CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: dramatic discourse interaction</title> <meta name="description" content="Search results for: dramatic discourse interaction"> <meta name="keywords" content="dramatic discourse interaction"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="dramatic discourse interaction" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="dramatic discourse interaction"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5226</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: dramatic discourse interaction</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5226</span> Reading and Teaching Poetry as Communicative Discourse: A Pragma-Linguistic Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omnia%20Elkommos">Omnia Elkommos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is communication on several discourse levels. The target of teaching a language and the literature of a foreign language is to communicate a message. Reading, appreciating, analysing, and interpreting poetry as a sophisticated rhetorical expression of human thoughts, emotions, and philosophical messages is more feasible through the use of linguistic pragmatic tools from a communicative discourse perspective. The poet's intention, speech act, illocutionary act, and perlocutionary goal can be better understood when communicative situational context as well as linguistic discourse structure theories are employed. The use of linguistic theories in the teaching of poetry is, therefore, intrinsic to students' comprehension, interpretation, and appreciation of poetry of the different ages. It is the purpose of this study to show how both teachers as well as students can apply these linguistic theories and tools to dramatic poetic texts for an engaging, enlightening, and effective interpretation and appreciation of the language. Theories drawn from areas of pragmatics, discourse analysis, embedded discourse level, communicative situational context, and other linguistic approaches were applied to selected poetry texts from the different centuries. Further, in a simple statistical count of the number of poems with dialogic dramatic discourse with embedded two or three levels of discourse in different anthologies outweighs the number of descriptive poems with a one level of discourse, between the poet and the reader. Poetry is thus discourse on one, two, or three levels. It is, therefore, recommended that teachers and students in the area of ESL/EFL use the linguistics theories for a better understanding of poetry as communicative discourse. The practice of applying these linguistic theories in classrooms and in research will allow them to perceive the language and its linguistic, social, and cultural aspect. Texts will become live illocutionary acts with a perlocutionary acts goal rather than mere literary texts in anthologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coda" title="coda">coda</a>, <a href="https://publications.waset.org/abstracts/search?q=commissives" title=" commissives"> commissives</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20situation" title=" communicative situation"> communicative situation</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20culture" title=" context of culture"> context of culture</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20reference" title=" context of reference"> context of reference</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20utterance" title=" context of utterance"> context of utterance</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=directives" title=" directives"> directives</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction" title=" dramatic discourse interaction"> dramatic discourse interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=duologue" title=" duologue"> duologue</a>, <a href="https://publications.waset.org/abstracts/search?q=embedded%20discourse%20levels" title=" embedded discourse levels"> embedded discourse levels</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20for%20communication" title=" language for communication"> language for communication</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20structures" title=" linguistic structures"> linguistic structures</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20texts" title=" literary texts"> literary texts</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20theories" title=" pragmatic theories"> pragmatic theories</a>, <a href="https://publications.waset.org/abstracts/search?q=reader%20response" title=" reader response"> reader response</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts%20%28macro%2Fmicro%29" title=" speech acts (macro/micro)"> speech acts (macro/micro)</a>, <a href="https://publications.waset.org/abstracts/search?q=stylistics" title=" stylistics"> stylistics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20literature" title=" teaching literature"> teaching literature</a>, <a href="https://publications.waset.org/abstracts/search?q=TEFL" title=" TEFL"> TEFL</a>, <a href="https://publications.waset.org/abstracts/search?q=terms%20of%20address" title=" terms of address"> terms of address</a>, <a href="https://publications.waset.org/abstracts/search?q=turn-taking" title=" turn-taking"> turn-taking</a> </p> <a href="https://publications.waset.org/abstracts/64070/reading-and-teaching-poetry-as-communicative-discourse-a-pragma-linguistic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5225</span> Discourse Markers in Chinese University Students and Native English Speakers: A Corpus-Based Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dan%20Xie">Dan Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of discourse markers (DMs) can play a crucial role in representing discourse interaction and pragmatic competence. Learners’ use of DMs and differences between native speakers (NSs) and non-native speakers (NNSs) in the use of various DMs have been the focus of considerable research attention. However, some commonly used DMs, such as you know, have not received as much attention in comparative studies, especially in the Chinese context. This study analyses data in two corpora (COLSEC and Spoken BNC 2014 (14-25)) to investigate how Chinese learners differ from NNSs in their use of the DM you know and its functions in speech. The results show that there is a significant difference between the two corpora in terms of the frequency of use of you know. In terms of the functions of you know, the study shows that six functions can all be present in both corpora, although there are significant differences between the five functional dimensions, especially in introducing a claim linked to the prior discourse and highlighting particular points in the discourse. It is hoped to show empirically how Chinese learners and NSs use DMs differently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=you%20know" title="you know">you know</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20marker" title=" discourse marker"> discourse marker</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speaker" title=" native speaker"> native speaker</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20learner" title=" Chinese learner"> Chinese learner</a> </p> <a href="https://publications.waset.org/abstracts/173910/discourse-markers-in-chinese-university-students-and-native-english-speakers-a-corpus-based-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173910.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5224</span> South Korean Discourse on Bioecomomy in the Sector of Agriculture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mi%20Sun%20Park">Mi Sun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Biotechnology provides us with technological solutions to resource-based challenges facing the global society. A bioeconomy or bio-based economy emerged as all economic activities derived from biotechnology. This paper aims to understand discourses on bioeconomy in the sector of agriculture with three dimensions; media discourse, science discourse, and policy discourse. For achieving research goals, content analysis was applied to this research. Media articles, academic journal articles and policy documents published from 2000 to 2016 were collected in South Korea. The text was coded and analyzed with the categories of speakers and their arguments. The research findings indicate that powerful actors and key messages of bioeconomy in South Korean agriculture. Differences and similarities among media, science, and policy were examined. Therefore this case study can contribute to understanding dynamic interaction and interfaces of media, science and policy discourse on biotechnology in the sector of agriculture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media" title="media">media</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=bioeconomy" title=" bioeconomy"> bioeconomy</a>, <a href="https://publications.waset.org/abstracts/search?q=agriculture" title=" agriculture"> agriculture</a> </p> <a href="https://publications.waset.org/abstracts/80074/south-korean-discourse-on-bioecomomy-in-the-sector-of-agriculture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80074.