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This thesis is concerned with Discourse analysis of music magazine Spark, which refers to metal music. The main standpoint is the phraseology and the choice of metaphorical expression which are used in the magazíne. They are determined by aesthetic and cultural context, to which the magazíne relates. Specific indexicality at the linguistic level refers, in a specific way, to musical context. The theoretical basis is stylistic analysis of specifically modified publicistic operational style, of its lexical items, phraseology and imaginativeness. Emphasis is layed on tenseness between the automatization in the use of means of expression and some author's style actualization. Both tendencies are relevant to the text contextualization. The first part of the thesis, named Introduction, presents the thematic structure of the magazíne and its specific form of advertising, the second part, named Texts, is focused on stylistic analysis of texts and their interpretation in the light of cultural context. In this second part are presented the persvazive aspects of the magazíne, in consideration of Christian values. The aim of this thesis is to describe one of the contemporary Czech media, in connection with linguistics and ideology. Key words: Discourse analysis Contextualization Order of indexicality Slang...

This thesis examines phonetic variation of /s/ in bilingual French and German gay and straight men. Previous studies have shown sibilant variation, specifically the voiceless sibilant /s/, to correlate with constructions of gay identity and 'gay sounding voices' in both production and perception. While most of this work concerns English, researchers have also explored /s/ variation and sexual orientation or non-normative masculinity in Afrikaans, Danish, Hungarian, and Spanish. Importantly, with the exception of only a small number of studies, this body of work has largely left the realm of /s/ variation and sexual orientation in bilingual speakers unexplored, and furthermore there is very little work which examines these voices in the context of French and German. The analyses show that some gay French and German men produce /s/ with a higher centre of gravity (CoG) and more negative skew than the straight speakers of the study, a result which dovetails with previous studies in languages such as English. Unlike English however, French and German listeners do not appear to associate /s/ variation with sexual orientation or (non)normative masculinities. I argue that the gay speakers who produce /s/ with a higher CoG than the other speakers of the study are doing so as a way to distance themselves from hegemonic masculinity. This thesis is structured into three stand-alone journal articles bookended with introductory and conclusion chapters which tie them together in the broader picture of /s/ variation and French/German speakers and listeners. The first of the three articles expands upon the previously established linguistic framework of indexing gayness by exploring /s/ variation in native and non-native speech, examining how the linguistic construction of gay identity interacts between their English production and the constraints of their native language. The data draws on read speech of 19 gay and straight French and German men across their L1 and L2 English to explore the social meaning of /s/. Results show that some gay speakers produce /s/ with a higher centre of gravity (CoG) and more negative skew than the straight speakers. These results are consistent with previous findings, which show sibilant variation to index sexual orientation in monolingual gay men's speech, and provide evidence of this feature correlating with sexual orientation in French and German. Furthermore, the results presented here call for a greater level of inquiry into how the gay speakers who employ this feature construct their gay identities beyond a purely gay/straight dichotomy. The second study reports the results of a cross-linguistic matched guise test examining the role of /s/ variation and pitch in judgements of sexual orientation and non-normative masculinity in English, French, and German listeners. Listeners responded to manipulations of /s/ and pitch in their native language and all other stimuli languages (English, French, German, and Estonian). All listener groups rate higher pitch stimuli as more gay and more effeminate sounding than lower pitch guises. However, only the English listeners hear [s+] guises as sounding more gay and more effeminate than the [s] or [s-] guises. This effect is seen not only in their native language, but across all stimuli languages. French and German listeners, despite previous evidence showing /s/ to vary according to sexual orientation in men's speech, do not hear [s+] guises as more gay or more effeminate in any of the stimuli languages including their native French or German. The final of the three articles takes the findings of the first two papers and attempts to reconcile the production/perception mismatch seen when comparing the results of the first two papers. The first article in this thesis revealed two groups of speakers which form the basis for analysis for this paper. The first group is a heterogeneous group of gay and straight speakers whose average /s/ productions are below 7,000 Hz ([s] speakers) and the second is a homogeneous group of gay speakers producing average /s/ CoG above 7,000 Hz ([s+] speakers). The analysis shows style shifting across task type with both groups of speakers producing higher /s/ CoG productions in L1 read speech contexts than any of the L2 speech contexts. Style shifting across conversation topic reveals that the [s+] speakers are producing higher /s/ CoG when discussing their coming out stories and topics of LGBT involvement. I argue that these [s+] speakers are employing these higher frequency /s/ variants to construct a very specific and identifiable gay persona, that of a counter-hegemonic effeminate gay man. This thesis is among the first to examine phonetic qualities of gay bilingual speakers and the ways in which they may index their sexual orientation. The inclusion of bilingual French and German speakers adds to our growing knowledge of ways in which these individuals navigate and construct their identities within both their L1 and, specifically, within an L2. In this regard, this thesis contributes to the growing body of knowledge concerning socioindexicality in L2 production more generally. This work thus speaks to these gaps within the sociolinguistic literature and provides strong evidence that /s/ variation is a valuable resource for some French and German men in the construction of a certain type of gay identity.

