Dissertations / Theses: 'English language English language English language Discourse analysis'

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Lo, Bianco Joseph. "Officialising language : a discourse study of language politics in the United States." View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020902.101758/index.html.

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Silva, Karina T. F. da. "Do scripted textbook dialogues reflect native speaker discourse an analysis of English textbooks for adult students in Brazil /." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040048746.

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Shi, Yili. "Referring expressions in Chinese and English discourse." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117097.

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Noun phrases (NPs) with the same reference may take a number of different forms. For example, in English a particular conference can be referred to as a conference, the conference, that conference, this conference, that, this, or it. This dissertation attempts to account for the use of such referring expressions in Chinese, based on Gundel, Hedberg and Zacharski's (1993) Givenness Hierarchy, and compares the discourse use of Chinese referring expressions with those of English.The Givenness Hierarchy is given below:THE GIVENNESS HIERARCHY:inuniquelytypefocus > activated > familiar > identifiable >referential> identifiable that{it}this{that N}{the N}{indefinite this N}{a N}this NThe Givenness Hierarchy correlates the form of referring expressions with their cognitive statuses, with each status being necessary and sufficient for the appropriate use of a different form or set of forms.The dissertation tests the Givenness Hierarchy to see if it adequately explains the use of referring expressions in Chinese. The data for this study are drawn from spoken and written texts from several different text types (cf. Biber 1986, 1988). The spoken data represent three different speech situations, i.e., face-to-face casual conversations, news broadcasts, and public speeches. The written texts represent different types, including short stories, novels, academic prose, magazine and journal articles, published letters and personal letters. The spoken and written data cover a range of formality and degree of planning.The results of the study show that the Givenness Hierarchy cannot account for the choice of form when two forms meet the sufficient cognitive requirements for appropriate use. More specifically, the Givenness Hierarchy fails to account for choices in Chinese between yi `one' NP and a bare NP when type identifiable is a necessary and sufficient condition for the appropriate use of both, or between nei `that' NP and a bare NP when uniquely identifiable is a necessary and sufficient condition for the appropriate use of both.It is proposed that within the individual categories of the Givenness Hierarchy, further distinction of the degree of discourse salience must be made in order to account for the distribution of Chinese NP forms in discourse. For example, the study shows that nei `that' encodes a uniquely identifiable referent and is used to increase referential salience, while a bare NP encodes a referent of neutral referential salience. Following Givon's (1984) line of research, the use of the numeral yi `one' is to code pragmatically important referents in discourse vs. the use of a bare NP to indicate referentially unimportant referents.To interpret the distribution of referring expressions in Chinese discourse, a number of properties of different expressions have been identified and characterized. The distal demonstrative determiner nei `that' has an associative anaphoric use, encoding an entity whose referent is uniquely identifiable based on what Hawkins (1978, 1991) calls P-sets, association sets. This function of nei as an associative anaphor demonstrates that its deictic function has become weak. In this regard, nei is beginning to function like the English definite article the.The distal demonstrative determiner nei has a recognitional use in talk-ininteraction, to use Schegloff's (1996) terms, negotiating shared knowledge and personal experiences.The demonstrative determiners zhe/na 'this/that' are studied in terms of word order variation. When in postverbal position, they function as definite markers, precluding indefinite interpretation of the postverbal NP. In preverbal position, they tend to increase referential salience of the subject/topic NP.The demonstrative pronouns are compared with the neuter pronoun to `it' and zero when referring to inanimates. The neuter to and zero tend to continue a topic, while demonstrative pronouns are likely to signal topic shift. This distinctive feature is shared by both English and Chinese.In sum, this dissertation contributes to our understanding of the use of referring expressions in both Chinese and English, which should be of interest both to linguists and to language teachers.
Department of English

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Iida, Eri. "Hedges in Japanese English and American English medical research articles." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.

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The present study analysed the use of hedges in English medical research articles written by Japanese and American researchers. The study also examined the relationship between Japanese medical professionals' employment of hedges and their writing process. Sixteen English medical articles: eight written by Japanese and eight by Americans were examined. Four of the Japanese authors discussed their writing process through questionnaires and telephone interviews.
The overall ratio of hedges in articles written by the two groups differed only slightly; however, analyses revealed a number of specific differences in the use of hedges between the groups. For example, Japanese researchers used epistemic adverbs and adjectives less frequently than the American researchers. The results were discussed in relation to the problems of nonnative speakers' grammatical competence, cultural differences in rhetorical features, and the amount of experience in the use of medical English.

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Mustedanagic, Anita. "Gender in English Language and EFL- Textbooks." Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5567.

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A textbook is a key component in the arsenal of a teacher of English. For this reason, it is of importance that textbooksused in Swedish schools are compliant with the fundamental values of equality, provided in the LPO 94. I will attempt to discover the extent to which English textbooks present males and females in non-stereotyped ways and as equal. I want to provide an overview to show how they deal with gender issues. In addition, I aim at establish whether there are any connection between learning and gender, and whether it hinders the pupil’s language learning.

My analysis will draw on previous research and theories presented by prominent figures in the field, such as, Butler (1990), Mills (1995), Renner (1997), Ravitch (2004) and Jones, Kitetu & Jane Sunderland (1997)among others. Thereafter, these theories, and my own research will be compared, to and contrasted with the guidelines from the Swedish National Agency of Education.