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5223</span> Drama, a Microcosm of Life Experiences: An Analysis of Symbolic Order and Social Relationships in Olu Obafemi’s Play</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20Ademulegun%20Arijeniwa">Victor Ademulegun Arijeniwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a sociolinguistic study of Olu Obafemi’s Naira Has No Gender as a microcosm of life experiences. The paper assesses how Olu Obafemi’s use of language in the dramatic world serves as both social relationships and symbolic order of communicative roadmap that are capable of yielding well expressed and richly articulated sociolinguistic implications. Being the interface between language and social institutions, sociolinguistics and its application is highly utilitarian in linguistics analysis, especially where the language of a text appears to be deeply tensed, such as found in dramatic texts. The aim of this paper has been (i) to assess the symbolic orderly presentation of form in Olu Obafemi’Naira Has No Gender; (ii) to find out the linguistic elements and textual organization that represent social relationships in Olu Obafemi’s Naira Has No Gender. Using qualitative research design in data generation with insights from John Gumperz Interactional Sociolinguistics Theory with particular reference to contextualization cues and miscommunication, the paper identifies the implication of the dramatic discourse on society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title="sociolinguistics">sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Microcosm" title=" Microcosm"> Microcosm</a>, <a href="https://publications.waset.org/abstracts/search?q=contextualisation" title=" contextualisation"> contextualisation</a>, <a href="https://publications.waset.org/abstracts/search?q=miscommunication%20variable" title=" miscommunication variable"> miscommunication variable</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolic%20order" title=" symbolic order"> symbolic order</a> </p> <a href="https://publications.waset.org/abstracts/140666/drama-a-microcosm-of-life-experiences-an-analysis-of-symbolic-order-and-social-relationships-in-olu-obafemis-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5222</span> Variability of the Speaker's Verbal and Non-Verbal Behaviour in the Process of Changing Social Roles in the English Marketing Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuliia%20Skrynnik">Yuliia Skrynnik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focuses on the interaction of verbal, non-verbal, and super-verbal communicative components used by the speaker changing social roles in the marketing discourse. The changing/performing of social roles is implemented through communicative strategies and tactics, the structural, semantic, and linguo-pragmatic means of which are characterized by specific features and differ for the performance of either a role of a supplier or a customer. Communication within the marketing discourse is characterized by symmetrical roles’ relation between communicative opponents. The strategy of a supplier’s social role realization and the strategy of a customer’s role realization influence the discursive personality's linguistic repertoire in the marketing discourse. This study takes into account that one person can be both a supplier and a customer under different circumstances, thus, exploring the one individual who can be both a supplier and a customer. Cooperative and non-cooperative tactics are the instruments for the implementation of these strategies. In the marketing discourse, verbal and non-verbal behaviour of the speaker performing a customer’s social role is highly informative for speakers who perform the role of a supplier. The research methods include discourse, context-situational, pragmalinguistic, pragmasemantic analyses, the method of non-verbal components analysis. The methodology of the study includes 5 steps: 1) defining the configurations of speakers’ social roles on the selected material; 2) establishing the type of the discourse (marketing discourse); 3) describing the specific features of a discursive personality as a subject of the communication in the process of social roles realization; 4) selecting the strategies and tactics which direct the interaction in different roles configurations; 5) characterizing the structural, semantic and pragmatic features of the strategies and tactics realization, including the analysis of interaction between verbal and non-verbal components of communication. In the marketing discourse, non-verbal behaviour is usually spontaneous but not purposeful. Thus, the adequate decoding of a partner’s non-verbal behavior provides more opportunities both for the supplier and the customer. Super-verbal characteristics in the marketing discourse are crucial in defining the opponent's social status and social role at the initial stage of interaction. The research provides the scenario of stereotypical situations of the play of a supplier and a customer. The performed analysis has perspectives for further research connected with the study of discursive variativity of speakers' verbal and non-verbal behaviour considering the intercultural factor influencing the process of performing the social roles in the marketing discourse; and the formation of the methods for the scenario construction of non-stereotypical situations of social roles realization/change in the marketing discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discursive%20personality" title="discursive personality">discursive personality</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20discourse" title=" marketing discourse"> marketing discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20component%20of%20communication" title=" non-verbal component of communication"> non-verbal component of communication</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20role" title=" social role"> social role</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=super-verbal%20component%20of%20communication" title=" super-verbal component of communication"> super-verbal component of communication</a>, <a href="https://publications.waset.org/abstracts/search?q=tactic" title=" tactic"> tactic</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20component%20of%20communication" title=" verbal component of communication"> verbal component of communication</a> </p> <a href="https://publications.waset.org/abstracts/115524/variability-of-the-speakers-verbal-and-non-verbal-behaviour-in-the-process-of-changing-social-roles-in-the-english-marketing-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115524.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5221</span> Analyzing Conflict Text; ‘Akunyili Memo: State of the Nation’: an Approach from CDA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nengi%20A.%20H.%20Ejiobih">Nengi A. H. Ejiobih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conflict is one of the defining features of human societies. Often, the use or misuse of language in interaction is the genesis of conflict. As such, it is expected that when people use language they do so in socially determined ways and with almost predictable social effects. The objective of this paper was to examine the interest at work as manifested in language choice and collocations in conflict discourse. It also scrutinized the implications of linguistic features in conflict discourse as it concerns ideology and power relations in political discourse in Nigeria. The methodology used for this paper is an approach from Critical discourse analysis because of its multidisciplinary model of analysis, linguistic features and its implications were analysed. The datum used is a text from the Sunday Sun Newspaper in Nigeria, West Africa titled Akunyili Memo: State of the Nation. Some of the findings include; different ideologies are inherent in conflict discourse, there is the presence of power relations being produced, exercised, maintained and produced throughout the discourse and the use of pronouns in conflict discourse is valuable because it is used to initiate and maintain relationships in social context. This paper has provided evidence that, taking into consideration the nature of the social actions and the way these activities are translated into languages, the meanings people convey by their words are identified by their immediate social, political and historical conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflicts" title="conflicts">conflicts</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20features" title=" linguistic features"> linguistic features</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20context" title=" social context"> social context</a> </p> <a href="https://publications.waset.org/abstracts/24210/analyzing-conflict-text-akunyili-memo-state-of-the-nation-an-approach-from-cda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5220</span> Classroom Discourse and English Language Teaching: Issues, Importance, and Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma">Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Binta%20Attahir"> Fatima Binta Attahir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classroom discourse is important, and it is worth examining what the phenomena is and how it helps both the teacher and students in a classroom situation. This paper looks at the classroom as a traditional social setting which has its own norms and values. The paper also explains what discourse is, as extended communication in speech or writing often interactively dealing with some particular topics. It also discusses classroom discourse as the language which teachers and students use to communicate with each other in a classroom situation. The paper also looks at some strategies for effective classroom discourse. Finally, implications and recommendations were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom" title="classroom">classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/22918/classroom-discourse-and-english-language-teaching-issues-importance-and-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">607</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5219</span> The Application on Interactivity of Light in New Media Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yansong%20Chen">Yansong Chen </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the age of media convergence, new media technology is constantly impacting, changing, and even reshaping the limits of Art. From the technological ontology of the new media art, the concept of interaction design has always been dominated by I/O (Input/Output) systems through the ages, which ignores the content of systems and kills the aura of art. Light, as a fusion media, basically comes from the extension of some human feelings and can be the content of the input or the effect of output. In this paper, firstly, on the basis of literature review, the interaction characteristics research was conducted on light. Secondly, starting from discourse patterns of people and machines, people and people, people, and imagining things, we propose three light modes: object-oriented interaction, Immersion interaction, Tele-Presence interaction. Finally, this paper explains how to regain the aura of art through light elements in new media art and understand multiple levels of 'Interaction design'. In addition, the new media art, especially the light-based interaction art, enriches the language patterns and motivates emerging art forms to be more widespread and popular, which achieves its aesthetics growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20media%20art" title="new media art">new media art</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20design" title=" interaction design"> interaction design</a>, <a href="https://publications.waset.org/abstracts/search?q=light%20art" title=" light art"> light art</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a> </p> <a href="https://publications.waset.org/abstracts/114388/the-application-on-interactivity-of-light-in-new-media-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5218</span> Effects of the Americans with Disabilities Act on Disability Representation in Mid-Century American Media Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Si%20On%20Na">Si On Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of American radio and print media since World War II has allowed people with disabilities to engage more directly with the public, gradually changing the perception that disabled people constitute a kind of social impairment or burden. People with disabilities have rarely been portrayed as equal to the non-disabled. In the postwar period, a dramatic shift from eugenicist conceptualizations of disability and widespread institutionalization gradually evolved into conditions of greater openness in public discourse. This discourse was marked at mid-century by telethons and news media (both print and television) which sought to commodify people with disabilities for commercial gain through stories that promoted alienating forms of empowerment alternating with paternalistic pity. By comparing studies of the history of American disability advocacy in the twentieth century and the evolution of the image of disability characteristic of mid-century media discourse, this paper will examine the relationship between the passage of the American with Disabilities Act of 1990 (ADA) and the expanded media representation of people with disabilities. This paper will argue that the legal mandate of the ADA ultimately transformed the image of people with disabilities from those who are weak and in need of support to viable consumers, encouraging traditional American print, film, and television media outlets to solicit the agency of people with disabilities in the authentic portrayal of themselves and their disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADA" title="ADA">ADA</a>, <a href="https://publications.waset.org/abstracts/search?q=disability%20representation" title=" disability representation"> disability representation</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20portrayal" title=" media portrayal"> media portrayal</a>, <a href="https://publications.waset.org/abstracts/search?q=postwar%20United%20States" title=" postwar United States"> postwar United States</a> </p> <a href="https://publications.waset.org/abstracts/77603/effects-of-the-americans-with-disabilities-act-on-disability-representation-in-mid-century-american-media-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77603.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5217</span> Muslim Women Converts through the ideological Eyes of Algerian Newspapers Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zerrifi%20Meryem">Zerrifi Meryem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discourse on Muslim women has been criticized in scientific research as being racist, sexist, and ideological. Convert women who come from various backgrounds are cases that form a rich area of investigation that have been covered from a narrative perspective in which experiences of convert women are represented through stories telling journey to conversion to Islam. They have not been problematized in relation to the Algerian media discourse; yet, their omnipresence cannot be denied as a Muslim community. This research aims at demonstrating ideologies that are perpetuated along newspapers’ discourse. The present study investigates the discursive portrayal of female Muslim converts in this type of discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20discourse" title="media discourse">media discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=muslim%20women%20converts" title=" muslim women converts"> muslim women converts</a>, <a href="https://publications.waset.org/abstracts/search?q=algerian%20newspapers" title=" algerian newspapers"> algerian newspapers</a>, <a href="https://publications.waset.org/abstracts/search?q=ideologies" title=" ideologies"> ideologies</a> </p> <a href="https://publications.waset.org/abstracts/162896/muslim-women-converts-through-the-ideological-eyes-of-algerian-newspapers-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162896.