Journal articles: 'Analysis of Discourse in Interaction'

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Bager, Ann Starbæk. "A multimodal discourse analysis of positioning and identity work in a leadership development practice." Communication & Language at Work 6, no. 1 (May 6, 2019): 40–62. http://dx.doi.org/10.7146/claw.v6i1.113911.

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The paper shows an example of how interaction in a leadership development forum can be analyzed from a narrative-in-use perspective through a combined dialogicality and small story analysis strategy. This entails that a multimodal discourse analysis is conducted of the positioning and identity work accomplished in a research- and dialogue-based leadership development forum in a university setting. A micro-generic positioning analysis of the participants’ small story efforts is combined with an analysis of dialogicality involving other-orientation to show how storytelling takes place and how opposing discourses within organization and leadership studies co-emerge in multimodal interaction. Among other things the analysis shows how different sociomaterial interactional setups shape identity work in situ. The research contributes to the emerging study of organizational dialogical and narrative practices up close. It emphasizes both the broad (Discursive) and the local (discursive) dimensions together with sociomaterial aspects of discourse and storytelling, which are increasingly pursued and recommended within the fields of narrative, dialogue, and discourse studies.

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Чуганская, Анфиса, and Anfisa Chuganskaya. "The Problem of Categorial Analysis of Interactions in Network Communication Discourse." Scientific Research and Development. Modern Communication Studies 8, no. 3 (June 4, 2019): 25–31. http://dx.doi.org/10.12737/article_5ce3b62a82f122.05496633.

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In social psychology interaction is implemented as a creation of the general strategy of interaction and also the subsequent analysis of a contribution of each participant Theoretical studying of sources of creation of models of interaction in group will allow to reveal those parameters which can be used in the subsequent for the analysis of communication in network. In the 70s the XX centuries on the basis of Ch.Osgood and M. Uish’s works, R. Beylz began studying the problem of interpersonal interactions in small social group. The scheme of the analysis of interactions he called SIMLOG. R. Beylz considered that by means of such scheme it is possible to estimate three key parameters of interactions: behavior level, image level, levels of estimated judgments. For the subsequent analysis of interactions in network discussions the analysis according to the schemes offered by R. Beylz and M. Uish is submitted interesting. As the main interactions it is possible to allocate those which in R. Beylz’s description belong to the ACT group. This category is not connected with directly observed nonverbal components which cannot be estimated in network interaction.

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Takele, Mosisa Asegid. "A Critical Analysis of the Discourse of Doctor-Patient Interaction: A Case Study." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 118–35. http://dx.doi.org/10.24113/ijellh.v8i10.10809.

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The study undertook a critical analysis of the discourse of doctor-patient interaction under the ENT (Ear, Nose, and Throat) clinic of Gondar Hospital, which is found in the Amhara regional state of Ethiopia. Specifically, the study investigated the recurrent interactional features in the doctor-patient interactions, the manifestations of power relations through language use, as well as the ideological assumptions which are held by doctors and patients. To achieve these objectives, qualitative methods were used during data collection and analysis. Purposeful sampling was used to select the clinic where the study took place. Data were gathered through audio-recording and field notes. Before analysis, the audio recordings were transcribed using Jeffersonian Transcription conventions and then translated into English. The translated data were analyzed thoroughly using Fairclough’s (1992) three-dimensional model of Critical Discourse Analysis. The study, thus, showed that interpersonal relationships between discourse interactants could be an indicative of their social and power relations. Therefore, institutional discourse, specially, that of doctor-patient, could be a place for power struggle.

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Fairhurst, Gail T. "Textuality and Agency in Interaction Analysis." Organization 11, no. 3 (May 2004): 335–53. http://dx.doi.org/10.1177/1350508404041996.

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This article examines the role of textuality and agency in organizational interaction analysis. Six genres of interaction analysis research are reviewed, some of which address the question of how organizations are discursively constituted. Although interaction analysts agree on the role of discourse/text in the constitution of organizations, no such agreement exists on the role of meaning and agency. After addressing several criticisms of interaction analysis research, this article focuses on the contributions made by the study of temporal form through interaction analysis. This article concludes by revisiting the question of how organizations are constituted vis-a-vis the role of discourse and agency from an interaction analysis perspective.

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Risdaneva, Risdaneva. "EXPLORING INTERPERSONAL INTERACTION IN WRITTEN DISCOURSE." Englisia Journal 2, no. 1 (November 1, 2014): 60. http://dx.doi.org/10.22373/ej.v2i1.322.

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The purpose of any discourses, either spoken or written ones, is to communicate the messages to the targeted audiences. Written discourse appears to be the most cau-tious piece of work since it is a product of a well-organised and long-term writing process. To achieve the communicative purpose, an author should interpersonally interact with the targeted readers. The interpersonal interaction can be realised through the use of modalisation to express certainty and uncertainty as well as the use of attitudinal evaluation to evaluate things, events, people, situations and etc. In this case, the analysis of some extracts which are produced as guidelines for the teachers suggest that the written texts are quite convincing and evaluative as well as successful in persuading the readers. This is typical to this genre of discourse as its ultimate goal is to win over the interest of the reader in using the product. In other word, the author tries to make the text convincing and persuasive in order to win over the teachers’ interest in using the textbook in their classrooms.

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Alcón-Soler, Eva, and Deborah Tricker. "The use of ‘well’ in spoken interaction." Australian Review of Applied Linguistics 22, no. 2 (January 1, 1999): 119–33. http://dx.doi.org/10.1075/aral.22.2.08alc.

