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1
Inagaki, Noriko. "Linguistic politeness beyond modernity : a critical reconsideration of politeness theories." Thesis, King's College London (University of London), 2008. https://kclpure.kcl.ac.uk/portal/en/theses/linguistic-politeness-beyond-modernity-a-critical-reconsideration-of-politeness-theories(7634a7e6-ec18-43b1-8564-1dc43c57ea87).html.
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Anipa, Kormi. "A critical examination of linguistic variation in Golden-Age Spanish." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624913.
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Statham, Simon James. "Redefining trial by media : towards a critical-forensic linguistic interface." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677702.
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This thesis applies critical linguistic perspectives and methodologies to reassess the participation of media discourses in the operation of criminal trails by jury in Great Britain and the United States. Trial by media has been traditionally perceived as an infrequent and high profile phenomenon which is regulated by statutes and conventions operational in these legal arenas. This research utilizes a critical-forensic interface, applying critical discourse analysis to media representations of crime alongside forensic discourse analysis of the linguistic renderings of the courtroom trial, to redefine trial by media as a systematic and routine process. The critical-forensic interface developed in this thesis reconceives the role of the media in the courtroom on a Spectrum of Trial by Media. Trial by media is reshaped as three simultaneous processes by this restructuring. Direct Trial by Media analyses the theoretical function of courtroom jurors coveted for the 'community values' they bring to the trial process in light of critical awareness of the ideological operation of discourse in constructing and maintaining crimes for readers, who are also potential jurors. Enhanced Trial by Media combines a thorough forensic linguistic examination of the discursive vulnerability of jurors in court with critical discourse analysis of the media-made crimes which fill the resultant comprehension gap. Reinforced Trial by Media examines the language strategies of courtroom advocates in constructing crimes for jurors already reliant on these media- made pre-trial conceptualisations. This thesis establishes that media constructions of crime are present at varying levels of the trial process, demonstrating that the trial by jury system itself, as well as the specific linguistic and discursive renderings of the trial in court, and the participants herein, accommodate, enhance and reinforce the systematic process of trial by media.
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Williams, Cristan. "Engaging differences linguistic diversity and critical literacy pedagogy in the classroom." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10816.
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Includes bibliographical references.<br>This study developed out of my own experiences as a high school English teacher and my engagements with the intertwined issues of language and diversity in the classroom.The study foregrounds the nature of students' and teachers' engagements with linguistic diversity and the role of the teacher in critical literacy. In South Africa there is very little classroom based research which shows how students and teachers are engaging with issues of diversity, power and inequality, post-apartheid. This research focuses on how my students and I interact with issues of linguistic diversity in an English Home Language, Grade 8 classroom context using critical literacy pedagogy as the means by which to engage with these issues.
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Saternus, Julie. "Critical Language Pedagogy: Linguistic Diversity in the First-Year Composition Classroom." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1396538686.
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Krell, Kathrin Susanne. "Modern Indo-European homeland hypotheses: A critical examination of linguistic arguments." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6792.
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Fayyad, Fawzi Ibrahim Abu. "The seven readings of the Qur'an : a critical study of their linguistic differences." Thesis, University of Glasgow, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442845.
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Müller, Torsten. "Football, language and linguistics time-critical utterances in unplanned spoken language, their structures and their relation to non-linguistic situations and events /." Tübingen : Narr, 2007. http://books.google.com/books?id=mlhiAAAAMAAJ.
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Muller, Torsten. "Football, language and linguistics : time-critical utterances in unplanned spoken language, their structures and their relation to non-linguistic situations and events." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510233.
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Muirden, Mark. "A critical evaluation of linguistic minorities from a postmodern perspective : the case of Welsh." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/361349/.
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My aim in this thesis is to consider language policy and minority languages from the viewpoint of postmodernism – a theoretical framework that has much to offer beyond mere explanation and support for the concepts of diversity and pluralism. I argue there is a shortage of texts that interrogate language policy from a postmodern perspective – notwithstanding the contributions of a relatively small group of linguists including Pennycook (2000, 2006), Wright (2000, 2004), Cameron (1995) and Edwards (1985-2003). Thus, I combine some arguments from the domain of postmodernism articulated by theorists such as Foucault (1980), Lyotard (1997), and Connor (2004) with other arguments from the fields of language policy, language ideology and minority language rights formulated by theorists such as Phillipson (1993, 2003), Crystal (2000, 2003). In the first chapter I consider how language policy and planning has developed as a subject of academic inquiry since World War II. In the second chapter I focus on a primary objective for language policymakers, namely minority language maintenance. I conclude that characteristics and trends associated with postmodernism are neither wholly supportive nor wholly unsupportive of minority language maintenance. In the third chapter, I concentrate on the minority language Welsh, tentatively concluding that a truly bilingual Wales is not achievable. In this fourth chapter, I analyse findings from my ethnographic research into Welsh language usage in Newport. I tentatively conclude once more that the Welsh Assembly Government’s bilingual objective is unachievable. Finally, I argue that postmodernism is a useful theoretical perspective for academics in the field of language policy and planning.
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Hanlon, Keith David. "Linguistic and literary aspects of romance in Kharjas in Arabic script : towards a critical edition." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316413.
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Le, Nevez Adam. "Language diversity and linguistic identity in Brittany : a critical analysis of the changing practice of Breton /." Electronic version, 2006. http://adt.lib.uts.edu.au/public/adt-NTSM20060905.165032/index.html.
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Lim, Yi-En. "A linguistic and critical study of selected works by two Singaporean writers : heteroglossia in Singaporean society." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296809.
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ヘイグ, エドワード, and Edward Haig. "The language of youth crime: a systemic functional linguistic and critical discourse study of BBC radio news." 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/11836.
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Ali, Khan Muhammad. "Social meanings of language policy and practices : a critical, linguistic ethnographic study of four schools in Pakistan." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658057.
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In this thesis, I present a study in which I investigate language-in-education policy and practices in four schools in Pakistan: School (A) and (B) are both fee-charging private English-medium schools, located in Karachi, with a wide margin between their fee structure. School (C) is a no-tuition-fee, public sector Urdu-medium school, located in Quetta, north-west of Pakistan, and School (D) is also a no-tuition-fee Urdu-medium religious school in Karachi, locally known as a Dini Madrassah. The study aimed to address the following over-arching research questions: 1) What is the relationship between the language-in-education policy of Pakistan and the everyday language practices found in its schools? '2) How do pupils, teachers and parents become socialized into the language practices of a school, in the classrooms, at school functions and in the social spaces in the school? 3) How are the languages of pupils, teachers and parents valued/legitimized or constrained by the schools' overt and covert language practices? 4) Why is a particular discursive practice legitimized in some schools but not in others? Following the critical interpretive tradition of research on multilingual classroom discourse (Martin-Jones and Heller, 1996; Heller & Martin-Jones, 2001), I combined methods and perspectives mainly from post-structuralist theory (Bourdieu, 1991), critical ethnographic sociolinguistics (Heller, 2011), and sociolinguistics (Bakhtin, 1986; Gumperz, 1982). I gathered data using a number of different methods, mainly: observation, audio-recording, note-taking, interviews, photography and the use of a questionnaire. The findings of the study suggest that there is a mismatch between the language practices observed in these schools and language policy at the government level. The language practices of the research participants are more complex than they are assumed to be at the governmental policy level and in findings of survey-based research on language-in-education in Pakistan.
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Bernard, Taryn. "A critical analysis of corporate reports that articulate corporate social responsibility." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96672.
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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In the last 15 years, growing public awareness of the negative impact of corporate activities has prompted big corporations in the mining, manufacturing and retail sectors to publish reports that communicate their awareness of environmental and social issues. These reports typically take the form of standalone corporate social responsibility (CSR) reports or integrated annual (IA) reports. The publication of these reports is not an isolated event or practice on behalf of each company; the structure and content of the reports are informed by stock exchange policies such as the King Code in South Africa, and reporting frameworks such as the Global Reporting Initiative (GRI) on an international level.
The nature of corporate social responsibility and CSR reporting has captured the interest of researchers in diverse disciplines. Scholars such as Jones (1995) and Pedersen (2006), working within business and marketing-related fields, have praised CSR reports as a “win-win” concept which encourages corporations to focus on both their financial and social performance. Conversely, scholars such as Banerjee (2003, 2007) and Redclift (2002, 2005) have criticised CSR for being a new form of “greenwashing” and a mechanism that promotes the continued dominance of financially strong institutions. Critical scholars typically adopt a neo-Marxist perspective of neoliberalism and assert that legitimate environmental protection or social transformation and equality cannot take place within the reigning economic paradigm (see Pepper 1984, 1996).
This study is a contribution to applied linguistic research into CSR and IA reports, particularly those originating from the Global South. It draws on methods developed within critical discourse analysis (CDA), systemic functional linguistics (SFL) and corpus linguistics to investigate the 2011, 2012 and 2013 CSR and IA reports of six South African companies located in the mining, retail and food manufacturing industries. Drawing on Halliday’s (1978) three metafunctions of texts, Fairclough’s (1989, 2002) three dimensional framework, as well as the Appraisal Framework (White 2001; Martin and White 2005) this study investigates the textual, representational and interpersonal meanings of the selected reports as ones that represent a new, gradually conventionalised genre within modern corporate discourse.