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5216</span> Investigating the Use of English Arabic Codeswitching in EFL classroom Oral Discourse Case study: Middle school pupils of Ain Fekroun, Wilaya of Oum El Bouaghi Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadila%20Hadjeris">Fadila Hadjeris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims at investigating the functions of English-Arabic code switching in English as a foreign language classroom oral discourse and the extent to which they can contribute to the flow of classroom interaction. It also seeks to understand the views, beliefs, and perceptions of teachers and learners towards this practice. We hypothesized that code switching is a communicative strategy which facilitates classroom interaction. Due to this fact, both teachers and learners support its use. The study draws on a key body of literature in bilingualism, second language acquisition, and classroom discourse in an attempt to provide a framework for considering the research questions. It employs a combination of qualitative and quantitative research methods which include classroom observations and questionnaires. The analysis of the recordings shows that teachers’ code switching to Arabic is not only used for academic and classroom management reasons. Rather, the data display instances in which code switching is used for social reasons. The analysis of the questionnaires indicates that teachers and pupils have different attitudes towards this phenomenon. Teachers reported their deliberate switching during EFL teaching, yet the majority was against this practice. According to them, the use of the mother has detrimental effects on the acquisition and the practice of the target language. In contrast, pupils showed their preference to their teachers’ code switching because it enhances and facilitates their understanding. These findings support the fact that the shift to pupils’ mother tongue is a strategy which aids and facilitates the teaching and the learning of the target language. This, in turn, necessitates recommendations which are suggested to teachers and course designers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=codeswitching" title=" codeswitching"> codeswitching</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title=" classroom interaction"> classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20discourse" title=" classroom discourse"> classroom discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learning%2F%20teaching" title="EFL learning/ teaching">EFL learning/ teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a> </p> <a href="https://publications.waset.org/abstracts/21843/investigating-the-use-of-english-arabic-codeswitching-in-efl-classroom-oral-discourse-case-study-middle-school-pupils-of-ain-fekroun-wilaya-of-oum-el-bouaghi-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5215</span> 'I Mean' in Teacher Questioning Sequences in Post-Task Discussions: A Conversation Analytic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Derya%20Duran">Derya Duran</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Jacknick"> Christine Jacknick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a growing body of research on classroom, especially language classroom interactions, much more is yet to be discovered on how interaction is organized in higher education settings. This study investigates how the discourse marker 'I mean' in teacher questioning turns functions as a resource to promote student participation as well as to enhance collective understanding in whole-class discussions. This paper takes a conversation analytic perspective, drawing on 30-hour video recordings of classroom interaction in an English as a medium of instruction university in Turkey. Two content classrooms (i.e., Guidance) were observed during an academic term. The course was offered to 4th year students (n=78) in the Faculty of Education; students were majoring in different subjects (i.e., Early Childhood Education, Foreign Language Education, Mathematics Education). Results of the study demonstrate the multi-functionality of discourse marker 'I mean' in teacher questioning turns. In the context of English as a medium of instruction classrooms where possible sources of confusion may occur, we found that 'I mean' is primarily used to indicate upcoming adjustments. More specifically, it is employed for a variety of interactional purposes such as elaboration, clarification, specification, reformulation, and reference to the instructional activity. The study sheds light on the multiplicity of functions of the discourse marker in academic interactions and it uncovers how certain linguistic resources serve functions to the organization of repair such as the maintenance of understanding in classroom interaction. In doing so, it also shows the ways in which participation is routinely enacted in shared interactional events through linguistic resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conversation%20analysis" title="conversation analysis">conversation analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20marker" title=" discourse marker"> discourse marker</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20medium%20of%20instruction" title=" English as a medium of instruction"> English as a medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=repair" title=" repair"> repair</a> </p> <a href="https://publications.waset.org/abstracts/100063/i-mean-in-teacher-questioning-sequences-in-post-task-discussions-a-conversation-analytic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5214</span> Communicative Strategies in Colombian Political Speech: On the Example of the Speeches of Francia Marquez</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danila%20Arbuzov">Danila Arbuzov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article the author examines the communicative strategies used in the Colombian political discourse, following the example of the speeches of the Vice President of Colombia Francia Marquez, who took office in 2022 and marked a new development vector for the Colombian nation. The lexical and syntactic means are analyzed to achieve the communicative objectives. The material presented may be useful for those who are interested in investigating various aspects of discursive linguistics, particularly political discourse, as well as the implementation of communicative strategies in certain types of discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title="political discourse">political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20strategies" title=" communication strategies"> communication strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Colombian%20political%20discourse" title=" Colombian political discourse"> Colombian political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=Colombia" title=" Colombia"> Colombia</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulation" title=" manipulation"> manipulation</a> </p> <a href="https://publications.waset.org/abstracts/161373/communicative-strategies-in-colombian-political-speech-on-the-example-of-the-speeches-of-francia-marquez" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5213</span> A Universal Troupe, “Athens Dramatic Company”: Tours and Performances (1887-1935)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Papazafeiropoulou%20Olga">Papazafeiropoulou Olga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The “Athens Dramatic Company” was one of the longest-running and most widely traveled troupes in the history of modern Greek theatre. The theatre company had been established since 1887, and the following: Euthychios Vonaseras, Eleni Kotopoulis, etc., like the founder of the troupe Theodoros Pofantis, referred to the distribution of the works presented in Patras: The price of a crime, The niece of her uncle, Agathopoulos, Amphitryon, The Two Sergeants, Lawyer and Actors, The Crusaders, The Daughter of Pantopolos, He Will Kill Himself, Macbeth, The Two Orphans, The Auction, Pistis Hope and Mercy, Love Attempt, The Crusaders, The lady is in Loutra, Markos Votsaris. In 1921, after peregrinations in Cyprus, Constantinople, Romania, Crete, Thessaloniki, Volos, Smyrna, the “Athens Dramatic Company” toured in Africa, where the Greek communities flourished. In 1923, the collaborations of troupe’s members and the repertoire varied several times, such as in Johannesburg, from where they traveled via Cape Town to Australia, where they presented the works: Dikaioma o Eros, Enochos, Psychokori, Kolokotronis. Atimoi, Voskopoula, Golfo, etc., while they impressed with the tragedy Oedipus Tyrannus, which was watched by Australians. Alongside the “Athens Dramatic Company” was also touring “Vrysoula’s Pantopoulos Troupe” and most of the members of the two troupes went to America, uniting their formation. In 1927, the old leader of “Athens Dramatic Company” (Theodoros Pofantis) decided to re-establish his troupe, but after unpleasant adventures, he passed away. In the year 1934, the Greek Dramatic Troupe of Athens revived with works including: The Man of the Day, A Dying Heart, A Dream Was and Gone, An Inspection, The Two Sergeants, The Mother, the Father-in-Law and the Non-existent Son-in-law, before finally expiring in 1935, after nearly 40 years of historical passage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=athens" title="athens">athens</a>, <a href="https://publications.waset.org/abstracts/search?q=dramatic" title=" dramatic"> dramatic</a>, <a href="https://publications.waset.org/abstracts/search?q=company" title=" company"> company</a>, <a href="https://publications.waset.org/abstracts/search?q=universal" title=" universal"> universal</a>, <a href="https://publications.waset.org/abstracts/search?q=troupe" title=" troupe"> troupe</a> </p> <a