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In this study the use of "well" as a discourse marker is analysed in sixteen episodes of a television series and in two English language textbooks to illustrate what communicative language teaching can get from work on discourse analysis. Results of the analysis show that the meaning of well as a mainly interactive device signalling acceptance due to modification is present both in television series and in textbooks. However, the analysis also shows an absence of inductive and language awareness approaches to focus learners’ attention on the interactive features of “well” as a discourse marker. Further research is needed in different languages to understand the meaning and use of discourse markers and the implications of these analyses for language teaching.

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Shohamy, Elana. "Discourse Analysis In Language Testing." Annual Review of Applied Linguistics 11 (March 1990): 115–31. http://dx.doi.org/10.1017/s0267190500001999.

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Language testing is concerned with the measurement of language. Language is the trait, and how we go about measuring it is the method. Trait involves the what, and method the how of testing. This paper will focus on the interaction between the what and the how, where the perspective of the what is the domain of discourse analysis. The paper will also review studies and tests that illustrate the degree to which the domain of discourse analysis has contributed to the theory, research, and development of language testing.

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Mohammed Abbas Alkhateeb, Muna, Sebe Zeid Jawad Hassan Watoot, and Abd Ali Nayif Hasan. "An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction." Journal of Education College Wasit University 2, no. 39 (June 7, 2020): 635–44. http://dx.doi.org/10.31185/eduj.vol2.iss39.1428.

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Student-teacher language interaction is given a great environment through classrooms. Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees.

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Pinto-Coelho, Zara, Anabela Carvalho, and Eunice Castro Seixas. "News discourse and readers’ comments: Expanding the range of citizenship positions?" Journalism 20, no. 6 (May 15, 2017): 733–51. http://dx.doi.org/10.1177/1464884917707595.

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Little attention has been paid to the relation between citizens’ representation in news media and citizen participation in readers’ comments, and to the roles both discourses may play in fostering public engagement in official consultation processes. This article offers a discursive analysis of these questions by focusing on how commenters, through their uses of language in connection with news texts, address the political ordering of news discourse and their positioning therein. Using Critical Discourse Analysis and other interaction-oriented forms of discourse analysis, we examine, first, the topics and the framing of voices in news coverage and, second, the interactional order, stance markers and style features of readers’ comments. Based on data regarding a policy plan on hydroelectric power in Portugal that was submitted to public consultation, we show that citizen positionings emerging from the interaction between news texts and comments change the balance of power within the discussion, but their participatory potential is restrained by traditional citizenship regimes.

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Handayani, E. A. "Critical Discourse Analysis of Teachers’ Language in Learning Interaction." KnE Social Sciences 3, no. 9 (July 26, 2018): 613. http://dx.doi.org/10.18502/kss.v3i9.2725.

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Hewitt, Heather, Lucy McCloughan, and Brian McKinstry. "Front desk talk: discourse analysis of receptionist–patient interaction." British Journal of General Practice 59, no. 565 (August 1, 2009): e260-e266. http://dx.doi.org/10.3399/bjgp09x453774.

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Ehineni, Taiwo Oluwaseun. "A Discourse -Structural Analysis of Yorùbá Proverbs in Interaction." Colombian Applied Linguistics Journal 18, no. 1 (May 11, 2016): 71. http://dx.doi.org/10.14483/calj.v18n1.9660.

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The subject of the proverb especially in the African context has been diversely explored by studies as Yankah (1989), Obeng (1996), Owomoyela (2005) and Fasiku (2006), this study however attempts a discourse and structural analysis of Yorùbá proverbs collected from oral interviews and native Yorùbá texts. First, based on a theory of the proverb as a discourse medium, the study reveals that proverbs are used to achieve different discourse acts and communicative goals by speakers. Native speakers use the proverb as a linguistic strategy of negotiating deep ideas and intentions. Second, the paper avers that Yorùbá proverb is structurally characterized by some lexical and grammatical devices which help to reinforce its communicative intelligibility and textuality. Thus, it examines the Yorùbá proverb both functionally and formally and underscores that it is a culturally and linguistically rich significant part of the Yorùbá speech community.

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Perrett, Gillian. "Discourse analysis models for second language teaching." Australian Review of Applied Linguistics 10, no. 1 (January 1, 1987): 56–75. http://dx.doi.org/10.1075/aral.10.1.04per.

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Abstract The categories of the functional-notional syllabus are inadequate because, like the speech act theory on which they are based, they recognize only the social function of language and not its discourse function. A further difficulty is that illocutionary acts do not map onto single utterances as this approach to syllabus design appears to assume. Communicative acts in interactional discourse function both as illocutionary acts (they have an intentional effect on another participant) and as interactional acts (they have a role in structuring the discourse of the interaction). This paper discusses attempts by various discourse analysts to model this fact in three different ways: (1) to conflate both types of function into a single analysis (John Dore), (2) to code all utterances for both types of function keeping the two sets of analysis separate (Willis Edmonson) and (3) to code the two types of function in a manner which relates them to each other in a systematic manner (Gordon Wells, Jim Martin). Problems with each solution are discussed, but the need for language materials writers to take a broader view of language function is stressed.

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Wagner, Christopher J., and María González-Howard. "Studying Discourse as Social Interaction: The Potential of Social Network Analysis for Discourse Studies." Educational Researcher 47, no. 6 (May 17, 2018): 375–83. http://dx.doi.org/10.3102/0013189x18777741.