In summary, the study contributes to an understanding of CSR and IA reports in three ways: First, it highlights the significant role of the GRI in prescribing, and thus restricting, the structural and discursive features of CSR and IA reports. Second, the study shows how the six companies draw on a limited set of discourses in the reports which all, in some way or another, embed neoliberal ideologies. This suggests that the South African CSR and IA reports function to maintain an established, dominant ideological and discursive order. Third, the degree of reliability of the information in the reports is dependent on how the companies construct themselves in this report. In this regard, the analysis reveals that the companies use a limited set of linguistic resources to construct themselves as strategic, moral and responsible social actors. In a country marked by widespread social inequality and diminishing resources, the findings ultimately suggest that social transformation and environmental protection are unlikely to be achieved if the sustainability discourses of corporate institutions are not publically challenged.
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Gortz, Ann-Christin. "Linguistic markers as evidence for cultural awareness : a critical examination of international critiques of a South African dance company." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6840.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.<br>Bibliography<br>ENGLISH ABSTRACT: Viewing cross-cultural dance performances on international tours or as part of international
dance festivals has become common practice all over the world. For critique writers,
choreographers/ dancers and the audience the accessibility of such a diverse variety of dance
has both advantages and disadvantages. Cross-cultural differences in these performances
challenge strategies of viewing and perception which may lead to aesthetic enrichment but
these performances also risk being misunderstood. In dance critique writing, such a
misunderstanding may result in a negative critique projecting, in a worst scenario, negative
prejudices on the respective cultures.
This thesis investigates how attitudes towards, and perceptions of, cultural differences are
reflected in cross-cultural dance critiques, through the use of particular linguistic and stylistic
devices. Analysis strategies deriving from Critical Discourse Analysis and Text Analysis are
used to uncover the critique’s strategies to communicate their evaluation including ways of
persuasion and power. I analyse six critiques from three countries on the performance
Beautiful Me performed on international tours by the Vuyani Dance Theatre from South
Africa. My initial hypothesis is that cultural differences may lead to negative critiques due to
intercultural misunderstanding. Since viewing Performance Art is not only influenced by the
critique writer’s cultural background but also by their perception attitude towards the
performance, the analysis takes perception modes such as a theatre semiotic approach and a
phenomenological approach into consideration.
Interestingly, different perception modes seem to have a greater impact on the outcome of a
critique than cross-cultural differences. This means that most negative evaluations must have
their origin in the applied strategy of viewing and perceiving dance. The critic seems to
interpret and embed the perceived features of the dance performance into specific cultural or
socio-political contexts forming an individual, often complex evaluation.<br>AFRIKAANSE OPSOMMING: Om te kyk na kruiskulturele dansuitvoerings deur dansgeselskappe op internasionale toere of
as deel van internasionale dansfeeste, het wêreldwyd algemene praktyk geword. Vir kritici,
choreograwe/dansers en die gehoor hou die toeganklikheid van so ’n diverse verskeidenheid
dans sowel voordele as nadele in. Kruiskulturele verskille in hierdie vertonings daag kyk- en
waarneem-strategieë uit, wat tot estetiese verryking mag lei. Daar is egter ook ’n
moontlikheid dat hierdie vertonings verkeerd geïnterpreteer mag word. Só ’n waninterpretasie
in dansresensies mag lei tot negatiewe kritiek wat, in uiterste gevalle, negatiewe vooroordele
oor die betrokke kulture projekteer.
Hierdie tesis doen ondersoek na die wyse waarop houdings teenoor en persepsies van
kultuurverskille in kruiskulturele dansresensies deur middel van spesifieke talige en stilistiese
middele gereflekteer word. Analitiese strategieë uit die velde Kritiese Diskoersanalise en
Teksanalise word gebruik om kritici se strategieë wat ’n oordeel kommunikeer, bloot te lê. Ek
analiseer ses resensies uit drie lande wat handel oor die vertoning Beautiful Me wat deur die
Suid-Afrikaanse dansgeselskap Vuyani Dance Theatre tydens internasionale toere opgevoer
is. My aanvanklike hipotese is dat kultuurverskille aanleiding mag gee tot negatiewe kritiek
vanweë interkulturele misverstande. Aangesien die beoordeling van Uitvoerende Kunste nie
slegs deur die kritikus se kulturele agtergrond beïnvloed word nie, maar ook deur hul
waarnemingshouding teenoor die vertoning, neem die analise waarnemingsmodusse soos ’n
teater-semiotiek-benadering en ’n fenomenologiese benadering in ag.
Interessant genoeg, lyk dit asof verskillende waarnemingsmodusse ’n groter impak het op die
uitkoms van kritiek as kruiskulturele verskille. Dít beteken dat die meeste negatiewe oordele
hul oorsprong moet hê in die toegepaste strategie van dans kyk en waarneem. Dit blyk dat die
kritikus die waargenome eienskappe van die dansuitvoering interpreteer en inbed in spesifieke
kulturele of sosio-politiese kontekste wat aanleiding gee tot die verskillende, dikwels
komplekse maniere van beoordeling.
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Müller, Torsten Alexander. "Time-critical utterances in live radio football commentary : their structure and their relation to non-linguistic situations and events." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427176.
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Chimbutane, Feliciano Salvador. "The Purpose and Value of Bilingual Education : A Critical, Linguistic Ethnographic Study of Two Rural Primary Schools in Mozambique." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/667/.
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This is a qualitative, interpretive study of discourse on bilingual education in two rural primary schools in Mozambique. My aim was to explore how different views about the purpose and value of bilingual education were manifested in classroom discourse practices and how these views related to historical and socio-political processes. I combined linguistic ethnography and critical, interpretive approaches to bilingualism and bilingual education. Data was collected using different techniques, mainly observation, audio recording, note taking, and interviewing. The study showed that the main official purpose of using local languages in education in Mozambique had been to facilitate pupils’ learning. There were three sets of values associated with bilingual education in the sites in this study: pedagogical, socio-cultural and socio-economic. The use of local languages in the classrooms had been creating spaces for pupil participation and learning. I also found that the beneficiaries in the local communities focussed more on the socio-cultural value of bilingual education, which they saw as prompting the development and upgrading of their languages and associated cultural practices. The study also revealed that, with the introduction of bilingual education, participants had begun to consider the potential capital value of local languages in formal linguistic markets. The general conclusion is that bilingual education is playing a role in social and cultural transformation in the sites in this study, though its potential has yet to be fully explored.
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Barros, Maria Candida Drumond Mendes. "Linguistica missionaria : Summer Institute of Linguistics." [s.n.], 1993. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280904.
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Orientador: Roberto Cardoso de Oliveira<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Sociais<br>Made available in DSpace on 2018-07-18T08:34:31Z (GMT). No. of bitstreams: 1
Barros_MariaCandidaDrumondMendes_D.pdf: 19100703 bytes, checksum: c9cad05f2076aa74b80ad796c6f928bc (MD5)
Previous issue date: 1993<br>Resumo: Não informado.<br>Abstract: Not informed.<br>Doutorado<br>Doutor em Ciências Sociais
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Smith, Gretchen. "A Comparative Critical Discourse Analysis of the Visual and Linguistic Depictions of Women and Men in Data from Nazi Propaganda and der Spiegel Magazine." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/327.
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Critical Discourse Analysis (CDA) approaches the study and critique of social inequality by focusing on the role of discourse in the production and reproduction of dominance, which is defined as the exercise of social power by elites, institutions or groups, that results in social inequality, including political, cultural, class, ethic, racial, and gender inequality (van Dijk, 1993, pp. 249-250). One important social issue that be examined in any given culture in terms of dominance and inequality is gender. The historical discussion of the present study is used to suggest that institutions in political power have weaved a thread of propaganda throughout Germany's history that has used its citizen's sense of folk community for its own agenda and has consistently put women in the secondary role in terms of their contributions to the state. The present study examines the roles of women in Germany's democratic political culture of the present and compares these roles to roles of women in the Third Reich, based on popular media images of women and men, Nazi Propaganda and current issues of der Spiegel. Nazi propaganda is generally recognized as being highly "effective" in its potential for altering mass consciousness. Magazines like der Spiegel with wide scale distribution and political clout among readers in Germany are also in a position to influence the social environment. Some examples of linguistic and visual distortion that are illustrated by the data were selective use of direct quotation where authority is given to certain groups of people and is withheld from others, role allocation where specific groups of people are described through selective roles, and assimilation where other than the elite everyone is blended into a homogeneous group. The present study suggests this type of implicit interpretational distortion serves the same function as the Nazi propaganda in an even more effective manner precisely because it is implicit and indirect.
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Williams, Meggan Serena. "Reading the linguistic landscape: Women, literacy and citizenship in one South African township." Thesis, University of Western Cape, 2011. http://hdl.handle.net/11394/3242.