href="https://publications.waset.org/abstracts/176757/a-universal-troupe-athens-dramatic-company-tours-and-performances-1887-1935" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5212</span> Discourse Analysis of the Concept of Citizenship in Textbooks in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jafar%20Ahmadi">Jafar Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research has been done as a discourse analysis of the concept of citizenship in textbooks in Iran. The purpose of this study is to identify the dominant citizenship discourse in textbooks in the content of textbooks. The research method in this research is qualitative and qualitative content analysis. The statistical sample was selected in a purposeful manner and according to the research topic of books related to Persian literature, religious education and social education. The selected theoretical framework of this research is the three theories of citizenship (pre-modern, modern and postmodern). For each of these discourses, components and indicators have been extracted that are the basis of data analysis. The research findings show that the dominant citizenship discourse on the content of Iranian textbooks is pre-modern discourse and is the basis of this type of religious citizenship discourse. Finally, the findings show that the government uses the institution of education to reproduce its power. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citizenship" title="citizenship">citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20citizenship" title=" religious citizenship"> religious citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=representation" title=" representation"> representation</a> </p> <a href="https://publications.waset.org/abstracts/145708/discourse-analysis-of-the-concept-of-citizenship-in-textbooks-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5211</span> A Culture-Contrastive Analysis Of The Communication Between Discourse Participants In European Editorials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melanie%20Kerschner">Melanie Kerschner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is our main means of social interaction. News journalism, especially opinion discourse, holds a powerful position in this context. Editorials can be regarded as encounters of different, partially contradictory relationships between discourse participants constructed through the editorial voice. Their primary goal is to shape public opinion by commenting on events already addressed by other journalistic genres in the given newspaper. In doing so, the author tries to establish a consensus over the negotiated matter (i.e. the news event) with the reader. At the same time, he/she claims authority over the “correct” description and evaluation of an event. Yet, how can the relationship and the interaction between the discourse participants, i.e. the journalist, the reader and the news actors represented in the editorial, be best visualized and studied from a cross-cultural perspective? The present research project attempts to give insights into the role of (media) culture in British, Italian and German editorials. For this purpose the presenter will propose a basic framework: the so called “pyramid of discourse participants”, comprising the author, the reader, two types of news actors and the semantic macro-structure (as meta-level of analysis). Based on this framework, the following questions will be addressed: • Which strategies does the author employ to persuade the reader and to prompt him to give his opinion (in the comment section)? • In which ways (and with which linguistic tools) is editorial opinion expressed? • Does the author use adjectives, adverbials and modal verbs to evaluate news actors, their actions and the current state of affairs or does he/she prefer nominal labels? • Which influence do language choice and the related media culture have on the representation of news events in editorials? • In how far does the social context of a given media culture influence the amount of criticism and the way it is mediated so that it is still culturally-acceptable? The following culture-contrastive study shall examine 45 editorials (i.e. 15 per media culture) from six national quality papers that are similar in distribution, importance and the kind of envisaged readership to make valuable conclusions about culturally-motivated similarities and differences in the coverage and assessment of news events. The thematic orientation of the editorials will be the NSA scandal and the reactions of various countries, as this topic was and still is relevant to each of the three media cultures. Starting out from the “pyramid of discourse participants” as underlying framework, eight different criteria will be assigned to the individual discourse participants in the micro-analysis of the editorials. For the purpose of illustration, a single criterion, referring to the salience of authorial opinion, will be selected to demonstrate how the pyramid of discourse participants can be applied as a basis for empirical analysis. Extracts from the corpus shall furthermore enhance the understanding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Micro-analysis%20of%20editorials" title="Micro-analysis of editorials">Micro-analysis of editorials</a>, <a href="https://publications.waset.org/abstracts/search?q=culture-contrastive%20research" title=" culture-contrastive research"> culture-contrastive research</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20culture" title=" media culture"> media culture</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20between%20discourse%20participants" title=" interaction between discourse participants"> interaction between discourse participants</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation "> evaluation </a> </p> <a href="https://publications.waset.org/abstracts/32496/a-culture-contrastive-analysis-of-the-communication-between-discourse-participants-in-european-editorials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32496.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5210</span> Exploring the Use of Discourse Markers by American Male and Female Politicians: A Corpus Based Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gohar%20Rahman">Gohar Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabia%20Saad%20Ullah"> Rabia Saad Ullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to examine the use of discourse markers within the dominion of political speeches, differentiating between genders. The analysis centers on twelve speakers, comprising six males and six females. Speeches selected include commencement, victory, state union addresses, campaigns, and presidential speeches. Halliday and Hasan's cohesion framework, specifically discourse markers, is utilized as a theoretical framework. Data is quantitatively analyzed using AntConc to identify marker frequency. The findings are presented through Excel's tables and graphs, suggesting differences in discourse marker preferences between genders. The findings suggest a divergence in the preferences for discourse markers between males and females. However, asserting that females utilize discourse markers more frequently due to the increased use of filler words, face threat mitigation, and polite speech would be an exaggeration. The disparity in frequency is not substantial, suggesting that males and females exhibit varying language inclinations to some degree. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20markers" title="discourse markers">discourse markers</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title=" political discourse"> political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=speeches" title=" speeches"> speeches</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/177467/exploring-the-use-of-discourse-markers-by-american-male-and-female-politicians-a-corpus-based-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5209</span> The Healing Theatre: Beyond Alienation and Fixation Discourse of Three Theatrical Personalities in Bode Ojoniyi’s Dramaturgy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwafemi%20Akinlawon%20Atoyebi">Oluwafemi Akinlawon Atoyebi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines alienation and fixation as critical issues of/around mental health -crisis, sickness, and healing- through ‘Bode Ojoniyi’s dramaturgy. Two of his dramatic memoirs, arguably written to address such a life-threatening crisis between him and his employer, where he externalizes perhaps his psychological crisis, are critically analysed. This is done through a reading of the three theatrical phenomena of the actor, the character, and the audience against how he plays around the concepts of alienation and fixation within the totality of his dramaturgy beyond what could be seen as a mere academic