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Education researchers have extensively studied classroom discourse as a way to understand classroom structures and learning. This article proposes the use of social network analysis (SNA) as a method for discourse studies in education. SNA enables us to learn about the connections between persons and the patterns of relations within groups. This presents a novel approach to the study of discourse that may more accurately reflect current understandings of discourse as a social phenomenon. This article explains the theoretical links between SNA and the concept of discourse in education and then considers how SNA can be used to examine classroom discourse. A brief overview of promising methods is presented to provide examples of how SNA can be applied to discourse data. This article argues that continued exploration and applications of SNA could yield more complex understandings of the role of discourse in learning opportunities and outcomes.

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Heap, Cheyann J., and Emma Wolverson. "Intensive Interaction and discourses of personhood: A focus group study with dementia caregivers." Dementia 19, no. 6 (December 4, 2018): 2018–37. http://dx.doi.org/10.1177/1471301218814389.

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Introduction Societal discourses of dementia are medicalised and dehumanising. This leads to a social problem: the loss of personhood in dementia care. The communication technique Intensive Interaction, however, honours personhood. The current study aimed to explore how paid caregivers of people with dementia enact societal discourses of dementia, with and without the context of Intensive Interaction. This was to explore ways to address the loss of personhood in dementia care. Method Paid caregivers from two residential care homes attended an Intensive Interaction training day. Caregivers participated in focus groups before and after training. Transcripts of the focus groups were analysed with Critical Discourse Analysis, an approach which relates discourse to social power. Results Before Intensive Interaction training, carers accessed medical discourses of loss, non-communication and lack of personhood. ‘Being with’ people with dementia was framed as separate to paid work. After training, caregivers accessed discourses of communication and personhood. Intensive Interaction reframed ‘being with’ people with dementia as part of ‘doing work’. Family caregivers were largely absent from discourses. Care home hierarchies and the industrialisation of care were barriers towards honouring personhood. Conclusions Medical discourses of dementia reinforce a status quo whereby interpersonal interactions are devalued in dementia care, and professional ‘knowledge’ (thereby professional power) is privileged over relationships. Intensive Interaction may enable paid caregivers to access person-centred discourses and related practices. However, this requires support from management, organisational structures, and wider society. More research is needed to identify ways to involve families in residential care and to explore the effects of using Intensive Interaction in practice.

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Zeng, Huiheng, Dennis Tay, and Kathleen Ahrens. "A multifactorial analysis of metaphors in political discourse." Metaphor and the Social World 10, no. 1 (May 1, 2020): 141–68. http://dx.doi.org/10.1075/msw.19016.zen.

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Abstract The rising prominence of women in politics has sparked a growing interest in comparing the language of male and female politicians. Many researchers have explored whether gender in politics has had an impact on their metaphor styles. While these studies have been oriented qualitatively and have concentrated on the two-way interaction between metaphor and gender, the possibility that metaphor and gender may interact with other additional factors is largely overlooked. This article adopts a quantitatively oriented approach complemented with textual analysis to explore potential multiple-way interactions between ‘metaphor’, ‘gender’, ‘speech section’ and ‘political role’ in political discourse. By conducting a case study of metaphor use in Hong Kong political speeches, we found evidence of gendered metaphors and their variability according to politicians’ political roles and different rhetorical sections in their speeches.

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Hunt, Carolyn S., and Deborah MacPhee. "Using critical discourse analysis to reflect on collaborative professional learning." International Journal of Mentoring and Coaching in Education 9, no. 2 (May 12, 2020): 153–67. http://dx.doi.org/10.1108/ijmce-04-2019-0055.

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PurposeThis article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.Design/methodology/approachData presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.FindingsFindings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.Originality/valuePrevious literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

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Ali, Fariza Azkiya. "SOME FUNDAMENTAL THEORIES OF CRITICAL DISCOURSE ANALYSIS." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 7, no. 1 (May 21, 2018): 15. http://dx.doi.org/10.26618/exposure.v7i1.1068.

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This paper study explains about some fundamental theories of Critical Discourse Analysis such as focus on dominance relations by elite groups and institutions as they are being ordained and the overt sociopolitical stance of discourse analysis. Context social structure: Situations of discursive interaction are similarly part or constitutive of social structure; for example, a press conference may be a typical repetition of organizations and media institutions. That is, “local” and more “global” contexts are closely related, and both exercise constraints on discourse. Personal and social cognition: Language users as social actors have both personal and social cognition: personal memories, knowledge and opinions, as well as those shared with members of the group or culture as a whole. Both types of cognition inﬂuence interaction 006 and discourse of individual members, whereas shared “social representations” govern the collective actions of a group.

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Sharma, Bal Krishna. "Using Critical Discourse Analysis for understanding knowledge construction in English pedagogy." Bodhi: An Interdisciplinary Journal 5, no. 1 (May 6, 2013): 53–79. http://dx.doi.org/10.3126/bodhi.v5i1.8045.