A breakout star among American progressives in the recent past, Elizabeth Warren has quickly gone from a law professor to a leading figure in Democratic politics. This paper analyzes Warren’s speech from before her time as a political figure to the present using the quantitative textual methodology established by Jones (2016) in order to see if Warren’s speech supports Jones’s assertion that masculine speech is the language of power. Ratios of feminine to masculine markers ultimately indicate that despite her increasing political sway, Warren’s speech becomes increasingly feminine instead. However, despite associations of feminine speech with weakness, Warren’s speech scores highly for expertise and confidence as its feminine scores increase. These findings relate to the relevant political context and have implications for presumptions of masculine speech as the standard for political power.

This study presents empirical research to contribute to the ongoing debate between Writing Center (WC) scholars concerning theoretical conceptions and perceptions of tutor and tutee roles and identities as peers, novices, and/or experts. The study explores how symmetrical (peer) and asymmetrical (expertnovice) identities are locally co-constructed and reconstructed in turn-by-turn utterances between WC tutors and tutees. Audio-recorded data of 30-minute WC conferences were collected and micro-analyzed within the parameters of Conversation Analysis. The data reveal that, contrary to the label of peer tutoring, tutors and tutees more frequently reinforced their macro-level statuses as experts and novices, respectively. For tutors, expert identities were co-constructed by using tag questions, controlling turn and topic allocations, less frequently ratifying tutee’s contributions, and by rejecting the tutee’s contributions—either what the tutee wrote or said—more frequently; at the same time, tutees co-constructed their own noviceness by more frequently ratifying the tutor’s contributions, more frequently boosting ratification, less frequently rejecting the tutor’s contributions, less frequently controlling turn and topic allocations, and by not asking tag questions. Where the macro-level expert-novice dichotomy was more easily reinforced micro-interactionally, achieving peer identities involved cooperative coconstruction by the tutor and the tutee. The data suggest that peer identities required the following conditions to exist: (1) tutors who wished to distributeagency to their tutees in order to co-construct a more symmetrical—or peer— relationship had to less frequently employ interactional strategies that index their own expertise; (2) tutees had to accept the agency that tutors distributed to them, which contributes to tutee empowerment; (3) tutees had to use interactional strategies that typically indexed expertise for tutors—such as turn and topic control and use of tag questions—and decrease the frequency of interactional strategies that index their own noviceness, such as frequent ratification and boosting; (4) tutors and tutees had to share evenly balanced frequencies of the interactional strategies that index both expertise and noviceness; (5) tutors and tutees continued to re-establish conditions 1-4 throughout the conference to maintain a symmetrical power relationship. Shifting the agency from the more powerful tutor to the less powerful tutee accomplishes two things: tutee empowerment and establishing a more symmetrical power relationship between the tutor and the tutee. This study contributes to the small, but growing branch of research that seeks to better understand how scholars’ theoretical perceptions of tutor and tutee identities as experts or peers compare to the in-the-moment representations of tutors and tutees that empirical research reveals.

The present study aims to redeem social indexical meanings of language choice and language alternation in the light of indexical order, a notion proposed by Silverstein (2003). Many researchers have agreed that language varieties are indexical of certain macro-social relations and that code-switching even within a speech event can also be socially meaningful. Nonetheless, some issues such as how the indexical associations have been formed and how the associations are dynamically transformed into indexical effects have been less extensively discussed. Based on the framework of indexical order, together with some code-switching approaches and concepts, this thesis examines two opening speeches made for two international sports events held in Taiwan. The two speeches were delivered by the mayors of the host cities. Each speech involved more than one language, including cases of both code-switching and crossing (Rampton, 1998). The notion of indexical order has helped unveil the dialectical nature of how the indexical meanings are produced in code-switching or language-choice practices. Besides, the analyses of this study will demonstrate how the framework of indexical order may enrich the code-switching approaches and general code-switching studies.