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Magister Artium - MA<br>The purpose of this study was two-fold: firstly, to do a multimodal analysis of the
multilingual signage, advertisements and graffiti present on different surfaces in the
main business hub of a multicultural community called Wesbank, situated in the
Eastern Metropole of the city of Cape Town. Signage of this nature, taken together,
constitute the „linguistic landscape‟ (Gorter, 2006) of a particular space. My analysis of the signage included interviews with a number of the producers of these
signs which reveal why their signs are constructed in particular ways with particular
languages. Secondly, I interviewed 20 mature women from the community in order
to determine their level of understanding of these signs as well as whether the
linguistic landscape of the township had an impact on their levels of literacy. The
existing literacy levels of the women being surveyed as well as those of the
producers of the signs were also taken into account. My main analytical tools were Multimodal Discourse Analysis (Kress, 2003), applied to the signage, and a Critical Discourse style of Analysis (Willig, 1999; Pienaar and Becker, 2007), applied to the focus group and individual analysis. Basic quantitative analysis was also applied to the quantifiable questionnaire data. The overriding motivation for the study was to determine the strategies used by the women to make sense of their linguistic landscape and to examine whether there was any transportation of literacy from the signage to these women so that they could function more effectively and agentively in their own environment. This study formed part of a larger NRF-funded research project entitled Township women’s discourses and literacy resources, led by my supervisor, Prof. C. Dyers. The study revealed the interesting finding that the majority of the vendors in Wesbank, especially in terms of house shops, hairdressers and fruit and vegetable stalls, are foreigners from other parts of Africa, who rely on English as a lingua franca to advertise their wares. The signage makers had clearly put some thought into the language skills of their multilingual target market in this township, and did their best to communicate with their potential customers through the complete visual image of their signs. The overall quality of the codes displayed on the signage also revealed much about the literacy levels in the township as well as language as a local practice (Pennycook 2010). While English predominated on the signs, at times one also found the addition of Afrikaans (especially in the case of religious signage) and isiXhosa (as in one very prominent advertisement by a dentist). The study further established that the female respondents in my study, as a result of their different literacy levels, made use of both images and codes on an item of signage to interpret the message conveyed successfully. Signage without accompanying images were often ignored, or interpreted with the help of others or by using one comprehensible word to work out the rest of the sign. As has been shown by another study in the larger research project, these women displayed creativity in making sense of their linguistic landscape. The study further revealed that, as a result of frequent exposure to some words and expressions in the linguistic landscape, some of the women had become familiar with these terms and had thereby expanded their degree of text literacy. In this way, the study has contributed to our understanding of the notion of portable literacy as explored by Dyers and Slemming (2011, forthcoming).
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Griffiths, Elizabeth Joyce. "English as a medium of instruction in higher education institutions in Norway : a critical exploratory study of lecturers' perspectives and practices." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14538.
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This critical exploratory study investigates the perceptions and practices of Norwegian lecturers on the implementation of a policy of English as a Medium of Instruction (EMI) at their Higher Education Institution (HEI). It focuses on their attitudes towards English usage, how they have been prepared and cope in the classroom, and looks at their language and pedagogic competences. The socio-cultural context of using English inside and outside the auditorium is explored and leads to questions of Anglo/American influence and Norwegian domain loss. The study is informed by critical Applied Linguistics (CALx), linguistic imperialism and Bourdieu’s theories on social capital and power. It examines teaching through critical pedagogy and Vygotsky’s socio-cultural theory of learning to aid understanding of classroom engagement and communication, and successful learning. This study has been informed by the critical approach to challenge normative assumptions of the use of EMI. Qualitative methods were used to collect data; twenty Norwegian teaching academics were interviewed, of whom five were observed whilst teaching. Careful coding and analysis of the data revealed surprising attitudes and perceptions varying from enthusiasm to anxiety for EMI. The participants generally accepted the top-down decision making by the administration on the increase of EMI and English usage. The influences of globalisation and commodification at HEIs combined with the rapid increase in English usage seem to have led to increased power of the management and bureaucratization. Some participants, mostly from the humanities, felt they lacked voice and agency in the implementation and their preparation for EMI, whilst some from the sciences actively embraced English and some wanted English as the working language in HEIs. There was a general feeling that more time and language resources were needed for professional development to cope with the change to EMI. All the participants worked hard to succeed in EMI; they were aiming at NS language competencies and wanted to be better at grammar, pronunciation and terminology, but seemed unaware of the pragmatic level of communication required for teaching and did not recognise the necessity of pedagogic training for EMI. There was a lack of dialogic teaching making co-constructed learning challenging and transformative pedagogy more difficult to achieve. They adapted to the multi-cultural/lingual classroom in a pragmatic manner, but were not given spaces for counter-pedagogies, critical pedagogy and the ideals of the transformative intellectual. The research reveals five areas of concern: a) inadequate English language at the pragmatic level for the demands of EMI, b) inadequate pedagogic skills for the multi-lingual and cultural classroom, c) concern over local and international students’ level of English, d) standardized, Anglo/American teaching materials leading to a lack of diversity and critical approaches, and e) the threat to academic Norwegian from international academics not learning Norwegian, the publishing reward system at Norwegian HEIs and the perceived status of English, and the resultant decline in dissemination to the general public. However juxtaposed to the above points, most participants experienced the international classroom positively and were well-received by and pleased to be in their academic Community of Practice resulting generally in an ambivalent attitude to EMI.
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Hall, James M. "A linguistic ethnography of learning to teach English at Japanese junior high schools." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.
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The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.
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Blauenfeldt, Anne. "Violent Rapists and Depraved Paedophiles: Linguistic Representation of Sex Offenders in the British Tabloid Press - A Comparative Corpus-Based Study." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21832.
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Through a combination of corpus linguistics and critical discourse analysis, this paper looks at the hidden ideological discourses surrounding sex offenders in the British media. Corpus linguistics provides an excellent framework to discover such discourse patterns and the critical discourse analysis framework helps contextualise the findings. The specific aim of the paper is to discover and compare the discourse patterns surrounding the specific nominals rapist* and paedophile* in order to see how the representations differ. The analysis uncovered that the representation of both offenders was sensationalised and full of negative and emotionally loaded words. Furthermore, it was discovered that two differing discourses were prominent for each nominal: An animalistic and bodily discourse for rapist* and a discourse of deviance and the mind for peadophile*. Lastly, it is argued that these misrepresentations are problematic as they misinform both the public and the regulation of offenders.
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Arahata, Angela Kim. "A persuasão implícita e a argumentação através dos modos narrativo e descritivo: um enfoque sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/13506.
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Previous issue date: 2011-06-02<br>The aim of this study is to examine how implicit persuasion and argumentation occurr
in editorials published in the newspaper Folha de S. Paulo regarding texture: its
formation through the textual modes, verification of how assessment is built, analysis
of rhetorical devices and application of Toulmin s rhetorical model of argumentation. I
analyze three editorials published between August and September 2010, during the
months that preceded the presidential election. Because of their social relevance,
texts that addressed the candidacy of Rousseff were chosen. The analysis of the
editorial is organized into four parts. First text structure is classified using
representational modes proposed by Reynolds (2000). Secondly, I analyze personnel
(evaluative) and interactional function (roles and mode), as proposed by Halliday
(1994), Martin (2000) and Thompson and Thetela (1995). Thirdly, I analyze the use
of rhetorical devices like voices (WAUGH, 1995), intersubjectivity (KÄRKKÄINEN,
2006), dog whistle politics (COFFIN; O HALLORAN, 2006) and smuggling of
information (LUCHJENBROERS; ALDRIDGE, 2007). Lastly, I analyze the subfunctions
of argument (REYNOLDS, 2000) and validation of the arguments
(TOULMIN, 1958). Besides these authors, directly related to methodology, I use as
reference Kitis and Milapides (1997), about crypto-argumentation, Fowler (1987) on
critical linguistics, among others. The editorial analysis showed that ASSERTIONS
do not arise at the beginning of the text. In general, the first few paragraphs have
PREDICTION and HYPOTHESISING. Also, the arguments rely on the descriptions
and narratives and voices. Modalized and implicit evaluations are quite frequent,
often under the form of smuggling of information and dog whistle and associated with
the phenomenon of logogenesis to build negative Appreciations or Judgements<br>O objetivo do presente estudo é examinar de que forma se dá a persuasão implícita
e a argumentação em editoriais publicados no jornal Folha de S. Paulo no que diz
respeito à textura: sua constituição através dos modos textuais, verificação de como
é feita a avaliação, análise de recursos retóricos utilizados com vistas à persuasão e
aplicação da Teoria de Toulmin à garantia oferecida aos argumentos. Analiso três
editoriais publicados entre agosto e setembro de 2010, nos meses que antecederam
as eleições presidenciais. Por sua relevância social, foram escolhidos textos que
tratassem da candidatura de Dilma Rousseff. A análise dos editoriais está
organizada em quatro partes. Em primeiro lugar, trato da estrutura textual utilizando
os modos representacionais propostos por Reynolds (2000). Em segundo lugar,
analiso as funções pessoal (Avaliatividade) e interacional (papéis e modalidade),
conforme proposto por Halliday (1994), Martin (2000) e Thompson e Thetela (1995).