exercise. The paper situates his apt understanding of their representations as a reflective force of a consciousness that defies psychosomatic existential conflicts. It does so by adopting a qualitative method of analysis through a critical reading of the two dramatic memoirs. It also carries out a survey on the audience that experienced the performances of the memoirs and an interview with Ojoniyi. Using Jean-Paul Sartre’s Theory of Existential Consciousness, the study discovers that there is a way the three phenomena of the actor, the character, and the audience do find expression in Ojoniyi as an existential omniscient playwright-actor-character-audience who is able to transcend the parochialism of an alienated and a fixated self; that beyond the limiting artistic purview, the theatre as a stage is a phenomenon that is capable of capturing the totality of the experiences of a man in his world and that, often time, the depressed are victims of the myopic syndrome as they probably could not see or reflect on/about their realities beyond the self and the play of a casual order. The study concludes that the therapeutic effect of Ojoniyi’s dramatic memoirs, in their reading or performance, is needed by all and should be explored in proffering cures for psychosomatic patients, for it promises to be essentially useful beyond its confine –the Arts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alienation" title="alienation">alienation</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation" title=" fixation"> fixation</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20healing%20theatre" title=" the healing theatre"> the healing theatre</a>, <a href="https://publications.waset.org/abstracts/search?q=theatrical%20personalities" title=" theatrical personalities"> theatrical personalities</a> </p> <a href="https://publications.waset.org/abstracts/152982/the-healing-theatre-beyond-alienation-and-fixation-discourse-of-three-theatrical-personalities-in-bode-ojoniyis-dramaturgy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152982.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5208</span> An Analysis of Discourse Markers Awareness in Writing Undergraduate Thesis of English Education Student in Sebelas Maret University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oktanika%20Wahyu%20Nurjanah">Oktanika Wahyu Nurjanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Anggun%20Fitriana%20Dewi"> Anggun Fitriana Dewi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An undergraduate thesis is one of the academic writings which should fulfill some characteristics, one of them is coherency. Moreover, a coherence of a text depends on the usage of discourse markers. In other word, discourse markers take an essential role in writing. Therefore, the researchers aim to know the awareness of the discourse markers usage in writing the under-graduate thesis of an English Education student at Sebelas Maret University. This research uses a qualitative case study in order to obtain a deep analysis. The sample of this research is an under-graduate thesis of English Education student in Sebelas Maret University which chosen based on some criteria. Additionally, the researchers were guided by some literature attempted to group the discourse markers based on their functions. Afterward, the analysis was held based on it. From the analysis, it found that the awareness of discourse markers usage is moderate. The last point, the researcher suggest undergraduate students to familiarize themselves with discourse markers, especially for those who want to write thesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20markers" title="discourse markers">discourse markers</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20education" title=" English education"> English education</a>, <a href="https://publications.waset.org/abstracts/search?q=thesis%20writing" title=" thesis writing"> thesis writing</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20student" title=" undergraduate student"> undergraduate student</a> </p> <a href="https://publications.waset.org/abstracts/60370/an-analysis-of-discourse-markers-awareness-in-writing-undergraduate-thesis-of-english-education-student-in-sebelas-maret-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60370.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5207</span> Contextualizing the Translation and Reconstruction of “Zhengqueyiliguan” in Promoting China-Africa Diplomatic Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Queen%20Modestus">Queen Modestus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> China’s diplomatic discourse is a complicated system underpinned by divergent translations. As such, the concept of “Zhengque Yi Li Guan” (or zhèngquè Yì Lì Guān in Pinyin), like numerous other Chinese concepts, is not well appreciated due, mainly, to the dearth of a uniform official translation and poor interpretation. So, the paper seeks to draw awareness to this vital issue that has been neglected in the China-Africa diplomatic discourse. As a way of filling this gap in the literature, the author argues that literal translation is not enough in diplomatic discourse. To identify the English equivalent of “Zhenque,” “Yi,” “Li,” and “Guan,” searches of Chinese classical works were carried out. Based on the scope of this paper, emphasis will be placed on “Yi” because it plays a critical role in the “zhèngquèyìlìguān” concept and has been the term with the most controversial interpretation. From a diplomatic-linguistic standpoint coupled with the help of the Critical Discourse Analysis (CDA) developed by Norman Fairclough and Teun A. van Dijk as this paper’s theoretical framework, this paper seeks to address the above issue by exploring the philosophical translations and interpretations of ZqYLG in China-Africa diplomatic discourse, with emphasis place on the discourse reconstruction of “Yi.” As a way of reconstructing “Yi” to fit the present reality of China-Africa diplomatic discourse, the author argues that “justice” (meaning impartiality) is a better translation for “Yi.” <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=diplomatic%20discourse" title=" diplomatic discourse"> diplomatic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=reconstruction" title=" reconstruction"> reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=%E6%AD%A3%E7%A1%AE%E4%B9%89%E5%88%A9%E8%A7%82" title=" 正确义利观"> 正确义利观</a>, <a href="https://publications.waset.org/abstracts/search?q=interests" title=" interests"> interests</a> </p> <a href="https://publications.waset.org/abstracts/163197/contextualizing-the-translation-and-reconstruction-of-zhengqueyiliguan-in-promoting-china-africa-diplomatic-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5206</span> Discourse Analysis: Where Cognition Meets Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iryna%20Biskub">Iryna Biskub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interdisciplinary approach to modern linguistic studies is exemplified by the merge of various research methods, which sometimes causes complications related to the verification of the research results. This methodological confusion can be resolved by means of creating new techniques of linguistic analysis combining several scientific paradigms. Modern linguistics has developed really productive and efficient methods for the investigation of cognitive and communicative phenomena of which language is the central issue. In the field of discourse studies, one of the best examples of research methods is the method of Critical Discourse Analysis (CDA). CDA can be viewed both as a method of investigation, as well as a critical multidisciplinary perspective. In CDA the position of the scholar is crucial from the point of view exemplifying his or her social and political convictions. The generally accepted approach to obtaining scientifically reliable results is to use a special well-defined scientific method for researching special types of language phenomena: cognitive methods applied to the exploration of cognitive aspects of language, whereas communicative methods are thought to be relevant only for the investigation of communicative nature of language. In the recent decades discourse as a sociocultural phenomenon has been the focus of careful linguistic research. The very concept of discourse represents an integral unity of cognitive and communicative aspects of human verbal activity. Since a human being is never able to discriminate between cognitive and communicative planes of discourse communication, it doesn’t make much sense to apply cognitive and communicative methods of research taken in isolation. It is possible to modify the classical CDA procedure by means of mapping human cognitive procedures onto the strategic communicative planning of discourse communication. The