Nell’ambito delle odierne teorie del cinema e dell’audiovisivo il problema dell’autoritrattistica e dei suoi rapporti con i nuovi mezzi è oramai di acclarato rilievo. Se la teoria contemporanea pare infatti polarizzarsi da un lato intorno alla questione mediologica e dall’altro a quella dell’immagine, l’autoritratto, inteso nel senso più ampio, si colloca, per la sua peculiare e costitutiva metadiscorsività, all’intersezione di questi due ordini di problemi, interrogandone la correlazione. Ne emerge una comune strutturazione del discorso intorno alla questione fondamentale dell’opposizione e reciproca implicazione di sensibile e intelligibile, frastico e ostensivo, dicibile e indicabile. Una simile problematica si imponeva già in linguistica con Benveniste e nel campo dell’immagine, in modi diversi, con Metz e Marin, e trova oggi nuova e feconda formulazione nella riflessione recentemente sviluppata da Rancière intorno al “regime estetico delle arti”. A partire da ciò che, alla luce dell’implicita dimensione “estetica” che risulterebbe allora soggiacente all’orizzonte teorico contemporaneo, abbiamo chiamato “la scena dell’autoritratto”, quest’ultimo sembra allora assumere complessivamente una valenza di traccia, di impronta, manifestante nella presenza sensibile dell’immagine l’assenza di ciò che vi si è impresso. Modalità mediale di ciò che Derrida ha chiamato spettralità. / In the field of contemporary cinema and audiovisual theories, the subject matter of self-portrait and its relations to new media is by now noticeably relevant. If contemporary theories are indeed polarized between media and visual studies, self-portrait, as a whole, appears, because of its peculiar metadiscursivity, as a crossroad between these two main issues, and therefore as a chance to question their correlation. What emerges is a common and fundamental problem, that of the opposition and mutual implication of perceptible and intelligible, discursive and figural: what can be expressed with words and what can be shown, indicated. Such problems had already been discussed by Benveniste in the field of language and by Metz and Marin in that of the image, and finds today a new and fertile formulation in Rancière’s reflection on the “aesthetic regime of the arts”. Starting from what, in the light of what would then be the “aesthetic” dimension implied by the contemporary theoretical horizon, we called “the scene of the self-portrait”, the latter would then take value of track, imprint, displaying in the perceptible presence of the image the absence of what is impressed in it: mediated modality of what Derrida called spectrality.

With the increasing development of relations of consumption between discipline knowledge and students, educators face many pressures. One of these pressures is the emotional response of students to their learning experiences and the weight given to their evaluation of teaching by universities. This study emerged from the polarised nature of student responses to one particular area of study in landscape architecture, the integrative discourse of Landscape Planning. While some students found this subject highly rewarding, others found it highly confronting. Thus the main aims of this study are to describe how the students, teacher and institution construct this discourse and to propose a way to rethink these differences in student responses from a teacher's perspective. Firstly, the context of the study is outlined. The changing nature of higher education in Australian society frames the research problem of student-teacher struggles in Landscape Planning, a domain of knowledge in landscape architecture that is situated in a an enterprise university in Queensland. It describes some of the educational issues associated with Boyer's scholarship of integration, contemporary trans-disciplinary workplaces and legitimate knowledge chosen by the institution [Design], discipline [Landscape Architecture], teacher [Landscape Planning] and students [useful and relevant knowledge] as appropriate in a fourth year classroom setting. Secondly, the conceptual framework is described to establish the point of departure for the study. This study uses the work of Basil Bernstein, Harvey Sacks and Kenneth Burke to explore the changing nature of knowledge relations in Landscape Planning. Unconventionally perhaps, it begins by proposing a new concept called the 'decision space' formed from the conceptual spaces of multiple participants in an activity and developed from notions of creativity, conceptual boundaries and knowledge translation. It argues that it is in the 'decision space' that this inquiry is most likely to discover new knowledge about student-teacher struggles in Landscape Planning. It outlines an educational sociological view of the 'decision space' using Bernstein's concepts of the underlying pedagogic device, pedagogic discourse, pedagogic context, recontextualising field and most importantly the pedagogic code comprising two relative scales of classification and framing. It introduces an ethnomethodological view of knowledge boundaries that construct the 'decision space' using Sacks' concepts of context-boundedness and indexicality in people's talk. It also makes a link to a rhetorical view of knowledge choices in the 'decision space' using Burke's concepts of symbolic human action, motive and persuasion in people's speeches, art and texts. Thirdly, the study is divided methodologically into