The Regulation of Argumentative Reasoning in Pedagogic Discourse

AbstractThe development of new media enlarges the repertoire of semantic resources in creating a discourse. Apart from language, visual and sound symbols can all become semantic sources, and a synergy of different modality and symbols can be used to complete argumentative reasoning and evaluation. In the framework of multimodal argumentation and appraisal theory, this study conducted quantitative and multimodal discourse analysis on a new media discourse Building a community of shared future for humankind and found that visual symbols can independently fulfill both reasoning and evaluation in the argumentative discourse. An interplay of multiple modalities constructs a multi-layered semantic source, with verbal subtitles as a frame and a sound system designed to reinforce the theme and mood. In addition, visual modality is implicit in constructing the stance and evaluation of the discourse, with the verbal mode playing the role of “anchoring,” i.e. providing explicit explanation. A synergy of visual, acoustic, and verbal modalities could effectively transmit conceptual, interpersonal, and discursive meanings, but the persuasive result with the audience from different cultural backgrounds might be mixed.

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From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

Journal of Educational Issues ◽

10.5296/jei.v2i1.8748 ◽

2016 ◽

Vol 2 (1) ◽

pp. 36

Author(s):

Monika Diehl

Keyword(s):

School Improvement ◽

Secondary School ◽

Secondary Schools ◽

Capitalist Society ◽

Entrepreneurial Education ◽

Lower Secondary School ◽

School Cultures ◽

Pedagogic Discourse ◽

Improvement Programme ◽

Pedagogic Device

<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences. <strong></strong></p>

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Pedagogic discourse and sex education: myths, science and subversion

Sex Education ◽

10.1080/14681810701264615 ◽

2007 ◽

Vol 7 (2) ◽

pp. 201-216 ◽

Cited By ~ 6

Author(s):

Gabrielle Ivinson

Keyword(s):

Sex Education ◽

Pedagogic Discourse

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8 Multimodality, Pedagogic Discourse and Students’ Non-Legitimated Writing

Multimodality in Writing ◽

10.1163/9789004297197_010 ◽

2015 ◽

pp. 173-203

Keyword(s):

Pedagogic Discourse

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SISTEM PENGENDALIAN TOPIK DALAM WACANA PEDAGOGI DI SEKOLAH DASAR

Aksis Jurnal Pendidikan Bahasa dan Sastra Indonesia ◽

10.21009/10.21009/aksis.010105 ◽

2017 ◽

Vol 1 (1) ◽

pp. 80-103

Author(s):

N Lia Marliana

Keyword(s):