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This paper makes an attempt to make a better understanding of expert-teacher interactions through an examination of discursive practices by native English speaking ‘expert’ and English teachers from Asia. I analyzed ten online interaction events with an aim to scrutinize the construction of knowledge and expertise among in an unfolding interaction, and looked particularly into claims of expertise, participants’ positioning and identity in these virtual interactions, and any hierarchical differences in their discourses that result from the power differences between the ‘expert’ and the participating teachers. In order to analyze the data, I used the critical discourse analysis (CDA) framework and draw insights from critical pedagogy. The analysis shows that the ‘expert’, positioned as the authority of knowledge, suggested solutions to challenges that the teachers in different parts of world are facing, and also articulated his view of good pedagogical practices. The analysis also reveals that the expert’s pedagogical ideologies at times compete and contrast with those of the teachers. The study, therefore, questions the effectiveness of the taken-for-granted pedagogical theories and practices from the native English speaking professionals for the teachers in the periphery countries and suggests that teachers in the receiving end need to critically evaluate appropriateness of such pedagogical practices taking consideration of the local teaching/learning contexts. Bodhi: An Interdisciplinary Journal, 5, 2011, Page 53-79 DOI: http://dx.doi.org/10.3126/bodhi.v5i1.8045

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Mityagina, Vera, and Yuliya Chemeteva. "Translation of Analytical Articles for Mass Media: Pragmatics of Discourses." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (August 2021): 29–44. http://dx.doi.org/10.15688/jvolsu2.2021.3.3.

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The paper examines the features of analytical articles in the mass media, which appear due to the interaction of different discourses that form a specific genre of media analytics. Using the material of original analytical articles written in English and German, and their published translations, the authors investigate manifestations of such characteristics as hybridity, diffuseness, intertextuality, as well as translation problems that arise during translation. Based on the analysis of scientific works on the issues of genre hybridity and diffuseness in media discourse, the authors clarify the ambiguous interpretation of the concept of diffuseness and define its boundaries with the concept of hybridity. The research also reveals the following forms of intertextuality caused by the interaction of discourses within the genre of analytical article on legal issues: reference to another text in the form of a hyperlink, citation, allusion. The analysis of fragments from analytical articles of media discourse containing manifestations of hybridity, diffuseness, and intertextuality demonstrates that a translator who is dealing with a text with these characteristics should excellently know the terminology of the basic and projective discourse in the original and target language, be aware of the neologization processes in both discourses, master stylistic transformations, and take into account the pragmatic factors caused by the interaction of the discourses.

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최건아. "Critical Discourse Analysis of Middle School Students’ Small Group Interaction." KOREAN EDUCATION ll, no. 102 (March 2015): 181–213. http://dx.doi.org/10.15734/koed..102.201503.181.

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권성미. "Critical Discourse Analysis of Middle School Students’ Small Group Interaction." KOREAN EDUCATION ll, no. 102 (March 2015): 245–71. http://dx.doi.org/10.15734/koed..102.201503.245.

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Bruti, Silvia. "Book Review: Textual Interaction: An Introduction to Written Discourse Analysis." Language and Literature: International Journal of Stylistics 11, no. 4 (November 2002): 375–78. http://dx.doi.org/10.1177/096394700201100406.

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Ibrahim, Karim. "Player-Game Interaction." International Journal of Game-Based Learning 8, no. 1 (January 2018): 1–18. http://dx.doi.org/10.4018/ijgbl.2018010101.

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This article describes how the literature on game-based foreign language (FL) learning has demonstrated that player-game interactions have a strong potential for FL learning. However, little is known about the fine-grained dynamics of these interactions, or how they could facilitate FL learning. To address this gap, the researcher conducted a pilot case study that examined the dynamics and activities that comprised gameplay in the interactions of 2 learners of Arabic as a foreign language in the simulation-management video game Baalty. Data collected through observations, thinkaloud protocol, gaming journals, gaming walkthroughs, and debriefing interview were analyzed using discourse analysis methods. An ecological approach to FL learning was used as a theoretical framework. Data analysis and interpretation demonstrated that participants interacted with the game to develop their gameplay trajectory, and to this end, they drew on and engaged with in-game FL discourses to inform experiential learning of gameplay.

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STUBBE, MARIA, CHRIS LANE, JO HILDER, ELAINE VINE, BERNADETTE VINE, MEREDITH MARRA, JANET HOLMES, and ANN WEATHERALL. "Multiple Discourse Analyses of a Workplace Interaction." Discourse Studies 5, no. 3 (August 1, 2003): 351–88. http://dx.doi.org/10.1177/14614456030053004.

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Tannen, Deborah, and Cynthia Wallat. "Medical professionals and parents: A linguistic analysis of communication across contexts." Language in Society 15, no. 3 (September 1986): 295–311. http://dx.doi.org/10.1017/s0047404500011787.

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ABSTRACTThe study is based on analysis of videotaped conversation that occurred in five different settings involving various family members and medical professionals in a single pediatric case. We examine (1) the elaboration and condensation of information through spoken and written channels; (2) the negotiation of information exchanged in interactions characterized by different participant structures; and (3) the methodological benefit of examining interaction across contexts. We find that (a) information is negotiated, as well as discovered, during the medical interviews; and (b) information exchanged is often less resilient than participants' cognitive schemas which precede and apparently outlive the exchange of information in the interaction. These findings contribute to an understanding of the negotiation of meaning as well as the creation of context in interaction. (Discourse, interactional sociolinguistics, context, doctor–patient communication, spoken and written language, schema theory)

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O’Hagan, Jacinta. "Shape shifting: Civilizational discourse and the analysis of cross-cultural interaction in the constitution of international society." Journal of International Political Theory 16, no. 2 (February 19, 2020): 190–209. http://dx.doi.org/10.1177/1755088220905039.