Em terceiro lugar, analiso a utilização de recursos retóricos como vozes (WAUGH,
1995), intersubjetividade (KÄRKKÄINEN, 2006), política do apito do cão (COFFIN;
O HALLORAN, 2006) e contrabando de informação (LUCHJENBROERS;
ALDRIDGE, 2007). E, por último, analiso as subfunções do argumento
(VESTERGAARD, 2000) e a validação dos argumentos (TOULMIN, 1958). Além
destes autores, diretamente ligados à metodologia adotada, adoto como referência
Kitis e Milapides (1997), sobre crypto-argumentação; Fowler (1987), sobre linguística
crítica, entre outros. A análise dos editoriais mostrou que o argumento incisivo
(DECLARAÇÃO) não surge no início do texto. Em geral, os primeiros parágrafos
apresentam HIPÓTESE e PREVISÃO. Os argumentos, além disso, apoiam-se nas
descrições e narrações e em vozes. As avaliações modalizadas e implícitas são
bastante frequentes, assumindo muitas vezes a forma de contrabando de
informação e apito do cão e associados ao fenômeno da logogênese para construir
Apreciações ou Julgamentos negativos
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Choi, Yoon Ah. "Discourse analysis : A linguistic study of the French press's representation of the political crisis in Tahiti (2004-2005) - in Le Figaro, Le Monde and La Liberation." Thesis, University of Canterbury. School of Languages and Cultures/ French Department, 2006. http://hdl.handle.net/10092/885.
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French Polynesia went through a political crisis from 2004 to 2005 which constituted an important chapter in the history of this recently upgraded 'Pays d'Outre-mer'. After the general elections of May 2004 in Tahiti, a series of controversial events unfolded which created polarity among the local people and which destabilised the government. This research aims to study qualitatively how the Tahitian political crisis is constructed by the French press, namely, le Figaro, le Monde and la Libération. Based on the CDA framework and Halliday's systemic grammar, this research embarks on Foucault's idea of subjectivity which governs the formation of discourse, by examining the linguistic structure of the clause in the press representations. The analysis reveals that events and people from the crisis can be configured in different ways in the clausal structure, which is, to a certain degree, triggered by the subjectivity of newspapers. La Libération offers a socialist view of the crisis through its discursive constructions which are more inclusive of the local people and by showing Temaru's rise to power in an optimistic manner. As for the conservative newspaper le Figaro, power hierarchies can be observed in some representations while certain individuals' responsibilities are hidden in the clausal structure. Even le Monde, which claims to maintain a neutral ground, exposes its intellectual and critical conceits in the construction of clauses which represent Tahiti's recent political crisis.
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Martins, Simone Ruiz. "A persuasão na propaganda dirigida a crianças: uma análise sob a perspectiva da gramática sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13602.
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Previous issue date: 2012-11-08<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The marketing techniques aimed at children have lead to them desire for the act of buying, creating needs sometimes superfluous. For the modern advertising, it is clear that mass consumption is only possible if the producer expresses a persuasive message under a guise of information (FUERTES-OLIVERA et al., 2001). Advertisers attract potential buyers through the use of different devices that have the text addressed as coauthors of advertising (Myers, 1994), matching the ads to talk, and showing persuasive trends (Rush, 1998). Authors such as Tanaka (1994) and Campos Pardillos (1995) emphasized the importance of these strategies in advertising, because this genre is a suitable example of covert communication. In this sense, they emphasized that successful advertising avoids pushing consumers to buy, but persuades them to that direction. The survey results indicate that the language in this context is not only verbal, but rather the images of characters from children's interests occupy most of the advertising, taking to the establishment of the persuasive power of this way of communication. Although we deal with multimodal texts daily, the phenomenon of the multi modal or composite text is a challenge for discourse analysts, particularly those working with linguistic tools fashioned to account for verbal texts. (MACKEN-HORARIK, 2004). This research, supported by the Systemic Functional Grammar and Linguistic Critical, aims to examine the food advertising addressed to children, focusing attention to create needs sometimes superfluous by analyzing the lexical-grammatical choices that are worth to persuade this segment of the population. With this purpose in mind, it should answer the following research questions: (a) what are the needs created in advertisements aimed at children? (B) these ads become effective by doing what?<br>As técnicas de marketing direcionadas ao público infantil têm desencadeado nas
crianças o desejo pelo ato de compra, criando nelas necessidades por vezes
supérfluas. Para a propaganda moderna, está claro que o consumo de massa é
somente possível se o produtor expressar uma mensagem persuasiva sob a
máscara de informação (FUERTES-OLIVERA et al., 2001). Os publicitários seduzem
os compradores em potencial através do uso de diferentes artifícios textuais que
apresentam os endereçados como coautores da propaganda (MYERS, 1994),
igualando as propagandas à conversa, e exibindo modismos persuasivos (RUSH,
1998). Autores como Tanaka (1994) e Campos Pardillos (1995) enfatizaram a
importância dessas estratégias na propaganda, pois este gênero é um exemplo
adequado de comunicação camuflada. Nesse sentido, eles enfatizaram que a
propaganda bem sucedida evita empurrar os consumidores a comprar, mas os
persuade nessa direção. Os resultados da pesquisa indicam que a linguagem nesse
contexto não é exclusivamente verbal, mas pelo contrário as imagens de
personagens de interesse infantil ocupam a maior parte da propaganda,
respondendo pelo estabelecimento da força persuasiva desse meio de
comunicação. Embora lidemos com textos multimodais diariamente, o fenômeno do
texto multimodal ou composto é um desafio para analistas do discurso,
particularmente os que trabalham com ferramentas linguísticas moldadas para o
texto verbal (MACKEN-HORARIK, 2004). A presente pesquisa, apoiada na
Gramática Sistêmico-Funcional e na Linguística Crítica, tem por objetivo examinar a
publicidade de alimentos endereçada ao público infantil, enfocando a atenção para
criação de necessidades por vezes supérfluas através da análise das escolhas
léxico-gramaticais de que se vale para persuadir esse segmento da população. Com
esse objetivo em mente, deverá responder às seguintes perguntas de pesquisa: (a)
quais são as necessidades criadas nas propagandas dirigidas ao público infantil? (b)
de que se valem essas propagandas para tornarem-se efetivas?
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Barthus, Tatum Terri. "Telling tales of identity: an interpretation of women's narratives." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1331_1365584189.
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<p>This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo<br>s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo<br>s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo<br>s experiences.</p>
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Nkhoma-Darch, Agnes Georgina Che-Jika. "A critical analysis of the linguistic and educational challenges facing Border-straddling speech communities, with special reference to the Nyanja-Chewa-Mang'anja cluster of Southeastern Africa." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11659.
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Bibliography: leaves 100-112.<br>The dissertation argues for the adoption of a new socio-linguistic concept, the "Border-Straddling Speech Community" in place of the more commonly used 'cross-border' or 'trans-border languages'. The concept is to be understood to refer to socially defined speech communities divided by political borders, and implicitly in Africa almost always applies to perceived 'minority' languages. Such African languages are partially invisible, disguised or hidden by the arbitrary nature of the colonial borders of African states. The dissertation examines some European and some African examples of border-straddling speech communities and identifies some of their typical characteristics. The fractured Nyanja-Chewa-Mang'anja speech community of Malawi, Zambia and Mozambique is examined in detail, in terms of its history and its present educational potential. The language is also spoken in Tanzania and Zimbabwe. In this case, the total number of speakers, although spread across five countries, would justify the wider use of the language in education if meaningful inter-state co-operation could be achieved. Finally the dissertation discusses the possible application in Africa of an educational policy favouring mother tongue education across state borders.
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Jonsson, Daniel. "Så skriver de om brotten." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185010.
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The purpose of this study was to investigate the differences and similarities in the crime journalism of the two swedish newspapers Aftonbladet and Dagens Nyheter. Both general similarities and differences and those that concern the gender of the victim and perpetrator were investigated. I also looked at which type of actor that was given most room to speak in the articles. The theoretical perspectives and previous research that were used in this study was agenda setting, framing, news evaluation, journalistic rules, studies about gender in news media and studies about crime journalism. The methods that were used was a quantitative content analysis and critical linguistic. The study was conducted on a selection of 200 articles (100 from each newspaper) for the quantitative content analysis and 8 articles for the critical discourse analysis. The study focused on five different types of crime: assault, rape, murder, robbery and attempted murder. The study showed several similarities between the two newspapers One was that murder for example was the by far most covered type of crime in both Dagens Nyheter and Aftonbladet. The main differences concerned what was prioritized in the newspaper's news evaluation. The main differences that were found were between articles about male and female victims and perpetrators. Women were always framed as victims while men almost completely disappeared in the text if the perpetrator was female. Male perpetrators were also framed as ruthless and dangerous to a larger extent than female perpetrators.
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Nyström, Karin. "Film as a Tool in English Teaching : A Literature Review on the use of Film to develop Students’ linguistic Skills and critical Thinking in Upper Secondary EFL Classrooms." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30811.
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Due to the fact that adolescents are familiar with so many different media and technology resources today, learning in a conventional way is no longer effective. The aim for this literature review was to analyse what research shows about the use of film as a teaching tool in English to develop students’ linguistic and critical thinking skills in upper secondary EFL classrooms. The results disclosed that film can improve students’ linguistic skills and critical thinking. One reason for this is that film is already such a large part of students’ lives and provides a meaningful and familiar context for them and that film offers visual support. Studentsʼ felt motivated to see and experience “real-life” situations as opposed to reading the conventional textbook. Interaction between the students also proved to be vital in developing their language skills. Results also showed that it is imperative that teachers present film not only as a tool of entertainment, but one for teaching as well. This can be done by creating contextualized assignments related to the film. The literature review concluded that there are gaps in knowledge of this subject and that further research is desirable.
