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Nova Tellus ◽  
2022 ◽  
Vol 40 (1) ◽  
pp. 137-167
Author(s):  
Nicolás Russo ◽  

This article proposes a new generic label for Tacitus’ Germania as “frontier ethnography”. Our reading is supported by Germania’s textual instability, due to its topical originality and compositive innovation. Although these features place Germania in a disruptive positioning face of historiographical tradition of Monography, it is consistent with the particular rhetorical situation of the late first century AD, traversed by the mixture of genres and the inversion of center-periphery relationships, and with the rise of a new dynasty as well. These characteristics are found in the two main text features of Germania. On the one hand, Ethnography, which was traditionally relegated to the excursus, is used here as the text’s main narrative device, whereas historical discourse is relocated to the digression. On the other hand, Barbaric periphery beyond the frontier becomes the central narrative matter of the text. Therefore, these textual features allow us to state that Germania insinuates a discourse move towards the limits of Roman generic and geographical space. Hence, Tacitus’ Germania can be interpreted as a literary exercise representing a new space within its sociopolitical context: the frontier.


2022 ◽  
Author(s):  
FENG CHENG

Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.


2022 ◽  
Vol 3 (2) ◽  
Author(s):  
Elena Vasilievna Velikaya

Spoken language production is considered to be one of the most difficult aspects of teaching a foreign language. It usually involves mastering pronunciation of sounds and intonation. If nowadays many teachers do not worry about the phonetic details of sounds, there is still focus on intonation as it has a great impact on the comprehensibility of the learner’s English. This is a very important issue for future teachers because correctness of pronunciation is one of the goals of any spoken language programme, with students asked to produce quite extended spoken monologues and to follow the requirements of various intonational styles. The aim of this study is to analyse textual and prosodic characteristics of stage monologue – a text produced on a theatre stage or in a film. Analytical methods were applied in order to obtain information about textual features and prosodic stylistic markers such as pitch level, range, tone modifications, loudness, and tempo, and also to develop style-forming factors in stage monologue. Results show that the stage monologues analysed possess all necessary characteristics of a text: informational content, delimitation, continuum, coherence, cohesion and completeness. Further analysis of stage monologue showed that it can be characterised by such specific features as expressiveness, normativeness, effectiveness, and conversational character. Stage monologues also possess all necessary prosodic markers. Certain style-forming factors of stage monologue were also developed in this study, including delimitation, accentuation of key words, thematic centres and expressively prominent centres, type of composition scheme, and theme. These results will be of significant pedagogical value to students who intend to become English teachers, and to teachers involved in linguistics research.


Pragmatics ◽  
2021 ◽  
Author(s):  
Marie Jacobs

Abstract Metapragmatic comments are crucial in lawyers’ attempts at managing legal advice communication with asylum seekers. Drawing on linguistic-ethnographic fieldwork in the Dutch-speaking part of Belgium, this paper aims to demonstrate how/when/why textual features which tell interactants how to interpret the ongoing speech are used in the context of lawyer-client communication in the field of immigration law. The data analysis reveals how lawyers frame the discursive conditions (i.e. linguistic diversity, the institutional need for efficiency and the presence of emotional lifeworld concerns) of the local interaction in the lawyer’s office. This is necessary as clients are not always acquainted with the discursive routines of the legal consultation, nor aware of its position within the wider chain of discursive asylum events. As many aspects of the legal advice context resemble the interactional conditions of the government-asylum seeker communication, it proves key yet challenging for lawyers to metapragmatically signal their advocating role in a way that enables a relationship of rapport with their client.


2021 ◽  
Vol 12 (4) ◽  
pp. 243-258
Author(s):  
FENG CHEN

Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.


2021 ◽  
Vol 9 (4) ◽  
pp. 208-221 ◽  
Author(s):  
Mareike Wieland ◽  
Gerret Von Nordheim ◽  
Katharina Kleinen-von Königslöw

Journalistic media increasingly address changing user behaviour online by implementing algorithmic recommendations on their pages. While social media extensively rely on user data for personalized recommendations, journalistic media may choose to aim to improve the user experience based on textual features such as thematic similarity. From a societal viewpoint, these recommendations should be as diverse as possible. Users, however, tend to prefer recommendations that enable “serendipity”—the perception of an item as a welcome surprise that strikes just the right balance between more similarly useful but still novel content. By conducting a representative online survey with n = 588 respondents, we investigate how users evaluate algorithmic news recommendations (recommendation satisfaction, as well as perceived novelty and unexpectedness) based on different similarity settings and how individual dispositions (news interest, civic information norm, need for cognitive closure, etc.) may affect these evaluations. The core piece of our survey is a self-programmed recommendation system that accesses a database of vectorized news articles. Respondents search for a personally relevant keyword and select a suitable article, after which another article is recommended automatically, at random, using one of three similarity settings. Our findings show that users prefer recommendations of the most similar articles, which are at the same time perceived as novel, but not necessarily unexpected. However, user evaluations will differ depending on personal characteristics such as formal education, the civic information norm, and the need for cognitive closure.