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The concept of civilization is intrinsic to the English School’s understanding of international society. At the same time, engagement with discourses of civilization has been an important site of contestation within the English School, with quite different narratives of the evolution, structures and dynamics of international society being articulated. I argue that deeper analysis of how different waves of English School scholars engage with discourses of civilization provides a valuable pathway for mapping the evolution of English School thought and its understanding of the structure and dynamics of international society. Discourse analysis, a method firmly embedded in interpretivist approaches, can provide us with a valuable approach to unravel the complexities of English School thinking about civilization. Applying discourse analysis to these bodies of work allows us to explore nodal points within English School debates, the layering of particular texts, and how scholars engage with strategies of juxtapositioning and counternarrative in order to reveal how subjects are positioned in hierarchies of authority and reveal previously subjugated voices in their interpretations of the constitution and evolution of international society.

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Zulkifly, Hanifah Nur, Nizaita Omar, Zulkifly Muda, Nabilah Ismail@Abd.Latif, Farah Diana Mohmad Zali, and Mohd Firdaus Jusoh. "Classroom Discourse as Institutional Interaction: From the Perspective of Conversation Analysis." Revista Gestão Inovação e Tecnologias 11, no. 4 (August 16, 2021): 4573–85. http://dx.doi.org/10.47059/revistageintec.v11i4.2485.

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In this study, classroom discourse is chosen as the subject to be analysed in terms of the basic structures of conversation analysis (CA) which are turn-taking organisation, sequence organisation, repair and action formation, as developed principally by Harvey Sacks, Emanuel Schegloff and Gail Jefferson. As a form of educational talk, classroom interaction should be scrutinised not only in a conversational perspective, but also from an institutional view. Many controversies and debates regarding this particular discourse are present from the conversation analytic point of view, indicating that it is indeed an important subject that need extended studies on. This study analyses learner-learner interaction in task-oriented, learner-centred classrooms, instead of traditional classroom interaction, from the conversation analytic perspective. It helps expanding the research on this subject to a new focus, which is modern classroom interaction.

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VOROBEVA, SVETLANA N. "EDUCATIONAL CONTEXT OF RELIGIOUS DISCOURSE." Cherepovets State University Bulletin 1, no. 100 (2021): 78–88. http://dx.doi.org/10.23859/1994-0637-2021-1-100-6.

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This paper deals with the educational orientation of religious discourse, which is the dominant feature of this type of communication. In this regard, the article provides a comparative analysis of religious and pedagogical discourses, which allows us to identify common constitutive features, show typological similarities based on a special type of relations between discourses that have developed in the process of their historical interaction at different stages of development. The socio-cultural characteristics of discourses demonstrate the unity of their goals, means and methods aimed at the formation of a spiritual and moral personality. The study uses theological, socio-cultural and discursive research methods.

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Varcasia, Cecilia. "Discourse functions in a dialogic speaking test task." Language Learning in Higher Education 9, no. 2 (October 25, 2019): 321–49. http://dx.doi.org/10.1515/cercles-2019-0018.

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Abstract This paper explores, through the use of the observation checklist and Conversation Analysis (CA), the discourse functions elicited by the dialogic task of the Free University of Bolzano (IT) speaking test. It aims to contribute to content validation, which has been claimed to be especially relevant in paired speaking tests, where interaction is co-constructed by participants. Lazaraton has argued that the investigation of the process of the assessment of speaking competences represents, for todays’ research, a question of almost the same importance as outcome scores. The paper investigates the predictions of the construct through the actual elicitation of functions in the task performance of the test. Results are analysed qualitatively with respect to informational, interactional, and management-of-interaction functions. Some quantitative analysis was also conducted to determine the relative frequency of each function. Outcomes were found to be in line with previous research in the proportion of use of the three different types of functions, informational, interactional and management of interaction. The paper finally discusses the advantages and disadvantages of exploring test content through the lenses of observation checklists and CA, the first providing a general framework in which discourse functions can be outlined, and the second providing a more fine-tuned view of the data and of the complexity of exploitation of each function.

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Philips, Susan. "Method in Anthropological Discourse Analysis: The Comparison of Units of Interaction." Journal of Linguistic Anthropology 23, no. 1 (May 2013): 82–95. http://dx.doi.org/10.1111/jola.12011.

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Kelly, Gregory J., and Teresa Crawford. "Student's interaction with computer representations: Analysis of discourse in laboratory groups." Journal of Research in Science Teaching 33, no. 7 (September 1996): 693–707. http://dx.doi.org/10.1002/(sici)1098-2736(199609)33:7<693::aid-tea1>3.0.co;2-i.

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Sutherland, Olga, Andrea LaMarre, Carla Rice, Laura Hardt, and Nicole Jeffrey. "Gendered Patterns of Interaction: A Foucauldian Discourse Analysis of Couple Therapy." Contemporary Family Therapy 38, no. 4 (September 13, 2016): 385–99. http://dx.doi.org/10.1007/s10591-016-9394-6.

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van der Zwet, Jonne, Anne de la Croix, Laury P. J. W. M. de Jonge, Renee E. Stalmeijer, Albert J. J. A. Scherpbier, and Pim W. Teunissen. "The power of questions: a discourse analysis about doctor-student interaction." Medical Education 48, no. 8 (July 9, 2014): 806–19. http://dx.doi.org/10.1111/medu.12493.