analysis of the electronic petition 'Block Donald J Trump from UK entry. The signatories believe Donald J Trump should be banned from UK entry' (584, 459 signatures) and the parliamentary debates on it has demonstrated the ability to map cognitive and communicative levels in the following way: the strategy of discourse modeling (communicative level) overlaps with the extraction of semantic macrostructures (cognitive level); the strategy of discourse management overlaps with the analysis of local meanings in discourse communication; the strategy of cognitive monitoring of the discourse overlaps with the formation of attitudes and ideologies at the cognitive level. Thus, the experimental data have shown that it is possible to develop a new complex methodology of discourse analysis, where cognition would meet communication, both metaphorically and literally. The same approach may appear to be productive for the creation of computational models of human-computer interaction, where the automatic generation of a particular type of a discourse could be based on the rules of strategic planning involving cognitive models of CDA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognition" title="cognition">cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/55195/discourse-analysis-where-cognition-meets-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5205</span> Ecology in Politics: A Multimodal Eco-Critical Analysis of Environmental Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amany%20ElShazly">Amany ElShazly</a>, <a href="https://publications.waset.org/abstracts/search?q=Lubna%20A.%20Sherif"> Lubna A. Sherif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The entanglement of humans with the environment has always been inevitable and often causes destruction. In this respect, ‘Ecolinguistics’ helps humans to understand the link between languages and the environment. Stibbe (2014a) has indicated that ‘linguistics’, particularly, Critical Discourse Studies (CDS), provides an interpretation of language which shapes world views, while the ‘eco’ side maintains the life-sustaining interactions of humans and the physical environment. This paper considers two key ecological instances, namely: The Grand Ethiopian Renaissance Dam (GERD) as a focal point of political dispute and THE LINE project as well as Etthadar lel Akhdar (Go Green Initiative) as two examples of combating ecological degradation. ‘Ecosophy’ as explained by Naess (1996) is used to describe the ecolinguistic framework, which assesses discourse where the linguistic lens focuses on the use of metaphor, and ‘Positive Discourse’ framework, which resonates with respect and care for the natural world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ecosophy" title="ecosophy">ecosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20studies" title=" critical discourse studies"> critical discourse studies</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20discourse" title=" positive discourse"> positive discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20semiotics" title=" social semiotics"> social semiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=ecolinguistics" title=" ecolinguistics"> ecolinguistics</a> </p> <a href="https://publications.waset.org/abstracts/151754/ecology-in-politics-a-multimodal-eco-critical-analysis-of-environmental-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5204</span> Anti-Intellectualism in Populist Discourse and Its Role in Identity Construction: A Comparative Study between the United States of America and France</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iuliana-Erika%20K%C3%B6peczi">Iuliana-Erika Köpeczi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ‘Language is no longer regarded as peripheral to our grasp of the world we live in, but as central to it. Words are not mere vocal labels or communicational adjuncts superimposed upon an already given order of things. They are collective products of social interaction, essential instruments through which human beings constitute and articulate their world’, said Roy Harris. If we were to accept the above-mentioned premise, then we surely must accept that discourse, generally, - and political discourse, specifically -, bears a crucial importance to one’s perception of reality. The way in which political rhetoric constructs reality changes the relationship between the voter and his/her view of the world, which, in turn, influences greatly the future trends of political participation. In this context, our inquiry focuses on the role of populist discourses in the post 9/11 political rhetoric, and how this led to the formation, construction and reconstruction of identity within the ‘us’ vs. ‘them’ dichotomy. It is our hypothesis that anti-intellectualistic elements played a significant role in the manner in which identity construction had been carried out on a discursive level. By adopting a comparative approach, we intend to identify the similarities and differences between the use of such anti-intellectualist elements in the United States of America on one hand – within the discourse of Rick Santorum, – and France on the other – with Marine le Pen’s discourse. Our methodological approach uses close textual analysis of primary source material (discourse analysis); historical contextualization of both primary documents and broader socio-political and cultural framework through archival research and secondary sources; as well as interpretation of primary texts through theoretical frameworks (qualitative research). We hope that the output of our endeavor will be useful in better understanding the different correlations that exist between anti-intellectualism and populism and how the interactions between these two elements aids in political identity construction through discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-intellectualism" title="anti-intellectualism">anti-intellectualism</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20theory" title=" discourse theory"> discourse theory</a>, <a href="https://publications.waset.org/abstracts/search?q=France" title=" France"> France</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=populism" title=" populism"> populism</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States%20of%20America" title=" United States of America"> United States of America</a> </p> <a href="https://publications.waset.org/abstracts/44015/anti-intellectualism-in-populist-discourse-and-its-role-in-identity-construction-a-comparative-study-between-the-united-states-of-america-and-france" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5203</span> Towards an Analysis of Rhetoric of Digital Arabic Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gameel%20Abdelmageed">Gameel Abdelmageed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arabs have a rhetorical heritage which has greatly contributed to the monitoring and analyzing of the rhetoric of the Holy Quran, <em>Hadith</em>, and Arabic texts on poetry and oratory. But Arab scholars - as far as the researcher knows – have not contributed to monitoring and analyzing the rhetoric of digital Arabic discourse although it has prominence, particularly in social media and has strong effectiveness in the political and social life of Arab society. This discourse has made its impact by using very new rhetorical techniques in language, voice, image, painting and video clips which are known as “Multimedia” and belong to “Digital Rhetoric”. This study suggests that it is time to draw the attention of Arab scholars and invite them to monitor and analyze the rhetoric of digital Arabic discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20discourse" title="digital discourse">digital discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20rhetoric" title=" digital rhetoric"> digital rhetoric</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/60172/towards-an-analysis-of-rhetoric-of-digital-arabic-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5202</span> Sfard’s Commognitive Framework as a Method of Discourse Analysis in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dong-Joong%20Kim">Dong-Joong Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sangho%20Choi"> Sangho Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Woong%20Lim"> Woong Lim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses Sfard’s commognitive approach and provides an empirical study as an example to illustrate the theory as method. Traditionally, research in mathematics education focused on the acquisition of mathematical knowledge and the didactic process of knowledge transfer. Through attending to a distinctive form of language in mathematics, as well as mathematics as a discursive subject, alternative views of making meaning in mathematics have emerged; these