This dissertation comprises a qualitative critical discourse analysis of two randomly selected textbooks that have been, or are being used, in Swedish secondary schools. For my study, I have chosen Team 8 (1984) and Wings 8 (2000).

In my analyses, a number of different aspects will be taken into consideration, such as the gender distribution of narrators, main characters and sub characters, as well as the description of gender/gender roles, and the representation of gender in illustrations. Further, I will study what kind of language is used: the extent to which it is gendered or de-gendered language. These aspects will be collected quantitatively.

The findings from the analysis show that the language in Wings 8 gives a broad and non-stereotypic view of gender roles, which is in accordance with the fundamental values of LPO 94. However, the illustrations tend to portray males and females in what can be considered as quite stereotypical.

Team 8, on the other hand, contains gendered language and male dominance; women were placed in the background or left out completely. Therefore, Team 8 would not be deemed to be compliant with the requirements set by the Swedish National Agency of Education today.

Key words: Education, teaching material, Wings, Team 8, gender, critical discourse analysis.

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Brearey, Oliver James. "Peripheral subjectivity and English-language Hong Kong literature." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1451242.

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Parent, Kevin. "Polysemy : a second language pedagogical concern : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/970.

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Cheung, Wai-ling Sonia. "A contrastive discourse analysis of warnings /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424369.

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Hong, Hyo-chang. "Discourse functions of Old English passive word order variation." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259301.

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The purpose of this study was to determine discourse and functional motivation for passive word order variation as shown in three of the major Early Old English prose texts, Orosius, Pastoral Care, and Ecclesiastical History of the English People. The main variation of Early Old English passive word orders are of three types, which this study showed to be distinct in the extent to which passive subjects represent information structure. This study further shows that, while thematicity functions as a main motivating factor for the use of passives, positional variation of passive verbal elements is also an important determinant of the degrees of information structure of passive main clause subjects.
Department of English

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Yuen, Dick-yan Dennis, and 源迪恩. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958424.

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Cheng, Yonghong. "English non-plural nouns in -s : a survey and corpus-based study." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395455.

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The English suffix -s is usually used to mark third person singular present tense, noun plurals, possessives, and in some adverbs, but it is also used in words like news, linguistics, measles, billiards, belongings, riches, oats, shivers, scissors, etc. In the literature so far, words like these have been studied mainly from the diachronic perspective, according to their morphological features and within the realm of count and mass nouns, and the suffix -s has been called a plural marker, possessive marker, pseudo-morpheme, or nominalizer. But these functions identified for the English suffix -s can't successfully explain usages of the suffix -s in all the non-plural English nouns, especially those that are not abstract nouns.In this dissertation a survey on the use of English non-plural nouns in -s is conducted with middle school students, college freshmen, college seniors, college professors and staff members as subjects using six different grammatical tests. It is found that the High School group and Staff Members always stand out as different from College Students and Professors suggesting that education level or the heterogeneousness of education levels does play a role in affecting the subjects' use of the English non-plural nouns in -s. In the survey, the subjects' performance in different types of tests is statistically different indicating that different kinds of tests affect the subjects' performance and grammaticality judgment differently.The FROWN-based study shows that most of these English non-plural nouns in -s are not used very frequently in contemporary American English, revealing that most of the English reference grammars are using obsolete or historical examples. The corpus-based study also tells us that most of the cases of these English non-plural nouns in -s are in non-subject positions, making it harder for us to test the number status of these words. But this large number of non-subject cases just means that we can't tell whether these words are intrinsically plural or singular and in fact except for only a few clearly marked plural cases there is a strong tendency towards generic interpretations for these non-plural nouns in -s. Actually it is this in-determinateness that makes the appearance of the new morpheme or new functions of old morphemes possible.The data from the Oxford English Dictionary, 2nd Ed, Online (OED), supports Stahlke, Cheng & Sung's (forthcoming) argument that in the late 16th and early 17th century a new morpheme--the nominalizer -s, was developed in the English language to turn adjectives and concrete nouns into abstract nouns. The data on the historical semantic development of English non-plural nouns in -s from the OED also reveals the process of a semantic shift of Adj. -+ Sing. N -+ Pl. N -+ Col. N - Gen. N. This process of semantic shift is strongly evidenced by the disappearance of singular forms of the English non-plural nouns -s in the late 16th and early 17th century and successfully explains why the English nouns in -s have the generic interpretation and require singular verb agreement.
Department of English

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Matuka, Yeno Mansoni. "Patterns of tense, aspects and modality in the metalanguage of academic English prose." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505145.

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Liu, Jing. "Mini-lectures of Chinese native speakers of English : a comparative discourse analysis /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9318.

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Suaysuwan, Noparat. "English language textbooks in Thailand 1960-1997 : constructing postwar, industrial and global iterations of Thai society through and for the child language learner /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18722.pdf.

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Nawaz, Shazia. "English language teachers' perceptions of academic integrity and classroom behaviour of culturally diverse adult English Language Learners (ELLs) in Canada : a critical perspective." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31176.

