discourse practices
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Publications ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 2
Author(s):  
Francisca Suau-Jiménez ◽  
Francisco Ivorra-Pérez

The recent COVID-19 pandemic has triggered an enormous stream of information. Parascientific digital communication has pursued different avenues, from mainstream media news to social networking, at times combined. Likewise, citizens have developed new discourse practices, with readers as active participants who claim authority. Based on a corpus of 500 reader comments from The Guardian, we analyse how readers build their authorial voice on COVID-19 news as well as their agentive power and its implications. Methodologically, we draw upon stance markers, depersonalisation strategies, and heteroglossic markers, from the perspective of discursive interpersonality. Our findings unearth that stance markers are central for readers to build authority and produce content. Depersonalised and heteroglossic markers are also resorted, reinforcing readers’ authority with external information that mirrors expert scientific communication. Conclusions suggest a strong citizen agentive power that can either support news articles, spreading parascientific information, or challenge them, therefore, contributing to produce pseudoscientific messages.


Author(s):  
Yong-Kang Wei

The essay explores the notion of collective ethos by looking closely at some of the key aspects of rhetorical and discourse practices in early Chinese society, such as ethos-as-spirit, the oneness of ethos/logos, and wei-yi (威仪; authority and deportment) among others, with a conclusion about the ethocentric nature of the traditional Chinese discourse system, rhetoric and philosophy included. To put things in perspective, it also discusses Western theories on ethos, including those by noted postmodernist theorists such as Bourdieu and Foucault. However, it does not argue that the Chinese tradition is the right path to rhetoric in general and ethos in particular but, rather, points out that rhetoric varies across cultures for an array of reasons, hence the necessity of approaching and understanding ethos differently from the model formulated by Aristotle.


2021 ◽  
Vol 14 (2) ◽  
pp. 93-106
Author(s):  
Marius Derick Simons ◽  
Kadek Adi Wibawa

[English]: In South Africa, National Senior Certificate (NSC) mathematics examination is a capping external examination taken at the culmination of twelve years of schooling. The purpose of this study was to investigate and analyze the responses of examinees in the examinations in the concept of trigonometry. While the study mainly used an ethnomethodological approach, a documentary analytical approach was also adopted. Documentary analysis was necessitated by the private nature of the NSC examination, as we only had access to the written work of the examinees. The major findings were: (1) that the strategies and tactics used by examinees are highly driven by the context of the high-stakes examination; (2) that examinees’ ways of working exhibit the general structure of the practice that is commonly found in mathematical discourse practices. Further studies are required to deepen the understanding of the thinking processes of examinees by conducting focus group interviews, where the examinees are afforded opportunities to explain their workings in school-based assessments. [Bahasa]: Di Afrika Selatan, ujian matematika National Senior Certificate (NSC) adalah ujian tambahan yang diambil pada akhir dari dua belas tahun sekolah. Penelitian ini bertujuan untuk melakukan investigasi dan analisis tanggapan siswa peserta ujian matematika NSC terkait konsep trigonometri. Selain pendekatan etnometodologi yang secara umum dipakai dalam penelitian ini, pendekatan analitis dokumenter yang juga diadopsi terkait karakteristik ujian NSC, dalam hal inipeneliti hanya memiliki akses pada jawaban tertulis peserta ujian. Temuan utama penelitian adalah: (1) bahwa strategi dan taktik yang digunakan oleh peserta ujian sangat didorong oleh konteks ujian berisiko tinggi; (2) bahwa cara kerja peserta ujian menunjukkan struktur umum praktik yang biasa ditemukan dalam praktis diskursus matematika. Penelitian lebih lanjut diperlukan untuk memperdalam pemahaman tentang proses berpikir peserta ujian dengan melakukan wawancara kelompok terfokus, dimana peserta ujian diberikan kesempatan untuk menjelaskan cara kerja mereka dalam penilaian berbasis sekolah.


