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In many social disciplines discourse analysis has increasingly been used for qualitative research. This presentation aims to clarify the following key points:
− What is discourse and how is it theoretically accounted for
− How can discourse analysis help academic researchers to make sense of their data and how can it be done critically
− What methodologies are available and what are their limitations
In many social disciplines discourse analysis has increasingly been used for qualitative research. This presentation aims to clarify the following key points:
− What is discourse and how is it theoretically accounted for
− How can discourse analysis help academic researchers to make sense of their data and how can it be done critically
− What methodologies are available and what are their limitations
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In many social disciplines discourse analysis has increasingly been used for qualitative research. This presentation aims to clarify the following key points:
− What is discourse and how is it theoretically accounted for
− How can discourse analysis help academic researchers to make sense of their data and how can it be done critically
− What methodologies are available and what are their limitations
Авторское право:
Attribution Non-Commercial (BY-NC)
Доступные форматы
Скачайте в формате PDF, TXT или читайте онлайн в Scribd
Crlucal ulscourse Analysls: ConcepLs, MeLhods and Appllcauons
Semlnar aL Lhe unlverslLy of 8ergamo,
ulparumenLo dl Sclenze Azlendall, 13 novembre 2013
lranco Zappemnl
8lrkbeck, unlverslLy of London 8oyal Polloway, unlverslLy of London
lranco.Zappemnl[rhul.ac.uk hup://royalholloway.academla.edu/lrancoZappemnl Semlnar CuLllne WhaL ls dlscourse and how ls lL Lheoreucally accounLed for Pow can dlscourse analysls help academlc researchers Lo make sense of Lhelr daLa and how can lL be done 'crlucally' WhaL meLhodologles are avallable and whaL are Lhelr llmlLauons Lxample of appllcauon WhaL we mean by dlscourse Many dlerenL meanlngs All wrluen and spoken language 1exL = a semlouc manlfesLauon ('reallsauon') of dlscourse ulscourses undersLood ln Lhelr dlaloglcal relauon wlLh socleLy ulscourses = bundles of LexL ln conLexL ulaloglclLy of language and socleLy Language ls a 'Lhlng we do' as humans Lo lnLeracL soclally dlaloglclLy beLween llngulsuc and soclal acLs helps us make sense of our world dlscourses as 'meanlng maklng' processes whereby a web of relauons ls esLabllshed beLween physlcal ob[ecLs, ldeas and soclal pracuces Language and Lhe consLrucuon of soclal reallLy Meanlngs are consolldaLed lnLo lnsuLuuonal sLrucLures (culLure, legal sysLem) Lhrough Lhelr reproducuon ln dlscourse dlscourses 'clrculaLe', Lhey can be (re)produced buL also challenged and Lransformed ulscourses are never xed buL uld as Lhey are dependanL on speclc soclo-hlsLorlcal conungencles for Lhelr reproducuon SLrucLurallsL and osLrucLuralslL vlews of dlscourse and socleLy SLrucLurallsm 8elauvely xed 'web of slgnlers' Language consLralns our Lhlnklng and reproduces soclal sLrucLures and relauons of power (Marx's class sLruggle and loucaulL's 'sysLem of knowledge') locus on macro sLrucLures osLsLrucLurallsm WluengsLeln's 'llngulsuc Lurn' lnescaplblllLy of dolng research ouLslde sLrucLures and dlscourses Language ls consuLuuve of reallLy Meanlngs are consLrucLed ln and Lhrough dlscourse locus on mlcro lnLeracuon Crlucal ulscourse Analysls (CuA) An umbrella of approaches ln 'beLween' sLrucLurallsL and posL sLrucLurallsL vlews Language and socleLy are muLually consuLuuve locus on Lhe dynamlc lnLerplay of sLrucLural and agenuve dlmenslons of language aL boLh mlcro and macro levels MeLhodologles and Lheoreucal backgrounds adapL Lo Lhe research quesuons Crlucal ulscourse Analysls (CuA) 1kLND WnC]WnLkL 1nLCkL1ICAL INILULNCLS D|scourse-n|stor|ca| Approach (DnA) Un|vers|ty of V|enna and Lancaster k. Wodak, M. ke|s|g|, k. De C|||a Cr|nca| theory and the Irankfurt Schoo| D|a|ecnca|-ke|anona| Approach Norman Ia|rc|ough Marx|st theor|es system|c-funcnona| Grammar Ioucau|t 1he Soc|a| Actors approach 1heo van Leeuwen 8ernste|n, Ioucau|t, na|||day V|sua| and |nter-sem|onc approach Gunther kress and h|s co||aborators Soc|a| sem|oncs Soc|o-cogn|nve approach 1eun A. van D|[k and h|s fo||owers Moscov|c|, soc|a| psycho|ogy sycho|og|ca||y-or|ented trend 'the Loughborough