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The study is based in critical issues in the field of English Language Teaching (ELT) as second or additional language and informed by Critical Pedagogy (CP), the study uses thematic discourse analysis through critical analysis techniques. The main focus of this research is to explore the extent of intercultural understanding and perceptions of the English Language Teachers (ELTs) towards students in their culturally heterogeneous ELT classrooms about certain academic behaviours, namely plagiarism (Academic Integrity) and learners’ classroom participation and relationship of these academic tasks to the cultural orientation of English Language Learners (ELLs) in ELT classrooms in the Canadian context. Participating ELTs teach adult students of color and ethnic diversity in different English language teaching situations and come both from across Canada, at the macro level (Stage 1-survey questionnaire), and from Nova Scotia, at the micro level (Stage 2-focus group discussions). The thesis also demonstrates factors that may contribute to Canadian ELTs’ perceptions about the issue of understanding non-white and racially non-main stream ELLs. The thesis aims at bringing attention to the need for a collaboratively developed Professional Development (PD) training component focused on intercultural understanding from a critical perspective, for the ELTs in the Canadian context. It is expected that the findings will gain some traction among the ELT community, especially in the Canadian context and will contribute to highlighting the importance of understanding of cultural differences and inclusion of this understating in the continuous professional development of English language teachers.

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Hicks, Diana. "English language teaching teacher's guides : a critical discourse analysis of three texts." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/a13246cc-dda1-4a94-b061-7c3a415ee82e.

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Cahl, Gregory Elkan. "An analysis of dominant discourse in Grade 8 English Home Language textbooks." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23458.

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Post-Apartheid South Africa has heralded a period of intense curriculum reform, explicitly aimed at fostering social transformation and a shift from the uncritical rote-learning which dominated Apartheid-era schooling. There have been three major curriculum shifts since 1994 and each change has required the production of new textbooks for every single school subject, usually within highly limited time-frames. This study focuses on textbooks produced for the most recent iteration of the Language curriculum, that is, the Curriculum Assessment Policy Statement, commonly known as CAPS. The study draws on poststructuralist theory on discourse, in particular Critical Discourse Analysis (CDA), to engage in close, critical analysis of the dominant discourses in two grade 8 English home language learner textbooks. The textbooks are examined in terms of how social issues are depicted; the notions of English education; the extent to which they promote a critical approach to language and literacy learning as outlined in the curriculum and the ways in which learners are constructed as subject. The analysis of different levels of discourse evident in the texts and text-based tasks demonstrates that the orientations to reading that are offered are focussed largely on the surface meaning of the texts. While social issues related to contemporary South African and global topics are evident in the choice of content, the texts often perpetuate fairly conservative ideologies, either through their content, the exercises that follow or through the silences implicit in the selection of excerpts. Many of the text-based exercises are decontextualized, cognitively undemanding and learners are often steered towards particular answers, leaving very limited space for critical engagement. The thesis ends with a consideration of the implications of this analysis for teaching and learning.

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Li, Citing. "Chinese EFL learners' pragmatic and discourse transfer in the discourse of L2 requests." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085763.

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Tang, Wai Kuen Connie. "An analysis of the genre of a standard listing documentation of a multinational accounting firm in Hong Kong." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/112.

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Ho, Siu-wah Annie, and 何小華. "Discourse structure of English telephone conversation: a description of the closing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3194906X.

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Cheng, Winnie, and 鄭梁慧蓮. "Intercultural communication between native and non-native speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29711629.

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Amir, Alia. "Chronicles of the English Language in Pakistan : A discourse analysis of milestones in the language policy of Pakistan." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65526.

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In this thesis, I will be investigating educational policies with a focus on English as a medium of instruction. The medium of instruction in Pakistan varies with respect to each province and the social status of the school. Consequently, English is not taught only as a foreign language but is a medium for upward mobility. I will be investigating the chronicles of English as a medium of instruction in Pakistan both before and after the partition (1947) of British India. I have selected three phases: the mid-eighteenth century, the 1970s and the present decade. I will be tracing the similarities and differences in the language policies of these eras, and identifying any patterns which transcend these eras. I shall deal with each phase separately with a brief introduction and the rationale for their selection. The Colonial period which I have marked as an important phase is before 1857; the First War of Independence (also called the War of Mutiny). This is a period of the British East India Company Rule, and indirect involvement of the British Crown. My thesis revolves around the principle that language policy of an alien origin has played an important role in South Asian history which segregated between the colonized and the colonizer, which later turned to the segregation of the masses on the basis of Anglicised and non-Anglicised. I will also be looking at this segregation, in the LPP documents of the present decade as well. The language policy of the 1970s will be analyzed for the patterns in contrast with the present decade. The 1970s in Pakistan are a period of extraordinary chaos, beginning with a language-based separatist movement in East Pakistan gaining independence in 1971, the execution of a deposed elected prime minister and a nationalist language policy. Here, I would like to shed light on the reason of my label “nationalist” for this policy , as this was the only policy which determined, and made some concrete steps towards the establishment of Urdu as a medium of instruction, and Zia’s reinforcement of Urdu as a symbol of nationalism and Islam. But ironically this could not be implemented, in its true spirit either. This policy will not be dealt in detail, but the effect of its annulations on the present decade, if any. This decade will also be analyzed for patterns linked to the past colonial trajectories and the continuity of policies in favour of the English language as a medium of instruction. I will also be investigating the link between the present decade in relation to the interplay between colonial and Post- colonial influences. I would also like to bring forth the research carried on Pakistan’s language policy. The research carried on colonial India is vast, with researchers like Robert Philipson, and his influential book Linguistic Imperialism (1992). Pennycook (2001) also sheds light on the introduction of English language in colonial context and its implications. My contribution in this field is the comparison between the colonial and post-colonial policies with, Discourse Analysis. The selection of the policies of 2008 is also an advancement in this paper, which has helped in looking at the current policies in Pakistan.