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Sokolova, Օ. V. "Hybrid texts as a form of interaction between avant-garde artistic and political discourses." Slovo.ru: Baltic accent 11, no. 1 (2020): 50–86. http://dx.doi.org/10.5922/2225-5346-2020-1-3.

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This paper explores hybrid texts as a special type of text that forms within ‘inter-discourse interaction’ and relates to the ‘convergence of discourses’. The analysis focuses on the interaction between avant-garde art and political discourses, which have been in close contact since the 20th century and have common typological features. The main methods used in this study are the linguistic pragmatic method, the linguistic poetic method, and discourse analysis. The article proposes a definition of hybridization and hybrid texts while distinguishing between the linguistic, genre, multimodal, and multimedia types of hybridization. Special cases of language hybrids are onomatopoeic hybrids, which are based on the sounds of hostilities; hybrid words formed with a hyphen or a connecting vowel; bifocal semantic hybrids; and hybrid syntactic constructions. Genre hybridization occurs in avant-garde art and poetic manifestos, decrees, and declarations. Multimodal hybrids include artistic-political texts in which a combination of codes (verbal, visual, auditory, kinesthetic, etc.) co-exists with a combination of various types of discourse. At the same time, each of the elements of a multimodal hybrid message refers simultaneously to both artistic and political reality. The multimedia type of hybridization includes texts that use innovative technologies and new media channels while combining several information transfer channels. This way, a new system of relationships is built and the possibility arises to create a new ‘total work of art’.

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Emer, J. A., and K. A. Akenteva. "Congratulation on professional holidays in the East Slavic presidential discourse: a cognitive-discourse analysis." Rusin, no. 63 (2021): 269–84. http://dx.doi.org/10.17223/18572685/63/14.

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The article examines the conceptual and compositional transformation of the genre of congratulations on professional holidays in the East Slavic presidential discourses of V.V. Putin, A.G. Lukashenko and V.A. Zelensky. The authors analyze the specificty of modeling a picture of the world in the interaction of holiday and presidential discourses within the traditionally interpersonal communication genre. In the presidential discourse, congratulations are a tool to maintain and strengthen power, a way to form necessary values and attitudes and a form of communication with professional communities, which can contribute to the development of professional identity and strengthen the prestige of the profession. Congratulations on professional holidays allow to model the image of a specialist, which, on the one hand, is determined by the socio-cultural characteristics of this society, and on the other hand, by the political attitudes of the speaker, who is the country leader with undeniable authority. As in other congratulations in the presidential discourse, the texts under consideration preserve the traditional structure of the genre and add an informational part, where the speaker models the image of a professional, choosing characteristics in accordance with their own political goals and objectives, and gives an orientation to the future. At the same time, the content of the congratulation is determined by the holiday (honoring the professional community), the speaker’s attitudes, and the current political and economic situation in the country.

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Ungureanu, Elena. "A DISCOURSE ANALYSIS OF CLASS INTERACTIONS." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (December 2020): 49–69. http://dx.doi.org/10.26755/revped/2020.2/49.

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In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities.

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Sokolova, Olga. "“Wandering” Advertising Mottos in the Russian Prose of the 1920–30s." Przegląd Wschodnioeuropejski 9, no. 2 (November 30, 2018): 275–83. http://dx.doi.org/10.31648/pw.3212.

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The article considers the study of such a form of discourses interaction as the metalanguage reflection of one set of discourse markers in another. The analysis is based on the material of advertising and aesthetic discourses (prose of the 1920s–1930s), which involves the tense meta-linguistic reflection of the writers of that time by a new linguistic and communicative situation, as laconically expressed in advertising slogans. To consider this form of discourses interaction, we use a combination of discourse analysis, communicative and linguo-poetic approaches. The article reveals that the metalanguage reflection of advertising slogans allows authors to simulate the situation of actual communication between the addresser (the sender of advertising slogans) and the addressee (the layman – reader of slogans), based on the advertising communicative strategy of deautomatization. The micro-situation of the dialogue violation is projected onto a general sociopolitical picture of a global misunderstanding between the individual and the radically changed surrounding reality.

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ZIMA, ELISABETH, and GEERT BRÔNE. "Cognitive Linguistics and interactional discourse: time to enter into dialogue." Language and Cognition 7, no. 4 (November 2, 2015): 485–98. http://dx.doi.org/10.1017/langcog.2015.19.

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abstractUsage-based theories hold that the sole resource for language users’ linguistic systems is language use (Barlow & Kemmer, 2000; Langacker, 1988; Tomasello, 1999, 2003). Researchers working in the usage-based paradigm, which is often equated with cognitive-functional linguistics (e.g., Ibbotson, 2013, Tomasello, 2003), seem to widely agree that the primary setting for language use is interaction, with spontaneous face-to-face interaction playing a primordial role (e.g., Bybee, 2010; Clark, 1996; Geeraerts & Cuyckens, 2007; Langacker, 2008; Oakley & Hougaard, 2008; Zlatev, 2014). It should, then, follow that usage-based models of language are not only compatible with evidence from communication research but also that they are intrinsically grounded in authentic, multi-party language use in all its diversity and complexities. This should be a logical consequence, as a usage-based understanding of language processing and human sense-making cannot be separated from the study of interaction. However, the overwhelming majority of the literature in Cognitive Linguistics (CL) does not deal with the analysis of dialogic data or with issues of interactional conceptualization. It is our firm belief that this is at odds with the interactional foundation of the usage-based hypothesis. Furthermore, we are convinced that an ‘interactional turn’ is not only essential to the credibility and further development of Cognitive Linguistics as a theory of language and cognition as such. Rather, CL-inspired perspectives on interactional language use may provide insights that other, non-cognitive approaches to discourse and interaction are bound to overlook. To that aim, this special issue brings together four contributions that involve the analysis of interactional discourse phenomena by drawing on tools and methods from the broad field of Cognitive Linguistics.

