scholarly journals English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis

2018 ◽  
Vol 43 (10) ◽  
pp. 41-59
Author(s):  
Maggie McAlinden ◽  
Keyword(s):  
Discourse Analysis ◽  
Professional Identity ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Language Teachers ◽  
Critical Discourse ◽  
English Language Teachers

scholarly journals A Critical Discourse Analysis on Teachers’ Verbal Feedback Patterns in EFL CLT Classrooms

2018 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Asma Dabiri
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Positive Feedback ◽  
Teaching And Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Critical Discourse ◽  
Social Scientific ◽  
Set Up

As providing feedback can have an effective role for the learning process, this study with a critical discourse analysis point of view in social scientific research investigated feedback patterns of four English language teachers on learners’ responses in four English Language institutes with Communicative Language Teaching (CLT) approach toward teaching and learning. In doing so, the classes were observed. The interactions were audio-taped and transcribed. The findings revealed that in providing feedback to learners, teachers gave positive feedback (approving and repetition), interactional feedback and corrective (negative feedback) in classrooms. Positive feedback as approving and repetition were the most type of feedback which the teachers made use of. The findings provide insights into feedback patterns in an EFL context and consequently they set up an argument to critically assess one of the most fundamental principles of CLT approach which is giving positive feedback to learners. Attention should be  directed to EFL teachers’ ideologies in providing feedback to the students to uncover their philosophy of teaching and learning as a clue to detect their criteria in choosing some habits of providing feedback than others and hence to expand this area further.

scholarly journals A Critical Discourse Analysis of Pakistani Newspapers Editorials in Coronavirus Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 144-153
Author(s):  
Nayab Waqas Khan ◽  
Mehak Muneer ◽  
Huma Iqbal
Keyword(s):  
Social Change ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Critical Discourse ◽  
Social Aspects ◽  
Linguistic Change ◽  
Local Newspapers ◽  
Rhetorical Questions ◽  
Second Wave

This research explores Pakistani newspapers Editorials’ lexical, morphological, and social aspects of the coronavirus Pandemic in Pakistan under the light of the Critical Discourse Analysis angle. The focal idea is to discover the etymological decision and rhetorical questions utilized in a revealing pandemic, and how did the columnists shape readers' minds and thoughts through their words. The CDA has been used as a theoretical framework for analyzing the data. Information for this examination includes 15 Editorial randomly gathered from 100 newspapers in Pakistan. Results demonstrated the exploitation of terminologies has been shown inconvenience, fear of contagious disease, death, fear of touching, and outbreak among people. The bogus information was additionally found in newspapers. Contradiction among newspapers was found while presenting data. This social change brings ultimately a linguistic change in the world. The English language is the language of overcoming gaps among nations, but this time it had correspondingly ushered in a new vocabulary to the general populace. For instance, new vocabulary, acronyms, synonyms, compounding, etc. Social change is parallel to linguistic change, and it is a paramount theme of lexicography. The local newspapers advocated a massive outbreak of the coronavirus and expected a second wave of this pandemic that was frustrating for the educational sector on top. The newspaper editors manipulate thoughts through forceful lexis usage to influence the thought, and opinions of Pakistani people.

Research into practice: The influence of discourse studies on language descriptions and task design in published ELT materials

2015 ◽  
Vol 48 (4) ◽  
pp. 506-530 ◽  
Author(s):  
Alex Gilmore
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
English Language ◽  
Language Teachers ◽  
Corpus Analysis ◽  
English Language Teaching ◽  
Genre Analysis ◽  
Discourse Studies

Discourse studies is a vast, multidisciplinary, and rapidly expanding area of research, embracing a range of approaches including discourse analysis, corpus analysis, conversation analysis, interactional sociolinguistics, critical discourse analysis, genre analysis and multimodal discourse analysis. Each approach offers its own unique perspective on discourse, focusing variably on text, context or a range of semiotic modes. Together, they provide foreign language teachers and material designers with new insights into language, and are beginning to have an observable impact on published English Language Teaching (ELT) materials. This paper examines the ways in which the four approaches with the strongest links to the ELT profession (corpus analysis, conversation analysis, discourse analysis and genre analysis) have found their way into language learning materials, and offers some suggestions on how discourse studies may influence ELT classrooms in the future.

scholarly journals Cultural Hegemony Portrayed in Cutting Edge Pre-Intermediate Textbook

2020 ◽  
Vol 12 (2) ◽  
pp. 42-57
Author(s):  
Héctor Javier Caro ◽  
Diana Andrea Caro
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Language Skills ◽  
Cutting Edge ◽  
Language Teachers ◽  
Critical Discourse ◽  
Cultural Hegemony ◽  
Publishing Houses ◽  
Foreign Language Skills

The use of textbooks in the EFL classroom is a trend that shapes the way language teachers teach and how students learn. Teachers design and use a great deal of materials for teaching and developing foreign language skills, but in terms of culture, they usually prefer to trust publishing houses for the cultural content included in their textbooks. What we do not know is that most of these textbooks promote hegemony and standardization of cultures under the conscious or unconscious ideology of the colonization of being. Teachers need to learn how to analyze and unveil the hidden mechanisms of colonization that are portrayed in some textbooks, a process which can be carried out through the use of Critical Discourse Analysis.

scholarly journals Education, Ideology and Social Effigies: Exploring Facets from the English Course Books of the Greek State Primary Education

2017 ◽  
Vol 9 (3) ◽  
pp. 48 ◽  
Author(s):  
Nikos Fotopoulos ◽  
Vicky Karra ◽  
Christos Zagkos
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
World View ◽  
Analytical Framework ◽  
Critical Discourse ◽  
Primary State ◽  
Social Events ◽  
State Education ◽  
Cultural Themes

Textbooks are important in many ways as they influence a student or a learner inside and outside school. Since students spend quite some time on textbooks especially in the Greek society, they are regarded more important and influential than friends, teachers, school and classroom activities, games, media and society. What needs to be considered before starting the analysis is the fact that ideology plays a significant role through the process of shaping collective representations. Additionally, it is a way of referring to a world-view of a particular culture due to their drastic impact to social consciousness. It is important to mention here that the term ‘culture’ is used in a broad sense to denote customs, attitudes and perceptions accepted and formed by people of a society, ideas and beliefs. The present article is a critical discourse analysis of ideological contents related to culture in Greek English language books of the Greek primary state education. It critically examines the following books: English 5th Grade and English 6th Grade which are taught in all primary state schools in Greece. The analysis aims at finding out the cultural ideologies which are embedded in the aforementioned textbooks. Fairclough’s analytical framework of Critical Discourse Analysis (henceforth CDA) will be partly implemented in order to explore cultural themes related to social events. Related often to CDA, the term ideology does not have an exact meaning or definition since it is looked at differently in several contexts, thus making its perspectives a bit elusive. However, trying to have at least a bit of understanding of it, the objectives of this discourse analysis of the Greek textbooks are: a) to see how far they pose an impact on the learners’ worldviews, b) to examine the relationship between dominant ideology, national identity and textbook content, c) to interpret their role through the educational apparatuses & d) to be aware concerning issues such as leisure time, social and cultural effigies.

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