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Woo, Ka-hei Michelle, and 胡嘉熙. "An analysis of gender and discourse with reference to data from the Hong Kong International Corpus of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31952495.

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Kluepfel, Gail A. "Reading textual differences : grammars, epistemologies, and their subjects in composition /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/9385.

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Tayub, Mohammed Farhad Abu. "A Critical Discourse Analysis of Bangladeshi English-Language Newspaper Editorials on Extrajudicial Executions." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51220.

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Tomazoni, Mônica Denise Godarth. "A discourse analysis of participants' views in an english language teacher development course." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101922.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Lewis, Diana M. "Some emergent discourse connectives in English : grammaticalization via rhetorical patterns." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:137436a0-a0e7-4764-a667-6312d899f909.

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Discourse connectives are metatextual comments that signal discourse coherence relations. They can be realized by sentence adverbials that have their roots in verb phrase adverbials and have followed a path of development that is well attested both for English and cross-linguistically. This study investigates how and why it occurs. It claims that the development belongs to a wider phenomenon of unidirectional internal semantic change, that this change involves context-induced reinterpretation, and that both the immediate discourse context and the wider rhetorical context can be instrumental in bringing it about. Using diachronic and synchronic data in a corpus-linguistic approach, the frequency and distribution of the adverbials after all, in fact, at least and of course are investigated. These are found to follow similar paths of development at different rates and to varying extents. Each undergoes some increase in frequency, subjectification and abstraction, shift of discourse plane and categorial reanalysis. Each acquires at least one connective function to express rhetorical relations such as concession, contrast, justification or elaboration. These relations are defined using the framework of Rhetorical Structure Theory. The analysis identifies, in the history of the expressions, contexts of co-occurrence with particular relations that are argued to generate connective implicatures which later crystallize. During long periods the expressions may have stable but defeasible implicatures in the relevant contexts. These contexts include rhetorical structures spanning two or more clause complexes and often consisting of quasi-conventional sequences of rhetorical relations typical of argumentation. They may be described as incipient discourse constructions or rhetorical idioms. The emergence of new discourse connectives is seen to share many of the features attested in the grammaticalization of lexical material. It is argued that these phenomena are best accounted for in a single, usage-based theory of internal semantic change.

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Woo, Ka-hei Michelle. "An analysis of gender and discourse with reference to data from the Hong Kong International Corpus of English." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161641.

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Vadhanasindhu, Chanika. "Contrastive discourse analysis and reader perception of newspaper editorials in Thai and English." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280016.

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The primary purpose of this study was to provide a descriptive comparison of newspaper editorials in Thai written by native speakers of Thai (TT), in English written by both native speakers and non-native speakers of English published in Thailand (ET), and English written by native speakers of English published in the US (EA). The corpus used for textual analysis was composed of 10 editorials from each of the groups. A secondary purpose was to explore and contrast reader practices, expectations and perceptions relating to English-language editorials in Thailand and the US, which involved analysis of response to questionnaires by 30 native Thai (TS) and 30 native English speakers (ES). It was found that more EA editorials were published per day, covering broader topics than did editorials in Thailand. The Thai texts are more linguistically complex than English as there are typically more V-Units (terminal 'Verb-Units', posited in this study) in Thai sentences. ET editorials were more similar to EA than to TT on the range of purposes and the numbers of purposes per editorial. TT editorials have more diverse types of titles than do ET and EA editorials. ET editorials were more similar to EA editorials in terms of organization type preference. EA editorials follow Schneider and Connor's model of coherent text (1990) most closely and Witte's model (1982) least closely. Both TT and EA editorial writers generally write about their countries/people while ET writers write about other countries/people more often. Most ES subjects are correct in identifying the place of publication as the US or Thailand while guesses by Thai subjects are only at the level of chance for both. Linear organization, strong voice, grammatical structures and certain idiomatic expressions generally led ES subjects to believe an editorial was written by a native speaker of English. Methodologies used in this study could be useful for EJP and ESL students in Thailand.

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Geldenhuys, Natasjia. "The language of forms: A discourse analysis of municipal application forms." University of the Western Cape, 2019. http://hdl.handle.net/11394/6952.

