scholarly journals Pronouns, Positioning, and Persuasion in Top Nonprofits’ Donor Appeals

2021 ◽  
pp. 232948842110621
Author(s):  
Paula Lentz ◽  
Kristen Getchell ◽  
James Dubinsky ◽  
Mary Katherine Kerr
Keyword(s):  
Speech Acts ◽  
Positioning Theory ◽  
Charitable Organizations ◽  
Business Partners ◽  
Teacher Student

Despite increased giving in 2019, competition for donations among nonprofits remains high, especially when a charitable organization’s niche overlaps with that of others’. Consequently, nonprofit charitable organizations must tell stories that persuade donors to support their mission and contribute. This study uses positioning theory to examine how websites of the charitable organizations that appeared in Forbes Magazine’s 2019 top 100 charities use storytelling to facilitate their ethos such that they gain support and thus increase their donor base. The results revealed that nonprofits use positioning to establish two types of partnerships: invited and assumed. Furthermore, the coding revealed three primary types of positioning within these partnerships: savior-follower, business partners, and teacher-student. These positions organize and set the parameters for each organization’s story and will not only influence and potentially dictate the speech acts that follow, but also the responsibilities and rights of all those involved.

Speech Acts of Classroom Interaction

2018 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
Ahmad Syaifudin Azhari ◽  
Priono ◽  
Nuriadi
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Male Students ◽  
Pragmatic Competence ◽  
Student Interactions ◽  
Dominant Type ◽  
Efl Context ◽  
Teacher Student ◽  
Illocutionary Act ◽  
Teachers And Students

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives.  Assertions about 117 acts or 42% are dominant acts.  Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms

2021 ◽  
Vol 18 (1) ◽  
pp. 53-82
Author(s):  
Deniz Ortaçtepe Hart ◽  
Seçil Okkalı
Keyword(s):  
Common Ground ◽  
Language Socialization ◽  
Common Knowledge ◽  
Positioning Theory ◽  
Target Language ◽  
Cognitive Approach ◽  
Transmission Of Knowledge ◽  
Teacher Student ◽  
Cultural Mediator ◽  
Efl Classrooms

Abstract This study aims to present how intercultural and intracultural communication unfolds in EFL classrooms with NNESTs and NESTs who constantly negotiate common ground and positionings with their students. Three NEST and three NNEST teaching partners were observed and audio recorded during the first and fifth weeks of a new course they taught in turns. Data were transcribed and analyzed through conversation analysis using Kecskes and Zhang’s socio-cognitive approach to common ground (Kecskes, István & Fenghui Zhang. 2009. Activating, seeking, and creating common ground. A socio-cognitive approach. Pragmatics and Cognition 17(2). 331–355) and Davies and Harré’s positioning theory (Davies, Bronwyn and Rom Harré. 1990. Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour 20(1). 43–63). The findings revealed several differences in the ways NESTs and NNESTs established common ground and positioned themselves in their social interactions. NESTs’ lack of shared background with their students positioned them as outsiders in a foreign country and enabled them to establish more core common ground (i.e., building new common knowledge between themselves and their students). NNESTs maintained the already existing core common ground with their students (i.e., activating the common knowledge they shared with their students) while positioning themselves as insiders. NESTs’ difference-driven, cultural mediator approach to common ground helped them create meaningful contexts for language socialization through which students not only learned the target language but also the culture. On the other hand, NNESTs adopted a commonality-driven, insider approach that was transmission-of-knowledge oriented, focusing on accomplishing a pedagogical goal rather than language socialization.

scholarly journals Asking about Content and Adding Content: two Patterns of Classroom Interaction

2012 ◽  
Vol 14 (1) ◽  
pp. 28
Author(s):  
Edgar Lucero Batavia
Keyword(s):  
Conversation Analysis ◽  
Speech Acts ◽  
Classroom Interaction ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
University Level ◽  
Interactional Patterns ◽  
Present Characteristic

This research project focuses on identifying and describing the interactional patterns and the speech acts that emerge and are maintainedthrough teacher-student interactions in a university-level EFL Pre-intermediate class. This work also analyzes how these patterns potentiallyinfluence the participants’ interactional behavior. This study then answers two questions: what interactional patterns emerge and how they arestructured in interactions between the teacher and the students in the EFL class? And, how can the utterances that compose the interactionalpatterns potentially influence both interactants’ interactional behavior in the EFL class? The description and analysis of the problem followethnomethodological conversation analysis. The findings show that there are two main interactional patterns in the EFL class observed for thisstudy: asking about content, and adding content. Both patterns present characteristic developments and speech acts that potentially influencethe teacher and students’ interactional behavior in this class. These findings serve as a reference and evidence for the interactional patterns thatemerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.

scholarly journals The Construction of an Identity as “ESL Teacher” in Classrooms and Tutorials

2018 ◽  
Vol 6 (1) ◽  
pp. 70
Author(s):  
Hongya Fan ◽  
Xiaoyan Ren
Keyword(s):  
Speech Acts ◽  
Esl Teachers ◽  
Data Set ◽  
Teacher Identities ◽  
Teacher Student ◽  
Language Selection ◽  
Different Types ◽  
Language Styles