three parts: knowledge relations in official and curriculum texts, knowledge choices in student drawings and knowledge troubles in student talk. Knowledge relations in official texts are investigated using two relative scales of classification and framing for Landscape Planning and its adjacent pedagogic contexts including Advanced Construction and Practice 1 and 2 and Advanced Landscape Design 1 and 2. The official texts that described unit objectives and content in each context reveal that Landscape Planning is positioned in the landscape architecture course in Queensland as an intermediary discourse between the strongly classified and strongly framed discourse of Advanced Construction and Practice and the weakly classified and weakly framed discourse of Advanced Landscape Design. This seems to intensify the need for students in their professional year to access and adapt to new pedagogic rules, apparently not experienced previously. A further subjective reflection of my own week 1 unit information as curriculum text using classification and framing relations is included to explain what characterised the rationale, aim, objectives, teaching programme, assessment practice and assessment criteria in Landscape Planning. It suggests that the knowledge relations in my teaching practice mirror the weakly classified and strongly framed discourse of the official text for this unit, that is that students were expected to transcend knowledge boundaries but also be able to produce specific forms of communication in the unit. Knowledge choices in student drawings in Landscape Planning are described using a new sociological method of visual interpretation. It is comprised of four steps: (a) setting up a framing scale using the social semiotic approach of Kress and van Leeuwen (2005) (contact gaze, social distance, angle of viewpoint, modality, analytical structure and symbolic processes) combined with the pentadic approach of Burke (1969) (act, scene, agency, purpose); (b) setting up a classification scale using the concept of agent from the pentad of Burke (1969) combined with how the relationship between 'I' the producer and 'you' the viewer is constructed in each drawing, like a sequence in a conversation according to Sacks (1992a); (c) coding student drawings according to these two relative scales and (d) assessing any shifts along the scales from the start to the end of the semester. This approach shows that there is some potential in assessing student drawings as rhetorical 'texts' and identifying a range of student orientations to knowledge. The drawings are initially spread across the four philosophical orientations when students begin Landscape Planning and while some shift, others do not shift their orientation during the semester. By the end of the semester in 2003, eight out of ten student drawings were characterised by weak classification of knowledge boundaries and weak framing of the space for knowledge choices. In 2004, nine out of twenty-one drawings exhibited the same orientation by the end of the semester. Thus there is a changing pattern, complex though it may be, of student orientations to knowledge acquired through studying Landscape Planning prior to graduating as landscape architects. Knowledge troubles in student talk are identified using conversation markers in student utterances such as 'I don't know', 'I think', 'before' and 'now' and the categorisation of sequences of talk according to what is knowable and who knows about Landscape Planning. Student talk suggests that students have a diverse set of affective responses to Landscape Planning, with some students able to recognise the new rules of the pedagogic code but not able to produce appropriate texts as learning outcomes. This suggests a sense of discontinuity where students dispute what is expected of them in terms of transcending knowledge boundaries and what is to be produced in terms of specific forms of communication. The study went further to describe a language of legitimation of knowledge in Landscape Planning based on how students viewed its scope, scale, new concepts and other related contexts and who students viewed as influential in their selection of legitimate knowledge in Landscape Planning. It is the language of legitimation that constructs the 'decision space'. Thus in relation to the main aims of the study, I now know from unit texts that the knowledge relations in my curriculum design align closely with those of the official objectives and required content for Landscape Planning. I can see that this unit is uniquely positioned in terms of its hidden rules between landscape construction and landscape design. From student drawings, I acknowledge that students make a range of knowledge choices based on different philosophical orientations from a pragmatic to a mystical view of reality and that my curriculum design allows space for student choice and a shift in student orientations to knowledge. From student talk, I understand what students believe to be the points of contention in what to learn and who to learn from in Landscape Planning. These findings have led me to construct a new set of pedagogic code modalities to balance the diverse expectations of students and the contemporary requirements of institutions, disciplines and professions in the changing context of higher education. Further work is needed to test these ideas with other teachers as researchers in other pedagogic contexts.