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Magister Artium - MA
This thesis focuses on the genre of municipal documents (application forms) and the variety of written and visual languages that make up their corpus to reveal the various lexical semantics used in the forms as communication tool between individuals and the larger organisations. It was important to review not only how other researchers have dissected such documents, but also what they have used to study their corpus. The thesis also provides a thorough overview of literature pertaining to forms from the municipal and governmental sector as it relates to social semiotics, genre, corporate identity, branding and multimodality. As there was not enough empirical data or research from the African or non-European perspective, a wider literature review was needed to enable me to use a number of complimentary models that could fit the study area. Drawing on a theoretical framework based on the fields of Social Semiotics (Kress 2010; 2014), Applied Linguistics (Brumfit 1996) and Visual Communication (Tam 2008) as well as analytical tools like the genre and multimodality model (GeM), as described in Bateman (2008) and the grammar of visual design (Kress and Van Leeuwen, 2006), branding and language ideology, the study offers an analysis of the language of particular forms used widely by the City of Cape Town (CCT). The language of forms in essence is as unique as a dialogue held between two people to obtain information. Misunderstanding and communication can easily occur if the questions and sections are not formulated correctly. Although both the textual and visual modes were investigated, the aim was to uncover the corpora used on forms with which a basic set of standard words, phrases and sentences could be designed. If the language of forms in a particular organisation like the CCT can be standardised, the amount of effort on the language practitioners will decrease, and the textual components can be made available in all three of the official languages (Afrikaans, isiXhosa and English) in as simple a language structure as possible.

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Caines, Andrew Paul. "You talking to me? : zero auxiliary constructions in British English." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609153.

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Sirén, T. (Tea). "Representations of men and women in English language textbooks:a critical discourse analysis of Open Road 1–7." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805312348.

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The purpose of the current thesis is to investigate possible gender bias and sexism and the description of masculinity and femininity in the Open Road textbook series, a series that is used in Finnish high schools in the teaching of English. A critical discourse analysis was conducted on seven Open Road books. The research materials consisted of the entirety of the books; main texts in the chapters, illustrations on the pages, exercises that had text and the materials found in the teacher’s file in https://opepalvelu.otava.fi/. I examined the research materials on the basis of five themes which were overrepresentation of men, social gender roles, activities, sexualization and language. Stereotypical and traditional ways of portraying both men and women were found but, also, patterns that broke the stereotypes appeared on the pages of the textbooks. What sets this research apart from earlier studies is that it does not exclude men in the analysis. Further research on gender representation in school textbooks should be continued because we have not reached gender equality in the school world
Tämän pro gradu -tutkielman tarkoitus on selvittää kriittisen diskurssianalyysin keinoin, miten maskuliinisuus ja feminiinisyys ilmenee Open Road oppikirjoissa, joita käytetään englannin kielen opetuksessa Suomen lukioissa. Tarkoitus on myös selvittää, ilmeneekö kirjasarjassa seksismiä tai sukupuoleen liittyviä ennakkoluuloja. Tutkimusmateriaali koostui seitsemästä oppikirjasta, niiden pääteksteistä, kuvista, tehtävistä sekä internetistä löytyvästä opettajan oppaasta. Tutkimus paljasti, että kirjoista löytyy stereotyyppisiä sekä perinteisiä tapoja esittää sekä miehiä että naisia, mutta myös stereotypioita vastaan taistelevia esimerkkejä esiintyi. Tarkastelin tutkimusmateriaaleja viiden teeman näkökulmasta, jotka olivat: miehien yliedustus, sosiaaliset sukupuoliroolit, aktiviteetit, seksualisointi sekä kieli. Aikaisemmista tutkimuksista tämä työ eroaa siinä, että se ottaa huomioon myös miehet ja sen, kuinka heistä luodaan kuvia tutkittavassa kirjasarjassa. Tutkimusta sukupuolien näkyvyydestä tulee jatkaa sillä emme ole tavoittaneet tasa-arvoisuutta sukupuolikysymyksissä koulumaailmassa

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Miranda, Ariadne. "Communication as Constitutive of Organization: Practicing Collaboration in and English Language Program." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7858.

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This dissertation is about collaboration as an organizational practice that is communicatively constituted. Specifically, I examine how members of a team in an English language program located in a large southeastern university in the United States make sense of what they define as a collaborative work environment and materialize it in their meetings in spoken and written discourse, and in their mention and use of organizational artifacts. Though the study examines the practices of one organizational setting, the insights generated illuminate broader organizational and discourse dynamics and speak to important issues in the discipline of communication such as authority, leadership, organization sensemaking, materiality, and the role of texts in organizations. The data in this dissertation consists of spoken and written discourse. The spoken and written discourse data consist of 11 audiorecorded and transcribed meetings. To collect these data, I attended team meetings for a period of one year. I transcribed selected meeting data, and analyzed this data using a tool kit called discourse analysis. The written discourse data I examine is comprised of two documents: The Statement of Core Values and the Philosophy on Teamwork. My analysis shows how team members operating in a collaborative environment favor strategies that lead to consensus. These strategies include the use of politeness strategies such as the use of mitigating and inclusive language. Team members also use discursive strategies that demonstrate top down leadership and authority, albeit marked by indirectness. I offer practical recommendations for practice starting with the idea that collaboration does not have meaning outside of communication; collaboration means what the members of a discourse community say it means. I contend that discourse analysis can be a useful tool for organizational members as it can help them become mindful of the language they use and its constitutive force in the workplace. I also offer suggestions that can help organizations retroactively make sense of their organizational texts to ensure that they are accountable to others for what their organizations stand for.

