This thesis is a study of the relationship between deontological liberal principles and consequentialism in legal rhetoric. The argument developed is that these supposedly separate bases for judgment are actually mutually defining in cases involving an apparent ethical dilemma. The content of a principle cannot be known a priori, since its interpretation gains its persuasive force from a calculation of the benefit and detriment of a potential decision. We argue that, in order to prevent the deontological authority of liberal principles from being undermined by such a mixing, consequentialist calculations are themselves made by appealing to an interpretation of principled arguments. The effect of this symbiosis of principle and consequential ism is that ethical problems are resolved in legal rhetoric by assigning conflicting parties a higher or lower status within a moral hierarchy that prioritises those that assimilate more closely to the liberal ideal of the reasonable, responsible individual. This assignation itself requires the weighing up the possible consequences of this or that interpretation of the relevant Principles and the 'facts' of the parties' moral status. The characterisation of judicial rhetoric as a narrative of what we might call moral consequential ism leads on to a deconstructive turn in the second half of the thesis. We seek to show that the relationship between principle and consequence is not simply one of binary opposition, but rather of undecidability. The implications of such a destabilisation of the line between apparently distinct concepts for political and ethical theory is recognised and addressed in the final chapters. We consider how deconstruction both poses dangers and also creates new possibilities for critique. The final move of the thesis is to consider the ethical implications of our critique of law's moral hierarchy. We argue that emphasising the undecidability of law's moral hierarchies allows for new perspectives on ethical problems.

This thesis examines the relationship between multilingualism and defamiliarisation in Joyce, Beckett, Nabokov and Rushdie. Focusing on Joyce’s Ulysses, Beckett’s Trilogy, Nabokov’s Bend Sinister, Pale Fire and Ada, and Rushdie’s Midnight’s Children, the study considers the reasons for these authors’ uses a foreign languages and examines their specialised compositional processes. It evaluates the textual effects produced by these processes, and compares overtly multilingual effects (such as multilingual puns and the hybridisation of language) to more general characteristics of the authors’ prose-styles, including monolingual forms of defamiliarisation. The prose of all four authors is characterised by extreme forms of defamiliarisation, and the thesis develops the concept of ‘linguistic estrangement’ to elucidate a perceived relationship between each author’s perspective of ideological or literal estrangement from language and his subsequent estrangement of that language. In particular, these writers tend to turn the distinctive features of the foreigner’s perspective on language - semantic ambiguity and linguistic materiality - to positive effect: semantic ambiguity is used to produce puns, plays on words and linguistic overdetermination, while in focus on the material characteristics of language is fundamental to the construction of phonetic and rhythmic linguistic patterns. As a result, the work under scrutiny is often characterised by high levels of musicality, iconicity and textual performativity. Apparently ‘negative’ aspects of language - interlingual confusion, distortion, mistranslation, misunderstanding and misuse - thus form the basis of some of the most productive stylistic aspects, and indeed the radically innovative nature, of each author’s work. The thesis explores a wide array of evident intentions associated with such processes including, among others, mimetic, aesthetic, literary historical and socio-political concerns. Translational processes, interlingual contact and linguistic estrangement are thus demonstrated to be fundamental to the particular thematic and stylistic features of the work of each individual author. This study can also, more generally, be seen to address a central dynamic within modernist (and subsequent late-modernist and postmodernist) literary production.

Although there have been numerous studies on motivation in foreign language learning and on emotions in general education, little research in foreign language learning have focused on the relation between motivation and learners' emotions (Maclntyre, 2002), as this shift to the affective side of motivation has only recently been suggested. Thus, this study aims to contribute to the body of knowledge on how foreign language learning motivation is shaped by emotional experiences. In order to gain a better understanding of the emotional experiences originating during classroom instruction and their impact on foreign language learners' motivation, I carried out a qualitative study focusing on 18 students in an ELT programme in a Southeast Mexican university. Data was gathered through personal narratives, an Emotional Reactions Journal and semi-structured interviews. Analysis and interpretation of findings was done using a Grounded Theory approach in order to focus on the views of the participants themselves. Findings reveal the pervasive influence of emotional reactions on foreign language learners' motivation. Emotions, whether negative or positive, impact not only negatively but also positively. Emotional reactions reported by participants mainly originated from teachers' interpersonal skills and the classroom environment. Although participants in this study reported more negative than positive affective experiences, the outcomes of these experiences were positive. The Mexican socio-economic context played a crucial role in helping students transform negative experiences into learning and motivational strategies which proved to be beneficial, not only for their learning processes, but also for their personal development. The study highlights the crucial role language learners' emotional experiences have on their motivational behaviour and the significant influence teachers have on this. Recommendations for language teachers are offered so they can help foreign language learners minimise the negative impact of emotional experiences on their learning process, and promote positive emotions conducive to learning and energising learners' motivation.