views are therefore “critical,” as in critical discourse analysis. The commognitive discourse analysis method has the potential to bring more clarity to our understanding of students’ mathematical thinking and the process through which students are socialized into school mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=commognitive%20framework" title="commognitive framework">commognitive framework</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20discourse" title=" mathematical discourse"> mathematical discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a> </p> <a href="https://publications.waset.org/abstracts/80168/sfards-commognitive-framework-as-a-method-of-discourse-analysis-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5201</span> Perceiving Text-Worlds as a Cognitive Mechanism to Understand Surah Al-Kahf</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Awatef%20Boubakri">Awatef Boubakri</a>, <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Jebahi"> Khaled Jebahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using Text World Theory (TWT), we attempted to understand how mental representations (text worlds) and perceptions can be construed by readers of Quranic texts. To this end, Surah Al-Kahf was purposefully selected given the fact that while each of its stories is narrated, different levels of discourse intervene, which might result in a confused reader who might find it hard to keep track of which discourse he or she is processing. This surah was studied using specifically-designed text-world diagrams. The findings suggest that TWT can be used to help solve problems of ambiguity at the level of discourse in Quranic texts and to help construct a thinking reader whose cognitive constructs (text worlds / mental representations) are built through reflecting on the various and often changing components of discourse world, text world, and sub-worlds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Al-Kahf" title="Al-Kahf">Al-Kahf</a>, <a href="https://publications.waset.org/abstracts/search?q=Surah" title=" Surah"> Surah</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive" title=" cognitive"> cognitive</a>, <a href="https://publications.waset.org/abstracts/search?q=processing" title=" processing"> processing</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a> </p> <a href="https://publications.waset.org/abstracts/169749/perceiving-text-worlds-as-a-cognitive-mechanism-to-understand-surah-al-kahf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169749.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5200</span> Cognitive Models of Future in Political Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Solopova%20Olga">Solopova Olga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper briefly recalls theoretical preconditions for investigating cognitive-discursive models of future in political discourse. The author reviews theories and methods used for strengthening a future focus in this discourse working out two main tools – a model of future and a metaphorical scenario. The paper examines the implications of metaphorical analogies for modeling future in mass media. It argues that metaphor is not merely a rhetorical ornament in the political discourse of media regulation but a conceptual model that legislates and regulates our understanding of future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20approach" title="cognitive approach">cognitive approach</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20research" title=" future research"> future research</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title=" political discourse"> political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario" title=" scenario"> scenario</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a> </p> <a href="https://publications.waset.org/abstracts/3554/cognitive-models-of-future-in-political-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3554.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5199</span> The Convergence between Science Practical Work and Scientific Discourse: Lessons Learnt from Using a Practical Activity to Encourage Student Discourse </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most practical-related science lessons, the focus is on completing the experimental procedure as directed by the teacher. However, the scientific discourse among learners themselves and teacher–learner discourse about scientific processes, scientific inquiry and the nature of science should play an important role in the teaching and learning of science. This means the incorporation of inquiry-based activities aimed at sparking debates about scientific concepts. This article analyses a science lesson presented by a teacher to his colleagues acting as learners. Six lessons were presented and transcribed. One of the lessons has been used for this study as the basis for the events as they unfolded during the lesson. Data was obtained through direct observations and the use of a predetermined observation schedule. Field notes were compiled during teacher preparations and the presentation of the lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific "> scientific </a> </p> <a href="https://publications.waset.org/abstracts/30521/the-convergence-between-science-practical-work-and-scientific-discourse-lessons-learnt-from-using-a-practical-activity-to-encourage-student-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5198</span> Argumentative and Enunciative Analysis of Spanish Political Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Diez">Cristina Diez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most important challenges of discourse analysis is to find the linguistic mechanisms of subjectivity. The present article aims to raise the need for an argumentative and enunciative analysis to reach the subjective tissue of language. The intention is to prove that the instructions inscribed in the own language are those that indicate how a statement is to be interpreted and that the argumentative value is implied at the semantic level. For that, the theory of argumentation from Ducrot and Anscombre will be implemented. First, a reflection on the study about subjectivity and enunciation in language will be exposed, followed by concrete proposals on the linguistic mechanisms that speakers use either consciously or unconsciously, to finally focus on those argumentative tools that political discourse uses in order to influence the audience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=enunciation" title=" enunciation"> enunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=subjectivity" title=" subjectivity"> subjectivity</a> </p> <a href="https://publications.waset.org/abstracts/81219/argumentative-and-enunciative-analysis-of-spanish-political-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5197</span> Africatown Ancestors’ Discourse Analysis: Unveiling Narratives of Identity Heritage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maxime%20Vignon">Maxime Vignon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study delves into the discourse surrounding Africatown ancestors’ will, through a rigorous discourse analysis, to reveal the intricate narratives shaping heritage and identity within this unique community. Situated near Mobile, Alabama, Africatown traces its origins to the Clotilda, the last known slave ship to bring captives from Africa to the United States. Through a meticulous examination of Africatown ancestors posthumous will, this analysis aims to uncover the spiritual linguistic nuances which will contribute to the preservation of Africatown's ancestral heritage and the construction of individual self and collective empowerment. This research will be grounded in Michel Foucault discourse. In its attempt to analyze the four core elements of discourse, this study explores the role of rituals and spiritual discourses within the will of Africatown ancestors. Additionally, it delves into the descendants’ public appearance scrutinizing the use of ancestral names and identities. Ultimately, this discourse analysis contributes to a nuanced understanding of how language and narrative from the ancestors would shape unity, a valuable insight into the complexities of identity formation and the enduring impact of the transatlantic slave trade on this resilient community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=transatlantic%20slave%20trade" title=" transatlantic slave trade"> transatlantic slave trade</a> </p> <a href="https://publications.waset.org/abstracts/182755/africatown-ancestors-discourse-analysis-unveiling-narratives-of-identity-heritage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=174">174</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=175">175</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>