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Guerrero-Nieto, Carmen Helena. "National Standards for the Teaching of English in Colombia: A Critical Discourse Analysis." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195935.

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The spread of English in the world today is not only the result of colonizing campaigns (Canagarajah, 1999, 2005; Pennycook, 1994a, 1998a, 2000; Phillipson, 1992, 2000) but also of the compliance of the governments associated with the "expanding circle" (Kachru, 1986). In part, this compliance is a consequence of the different mechanisms of the circulation of discourse, in particular the idea that speaking English is a sine qua non condition to be a worldwide citizen. Colombia is a good example of this phenomenon, because its national government is implementing a National Bilingualism Project (PNB) where there is an explicit interest in the promotion of English over all other languages spoken in the country. This dissertation is a critical discourse analysis of the handbook Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras, el reto" (Basic standards for competences in foreign languages: English. Teach in foreign languages: the challenge) published by the Ministry of Education of Colombia. This handbook is aimed at establishing the national standards for the teaching of English in Colombian public schools. The objective of the study is to offer an interpretation of the way in which bilingualism, English, and teachers are constructed through the language used in the handbook. The analysis of data follows Fairclough’s textual analysis and is supported by other written texts and informed by scholarly articles. The analysis of data shows that the official discourse creates a whole new meaning for “bilingualism” since it indexes exclusively the learning of English in Colombia. Along with this, the authors of the handbook perpetuate mainstream concepts and ideas about the symbolic power of English as the one and only necessary tool for academic and economic success. This is achieved by a redundant discourse on the neutrality of English on the one hand, and the benefits it brings to its speakers, on the other. In relation to the portrayal of teachers in this document, the data show that their role is either downplayed or made invisible, which also correlates with the low prestige that school teachers have in Colombia. The study leads to the conclusion that a document that contains national standards for the teaching of a language should include multiple voices where local knowledge gets the same recognition as global knowledge, and where the diversity of the country is represented, respected and promoted. In that way, official institutions would be legislating to benefit the majority of the population, and not the small number of elites of the country.

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Burris, Jessica Margaret. "Finding Feminism in American Political Discourse : A Discourse Analysis of Post-Feminist Language." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/395.

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The term “feminist” is a widely used label that is often embraced by women who do not advocate feminism. The wide use of the feminist label in contrast to the declining presence of feminist activism indicates a problem with the development of a third wave of feminism in the United States. In this study, I evaluated trends in feminism in the United States through an analysis of public political discourse. A semantic discourse analysis of political discourse from 1870 to 2011 evaluated a shift in the use of inclusive and exclusive pronoun usage by female political speakers. Speeches compiled for this study were obtained from internet sources such as NPR, C-Span and CNN, and evaluated the oratory of Victoria Woodhull, Geraldine Ferraro, Hillary Clinton, Sarah Palin and Michelle Bachmann. The results of this study indicated that there was not a strong shift in the use of inclusive and exclusive pronouns overtime, but there was a large growth in both population and diversity of the targeted audience, and this growth was often not accommodated for in the discourse of contemporary female political candidates. The slow shift in inclusive discourse indicated a post-feminist line of thought that questioned the validity of an argument for a third wave of feminist activism in the United States. Political discourse cannot define a cause for post-feminism, but can indicate a downward trend in the influence of feminism as a contemporary cultural movement.

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Guerriero, A. M. Sonia (Antonia Michela Sonia). "The development of argument representation : a crosslinguistic discourse-pragmatic analysis of English and Japanese child language." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100614.

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Children's learning of language-universal and language-specific principles of argument representation was the topic under investigation in the three studies comprising this thesis. Another objective was to investigate whether a discourse-pragmatic approach could be employed to explain children's patterns of argument omission and production, developmentally and crosslinguistically. To answer these questions, referential choice in the spontaneous language of monolingual English-speaking and monolingual Japanese-speaking children and their mothers was developmentally investigated whereby a sentence argument's morphological form (null, pronominal, lexical), referential status (given, new), and syntactic location (transitive subject, transitive object, intransitive subject) were systematically analysed. The first and second studies revealed that neither the English-speaking nor the Japanese-speaking children showed sensitivity to the referential distinction between given and new information early on in development (at 21 months of age). The English-speaking children mastered English-specific referential conventions between MLU 2.00 and 3.99 (between 24 and 32 months) and employed non-linguistic pragmatic correlates to supplement unconventional argument use from as early as MLU 1.00 (between 21 and 23 months). By contrast, the Japanese-speaking children showed unconventional referential choices as late as MLU 4.00 (between 33 and 36 months), as well as inconsistent use of non-linguistic pragmatic correlates. The third study revealed that, although language-specific differences were observed, neither group of children violated any of the four Preferred Argument Structure (PAS) constraints: The children avoided using more than one new or lexical argument per transitive clause and avoided casting new or lexical arguments as transitive subjects. However, evidence of sensitivity to PAS strategies from early on in development was inconclusive because the children omitted most sentence arguments at the beginning of speech production. Finally, all three studies revealed that children's referential choices that were inconsistent with expected discourse-pragmatic principles reflected similar patterns observed in parental input. Altogether, this set of studies led to the following general conclusions regarding the learning of argument representation and distribution in syntax: (1) a discourse-pragmatic approach can explain language-universal features of argument omission and production in child language and (2) language-specific strategies are learned via parental input.