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Sadjadi, Seyed Bakhtiar. "Investigating the subject's identity : the critical treatment of the Lacanian-Althusserian dialectic and subjectivity formation in James Joyce's 'A Portrait of the Artist as a Young Man'." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/112123.
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Critically examining the Lacanian and Althusserian theories of the subject, this thesis explored the theoretical problems and methodological premises of a converged version of both theories. The central argument the present thesis seeks to demonstrate is that the Lacanian-Althusserian dialectic provides a more comprehensive and effective account of the process of the subject formation than a purely psychoanalytical or structuralist Marxist analysis of the term. After a critical study of the way the subject is positioned between language and ideology in contemporary critical theory the thesis proceeds to investigate the subject-object relation in the Cartesian and Hegelian subjects. Conceived of as the convergence of lack and material, the Lacanian-Althusserian dialectic focuses on the close affinity between the Lacanian notion of linguistic alienation and the Althusserian concept of ideological interpellation. The subject’s alienation with what is called in the thesis ‘ideological signifier’ is considered as the result of direct and dramatic modes of interpellation in both language acquisition process and the mature phase. The major theoretical premises of this model include the following: first, identity functions through, and because of, the ‘inter-subjective dialectic’ and an ‘intra-subjective lack.’ Identity is never fully constituted because of this antagonism, and thus remains ‘incomplete.’ Secondly, the subject is ideologically constituted through language. The mechanism through which both language and ideology construct a subject never permits the subject enjoying a state of full identity with ideological signifiers. Thirdly, the subject’s identity is represented in the language exposed to and, later, reproduced by him/her. In order to demonstrate a practical reading of subjectivity formation in terms of this critical approach the present research applies it to James Joyce’s A Portrait of the Artist as a Young Man (1916). The process of the subject formation has been analysed through the subject’s alienation/interpellation by the ISAs. Also, the inter-subjective dialectic between different subjectivities of the subject’s identity has been investigated. The thesis demonstrates that identity reconstruction represented in the novel is a complicated and ongoing process, which begins with disillusionment, goes through materialization of epiphany, and ends with inventiveness in language. This process has been represented as a move from ideological to non-ideological subjectivity through artistic creativity. The exploration of the aesthetics of language is crucial to the analysis of the reconstruction of Stephen Dedalus’ identity in that it happens in and through language.
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Kerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.
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Rabo, Olga. "Gender Stereotypes in Online News Headlines: A Critical Discourse Analysis of Online News Headlines Around the Case of Ksenia Sobchak." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22606.
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This thesis is a critical analysis of the discourses used in online news headlines to reporttwo events that took place during 2018 Russian Presidential debates (on February 14,2018 and March 14, 2018) and focused on Ksenia Sobchak, the only female presidentialcandidate of the 2018 election. By analyzing 52 headlines published in Russia’s mostpopular and most read online news outlets, the purpose of this study is to investigatewhether there are any gender stereotypes used by the journalists to create a particularrepresentation of Sobchak, and to understand if, through this representation, a particularideology is put forward. The framework used to carry out the research is based onFairclough’s critical discourse analysis method combined with a sociolinguisticapproach influenced by Halliday. The application of this framework resulted in studyingthe three interrelated elements of discourse: sociocultural practices, which explore therole of women in the Russian political arena and put headlines under analysis into animmediate context; discourse practices, which focus on the peculiarities of online newsproduction, particularly headlines; and linguistic analysis of the headlines themselves,in which lexical choice, quotation patterns, and transitivity analyses were performed.The analysis revealed that headlines include hidden gender stereotypes, which alignwith Russia’s patriarchal ideology and which are used to represent Sobchak lessfavourably in comparison to her male opponents.
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Norrback, Jan. "Ansvar utan makt? : En kritisk diskursanalys av gymnasieskolans styrdokument ur ett professionsteoretiskt perspektiv." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34292.
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The teacher's situation in upper secondary school today is strongly influenced by several factors, both inside and outside the school's walls. One of these factors are the national steering documents that are designed to regulate the educational activities: school law, curriculum and other regulations. The professionalism in the knowledge-based work has changed from being regulated within the profession to be used as a tool for controlling service personnel by the organisation (Evetts 2009, 2013). Based on a professional theoretical perspective and with critical discourse analysis as a method, this study focuses on: 1. To investigate how the teachers’ assignment appears in the steering documents, and what kind of professionalism that is emerging. 2. To investigate the ability of a professional teacher to act based on what appears in the steering documents regarding the characteristics of a profession. 3. The various regulatory documents’ content and formulations linked to previous research, i.e. if it is possible to connect the analysis of control documents with national research on the teacher's professional role and assignment. The result shows that signs of the teacher's autonomy, discretion, self-control and expertise - characteristics of a profession - are not present in the steering documents, and instead the discourse of control used by the organization seems to have taken a clear place. With documentation requirements, grades based on standardized knowledge requirements and focus on goal attainment, the governing documents seem to limit and shrink the teacher's discretion, which leads to the assumption that the teacher demands greater responsibility, but is given less opportunity to act as a professional.
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Vernet, Samuel. "Discours, idéologies linguistiques et enseignement du français à l'Université de Moncton." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL021/document.
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L’objectif de cette thèse est d’étudier les discours et les idéologies linguistiques présentes dans l’enseignement du français à l’Université de Moncton, en Acadie du Nouveau-Brunswick (Canada), région francophone minoritaire. A travers les concepts clés que sont les « idéologies », le « discours », les « normes linguistiques », l’objectif est de comprendre quels sont les discours et les idéologies qui circulent dans l’enseignement du français. Quels discours sont légitimes, dominants ? Comment et pourquoi certains deviennent hégémoniques ? Quels enjeux de pouvoir, quels intérêts, des acteurs sociaux (professeurs, étudiants, personnels) révèlent-ils ? Et de quelles idéologies sont-ils les actualisations ? Comment et pourquoi ces idéologies sont investies par ces acteurs, qui en a le bénéfice ? De manière générale, il s’agit d’interroger le rôle de l’enseignement du français dans la construction idéologique : c’est-à-dire quelles idéologies l’enseignement contribue-t-il à construire / diffuser / reproduire ? Il s’agit aussi d’interroger le rapport à la langue des personnes, en regard des changements certes linguistiques, mais aussi économiques, sociaux, politiques.Ces questions ont été investiguées au moyen d’une enquête ethnographique d’un an dans les locaux de l’Université de Moncton. Différentes méthodes de recueil de données ont été mises en place : observation participante (notamment des cours de français obligatoires, qui ont été suivis durant un semestre), entretiens avec les étudiants et les professeurs, collecte de documents et de rapports internes (pour saisir les aspects institutionnels). L’ensemble des données forment un corpus de discours analysé au moyen de l’analyse critique de discours et de l’analyse argumentative de discours. Il s’agit donc d’une démarche interprétative, la mieux à même selon moi, de proposer une vision fine de dynamiques sociolinguistiques complexes.Les analyses révèlent une volonté d’enseigner un français dit standard, forme idéalisée, supposée stable et plus ou moins universelle, ce qui lui confèrerait une importance et une utilité plus grande dans l’espace public. Or, dans le même temps, la conscience aigüe des enjeux identitaires derrière les questions linguistiques impose aux professeurs de traiter la question des vernaculaires, et notamment du chiac. Quelle place leur faire ? Comment les gérer en classe ? En d’autres termes, la présence à la fois d’une idéologie du standard très implantée et de discours liés à la diversité linguistique et à la protection des identités, crée une série de tensions et de négociations qui sont analysées dans cette thèse.Suivant l’orientation que je donne à l’étude des idéologies, ces tensions sont analysées en termes de rapports de pouvoir institutionnalisés et de processus de domination, et vues comme potentiellement créatrices de discriminations et d’inégalités. Ces dynamiques sont observées dans leur rapport avec une situation de minorisation, c’est-à-dire en ce que la minorité (au sens démographique du terme) peut être le résultat de rapports de forces, mais aussi dans sa capacité à en générer d’autres ou à en dissimuler<br>The purpose of this thesis is to study the discourses and the linguistic ideologies present in the teaching of French at the Université de Moncton, in New Brunswick’s Acadia (Canada), a francophone minority region. Through the key concepts that are “ideologies”, “discourses” and “linguistic norms”, the aim is to understand what discourses and ideologies are circulating in French teaching. What discourses are legitimate, dominating? How and why do some of them become hegemonic? What stakes, interests, do the social actors reveal (professors, students, and staff)? Of what ideologies are these discourses the actualization? How and why are these ideologies invested by these actors, who benefits from them? In general, it is a matter of questioning the role of French teaching in the construction of ideologies: that is to say what ideologies teaching participates to build / spread / reproduce? Furthermore, the relation of people to language should be questioned, in regards to the changes that are indeed linguistic, but also economic, social, political.These questions have been investigated by a year-long ethnographic inquiry in the premises of the Université de Moncton. Different methods of data gathering were set up: participant observation (especially of the obligatory French courses during a whole semester), interviews with students and professors, collecting documents and internal reports (to grasp the institutional aspects). All these data form a corpus of discourses, analysed using critical discourse analysis and argumentative discourse analysis. It is, then, an interpretative approach, which is in my opinion, the best to offer an accurate view of complex sociolinguistic dynamics.These analyses reveal a willingness to teach a French called “standard”, an idealized form, supposed to be stable and more or less universal, which could grant it an importance and a greater utility in public space. But at the same time, the acute awareness of identity issues behind linguistic subjects requires teachers to address the “vernaculars” issue, especially the Chiac. What place could they have? How to handle them in class? In other words, the presence of both a very implemented standard ideology and discourses about linguistic diversity and the protection of identities, creates a series of tensions and negotiations that are analysed in this thesis.Following the orientation I give to the study of ideologies, these tensions will be analysed in terms of institutionalized power relations and domination processes, and seen as potentially generative of discriminations and inequalities. These dynamics are observed in their link to a situation of minorization. That is to say, the way minority (in its demographic meaning) can be the result of power relations, but also has a capacity to generate or dissimulate other power relations
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Lipembe, Pembe Peter Agustini. "Exploring the micro-social dynamics of intergenerational language transmission :a critical analysis of parents's attitudes and language use patterns among Ndamba speakers in Tanzania." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5270_1297836275.
