholars have begun investigating doctors’ interactions in various hospital settings including Emergency Rooms and hospitals’ wards (e.g., Eggins & Slade, 2012; Slade & Eggins, 2016; Slade et al., 2015). Other investigations have expanded this scope of discourse research to include other health professionals, such as nurses (e.g., Staples, 2015). Drawing on discourse analytic approaches (Critical Discourse Analysis, Halliday’s Systemic Functional Grammar, and Interactional Sociolinguistics), this study examined nurse-to-nurse handoff interactions in two hospitals in Saudi Arabia. Nursing handoff – the transfer of patient information, professional responsibility, and accountability between departing and incoming nursing teams (Manser et al., 2010; Riesenberg et al., 2010; Slade & Eggins, 2016; Wood et al., 2014) – is a critical communicative practice which ensures the continuity and quality of care provided to hospitalized patients. The aim of this study was to provide detailed analyses of the language used in this type of nursing discourse and its impact on the quality of handoffs. The data included 80 nursing handoff interactions, which were observed and audio-recorded in 7 different wards at two sectors (National Guard Hospital and King Fahad General Hospital) in Saudi Arabia including: Intensive Care Units, General-Adult, General- Pediatric, Oncology-Pediatric, Oncology-Palliative, ENT, Urology and Surgical wards. The nurse participants come from various cultural backgrounds including Philippines, Indonesia, India, Malaysia, Morocco, South Africa, Egypt, Jordan, and Saudi Arabia. The analyses provided a detailed description of this type of nursing discourse including the discourse
pragmatic features (i.e., linguistic, interactional, and interpersonal features) which nurses use while delivering and receiving patient information. In addition, the findings provide insights into the various discourse features that contributed either positively (e.g., using discourse markers, presenting complete thoughts, presenting sufficient detailed patient information) or negatively (e.g., producing questions instead of statements, shifting verb tenses, focusing on one patient issue as opposed to providing detailed patient information report) to the nursing handoff practices in this setting. The findings also point to the vital role that head nurses play in this nursing discourse and its impact on enhancing the quality of nursing handoffs.
Additionally, a six-stage nursing handoff model was developed from the data, which could be used for nursing training in the National Guard Hospital and its branches in Saudi Arabia.
Finally, the findings provide further support for Eggins and Slade’s (2012) claim that communicatively effective handovers are achieved interactionally and with the collaboration of both departing and incoming teams. Furthermore, the use of standardized protocols (like SBAR) alone proved to be insufficient in guaranteeing effective nursing handoff.
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Mukong, Serge Bienvenue. "Analyse conversationnelle, morphosyntaxique et intonative des marqueurs discursifs dans le discours politique : Cas des débats présidentiel et des talk-shows télévisés." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCH013.
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Cette thèse propose une analyse morphosyntaxique, prosodique et conversationnelle des marqueurs discursifs dans le débat présidentiel et dans le talkshow politique télévisuel. L’objet d’étude principal est le rôle des marqueurs discursifs dans la structuration séquentielle et dans l’organisation énonciative du débat présidentiel aux Etats-Unis. Les marqueurs discursifs, en corrélation avec la gestualité et l’intonation, participent considérablement à la construction de l’échange entre les différents participants au débat. Pour atteindre ses objectifs, cette thèse convoque plusieurs cadres théoriques traitant de l’oral spontané (la Macro et Micro-Grammaire de Benveniste 1990 et Berrendoner 1990, la Grammaire Fonctionnelle Dik 1997 ; la Grammaire Thétique de Kaltenbôck et al. 2011, la Théorie du Paragraphe Oral de Morel et Danon-boileau 1998) et met un accent particulier sur la Grammaire Emergente ou syntaxe cognitive d’Alexander Haselow 2015, 2016, 2017. Pour l’analyse, l’approche proposée par Haselow (2017) a été adoptée car elle émane de la prise en compte de toutes les autres approches citées plus haut tout en y ajoutant les théories cognitives.Sur le plan de l’organisation de l’interaction pendant le débat présidentiel ou les talkshows,les marqueurs discursifs, accompagnés de la gestualité et de l’intonation, jouent un rôle important dans la gestion des tours de parole et dans l’organisation séquentielle des actions. Sur le plan énonciatif, ils interviennent, accompagnés des gestes manuels et du regard, dans l’expression de l’emphase, de la reformulation et de l’opposition. Ils permettent également aux candidats d’attirer l’attention de leurs interlocuteurs dans le but d’introduire une justification, un changement d’optique, un discours rapporté, ou dans l’optique d’interrompre ces derniers, ou tout simplement pour rassurer les potentiels électeurs. Ils permettent aussi aux candidats d’anticiper ou de prendre en compte le point de vue de leur interlocuteurs (passifs ou actifs), en s’inscrivant ou en se positionnant dans une logique d’acceptation ou de rupture avec ces derniersThis thesis proposes a morphosyntactic, prosodic and conversational analysis of discourse markers in presidential debates and televised political talkshows in the United States of America. The main object of the study is the role of discourse markers in the sequential structuring and in the enunciative organisation of presidential debates in the United States of America. Discourse markers, in correlation with gestures and intonation, contribute significantly to the construction of the verbal exchange between the various participants in mediated political discourse. To achieve its goals, this thesis draws on several theoretical frameworks dealing with spontaneous speech (Benveniste and Berrendonner’s Macro and micro-grammar,Dik’s Functional Grammar; Kaltenbock et al. Thethical Grammar, Morel and Danon-Boileau’s Oral Paragraph theory) and lays a particular emphasis on Alexander Haselow's Emergent Grammar or Cognitive Syntax. For the analysis, the approach proposed by Haselow (2017) was adopted because it considers all the other approaches mentioned above and takes into account cognitive theories.Concerning the organisation of interaction during presidential debates or talkshows, discourse markers, accompanied by gestures and intonation, play an important role in the management of turn takings and in the sequential organization of actions. On the enunciative level, in correlation with manual gestures and gaze, they participate in expressing emphasis, reformulation and opposition. They also help candidates to draw the attention of their interlocutors in order to introduce a justification, a change of point of view, a reported speech, or with the aim of interrupting them. Discourse markers in presidential debates, also allow speakers to anticipate or consider the point of view of their interlocutors (passive or active) by positioning themselves in a logic of acceptance or opposition with them