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Traiger, Cheryl B. "Tourists' English Expectations: Discourse Analysis of Attitudes towards Language and Culture on Travel Websites." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194974.

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While the importance of English as a lingua franca (ELF) in business and the media is well-studied, little attention has been paid to ELF in tourism. This study analyzes postings on websites such as TripAdvisor (http://www.tripadvisor.com/), which feature non-professional reviews of international travel destinations and services, in order to evaluate the effects of cultural capital, stereotypes and relative power on: expectations of English availability in non-English speaking countries, evaluation of the language spoken by EFL speakers (e.g. hotel clerks, shop owners), and attitudes towards speaking the local language.This study explores the issue of speech accommodation between the tourists and the local hospitality industry workers and other residents (Giles, Taylor, and Bourhis, 1973; Giles, Coupland, and Coupland, 1991; Giles and Powesland, 1997) and the likely factors leading to convergence/divergence as indicated by attitudes towards language choices. Website excerpts will show the circumstances in which travelers expect the locals (who deal with tourists) to speak English as well as how much of the local language the travelers are willing to learn and use.Findings indicate that the tourists' willingness to take responsibility for linguistic accommodation, tolerance for restricted English proficiency levels, and attitudes towards being exposed to the local culture and language differ according to the presumed cultural capital (Bourdieu, 1986, 1991; Hanks, 2005) - often governed by stereotypes - and relative power of the interlocutors, the visited location and the local language. The role of ELF in the tourism sector and attitudes toward the local residents and language(s) are highly relativized, such that the specificity of the local context must be taken into account. Proficiency in the English language itself is, in some locations, the source of presumed higher status and symbolic of luxury. The second important dynamic demonstrated to affect the levels and type of language expectation is the degree to which the traveler desires interaction with and exposure to the local culture, or wants to stay with familiar experiences in an "environmental bubble" (Cohen and Cooper, 1986). The differences in expectation of ELF demonstrate that traveler attitudes towards specific locations are key to determining linguistic needs.

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Petkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.

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Chan, Sui Ping. "Organization of teacher/pupil discourse in a communicative language classroom." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/25.

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Hui, Ngo Sze Pandora. "Genre analysis of English and Chinese interview articles in "Quality & management"." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/405.

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Holmes, Prudence Margaret. "Additive, adversative and causal discourse markers their use, abuse and remediation in the writing of trainee teachers of English /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626561.

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Amir, Alia. "Doing Language Policy : A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes." Doctoral thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100202.

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This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-language-only policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease with which teachers and pupils uphold a strict language policy in the classroom, but also the considerable interactional work that is done, by both teachers and pupils, in cases where upholding the policy becomes problematic. An interactional phenomenon which arises in such cases is language policing, where the teacher or pupils restore the policy-prescribed linguistic order. Such sequences are analysed in detail. The study increases our understanding of how language policy is lived out in practice, through interaction in the classroom.
I denna studie undersöks klassrumsinteraktionen i undervisning i främmande språk och språkpolitisk praktik på mikronivå i ett etnometodologiskt och samtalsanalytiskt perspektiv. Studien bygger på 20 timmars videoinspelningar av 20 lektioner i engelska i årskurs 8 och 9 i en internationell grundskola i Sverige. Inspelningarna utfördes mellan 2007 och 2010. Studiens huvudsyfte är att belysa några särdrag i hur en målspråksexklusiv språkpolitik materialiseras in situ i undervisning i främmande språk. Studien påvisar att en sådan språkpolitik är förhållandevis enkel att upprätthålla i den dagliga interaktionen men den dokumenterar också det betydande interaktionella arbete som utförs, av både lärare och elever, i problematiska fall där språkpolitiken äventyras. Ett interaktionellt fenomen som uppträder i sådana fall är language policing, interaktiva sekvenser där lärare eller elever återupprättar den språkpolitiska ordningen. Sådana sekvenser analyseras i detalj. Denna studie bidrar till att öka vår förståelse av hur språkpolitik görs i praktiken, i den dagliga interaktionen i klassrummet.

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Ibaraki, Ursula H. "Understanding and being understood negotiation in English and Japanese native and nonnative child interaction /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/22637.

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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2007.
Bibliography: 269-288.
Introduction -- Literature review -- Methodology/theoretical considerations -- Negotiation as a choice -- Initiating negotiation sequences -- The response and final turns in negotiation sequences -- Repetition in negotiation of understanding -- Management of talk through pauses -- Observations and conclusion.
The role of negotiation has been investigated in the field of second language acquisition for over twenty years, however, limited attention has been given to negotiated peer interaction with younger learners. Moreover, related studies sometimes include baseline data of the English native speaker in native and nonnative dyads, but negotiation and its relevance to the nonnative speaker's first language is usually not examined. This study investigates how children negotiate partial or non-understanding in their first as well as in a second language (LI and L2), allowing an identification of similarities and differences in intra- and inter-language negotiation. -- Drawing on a mainly qualitative analysis of task-based interaction by 24 Australian-English and 24 Japanese school children (11-12 year olds), this cross-sectional study looks in a comprehensive way at functions and forms of negotiated interaction in their LI and between LI and L2 speakers of English. It establishes a framework, which permits understanding of the negotiation process and its contribution to language learning. In addition, the study teases out the role of Same-speaker and Other-speaker repetition, showing that all repetition can facilitate the learner's language development. Another innovative contribution of the research is that it addresses pragmatic features such as silent and voiced pauses and their impact on negotiation. -- This investigation advances our understanding in regard to analyses of specific negotiation features that have received little consideration so far. Furthermore, comparisons of LI patterns and norms allow for a grounded and informed approach when addressing L1/L2 interactions. The findings reveal that LI interactions can vary quite considerably from L1/L2 interactions, which raises issues relevant to language learners, teachers and linguists.
Mode of access: World Wide Web.
xii, 316 leaves ill