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Tarasova, M. V., M. K. Ogorodov, and M. L. Petrova. "TYPES OF DIALOGISM IN FRENCH NEWSPAPER DISCOURSE." Philology at MGIMO 20, no. 4 (December 20, 2019): 56–62. http://dx.doi.org/10.24833/2410-2423-2019-4-20-56-62.

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The article examines types of dialogism in French newspaper discourse and determines factors that cause dialogism in discourse and lingua-pragmatic forms of realization of its types. These factors are communicative situation and intertextuality. A communicative situation underlies two types of dialogism: the interactional dialogism, which is a speech interaction between a text author and its reader, and the interlocutive dialogism, which is the interaction of speech actors within the interview genre. Intertextuality in the form of quotations in media texts and/or text headlines creates transtextual dialogism, represented by its two forms: intertextual dialogism (speech interaction between a text author and a quotation author) and paratextual dialogism (authorization of a quotation included into the text headline by a text author). The first two types of dialogism and intertextual dialogism are characteristic of various discourse types, whereas paratextual dialogism is a distinctive feature of newspaper discourse. For discourse analysis there were selected texts of various genres from printed and electronic versions of French national and regional newspapers such as Le Monde, Le Figaro, Libération, Le Parisien and Nice-Matin.

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Kubrakova, Natalya Alekseyevna. "Using Vocabulary Activies for Improving Academic Communication Skills in English." Siberian Pedagogical Journal, no. 5 (November 18, 2020): 49–58. http://dx.doi.org/10.15293/1813-4718.2005.04.

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The article looks at how vocabulary activities in English can contribute to developing communication skills that enable graduate and postgraduate students and young scholars to tackle various academic and professional communicative tasks. The article is aimed at finding the connection between major components of academic discourse, ways of their verbalizing and improvement of academic communication in English. Methodology and methods of the study. The study focused on a wide range of vocabulary activities offered by the textbooks that are specifically tailored to teach English for academic purposes. The author took into account the complex nature of academic discourse that is allegedly comprised of scientific, professional and pedagogical discourses. The analysis of the material relied on descriptive method, content analysis and contextual analysis. The results of the study include identification of the names of participants, situations and genres, inherent in the discourses of academic interaction, and ways of explication of the values and objectives of academic discourse. Vocabulary activities associated with these discourse elements enhance learning norms and convention of academic communication and developing communicative competence. In conclusion, the author highlights that vocabulary activities connected with explication of the discourses within academic discourse are interrelated and help to achieve common goals.

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van Bergen, Geertje, and Lotte Hogeweg. "Managing interpersonal discourse expectations: a comparative analysis of contrastive discourse particles in Dutch." Linguistics 59, no. 2 (March 1, 2021): 333–60. http://dx.doi.org/10.1515/ling-2021-0020.

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AbstractIn this article we investigate how speakers manage discourse expectations in dialogue by comparing the meaning and use of three Dutch discourse particles, i.e.wel,tochandeigenlijk,which all express a contrast between their host utterance and a discourse-based expectation.The core meanings oftoch, welandeigenlijkare formally distinguished on the basis of two intersubjective parameters: (i) whether the particle marks alignment or misalignment between speaker and addressee discourse beliefs, and (ii) whether the particle requires an assessment of the addressee’s representation of mutual discourse beliefs. By means of a quantitative corpus study, we investigate to what extent the intersubjective meaning distinctions betweenwel,tochandeigenlijkare reflected in statistical usage patterns across different social situations. Results suggest thatwel,tochandeigenlijkare lexicalizations of distinct generalized politeness strategies when expressing contrast in social interaction. Our findings call for an interdisciplinary approach to discourse particles in order to enhance our understanding of their functions in language.

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Harris, Eric, Susan Lea, and Don Foster. "The Construction of Gender: An Analysis of Men's Talk on Gender." South African Journal of Psychology 25, no. 3 (September 1995): 175–83. http://dx.doi.org/10.1177/008124639502500306.

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The construction of gender and gender interactions is examined through the discourse of men's only groups. Two discourses are identified: Gender as Social Norm and Gender as Natural. These discourse can be seen, through rhetorical strategies, to construct gender in ways that are problematic for women. Of particular concern is the finding that the discourses and explanations used to construct gender generally are the same as those used to explain, and justify, gender aggression. This finding and some of it's implications are discussed.

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Tabakova, V. S., and I. A. Guseynova. "Sociolinguistic aspects of German “sambo” discourse." Issues of applied linguistics 40 (December 30, 2020): 86–111. http://dx.doi.org/10.25076/vpl.40.04.

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The article is devoted to the study of the sociolinguistic aspects of the German-language sambo discourse. The research focuses on the sports space of the discourse of sambo, human communication, social institutions, rituals in sports, and the symbolism of the sports space. Sport is seen as a social phenomenon; the characteristic features of sports discourse, the predestination of the nature of communication in German sports discourse, the role and intentions of participants in sports discourse as the main figures of interaction in the communicative space are determined; the specificity is analyzed and the characteristic features of the intersection of institutional discourses are revealed; we identify and explain the significance, semiotics and scripting in the German-language sports discourse. The main aspects that contribute to the formation of social space, sports communication and that determine the formation of sports space are revealed. Video materials in German and printed publications with German terminology were used as research and analysis material. By analyzing research materials, a complex methodology is needed, namely the use of contextual analysis, discourse analysis and functional analysis of units of German-language special vocabulary.