2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Hilkka Paldanius ◽  
Sari Sulkunen ◽  
Minna-Riitta Luukka ◽  
Johanna Saario

Artikkelissa tarkastellaan lukion historian opettajien käsityksiä aineistopohjaisen esseen arvioinnista ja siihen vaikuttavista piirteistä tiedonalan tekstitaitojen näkökulmasta. Aineisto koostuu opettajien ryhmähaastatteluista ja lukiolaisten kirjoittamista aineistopohjaisista esseistä. Haastattelut analysoitiin laadullisen sisällönanalyysin avulla ja esseiden kielellisiä piirteitä systeemis-funktionaalisen kieliteorian avulla. Analyysissä keskityttiin opettajien arvostamiin esseen piirteisiin ja niiden kielellisiin toteumiin. Opettajien arvostamissa piirteissä korostuivat erityisesti sisältötiedon hallinta sekä tehtävänannon noudattaminen. Aineiston käyttöön ja opiskelijan omaan pohdintaan liittyviä odotuksia opettajilla oli vähemmän. Esseiden kielellinen analyysi osoitti, että historian oppiaineen kielen ja sisältötiedon hallinta kietoutuvat toisiinsa: käsitteiden käyttö, informaatiorakenteen sujuvuus ja analysoiva kirjoittajaääni vahvistavat vaikutelmaa sisältötiedon hallinnasta.   History teachers’ beliefs about assessment of essays Abstract This article focuses on history teachers’ beliefs about the textual features relevant for assessing essays in general upper secondary school. The data comprise group discussions about essays that were analyzed with content analysis and the essays analyzed with systemic-functional theory. The focus was on linguistic realization of the features teachers valued. The results showed that history teachers particularly valued presenting historical knowledge and answering the task. They had fewer expectations about the use of the source material and students’ own argumentation. The linguistic analysis of the essays showed that language of history and historical knowledge intertwine: e.g. smooth information flow and analytical authorial voice demonstrate mastery. Keywords: assessment, disciplinary literacy, history, essay, systemic-functional theory


2021 ◽  
Vol 29 (4-5) ◽  
pp. 551-589
Author(s):  
Kirsten Marie Hartvigsen

Abstract In the Gospel of Luke 1–2, the narrator focuses on two couples and their (future) sons. The plot of the narrative emphasizes the main characteristics of the characters, which in turn accentuate important characteristics of God. Audience members construct these characters like real-life persons based on the discourse aspect (textual features which indicate character traits, plots, focalization, etc.) and the suggestion aspect (memories, emotions, schemata that are activated or primed, etc.). In this article, the construction of characters is analyzed with insights into mental character models and social schemata. The linear presentation of information in orally performed narratives structures the first part of the analysis. The latter part draws on conceptual blending theory to explore how the character of God is constructed based on selected information projected from the utterances of the other characters to the blended space.


2021 ◽  
Author(s):  
◽  
Trevor Howard Howard-Hill

<p>Ralph Crane first came to learned attention in recent years when Sir Walter Greg in 1925 suggested that the transcripts of Fletcher and Massinger's 'Sir John van Olden Barnavelt' and Middleton's 'The Witch' were the same handwriting. Shortly afterwards, Profession F. P. Wilson published an article showing that both these plays were the work of the scribe Ralph Crane, who professed to have had some employment with the King's Company, and who was also the scribe of Fletcher's 'Demetrius and Enanthe', the Lansdown and Malone MSS. of Middleton's 'A Game at Chesse', and several poetical manuscripts. Professor Wilson recounted the sketchy details of Crane's life and examined some featuers of his transcript dwelling, naturally enough, mainly on the features of the dramatic MSS. Much of his work need not be repeated here, especially that on the textual features of the dramatic MSS. and the discussion of the copy from which they might be derived. On certain general points there are necessary reservations to be made in the light of more recent scholarship; fuller discussion of several questionable conclusions will be made in the final chapter.</p>


2021 ◽  
Author(s):  
◽  
Trevor Howard Howard-Hill

<p>Ralph Crane first came to learned attention in recent years when Sir Walter Greg in 1925 suggested that the transcripts of Fletcher and Massinger's 'Sir John van Olden Barnavelt' and Middleton's 'The Witch' were the same handwriting. Shortly afterwards, Profession F. P. Wilson published an article showing that both these plays were the work of the scribe Ralph Crane, who professed to have had some employment with the King's Company, and who was also the scribe of Fletcher's 'Demetrius and Enanthe', the Lansdown and Malone MSS. of Middleton's 'A Game at Chesse', and several poetical manuscripts. Professor Wilson recounted the sketchy details of Crane's life and examined some featuers of his transcript dwelling, naturally enough, mainly on the features of the dramatic MSS. Much of his work need not be repeated here, especially that on the textual features of the dramatic MSS. and the discussion of the copy from which they might be derived. On certain general points there are necessary reservations to be made in the light of more recent scholarship; fuller discussion of several questionable conclusions will be made in the final chapter.</p>


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