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Wong, King-Wah, and 王景華. "An analysis of matriculants' writing with special reference to communicative functions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956877.

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Hannan, Mairead. "The discourse of ESL policy : the impact of the 'Literacy Crisis' /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/6868.

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Chihota, Clement. "Towards Marxist stylistics: incorporating elements of critical discourse analysis into Althusserian Marxist criticism in the interpretation of selected Zimbabwean fiction." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13117.

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Includes bibliographical references.
The thesis - which locates itself at the interface between linguistic and literary studies - explores the possibility of developing a ‘Marxist- stylistic’ method of text interpretation, which primarily proceeds from Althusserian Marxist Criticism, but which also incorporates salient elements of Critical Discourse Analysis. In construction of the method, the thesis first investigates the need for Althusserian Marxist criticism to be mediated, and more specifically, the areas in which this mediation is required. The thesis then crosses over to the field of Critical Discourse Analysis where it identifies relevant theoretical and methodological resources that are capable of mediating the ‘gaps’ identified in Althusserian Marxist criticism. The construction of the Marxist stylistic method is then effected through the transfer of germane theoretical and methodological resources from Critical Discourse Analysis to Althusserian Marxist criticism. The distinctive properties of the emergent Marxist-stylistic method are delineated before the method is practically applied to the interpretation of at least four fictional texts – all written and set in Zimbabwe. The key outcome of the thesis is that a distinctive method of text interpretation, which meaningfully separates itself from Althusserian Marxist criticism, on the one hand, and Critical Discourse Analysis, on the other, emerges. The thesis concludes with a reflection on the application of the method and makes some suggestions for further research and development in the area herein labelled as ‘Marxist stylistics.’

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Rickly, Rebecca J. "Exploring the dimensions of discourse : a multi-model analysis of electronic and oral discussions in developmental English." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001179.

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This study investigated participation levels of developmental writing students inoral discussions and electronic discussions using the synchronous conferencing software InterChange. The study used a combination of quantitative and qualitative methods in a naturalistic/quasi-experimental design under a social constructivist epistemology. The methods included: word counts onto which biological sex and socially-constructed gender (as measured by the Bern Sex-Role Inventory) were overlaid as variables; a modified taxonomy based on Bales' Conversational Analysis measure; a taxonomy which measured the direction of discourse; and "thick description" in the form of subjective reactions to videotaped oral discussions and transcribed electronic discussions.The multi-modal, descriptive findings indicate that students participate more frequently in electronic discussions; that subsequent oral classes take on participatory characteristics of an InterChange session; and that while the more frequent participation in InterChange discussions does appear to carry over into subsequent oral discussions, socially constructed variables such as gender may, in fact, encourage students to participate less frequently in oral discussons after using InterChange. The findings also show that InterChange discussions are primarily student-centered: most of the responses generated are aimed at other students. In the oral classroom, very little student-to-student interaction occurs. The findings of this study indicate that while the computer environment may not promote egalitarian discourse, it does tend to produce more democratic discourse.
Department of English

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Nagendra, Geetha. "An activity theoretical analysis of synchronous electronic discourse a case study /." Thesis, Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36776968.

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Leung, Yiu Hung Humphrey. "Bona to vada your dolly old eke! : a case study of the differences of English use between homosexual and heterosexual people in written discourse." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/390.

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Varga, Kate, and Ronja Cato. "A multimodal critical discourse analysis of Swedish teaching materials for English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.

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Education in the Swedish school system should aim to assist pupils in the development of fundamental values. This study investigates to what extent different groups of people are represented within two textbooks for English language teaching (ELT), produced in Sweden and commonly used in Swedish schools and how these representations correlate with the values indicated in the curriculum. Additionally, this study explores if textbooks designed for ELT can be adapted and used as a resource in the Arts classroom for multimodal representation analysis. The study used a multimodal critical discourse analysis with a social semiotic approach to address these questions, looking at the textbooks' textual and visual elements. The result is addressed both quantitatively and qualitatively and showed that, while women were shown in active roles, white men were overrepresented in both the visual and textual representations and people of colour of both genders were underrepresented. The results imply that ELT textbooks have some ways to go in order to meet the representation demands that the curriculum sets and that more research needs to address how to more accurately and frequently represent different groups of people within ELT teaching materials.

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Dissertations / Theses on the topic 'English language English language English language Discourse analysis'

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