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<p>The study has several implications<br>for general theoretical traditions it highlights the point that ambivalent attitudes and incomplete language use are responsible for gradual language decline. Previous studies while acknowledging the role of community based, intuitive conditions on language maintenance and shift, did not show how the process occurred. For policy the study aims toward sensitizing policy makers and raise their awareness about the dire situation in which minority languages currently are in. This would ensure that politicians, bureaucrats, and other state authorities could implement policy decisions that guarantee protection of minority languages and enhance their vitality. One policy strategy that could ensure revitalization of minority languages would be to include them in the school curriculum as supplementary approach to the effort of the home and the community, as McCarty (2002, quoted in Recento, 2006) observes that schools<br>[&hellip<br>] can be constructed as a place where children can be free to be indigenous in the indigenous language &ndash<br>in all of its multiple and everchanging meanings and forms.</p>
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Wikström, Rebecca. "Who Is to Blame? : An Ecolinguistic Analysis of the Portrayal of Human and Non-Human Animals in the Initial Phase of the Corona Crisis." Thesis, Linköpings universitet, Avdelningen för språk, kultur och interaktion, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177352.
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The corona virus has spread steadily and led to consequences on a larger scale than anyone could have imagined, and it is not at all surprising that we want to find someone to hold responsible. Who is to blame for this terrible situation that we have to live through? By taking an ecolinguistic approach, primarily inspired by Arran Stibbe (2021), this study explores how human and non-human animals are being blamed for the corona crisis in a corpus based on 15 news articles. To demonstrate blame through linguistic portrayal, the data are processed through four different lenses: facticity, appraisal, erasure and salience. The study finds that both human and non-human animals in general are portrayed as being to blame for the corona crisis. However, bats are most frequently portrayed as the responsible entity and human blame is often downplayed by linguistic erasure. Ecolinguistics can convey how language establishes asymmetries between groups and uncover how those asymmetries have an effect upon a broader social context. With this in mind, the way the texts blame entities for the corona crisis has real-life consequences. Firstly, non-human animals risk being killed to reduce the spread of the virus based on shallow arguments and groundless evaluations. Secondly, human blame risks not being evaluated properly and therefore there is a risk that harmful human behaviour can continue.
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Lennon, N. J. "Towards a game theoretic critical linguistics." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517238.
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Tienken, Susanne. "Alltagsgattungen und der Ort von Kultur : Sprachwissenschaftliche und kulturanalytische Studien anhand von Milchverpackungen in Deutschland und Schweden." Doctoral thesis, Stockholms universitet, Institutionen för baltiska språk, finska och tyska, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8248.
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The present dissertation examines how culture in terms of webs of significance comprises even everyday genres, and how everyday genres in turn partake in creating cultural contexts. The theoretical cornerstones of this study are to be found in a dialogical notion of context and a semiotic notion of culture. Furthermore, the study benefits from the analytical concept of communicative genre by which texts can be set in the broader context of societal or socio-cultural relevancy. The methodological framework – with contrastive viewing as an overall heuristic approach – has been developed by combining elements from linguistic hermeneutics, literary cultural analysis, and critical discourse analysis. The study shows that the most significant trait of Swedish milk package texts is the recontextualization of national historical topics, closely entangled with elements of school discourse and children’s literature. This endows the texts with a certain socio-cultural meaning, even though this meaning is dependent on other interactive resources. However, on recent milk packages, changes of communicative patterns can be seen, indicating socio-cultural change. The most significant trait of German milk packages is – besides the ubiquitous use of fresh generating an advertising context – the recontextualization of the fictionalizing topos of locus amoenus, closely intertwined with control and surveillance. The contrastive viewing of 19th-century texts in the dissertation makes clear that contemporary German milk packages still imply urban-bourgeois perspectives on rurality. Finally, the study shows that culture in terms of webs of significance has no location where it is, but a location where it is represented – for instance in everyday genre texts. It illustrates how linguistic hermeneutics can be done.
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Fitzpatrick, Lesley Maria Gerard. "Inventing cultural heroes : a critical exploration of the discursive role of culture, nationalism and hegemony in the Australian rural and remote health sector." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16371/.
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Rural and remote areas of Australia remain the last bastion of health disadvantage in a developed nation with an enviable health score-card. During the last ten years, rural and remote health has emerged as a significant issue in the media and the political arena. This thesis examines print media, policy documents and interviews from selected informants to ascertain how they represent medical practitioners and health services in rural and remote areas of Australia, why they do so, and the consequences of such positions. In many of these representations, rural and remote medical practitioners are aligned with national and cultural mythologies, while health services are characterised as dysfunctional and at crisis point. Ostensibly, the representations and identity formulations are aimed at redressing the health inequities in remote rural and Australia. They define and elaborate debates and contestations about needs and claims and how they should be addressed; a process that is crucial in the development of professional identity and power (Fraser; 1989). The research involves an analysis and critical reading of the entwined discourses of culture, power, and the politics of need. Following Wodak and others (1999), these dynamics are explored by examining documents that are part of the discursive constitution of the field. In particular, the research examines how prevailing cultural concepts are used to configure the Australian rural and remote medical practitioner in ways that reflect and advance socio-cultural hegemony. The conceptual tools used to explore these dynamics are drawn from critical and post-structural theory, and draw upon the work of Nancy Fraser (1989; 1997) and Ruth Wodak (1999). Both theorists developed approaches that enable investigation into the effects of language use in order to understand how the cultural framing of particular work can influence power relations in a professional field. The research follows a cultural studies approach, focussing on texts as objects of research and acknowledging the importance of discourse in the development of cultural meaning (Nightingale, 1993). The methodological approach employs Critical Discourse Analysis, specifically the Discourse Historical Method (Wodak, 1999). It is used to explore the linguistic hallmarks of social and cultural processes and structures, and to identify the ways in which political control and dominance are advanced through language-based strategies. An analytical tool developed by Ruth Wodak, Rudolf de Cillia, Martin Reisigl and Karin Leibhart (1999) was adapted and used to identify nationalistic identity formulations and related linguistic manoeuvres in the texts. The dissertation argues that the textual linguistic manoeuvres and identity formulations produce and privilege a particular identity for rural and remote medical practitioners, and that cultural myth is used to popularise, shore up and advance the goals of rural doctors during a period of crisis and change. Important in this process is the differentiation of rural and remote medicine from other disciplines in order to define and advance its political needs and claims (Fraser, 1989). This activity has unexpected legacies for the rural and remote health sector. In developing a strong identity for rural doctors, discursive rules have been established by the discipline regarding roles, personal and professional characteristics, and practice style; rules which hold confounding factors for the sustainability of remote and rural medical practice and health care generally. These factors include: the professional fragmentation of the discipline of primary medical care into general practice and rural medicine; and identity formulations that do not accommodate an ageing workforce characterised by cultural diversity, decreasing engagement in full time work, and a higher proportion of women participants. Both of these factors have repercussions for the recruitment and retention of rural and remote health professionals and the maintenance of a sustainable health workforce. The dissertation argues that the formulated identities of rural and remote medical practitioners in the texts maintain and reproduce relationships of cultural, political and social power. They have also influenced the ways in which rural and remote health services have been developed and funded. They selectively represent and value particular roles and approaches to health care. In doing so, they misrepresent the breadth and complexities of rural and remote health issues, and reinforce a reputational economy built on differential professional and cultural respect, and political and economic advantage. This disadvantages the community, professions and interest groups of lower value and esteem, and other groups whose voices are often not heard. Thus, regardless of their altruistic motivations, the politics of identity and differentiation employed in the formulated identities in the texts are based on an approach that undermines the redistributive goals of justice and equity (Fraser 1997), and works primarily to develop and advantage the discipline of rural medicine.
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Pane, Debra Mayes. "The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/109.
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Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions.