Elementary School ◽

Control System ◽

Learning Strategies ◽

Discourse Structure ◽

Student Responses ◽

Pedagogical Discourse ◽

Teacher Student ◽

Analysis Technique ◽

Questions And Answers ◽

Pedagogic Discourse

The purpose of this research is to obtain information about the topics control system as part of textual characteristics in pedagogic discourse in elementary school in Bogor. This research uses qualitative descriptive method with content analysis technique. Data were obtained through recording technique of learning process in three schools in Bogor. The focus of this research is on the control system of teacher topics through teacher inquiries, use of greetings, use of word markers, ignoring student responses, and strengthening student responses. The structure of pedagogical discourse in the classroom consists of new lessons, transactions, exchanges, movements, and new movements. The lesson consists of transactions that are composed again on several exchanges. The movement is composed of several exchanges. Movement consists of several types of behavior: starters, responses, questions, and answers/follow-up. This research has resulted that teachers are always in control of the topic of conversation. This can be seen from the topics raised in the form of questions or statements of teachers and neglect student responses or answers by teachers. Thus, it can be concluded that students seem to obey the teacher-student discourse structure in the classroom. Whereas what happens is the dominance of teachers to students in the classroom. Research on the text dimension of pedagogical discourse is useful for teachers to improve teaching methods that are still centered on teachers and use alternative learning strategies that enable students in the classroom. Keywords: pedagogic discourse structure, topics control system, elementary school Abstrak Tujuan penelitian ini untuk memperoleh informasi mengenai sistem pengendalian topik sebagai ciri tekstual dalam wacana pedagogi di sekolah dasar di Bogor. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik analisis isi. Data diperoleh melalui teknik rekam catat proses pembelajaran di tiga sekolah di Bogor. Fokus penelitian ini ialah pada sistem pengendalian topik guru melalui pertanyaan guru, penggunaan kata sapaan, penggunaan kata penanda/pemarkah, pengabaian respons siswa, dan penguatan respons siswa. Struktur wacana pedagogi di dalam kelas terdiri atas pelajaran, transaksi, pertukaran, gerakan, dan gerakan baru. Pelajaran terdiri atas transaksi yang tersusun lagi atas beberapa pertukaran. Gerakan tersusun dari beberapa pertukaran. Gerakan terdiri atas beberapa jenis tingkah laku, yaitu pemulai, respons, pertanyaan, dan jawaban/tindak lanjut. Penelitian ini menghasilkan bahwa guru selalu mengendalikan topik pembicaraan. Hal ini terlihat dari topik yang dikemukakan berupa pertanyaan atau pernyataan guru dan pengabaian respons siswa atau jawaban siswa oleh guru. Dengan demikian, dapat disimpulkan bahwa siswa seolah-olah mematuhi struktur wacana guru-siswa di dalam kelas. Padahal yang terjadi ialah adanya dominasi guru terhadap siswa di dalam kelas. Penelitian mengenai dimensi teks wacana pedagogi ini bermanfaat bagi guru agar dapat memperbaiki metode pembelajaran yang masih berpusat pada guru dan menggunakan alternatif strategi pembelajaran yang mengaktifkan siswa di kelas. Kata kunci: struktur wacana pedagogi, sistem pengendalian topik, sekolah dasar

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Predictions in economic-financial news

Journal of Argumentation in Context ◽

10.1075/jaic.5.1.03pal ◽

2016 ◽

Vol 5 (1) ◽

pp. 48-73 ◽

Cited By ~ 4

Author(s):

Rudi Palmieri ◽

Johanna Miecznikowski

Keyword(s):

Financial Markets ◽

Speech Acts ◽

Third Party ◽

Final Cause ◽

Financial News ◽

Information Intermediaries ◽

Efficient Cause ◽

Future Events ◽

Complex Forms ◽

Argumentative Reasoning

Compared to other domains of media discourse, economic-financial news contain a considerable amount of speech acts regarding future events, in particular predictions. This can be explained by their specific institutional context, financial markets, where investors constantly seek to single out gain opportunities and to correctly assess their risk. One of the crucial factors making economic-financial predictions worthy of being considered in investment decisions is argumentation, in particular the extent to which the predicted proposition follows from a plausible and acceptable reasoning. Starting from a corpus of 50 articles of the Italian economic-financial press, we consider the inferential dimension of prediction-oriented arguments, focusing on the locus, i.e. the ontological relation on which the connection between the argument(s) and the predictive conclusion rests. All predictions found in the corpus were manually annotated with the software UAM Corpus Tool. For each of them we identified the source, which could be either the journalist him/herself or a third party, typically financial analysts or corporate actors. We distinguished mere predictive opinions from predictive standpoints, i.e. predictions for which the journalist advances one or more supportive arguments (either confirmatory of refutatory). For the latter category, we identified the locus referring to an adaptation of the taxonomy outlined by Rigotti (2009). The findings highlight in particular the following three interesting aspects: (1) in predictions, journalists reinforce their stance by plausible justifications, but weaken it at the same time by marking it as uncertain and/or by using reported speech or evidential means to reduce their responsibility for the predictive speech act; (2) the justification of a predictive standpoint, by the journalist or by third parties, is mostly based on loci of causality, in particular on the locus from efficient cause, the locus from final cause and complex forms of causality where the involvement of rational agents is implied but defocused; (3) moreover, journalists refer to the predictive opinions of experts or corporate insiders to activate the locus from authority, either by explicit argumentation or implicitly, by reporting speech from reliable sources. Our study suggests that the role of predictions in financial news is not so much that of giving any straightforward advice to investors, but rather that of providing chunks of sound argumentative reasoning, including both supportive evidence and rebuttals or refutatory moves, that the investor-reader might apply and combine in the highly uncertain context of financial markets. Overall, our findings shed light on how financial journalists fulfil the function of information intermediaries in finance.

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