Educatia 21 ◽  
2021 ◽  
pp. 183-192
Author(s):  
Ioana-Andreea Mureșan ◽  
◽  
Raluca Pop ◽  

The goal of this paper is to explore how the use of the popular Norwegian web-based TV series SKAM (SHAME) can enhance cultural awareness by exposure to authentic language and to diverse discourse practices that have both a multilingual and a multicultural dimension. English, through the use of anglicisms and code-switching in SKAM, acts as a cohesive factor that reflects the changes within the Norwegian society while building bridges between different cultures because of its global influence, particularly upon the younger generations. These generations no longer perceive English as a foreign language, but rather as an essential part of their personal and collective identity, and this is reflected in their discourse practices. The analysis of the teenage informal discourse in the series SKAM provides insights into the benefits of using authentic resources to acquaint BA students with the Norwegian contemporary culture.


2021 ◽  
pp. 1-15
Author(s):  
Debra A. Friedman

Abstract In this paper, I argue for expanding language socialization research on the academic discourse socialization of speakers of English as an additional language to less-commonly researched settings outside of English-dominant countries. Following an overview of some theoretical and methodological issues involved in conducting such research, I lay out a research agenda, focusing on several topics and issues that have the potential to illuminate issues of interest in both language socialization and second language acquisition regarding how competence and community are defined in a globalized, multilingual world. These include: (a) closer investigation of presumed ‘cultural differences’ between ‘Western’ and ‘Asian’ academic discourse practices, (b) the effect of social categories such as ethnicity and ‘nonnative speaker’ status on the construction of ‘expert’ and ‘novice’ identities in these settings, (c) the role of socializing agents outside of the classroom, and (d) the extent to which students in these settings are being socialized into practices and ideologies that promote multicompetence.


2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Jordan Salyer-Gummoe ◽  
David Morton

Critical discourse analysis is a qualitative research approach used to study social inequalities, in which it creates the connection between social practices and the social context. The use of film analysis variables of non-discourse and discourse practices relating to this analysis approach was examined from one film representative of each decade; the 1980s, 1990s, and 2000s. The heterosexism found within the acting and directing process of films within the comedy genre while structuring a gay character in screenplay was examined through the research process by honing in on specific variables. The conducted study’s research process involved multiple viewings of each movie: Victor/Victoria, Clueless, and Bridget’s Jones Diary where 3 scenes were chosen from the film regarding variables such as materialisations, speech, and actions that held correlation to the portrayal of a homosexual character. By the film variables directly corresponding with the characterization, the research analysis demonstrated heterosexist actor’s and director’s choices throughout the filming process and their correlation to common stereotypes against homosexuals being drawn off of for comedic effect. Over the span of 3 decades, the use of stereotypes within homosexual movie media representation; although progressive towards inclusion, has strictly portrayed such characters in comical, non-serious scenes. It is with a comparison of the 1980s, 1990s, and 2000s take on gay portrayals that the founded extremity of the use of such common stereotypes was recognized as they continuously, negatively impact the LGBTQ community through the continuation of use constituting these portrayed personas as correct. 


2021 ◽  
pp. 1-29
Author(s):  
Jennifer C. Park

Abstract This paper explores the cultivation of STEAM literacy through the employment of practices derived from traditional reading strategies. This teaching and learning framework focuses on utilizing multimodal texts to increase exposure and opportunities for students to creatively explore diverse realms of STEM through the arts. Featuring student-centered endeavors through self-selected texts and in-class reading practices followed by tiered scaffolded discourse engagements, this framework initiates greater interest, autonomy, and culturally and linguistically authentic practices enhancing STEAM literacy. Embedded in the implications is the deconstruction of frequently aggregated STEM data that “overrepresents” the Asian demographic. Using the lens of the model minority myth, this paper attempts to disaggregate the Asian category, illuminating the actual diaspora that makes up the Asian and Asian American communities, many of which are not represented in STEM fields. Through more reading opportunities and fostering discourse practices, the arts contribute greater inclusion, cultivating STEAM literacy for all students.


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