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Tabakova, V. S., and I. A. Guseynova. "Sociolinguistic aspects of German “sambo” discourse." Issues of applied linguistics 40 (December 30, 2020): 86–111. http://dx.doi.org/10.25076/vpl.40.04.

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The article is devoted to the study of the sociolinguistic aspects of the German-language sambo discourse. The research focuses on the sports space of the discourse of sambo, human communication, social institutions, rituals in sports, and the symbolism of the sports space. Sport is seen as a social phenomenon; the characteristic features of sports discourse, the predestination of the nature of communication in German sports discourse, the role and intentions of participants in sports discourse as the main figures of interaction in the communicative space are determined; the specificity is analyzed and the characteristic features of the intersection of institutional discourses are revealed; we identify and explain the significance, semiotics and scripting in the German-language sports discourse. The main aspects that contribute to the formation of social space, sports communication and that determine the formation of sports space are revealed. Video materials in German and printed publications with German terminology were used as research and analysis material. By analyzing research materials, a complex methodology is needed, namely the use of contextual analysis, discourse analysis and functional analysis of units of German-language special vocabulary.

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Melles, Gavin. "Producing fact, affect and identity in architecture critiques a discourse analysis of student and faculty discourse interaction." Art, Design & Communication in Higher Education 6, no. 3 (May 19, 2008): 159–71. http://dx.doi.org/10.1386/adch.6.3.159_1.

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Ramanathan-Abbott, Vai. "Interactional differences in Alzheimer's discourse: An examination of AD speech across two audiences." Language in Society 23, no. 1 (March 1994): 31–58. http://dx.doi.org/10.1017/s0047404500017668.

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ABSTRACTAssessments of the narrative abilities of patients suffering from Alzheimer's disease should consider the interactions that generate the narratives. By analyzing the discourse of an AD patient in interaction with two different interlocutors, namely her husband and the author, this study calls attention to ways in which one interaction facilitates narratives and the other does not. Previous psycholinguistic research, largely focusing on the resultant narrative, has understood the AD patient's deteriorating narrative skills as a result of the progressively debilitating nature of the disease. This is undoubtedly true, but extensive and meaningful talk is nevertheless possible, partially grounded in and constructed through social interaction. (Discourse analysis, Alzheimer's disease, narrative social interaction)

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Christina, Indri. "BRIDGING DA AND ETHNOMETHODOLOGICALLY DA." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 7, no. 1 (May 21, 2018): 8. http://dx.doi.org/10.26618/exposure.v7i1.1064.

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The aims of this paper try to discuss and present various theoretical perspectives of discursive phenomena, in specific the different research techniques widely known as, as well as the theories. Having presented the main assumptions of the approach the paper, then discusses and analyze discursive interactions’ phenomena, technologically mediated interaction or face-to-face. By concentrating on the pragmatic aspects of discourse, an ethnomethodologically approach of discourse analysis, this paper may contribute important ideas and information in media interaction studies.

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Sihombing, Indri C. "Theoretical Perspectives of Discursive Phenomena: DA and Ethnomethodologically DA." REiLA: Journal of Research and Innovation in Language 1, no. 1 (July 10, 2019): 35–38. http://dx.doi.org/10.31849/reila.v1i1.2765.

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The aims of this paper try to discuss and present various theoretical perspectives of discursive phenomena, in specific the different research techniques widely known as, as well as the theories. Having presented the main assumptions of the approach the paper, then discusses and analyze discursive interactions’ phenomena, technologically mediated interaction or face-to-face. By concentrating on the pragmatic aspects of discourse, an ethnomethodologically approach of Discourse Analysis (DA), this paper may contribute important ideas and information in media interaction studies.

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Soraya, Soraya. "The Dimension of Discourse in English Class of Higher Education." Indonesian Journal of EFL and Linguistics 5, no. 1 (May 29, 2020): 195. http://dx.doi.org/10.21462/ijefl.v5i1.242.

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The research aims to describe the dimension of discourse and identity of English lecturers. This research is conducted with a qualitative approach and content analysis method. The data source is recordings of classroom interaction of English lecturers. The data are analyzed using the classroom discourse framework of Betsy Rhymes which focuses on dimensions, namely social context, interactional context, and individual agency. These dimensions are analyzed through the source of turn takings, contextualization clues, narration, and framing. The result shows that in social context, the lecturers negotiate the interaction by giving more turns to the students, applying all the contextualization clues to accompany the utterance and supporting the interaction with narration and frame all to support students’ contribution. In interactional context, the lecturers include the experience of the students in all sources and use vernacular language. In individual agency, the lecturers include all students in a challenging and inclusive activity. The conclusion of the research is that the interaction in the classroom discourse dimension is influenced by the standard of education and the condition of students who lack confidence to speak English as the social context which influences the use of language in the class. However, the personal control of the lecturers to achieve the standard of education makes him/her manage the language use to provide context of interaction in order to make the students contribute to the interaction.

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Journal articles on the topic 'Analysis of Discourse in Interaction'

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