Group' D|scurs|ve pshycho|ogy Corpus L|ngu|snc Approach 'the Du|sburg Group' Cr|nca| theory Maln feaLures of uPA: Lheory and daLa Maln feaLures of uPA:conLexLuallsauon Maln feaLures of uPA: eld and genre lleld: 'SegmenLs' of soclal reallLy characLerlzed by dlerenL funcuons and dlscurslve pracuces (law maklng, adveruslng) Cenre: a convenuonallsed use of language assoclaLed wlLh a soclal acuvlLy lnLerLexLuallLy and lnLerdlscurslvlLy: relauon beLween LexLs and dlscourses ue and 8e-conLexLuallsauon processes Source: Wodak 2001 Maln feaLures of uPA: llngulsuc analysls 8ecurrenL Lhemes and Loplcs argumenLauon schemes and frames dlscurslve sLraLegles lnferences, lmpllcaLures SynLax, for example passlve forms as Lhey allow for Lhe foregroundlng/backgoundlng of soclal acLors (an expresslons llke 'mlsLakes were made' allows for Lhe agenL Lo be omlued) Lvaluauve language (posluve and negauve expresslons) Speclc represenLauons of soclal agenLs and Lhelr caLegorlzauon (!"#$%&') speclc llngulsuc elemenLs (such as for example, gures of speech, meLaphors, delcucs,) and how Lhey 'hold' Lhe dlscourse LogeLher. Maln feaLures of uPA: llngulsuc analysls 8ecurrenL Lhemes and Loplcs argumenLauon schemes and frames dlscurslve sLraLegles lnferences, lmpllcaLures SynLax, for example passlve forms as Lhey allow for Lhe foregroundlng/backgoundlng of soclal acLors (an expresslons llke 'mlsLakes were made' allows for Lhe agenL Lo be omlued) Lvaluauve language (posluve and negauve expresslons) Speclc represenLauons of soclal agenLs and Lhelr caLegorlzauon (!"#$%&') speclc llngulsuc elemenLs (such as for example, gures of speech, meLaphors, delcucs,) and how Lhey 'hold' Lhe dlscourse LogeLher. LlmlLauons of CuA Llnklng macro and mlcro dlmenslons (how language lnLeracL wlLh Lhe soclal world) ls prlmarlly done vla lnLerpreLauve work oLenual lssues of blas and 'hldden' agendas for soclal/pollucal change 1he role of Lhe analysL ln Lhe co-consLrucuons of reallLy Cauuon ln reveallng 'LruLhs' behlnd LexLs 8e crlucal, do noL crluclze Pow Lo apply CuA Lo a 'LexL' ConLexLuallsauon 8esearch Lhe company background and conLexLuallse Lhe acuvlLy of 'reporung' wlLhln Lhe macro eld of economlc and nanclal acuvlues - you mlghL wanL Lo draw from general Lheorles of accounung/accounLablllLy and sLakeholders uene Lhe genre of 'susLalnablllLy' reporung: whom ls lL for? Why ls lL produced? SusLalnablllLy reporL ls a genre of LexL LhaL belongs Lo Lhe general organlzauonal pracuce of communlcaung Lo an exLernal audlence abouL Lhe lmpacL of lLs pracuces and LhaL wlll Lyplcally be read by lnvesLors who mlghL be lnuenced ln Lhelr declslons. ln a 'susLalnablllLy reporL' Lhe organlzauon makes LransparenL how lL has meL lLs economlc, soclal and envlronmenLal obllgauons Lo a 'susLalnable developmenL'. WhaL ls meanL by 'susLalnable developmenL'? (8runLland 8eporL, 1987) 8ene your research quesuons ln Lhe llghL of conLexLuallsauon Lxamples of 8esearch quesuons you mlghL declde Lo pursue Lhrough CuA 1. WhaL ls Lhe general vlew of Lhe world and socleLy consLrucLed by Lhe dlscourses of llnmeccanlca? 2. Pow does llnmeccanlca consLrucL Lhe nouon of 'belng susLalnable' ln and Lhrough lLs dlscourses? 3. Pave dlscourses of susLalnablllLy ln Lhls year's reporL changed compared Lo prevlous years and , lf so, how? 4. lf we refer Lo speclc evenLs (such as scandals of corrupuon lnvolvlng llnmeccanlca LhaL have emerged ln Lhe news) how, lf so, been dealL wlLh aL dlscurslve level ln Lhe reporL? 3. lf we Lake lnLo accounL Lhe llnmeccanlca defence/securlLy range (alrcras, arullery, weapons, mlllLary survelllance sysLems) how has Lhe company dealL wlLh Lhe soclal lmpacL of such producLs ln lLs dlscourses? 6. ...
lcklng and unpacklng quesuon 2
a) dene whaL ls meanL by susLalnablllLy ln Lhe LexL b) dene how Lhe company leglumlzes lLs acuvlues as 'susLalnable' c) dene whlch argumenLs and dlscurslve sLraLegles are used ln Lhe LexL Lo supporL Lhe leglumlsauon argumenL(s) 1hemauc analysls 'hybrld' denluons of susLalnablllLy characLerlzed as a 'sLraLegy', a 'challenge', a 'soluuon', an 'opporLunlLy' and relaLed Lo 'developmenL' and 'growLh' vla economlc, soclal and envlronmenLal dlscourses We can also recognlze LhaL Lhese Loplcs are oen dlscurslvely aruculaLed and llnked Lo each oLher ln relauon Lo 'lnnovauon' and 'compeuuveness'. Whose 'developmenL' do dlscourses expllclLly and lmpllclLly refer Lo? 1 1 2 1 2