Computing is increasingly pervading the activities of our everyday lives: at work, at home, and out on the town. When designing these pervasive systems there is a need to better understand and incorporate the context of use and yet there are limited empirical investigations into what constitutes this context. The user’s physical and social situation is an important part of their context when operating in an urban environment and thus needs to be understood and included in the interaction design of context-aware pervasive computing. This thesis has combined ideas from human computer interaction (HCI) and architecture to investigate indexicality in interface design as an instrument for incorporating physical and social context of the built environment into context-aware pervasive computing. Indexicality in interface design is a new approach to designing HCI for pervasive computing that relies on knowledge of current context to implicitly communicate between system and user. It reduces the amount of information that needs to be explicitly displayed in the interface while maintaining the usefulness and understandability of the communication.

[pt] O objetivo global deste trabalho é mostrar que precisamos explicar a dinâmica de pensamentos de se ou pensamentos em primeira pessoa (ou ainda, pensamentos normalmente expressos com o uso do pronome da primeira pessoa) dentro de um quadro mais amplo de uma teoria dinamista dos atos mentais – nos moldes da teoria defendida por Dokic (2001). Argumento que esse movimento é necessário se quisermos lidar com o assim chamado problema da dinâmica cognitiva de tal forma que a explicação seja capaz de capturar as características distintivas dos pensamentos de se e atitudes relacionadas. A tese está dividida em quatro partes principais. No Capítulo 1, faço uma revisão dos argumentos a favor da afirmação de que pensamentos de se são especiais e irredutíveis a outros tipos de pensamentos - de re e de dicto em particular. O Capítulo 2 lida com o problema da dinâmica cognitiva como este foi originalmente formulado por Kaplan (1989), e discute até que ponto ele se aplica a pensamentos de se enquanto pensamentos indexicais. No Capítulo 3, considero algumas das objeções levantadas por céticos com relação ao de se (notadamente, Cappelen e Dever 2013) contra a ideia de que o de se e a indexicalidade essencial como um todo são fenômenos profundos e interessantes e que precisamos dar respostas a eles. O Capítulo 4 mostra que os pensamentos de se apresentam características que não são capturadas por uma teoria dos indexicais. No entanto, dado que uma explicação de sua dinâmica ainda é necessária, aponto para a possibilidade de expandir o escopo do problema que foi formulado por Kaplan para pensamentos indexicais. Uma vez que, como argumento, o problema da dinâmica cognitiva está para além de pensamentos indexicais e tem a ver com o desenrolar de todos os estados intencionais no decorrer do tempo, podemos reformulá-lo como um problema da continuidade interna (mental). Concluo que um estudo das condições nas quais pensamentos de se são apreendidos com o passar do tempo equivale a elaboração de uma teoria (neo-Lockeana) da identidade pessoal. / [en] The overall aim of this work is to show that we need to account for the dynamics of de se or I-thoughts (or else, thoughts usually expressed by the use of the first-person pronoun) within the broader picture of a dynamist theory of mental acts - of the kind advocated by Dokic (2001). I argue that the move is necessary if we are to deal with the so-called problem of cognitive dynamics in such a way that the account be able to capture the distinguishing features of de se thoughts and related attitudes. The doctoral dissertation is divided into four main parts. In Chapter One I review the arguments in support of the claim that de se thoughts are special and irreducible to other kinds of thoughts - in particular, de re and de dicto. Chapter Two tackles the issue of cognitive dynamics as originally put by Kaplan (1989) and discusses the extent to which it applies to de se thoughts qua indexical thoughts. Chapter Three considers some of the objections raised by de se skeptics (notably, Cappelen and Dever 2013) against the view that de se and essential indexicality on the whole are deep and interesting phenomena and tries to answer them. Chapter 4 shows that de se thoughts exhibit features not captured by a theory of indexicals. However, given that an account of their dynamics is still needed, I point toward the possibility of broadening the scope of the problem formulated by Kaplan for indexical thoughts. If the problem of cognitive dynamics, as I argue, outstrips indexical thoughts and concerns the unfolding of all intentional states over time, one might want to reformulate it as a problem of internal (mental) continuity. I conclude that a study of the conditions under which de se thinkings are entertained over time amounts to elaborating a (neo-Lockean) theory of personal identity.