Thesis (Ph. D.)--University of Sydney, 1989. / Title from title screen (viewed 27 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Degree awarded 1989; thesis submitted 1988. Includes bibliographical references. Also available in print form.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

This thesis begins with the assertion that there are serious inadequacies in the academic writing of Japanese students of English studying at the post-secondary level in Japan. To substantiate this claim, Chapter 1 presents a preliminary profile of student writing, based on a survey of the literature, the testimony of established authorities, and representative samples of student compositions, establishing baseline parameters of infelicity in their written work and identifying key features that characterize such writing. This survey also reveals numerous problems inherent in the research carried out to date, including the fact that terminological confusions are widespread and findings tend to be impressionistic and anecdotal. Chapter 1 concludes with a statement of the basic premise of this thesis, claiming that given effective instruction, based on an integrated approach to composition pedagogy, Japanese EL2 students are capable of making significant improvements in their academic writing skills. Although purely descriptive, taxonomic approaches to the analysis of written discourse, such as the profile of student writing presented in Chapter 1, are often a useful initial heuristic, they also have a number of important limits, especially in accommodating cross-language linguistic evidence, and in providing a suitable basis for understanding the origins of students' writing difficulties. Such issues cannot be resolved at this level of analysis and need to be addressed within a framework of applied linguistic theory. Chapter 2 establishes this framework, exploring the evolution of research models in contrastive rhetoric and examining the influence of related areas of investigation in contrastive linguistics and discourse linguistics. Based on the assumption that language learners will transfer the rhetorical features of their native language to the target language, causing interference in second language writing, contemporary theories in contrastive rhetoric have moved beyond the boundaries of text itself to include the cognitive and sociocultural dimensions of language transfer, in particular the context in which text is produced, both situational and cultural. This research paradigm provides the theoretical basis for the investigations that follow, defining the conceptual parameters of the present study. Although contrastive rhetoric has been strongly influenced by movements within applied linguistics, it also has a direct relationship with both classical and modem rhetoric. Chapter 3 explores this relationship, examining the evolution of rhetoric and discourse education in the western tradition in an investigation designed to clarify the standards, norms, and conventions that define the writing canon of modem English prose, and to identify the historical antecedents of modem-day disciplines such as discourse analysis, text linguistics, and composition pedagogy. While the study of rhetoric helps specify the qualities that define effective writing in English, how they originated, and why they continue to be valued, the vi goal of research in composition pedagogy is to develop approaches, methods, and techniques for the classroom which will tell us how such writing should be taught. Chapter 4 provides an overview of composition pedagogy in both Li and L2 contexts, investigating the multiplicity of approaches to teaching writing cuffently proliferating in the field and the theoretical assumptions that underlie them. Chapters 5 and 6 provide a roughly parallel descriptive framework for Japanese rhetoric along cultural, historical, and educational dimensions, for if rhetorical transfer from Japanese can be presumed to be one the main reasons for students' writing difficulties in English, then it is essential to have a rigorous accounting of Japanese rhetorical conventions, including the cultural and educational contexts from which they arise. Chapter 5 defines the principal characteristics of Japanese rhetoric from a sociohistorical perspective, identifying formative elements in the culture that influence rhetorical values and preferences, while Chapter 6 assesses the educational environment in which writing skills are acquired in Japan in a survey of Li and L2 composition instruction and practice in Japanese schools. Building on the conclusions drawn from these investigations, Chapter 7 sets forth a proposal of pedagogic action designed to offer solutions to the writing difficulties of Japanese EL2 students in an approach to L2 composition instruction which integrates research in contrastive rhetoric, applied linguistic theory, and general pedagogic principles. This proposed pedagogy is tested in an empirical study of student writing based on a pretestlposttest, experimental/control group design, and the results are discussed in terms of the importance of integrating approaches to composition pedagogy along diachronic, synchronic, and human dimensions.

This thesis analyses face-to-face and one-to-one supervision sessions between British academics and Chinese students in a British university. It argues that identity relations can be reproduced and transformed in discursive practices. Three levels of identity relations – interactional, institutional, and sociocultural – are identified to investigate both collective identities and individual styles in intercultural institutional discourse. Chapter 1 presents a review of the literature covering the major contributions to our understanding of the relationship between discourse and identity, and, based on these, Chapter 2 argues for a multi-modal analysis of intercultural institutional interaction, combining three complementary approaches: Conversation Analysis and Critical Discourse Analysis; ethnographic analysis and discourse analysis; and qualitative and quantitative analysis. Chapter 3 introduces the specific context of the study and process of data collection, and presents the research focus on the reproductive and transformative attribute of identity relations in discursive practice. The institutional identity dyad SUPERVISOR-STUDENT is taken as a focal point around which interactional and sociocultural identity relations pivot. Taking supervisors and students as two separate but related homogeneous groups, Chapter 4 investigates their shared discursive practices to demonstrate the nature of the collective identities reproduced by the relevant social structures. Chapter 5 complements this analysis by highlighting the contrasts and differences amongst individual supervisors and students, and examining the ways in which identity relations are transformed. In order to enrich our understanding of these collective identities and personal styles, the qualitative discourse analysis is supplemented by word frequency statistics, and ethnographic accounts of participants’ orientations and routine linguistic and institutional practices. The conclusion to this thesis in Chapter 6 reinforces its contribution to the study of discourse and identity, that is, the introduction of a rich, multi-modal approach to the investigation of collective identities and personal styles. With supervision sessions taken as a specific type of institutional discourse, the routine and individual practices of British academics and Chinese students are analysed to provide insights into intercultural talk-ininteraction in the institutional context, supervision styles of local supervisors and participation styles of international students at a British university. As a result, the thesis concludes with a discussion of the implications for spoken English teaching in China and proposals for future research.