<p><em>The analysis in this study, using a data set consisting of 20 teacher-student meetings in two settings of formal classroom sessions and once-a-week tutorials, examines how ESL teachers in China construct their identities, by considering the use of person-referencing practices, speech acts, language selection and language styles. The results of the analysis are discussed with reference to the construction of different types of ESL teacher identities in these two settings.</em></p>

Situating a New Voice in Public Relations: The Application of Positioning Theory to Research and Practice

2015 ◽  
Vol 154 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Melanie James
Keyword(s):  
Public Relations ◽  
Speech Acts ◽  
Positioning Theory ◽  
Social Constructionist ◽  
Research And Practice ◽  
Communication Program ◽  
Social Acts ◽  
Organisation Management ◽  
Inform Decision Making

The role of speech acts in public relations practice, and how they are used by entities to intentionally position themselves and others, are examined through the application of positioning theory. Studies have found that successful positioning is achieved when there is congruence between the position taken or assigned, the speech acts used to enact it, and the storylines used as support. This triad is central to positioning theory, which is a social constructionist approach that defines a position as a cluster of rights and duties that limits the repertoire of possible social acts available to a person or person-like entity (such as an organisation). Examining public relations using positioning theory articulates practices relating to the power to position self and others, and can inform decision-making in communication program design. It moves away from organisation/management-centric theory that has dominated the field, and situates public relations firmly in the communication discipline.

scholarly journals Changes in the Classroom Discourse: Negative Politeness and Impoliteness

2021 ◽  
Vol 13 (2) ◽  
pp. 37-54
Author(s):  
Mihaela Beschieru
Keyword(s):  
High School ◽  
Classroom Discourse ◽  
Speech Acts ◽  
Traditional Classroom ◽  
Free Communication ◽  
Teacher Student ◽  
Indirect Speech Acts ◽  
Politeness Strategies ◽  
And Control ◽  
History Classes

Abstract The paper focuses on changes identified in the classroom discourse in terms of the teacher–student relations. While traditional classroom relations relied on teacher’s authority and control in the classroom, the current situation indicates a shift in the power relations existing in the class. The paper aims to analyse some of these changes by studying politeness and ways of expressing negative politeness and impoliteness. It starts by defining politeness as conflict-free communication, and then moves to negative politeness and impoliteness, applying these two concepts in the interpretation of the classroom discourse. The data used for the analysis were collected during English and history classes in a high school in Romania. The paper draws on Penelope Brown and Stephen Levinson’s (1987 [1978]) concept of negative politeness and on Derek Bousfield’s (2008) impoliteness theory. The data reveal that the most common negative politeness strategies in the classroom discourse use indirect speech acts, questions and hedges, minimizing the imposition and impersonalizing. I argue that while teachers use mainly politeness strategies, students use impoliteness strategies as a way of claiming power. Thus, they can be disruptive and show lack of interest; they interrupt or take the floor at a wrong time; they sometimes dismiss, contest, or refuse the teacher’s indications and often challenge the teacher’s authority; at times, they are also rude towards their own peers in trying to demonstrate their superiority.

scholarly journals Social Positioning in Teacher-Student Interactions: A Linguistic Ethnographic Investigation

2019 ◽  
Vol 9 (2) ◽  
pp. 332
Author(s):  
Longji Christopher Gonsum ◽  
Cise Cavusoglu
Keyword(s):  
Positioning Theory ◽  
Social Constructionist ◽  
Student Interactions ◽  
Teacher Student ◽  
Stimulated Recall ◽  
Social Positioning ◽  
Teacher Student Interactions ◽  
Pragmatic Awareness ◽  
Nigerian University ◽  
Stimulated Recall Interviews

From a social constructionist perspective and using Positioning Theory, this study examined the interactional strategies that interactants use in establishing their social positions in interactions in a registration office. Linguistic ethnographic methods were deployed where naturally occurring interactions of 30 participants in a registration office in a Nigerian university located in North-Central Nigeria were collected through audio-recordings, which added up to 177 minutes in total. Stimulated recall interviews were also conducted with some of the interactants to refute or validate the results of preliminary analyses of their interactional strategies. Micro-discourse analysis was adopted for the analysis of both the ethnographic and discourse data in order to account for the influence of context and other nonverbal behaviours on the interactants&rsquo; choices and the discourse data. The study revealed that sociocultural expectations, knowledge and perceptions significantly influenced the choice of the interactional strategies used for the negotiation and construction of social positions by both the teachers and the students in their interactions. The study also showed the discursive variables of power relations and ages of the interactants as impacting on their use of face acts as deliberate social positioning strategies in the interactions. The study concludes that interactants&rsquo; pragmatic awareness of context is crucial in establishing their negotiated positions in meaningful and cordial interactions.

"Let's do lunch sometime": An analysis of ostensible speech acts

2001 ◽  
Author(s):  
Kristen E. Link ◽  
Roger J. Kreuz ◽  
Jackie Soto
Keyword(s):  
Speech Acts
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