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Marcelino, Betsemens Barbosa de Souza. "A música e a sua influência na vida de jovens e adolescentes envolvidos no projeto Superhação : uma análise crítica do discurso." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/207.
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Previous issue date: 2015-10-05<br>Esta dissertação apresenta o resultado de um estudo sobre a música e a sua influência na vida de jovens e adolescentes envolvidos no Projeto SUPERHAÇÃO que visa à prevenção do uso de drogas, e está em funcionamento na Escola Estadual Mário Spinelli, em Sorriso-Mato Grosso. A pesquisa buscou compreender o significado identificacional por meio das categorias de modalidade e avaliação presentes nos enunciados dos jovens e adolescentes em contexto de violências, alcoolismo e uso de drogas. A metodologia pautou-se numa pesquisa de cunho qualitativo e quantitativo, com a aplicação de questionário e realização de entrevistas. A fundamentação teórica baseia-se na perspectiva da Análise Crítica do Discurso (ACD), defendida por Norman Fairclough (2001; 2003a), e na linguística sistêmica-funcional de Halliday (1994), que, sob a perspectiva identitária na pós- modernidade, discutida em Stuart Hall (2006), Manuel Castells (1999), Moita Lopes (2003) e Zygmunt Bauman (2001), serviram como suporte embasador às análises aqui efetuadas. Os resultados enaltecem a relevância do Projeto SUPERHAÇÃO para os adolescentes, e evidenciam uma grande conexão entre estes e a música. Tais resultados mostram ainda que a música em língua inglesa tem assumido espaço cada vez mais significativo em suas vidas, o que justifica a evidente relação afetiva e a forte vontade de que a mesma esteja presente nas aulas de inglês. Assim, numa visão crítica e emancipatória1, a prática musical na vida dos jovens e adolescentes se torna uma ferramenta para se trabalhar a prevenção do uso de drogas, pois pode ser um espaço de debates reflexivos que atingem aspectos mais profundos do caráter humano de cada sujeito, agindo diretamente em elementos de sua identidade2, bem como é indicada como um mecanismo potencial de enfretamento das adversidades sociais.<br>This dissertation presents the result of a study about music and its influence in the life of youth and adolescents who are involved on the SUPERHAÇÃO Project, which aims preventing drug use and has been running at the public school Mario Spinelli in Sorriso, Mato Grosso State. The research sought to comprehend the identificacional meaning through the modality and evaluation categories that are present in the statements of youth and adolescents within a context of violence, alcoholism and drug use. The methodology was based on a qualitative and quantitative nature of research and used the application of questionnaires and interviews. The theoretical framework is based on the perspective of Critical Discourse Analysis (CDA), defended by Norman Fairclough (2001, 2003a); and on the Systemic-Functional Linguistic from Halliday (1994), that, under an identity perspective in postmodernity, discussed in Stuart Hall (2006), Manuel Castells (1999), Moita Lopes (2003) and Zygmunt Bauman (2001), served to support the analysis made here. The results extol the importance of SUPERHAÇÃO Project to the adolescents and evidence a great connection between them and the music. The results also show that music in English has taken on increasingly significant place in their lives, which explains the obvious emotional relationship and students’ strong will that music be present in English class. Thus, in a critical and emancipatory view, the musical practice on youth and adolescents lives become a tool to work drug use prevention, for it may be a place for reflective discussions that reach deeper aspects of the human character of each individual, acting directly on elements of their identity, and is indicated as a potential mechanism to face social adversity.
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Alencar, André Luiz Siqueira. "Representação da falência do Lehman Brothers durante a crise financeira de 2008 em editoriais americanos e brasileiros: um enfoque crítico da gramática sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21684.
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Previous issue date: 2018-10-23<br>Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq<br>The objective of this dissertation is the critical analysis of the representation made by the media regarding the bankruptcy of Lehman Brothers, one of the largest banking institutions in the world, as well as the actors involved. There are always different ways of saying the same thing, and these modes are not accidental alternatives. Differences in expression bring ideological distinctions, and thus differences of representation. In the decade of 2008, the world went through an economic recession triggered by US mortgage lending, which led to bank failures, unemployment and rising poverty. Lehman Brothers’ bankruptcy is considered one of the most important milestones of the 21st century, equated only with the terrorist attacks of September 11. The analysis will be made in editorials of two newspapers: Folha de S.Paulo and The New York Times, with basic support of the Systemic-Functional Grammar (SFG). The SFG’s theoretical-methodological proposal makes it possible to relate the lexicographic choices of the text microstructure to the macro structure of ideology and force relations, establishing a link between social and individual, macro and micro, social and cognitive typology. This type of approach is especially useful in examining the discourse of different groups with specific ideological characteristics. For SFG, language has the function of constructing three meanings – or metafunctions: ideational (information), interpersonal (interaction) and textual (linguistic organization of metafunctions). SFG also involves Critical Linguistics, to which any aspect of the linguistic structure carries ideological significance – lexical selection, syntactic choice, etc. The research should answer the following questions: (a) How can ideational metafunction, through transitivity, construct the representation concerning Lehman Brothers bankruptcy? (b) What role do interpersonal metafunctions have, through modality and evaluativeness, in this process? The results show that the Brazilian editorial “Cada vez pior” describes and narrates the negative aspects of the crisis, however, without positioning against or in favor of the issue, while the American editorial “Wall Street Casualties” also describes and narrates, but suggests positive aspects of the collapse<br>O objetivo desta dissertação é a análise crítica da representação feita pela mídia com referência à falência do Lehman Brothers, uma das maiores instituições bancárias do mundo, bem como aos atores envolvidos. Há sempre modos diferentes de dizer a mesma coisa, e esses modos não são alternativas acidentais. Diferenças em expressão trazem distinções ideológicas, e assim diferenças de representação. Na década de 2008, o mundo passou por uma recessão econômica desencadeada pelos empréstimos hipotecários americanos, que acarretaram falências bancárias, desemprego e aumento da pobreza. A falência do Lehman Brothers é considerada como um dos marcos mais importantes do século XXI, igualado somente aos ataques terroristas de 11 de setembro. A análise será feita em editoriais de dois jornais: a Folha de S.Paulo e o The New York Times, com apoio básico da Gramática Sistêmico-Funcional (GSF). A proposta teórico-metodológica da GSF possibilita relacionar as escolhas léxicogramaticais da microestrutura do texto com a estrutura macro da ideologia e das relações de força, estabelecendo um elo entre o social e o individual, o macro e o micro, o social e o cognitivo. Esse tipo de abordagem é especialmente útil no exame do discurso de diferentes grupos com características ideológicas específicas. Para a GSF, a língua tem a função de construir três significados – ou metafunções: ideacional (informação), interpessoal (interação) e textual (organização linguísticas das referidas metafunções). A GSF envolve também a Linguística Crítica, para a qual qualquer aspecto da estrutura linguística carrega significação ideológica – seleção lexical, opção sintática, etc. A pesquisa deve responder às seguintes perguntas: (a) Como a metafunção ideacional, por meio da transitividade, pode construir a representação referente à falência do Lehman Brothers? (b) Que papel têm a metafunção interpessoal, por meio da modalidade e da avaliatividade nesse processo? Os resultados mostram que o editorial brasileiro “Cada vez pior” descreve e narra os aspectos negativos da crise, embora sem se posicionar contra ou a favor da questão, ao passo que editorial americano “Wall Street Casualties”, ao descrever e narrar, sugere aspectos positivos da derrocada
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Morrow, William Judson. "¿Qué va a pasar en el Buckeye State? Pasos hacia inglés como idioma oficial." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211931412.
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Artrip, Ryan Edward. "Virulence and Digital Culture." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/80512.
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This dissertation is a theoretical study of the role of virality/virulence as a predominant technological term in the reproduction of social and cultural information in the digital age. I argue that viral media are not new phenomena, only the name is new. Media have always behaved as viruses; it is only when they become hyper-intensified in digital technology that their virulent function surfaces in language and culture. The project examines processes of self-replication and evolution undergone by various new media phenomena as they relate back to the global profusion of social networks, data centers, and cybernetic practices. Drawing from several contributions in media theory, political and social theory, and critical media studies, I argue that digital media have a hyper-intensifying effect on whatever objects, subjects, or realities they mediate or represent; thus networked societies are virulently swarmed by their own signs and images in information. Through an examination of three primary categories of digital proliferation—language, visuality, and sexuality—I situate digital culture in a framework of virulence, arguing that the digital may be best understood as an effect of cultural hyper-saturation and implosion. I argue that virulent media networking processes come to constitute a powerful cybernetic system, which renders the human subject a mere function in its global operations. Lastly, I begin to develop a political critique of cybernetics, claiming that the proliferation of information, digital media, and communicative/representational technologies in the contemporary world emerges through an intensified ideological, economic, social, cultural, and metaphysical framework of productivism. This intensification engenders a system, or series of communicational circuits, whereby all techno-subjective activities are strategically stimulated, networked, recorded, and algorithmically appropriated to strengthen and reproduce 1) a global productivist system of cybernetics; 2) The material and ideological conditions for such a system to exist and thrive; 3) limitless virtual and digital production.<br>Ph. D.
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Silva, Samuel da. "A persuasão na propaganda de cervejas: sob o enfoque sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13588.