Thesis (Ph.D.)--Aberdeen University, 2009. / Title from web page (viewed on Dec. 8, 2009). Includes bibliographical references.

Made available in DSpace on 2016-06-02T19:16:25Z (GMT). No. of bitstreams: 1 3008.pdf: 1357654 bytes, checksum: 1eeb7c10aa286842a845b4df69e5c89f (MD5) Previous issue date: 2010-02-25 / Universidade Federal de Minas Gerais / From a diagnosis according to which there is a gap between common people and the research and development institutions, some studies in the public communication of science aim to gather solutions for reducing it a process in which journalism may be a key tool. This paper aims to analyze science reportages published in three magazines Ciência Hoje, Pesquisa Fapesp and piauí that have narrative aspects. Since the press uses many strategies to bring its public closer to science, we assume that the immersion reportage, using literary techniques, may be a way to achieve it. This research explores the narrative and discourse construction in science journalism and how the pieces handle polyphonic discourses, in order to identify literary journalism characteristics, diversity of themes and approaches to science, as well as to select some procedures which science reporters may use in newscovering. Our corpus was analyzed in a qualitative approache according to Bakhtin s discourse theories and the propositions of Science, Technology and Society and public communication of science studies, in order to promote a better interaction between science and other forms of knowledge, and also to bring a constructive view of science. / A partir do diagnóstico de um afastamento entre o público geral e o universo das instituições de ensino e pesquisa, os estudos em comunicação e percepção pública da ciência buscam soluções para que isso se reverta processo em que o jornalismo possui papel fundamental. Este trabalho se propõe a analisar reportagens de ciência publicadas nas revistas Ciência Hoje, Pesquisa Fapesp e piauí que apresentem características narrativas. Uma vez que a imprensa escrita por vezes utiliza variadas estratégias para aproximar seu público da atividade científica, partimos do pressuposto de que a reportagem em profundidade, com o uso de técnicas narrativas, pode suprir essa demanda. A pesquisa investiga a construção narrativa e discursiva no jornalismo científico e como as reportagens lidam com os diversos discursos presentes, com o objetivo de identificar nelas elementos do jornalismo literário, diversidade temática e as formas de abordagem da atividade científica, bem como distinguir procedimentos reprodutíveis para repórteres de ciência. O corpus foi analisado segundo as teorias discursivas de Bakhtin e as perspectivas dos estudos em Ciência, Tecnologia e Sociedade e comunicação pública da ciência, de modo a promover uma interação entre ciência e outros campos do conhecimento e de trazer uma compreensão da construção social da ciência.

Review

The present master's thesis undertakes to provide a comparative study of authentic and literary nazi discourse. It takes up the thread of research already carried out into the concept of original nazi language, projects existing observations on that phenomenon onto a work of Czech fine literature and examines the possibility of the drawing of parallels between authentic nazi discourse and its recreation in fiction. The method selected for the purpose is one of study and collation of the features and devices of original nazi language as described in existing linguistic and philological commentaries in parallel with a detailed analysis of the discourse of Bedřich Brenske, the prime nazi protagonist in Arnošt Lustig's novella A Prayer for Katerina Horovitzova (1964). The main focus throughout is on lexical and semantic aspects and their roles in the process of psychological manipulation; the analysis of the fictional text also casts light upon certain extralinguistic and paralinguistic aspects of Brenske's communication that are revealed to the reader through the narrator discourse. Consideration of Brenske's direct speech in the light of the original discourse of the Third Reich reveals a high degree of correspondence between the two, both on the fundamental level of linguistic features and in terms...

Eva Krásová: Émile Benveniste and the role of sens My thesis "Émile Benveniste and the role of sens" is a monographic study of the life work of Émile Benveniste (1902-1977) through the role that the concept of meaning (sens) takes in his thought. I adopt the methodology defined by K. Kœrner as "historiography of language sciences", and thus my perspective on Benveniste's work is mainly chronological and developmental. First part of the thesis concentrates on theoretical foundations of Benveniste's thought in the school of Paris (A. Meillet and M. Bréal), Prague (R. Jakobson and V. Skalička) and Copenhagen (texts around 1939). I point out the concept of language system in diachrony in A. Meillet's thinking and in Prague school and present a hypothesis about the role of Émile Bneveniste in their contact during the International congresses of linguists. This results into a description of the perspective of meaning as it was presented in Benveniste's 1962 lecture "Levels of linguistic analysis". Second part deals with Benveniste's concept linguistics of discours. First chapter explains the main concepts of Benveniste's theory of language: semiotics and semantics or the semiotical and the semantical (le/la sémiotique, sémantique), enunciation (énonciation), appropriation (appropriation) and the theory...