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Previous issue date: 2012-06-14<br>In my studies of linguistics, when dealing with persuasive language, it occurred to me
to approach a subject that has interested me for some time. How would the
advertisement of beer in Brazil be, in a world where there is clear competition
between many companies? Even the manufacturers assume that there is some
standardization in the ads. Xavier says, "abroad, beer campaigns resort to humor
wisely." Morici, marketing director of FEMSA owner of the brands Kaiser, Sol and
Xingu, says that if the ads closely resembled each other in the eyes of consumers,
now there is a clear movement to change it. " The efficiency of communication occurs
by causing impact and we are all looking forward to it," he says. In this context, it is
known that Skol, in 2011, won the Top of Mind award for the tenth time. However the
Petrópolis brewery which owns the Itaipava brand, reached second place in the
Brazilian beer market, according to latest data from Nielsen research institute in
September. What differentiates them from other brands? What would be the reason
for this setting in memory of the people? There are several ways to analyze an
advertisement. But some features are evident in its preparation. It is primarily of an
interactional situation between advertising and reader, with strong support in the use
of implicit methods of persuasion, as advertising today is addressed to a community
already tired of being overrun by outdated resources of persuasion. According to
Fuertes-Olivera et al (2001), advertising seems best represented as a continuum of
text functions fluctuating between "information" and "manipulation," according to the
idea that advertising is an example of covert communication because it provides the
possibility for the authors to avoid responsibility for their statements. Examining these
means, I will focus on the enacted roles and projected roles (THOMPSON;
THETELA, 1995), the tokens of Attitude (Martin, 2000), the AIDA formula (Unger,
2004), the visual image (MACKEN-HORARIK, 2004) , which contribute to the
creation of "textual world" (Downing, 2003). The objective of this research is the
critical examination of beer advertisements, analyzing both brands: Skol and
Itaipava, to see how persuasuin in such genre occurs. For this we must answer the
following research questions: (a) How is a "textual world" in advertising discourse
created ? (b) what factors contribute to making this "world" favoring persuasion? and
(c) how does the verbal-visual relation in advertising occur?<br>Em meus estudos de linguística, ao tratar da linguagem persuasiva, ocorreu-me
abordar um assunto que me tem interessado há algum tempo. Como seria feita a
propaganda1 de cervejas no Brasil, num mundo em que há evidente competição
entre inúmeras empresas? Os próprios fabricantes assumem que há certa
padronização nos anúncios. Xavier2 diz que, no exterior, as campanhas de cerveja
recorrem ao humor de maneira inteligente . Morici3,diretor de marketing da Femsa,
dona das marcas Kaiser, Sol e Xingu, diz que, se as propagandas se assemelhavam
muito umas às outras aos olhos dos consumidores, já há um claro movimento para
mudá-la. A eficiência da comunicação está em causar impacto e todos estamos
atrás disso , diz. Nesse contexto, sabe-se que a cerveja Skol, em 2011, venceu pela
décima vez o prêmio Top of mind. Já a Cervejaria Petrópolis, detentora da Itaipava,
alcançou o segundo lugar no mercado brasileiro de cervejas, de acordo com dados
mais recentes do instituto de pesquisas Nielsen, em setembro. O que as
diferenciaria de outras marcas? Qual seria o motivo dessa fixação na memória do
povo? Há vários caminhos para a análise de uma propaganda. Mas algumas
características são evidentes na sua elaboração. Trata-se primordialmente de uma
situação interacional entre a propaganda e o leitor, com forte apoio no uso de meios
implícitos de persuasão, já que a propaganda, hoje, dirige-se a uma comunidade já
cansada de ser invadida por recursos ultrapassados de persuasão. Segundo,
Fuertes-Olivera et al (2001), a propaganda parece mais bem representada como um
contínuo de funções textuais flutuando entre informação e manipulação , de
acordo com a ideia de que a propaganda é um exemplo de comunicação velada porque dá a possibilidade aos seus autores de evitar a responsabilidade de suas
declarações. No exame desses meios, vou enfocar os papéis desempenhados e
papéis projetados (THOMPSON; THETELA, 1995), os tokens de Atitude (MARTIN,
2000), a fórmula AIDA (UNGERER, 2004), a imagem visual (MACKEN-HORARIK,
2004), os quais concorrem para a criação de mundo textual (DOWNING, 2003). O
objetivo desta pesquisa é o exame crítico da propaganda de cerveja, no caso, Skol e
Itaipava, para verificar a forma como é feita a persuasão nesse gênero. Para tanto,
deve responder às seguintes perguntas de pesquisa: (a) como é criado o mundo
textual no discurso da propaganda? (b) que elementos contribuem para tornar esse
mundo favorável à persuasão? e (c) como é feita a relação verbo-visual na
propaganda?
______________
1 Devemos esclarecer aqui que não faremos a distinção existente entre propaganda e publicidade : O termo propaganda vem de seu homônimo em latim propaganda, que significa semear idéias e ideais de cunho político, cívico ou religioso, tendo caráter ideológico e com o objetivo de fazer adeptos, seguidores e converter opiniões. Já a publicidade é a ferramenta que, utilizando os meios de comunicação e os espaços publicitários, com patrocinador identificado, tem como fim seduzir e tornar público, levando o consumidor à compra de determinado produto ou serviço (Dennys Monteiro: Internet). 2 Xavier, consultado na Internet. 3 Morici, consultado na internet.
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Andersson, Josefina. "Myndighetsattityder : En ethosanalys av Delegationen för romska frågor." Thesis, Södertörns högskola, Institutionen för kommunikation, medier och it, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11337.
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The Authorities attitudes towards Gypsies have been characterized by prejudice for a long time. This has lead to the relief actions of the Authorities being formed by discriminating acts. In purpose of eliminating the discrimination of the Gypsies, the Delegation for Gypsy matters formulated a strategy for solving this problem in the report “Gypsy rights – a strategy for Gypsies in Sweden”. Despite the goodwill of the Authorities this report has been criticized by Gypsies in Sweden. In the investigation of the derivation of this criticism the aim of this essay is to look at how the Authorities attitude towards Gypsies is shown in this report and how it affects the creation of their ethos. This analysis is made with a Critical Linguistic Analysis and the Stasis Theory. The result showed that the Delegation for Gypsy matters dissociate themselves from the former attitudes that characterized the Authorities view of Gypsies. Through this move they try to show solidarity with them. Despite this equality aim it is possible to make note of an authoritative touch that imply a view of a society where the power is distributed from the top to the bottom. Even the picture of the Gypsies as a weak group can be noted.<br>Myndigheters attityder har länge varit präglade av fördomar när det gäller romer. Detta har medfört att deras hjälpinsatser för att förbättra romernas situation har präglats av diskriminerande åtgärder. I syfte att komma bort från den diskriminerande behandlingen av romerna utformade Delegationen för romska frågor en strategi för hur detta problem kunde lösas. Detta nya betänkande har dock fått kritik från romer i Sverige. För att undersöka vad denna kritik beror på är syftet med den här uppsatsen att undersöka hur myndigheters attityder gentemot romer kommer till uttryck i betänkandet samt hur detta påverkar skapandet av myndigheternas ethos. Detta görs genom en kritisk lingvistisk analys av textens verbprocesser, negationer och passivkonstruktioner. Detta resultat kopplas sedan till statusläran. Resultatet som framkommit ur analyserna är att Delegationen för romska frågor tydligt tar avstånd från myndigheternas tidigare attityder och förhållningssätt. Genom detta försöker de istället solidarisera sig med romerna. Trots denna strävan efter jämlikhet går det att uttyda auktoritära drag som antyder en samhällssyn där styrandet sker uppifrån och ned. Även drag av romer som en svag grupp går att utläsa.
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Kaur, Diana. "Seth Siegelaub´s manifesto : A discourse analysis of The Artist’s Reserved Rights Transfer and Sale Agreement." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29975.
Full textAbstract:
In early 1971, a year before he abandoned the art world, the American art dealer and independent curator Seth Siegelaub (1941-2013) published The Artist’s Reserved Rights Transfer and Sale Agreement (ARRTSA) in New York. Its stated aim was to change the power relations on the art market more in favor of the artists. This study departs from the observation that despite being a seemingly ideal way to assert artist’s rights, ARRTSA has only been used by a few artists. While the reason for this reluctance has not been sufficiently researched, my study also shows that there is a lack of academic work that considers this area of research in art history. In order to shed light on this field I am using Fairclough’s theory and by applying his dialectical method of Critical Discourse Analysis, I examine the discourses in which ARRTSA is included as a particular discourse and event. The analysis of Siegelaub’s practice and position in combination with a close linguistic analysis of his introductory text highlights aspects and dimensions that have been previously occluded or under- acknowledged. The result of the analysis shows that the discourse stresses solidarity, insistence and consistency for artists and makes a moral appeal to collectors, but the text also reproduces the idiosyncratic energy and ambiguities that was surrounding his driven persona. I argue that despite all the purported benefits of ARRTSA, artists are instilled with a sense of uncertainty and risk, because it becomes apparent how informal and unregulated the art world is and how the art market-logic yields more power than the artist. Hence, the idea of pursuing artist’s rights through the use of written agreements remains largely unexplored.