This study reports on the analysis of the Mental Health Discourse Corpus. This dataset is comprised of four sub-corpora that contain patients' online discussions of anorexia nervosa, patients' online discussions of depression, general practitioners' discussions of anorexia, and general practitioners' discussions of depression, respectively. The methodology integrates quantitative corpus linguistic approaches with qualitative analysis drawing on Hallidayan functional grammar, discourse analysis and discursive psychology. By interrogating corpora of health communication across communicative modes and participants, the study offers novel insights into the verbal presentation of anorexia and depression by patients and professionals, and examines their respective uptake of medical explanations of mental illness. Common patterns in the online patient interactions are linguistic choices which realise the externalisation and personification of anorexia and depression, the discursive construction of individual helplessness, and the representation of psychological distress in terms of medical pathology. The uptake and proliferation of biomedical explanatory models of anorexia and depression serves to reduce illness stigma for individuals and, notably, is also used to perform local interactional tasks. In the practitioners' talk, participants draw on medical and social explanations of depression and anorexia. Doctors construct depression as a categorical medical diagnosis while also expressing doubt towards its medical treatment and advocating non-medical interventions. When discussing anorexia, clinicians emphasise the bureaucratic role which body mass index scores occupy in managing anorexia and repeatedly highlight the difficulty of overcoming patients' resistance. In both cases, participants highlight the bureaucratic and communicative challenges of working with anorexic and depressed patients and construct a range of unfavourable moral identities for the chronically ill. The practical implications of the research for users of online support groups and general practitioners working with depressed and anorexic patients are identified. In particular, I emphasise the centrality of communication to primary mental health care and the utility of studying online support groups to illuminate the experiences and beliefs of patients. A critical evaluation of the study's methodology is offered, along with recommendations for future research.

Situated at the intersection of Translation Studies, Sociolinguistics and Film Studies, this thesis provides an analysis of the subtitling into French of a corpus of films portraying speakers of African American Vernacular English (henceforth AAVE). By analysing the French subtitles, the thesis focuses on the possibility of using non-standard forms in the target language, on their potential impact on the reception of a film, and on the theoretical underpinnings of juxtaposing two linguistic varieties on screen. Chapter One examines the peculiar nature of interlingual subtitles in the polysemiotic context of films and the vulnerability of this form of translation. Chapter Two provides a description of the main linguistic and interactional features of AAVE, whilst Chapter Three analyses the way AAVE is represented in films, and studies how naturally occurring language is different from language used in films for the purpose of dialogue. Chapter Four provides an analysis of the subtitles of the films under study, and pays particular attention to how linguistic variation is conveyed – or not – in the subtitles. Chapter Five examines the use of verlan in French subtitles and its wider implications: through the juxtaposition of verlan and AAVE on screen, a cultural hybrid is created, and we investigate this hybridity in the light of Venuti’s concepts of domestication and foreignisation.

Many Koreans not only feel strongly motivated to study English but they also enthusiastically pursue learning the language, and yet when real contact situations arise in which English could be used, many Koreans remain unwilling to do so. Better understanding this phenomenon could benefit not only Koreans but also other groups of people who see great value in learning a language but undercut their own efforts by avoiding opportunities to use it. Through a series of interviews leading to a large quantitative study, this research investigates some underlying factors which influence Korean learners' decision over whether to use English in a particular situation. The main findings suggest that the quality and quantity of previous contact with the non-Korean world, for example through travel and friendship, along with the presence and relative status of other Koreans at the communication event, significantly influence language use. These results generally support the theories of the Contact Hypothesis (CH) and Willingness to Communicate (WTC). These disparate theories, together in the Korean context, suggest a need for greater focus on L2 friendship and L 1 status issues in language learning.

Research by the Nuffield Foundation (2000) suggests that the teaching and learning of Modern Foreign Languages (MFL) in English secondary schools is in crisis. At the same time, some schools are implementing initiatives intended to raise the status and the quality of MFL learning. One such school is the College du Pare [fictitious name] where in September 1998 the Bilingual Foundation Course (BFC) was introduced. In the BFC, non-linguistic subjects (English, History, Geography, Religious Education and Pastoral and Social Education) were taught to 3 out of 6, Year 7 classes (11-12 year olds) through French. From September 1998 until July 2000, I was one of the teachers in the BFC and conducted my research for this thesis by developing my theory of practice through case study. The data served as the basis for my understanding of CLIL classroom interaction. In order to present my research framework, I illustrate in Chapters 1-2 how I have come to consider the key features of my theory of practice (van Lier, 1994, 1996) as being meaningful, focused and pragmatic. In Chapters 3-4, I describe my theory of practice of CLIL classroom interaction by jointly examining CLIL theories and my classroom practices. This allows me to develop a 'support and challenges' framework, which leads to learners' noticing and 'performance' in the foreign language. On the basis of my research, I re-examine my arguments in Chapter 5 based on my two main findings: - I suggest that CLIL makes (foreign) language use visible: CLIL allows both the teacher and the learners to become aware of their language use. - I relate this argument to the current situation for MFL teaching and learning in English secondary schools which then leads me to reconsider theory of practice in general. NB. This ethesis has been created by scanning the typescript original and may contain inaccuracies. In case of difficulty, please refer to the original text.

This thesis analyses commemorative war monuments using a social semiotic approach to understand how they communicate as three-dimensional objects, considering their design alongside contextual information. Taking a social semiotic approach to the study of commemorative war monuments, it responds to calls by historians for innovative ways to study war commemoration by providing an approach that offers both specific analysis of the objects and attends to matters of design.

This thesis focuses on the representation of the women's suffrage movement in The Times newspaper between 1908 and 1914. I assemble two focused corpora from texts from News International's The Times Digital Archive: the 7 million word Suffrage corpus and the 400,000 word Letters to the Editor corpus. I then combine historical research into the suffrage movement, corpus linguistic analysis of social discourses and approaches drawn from critical discourse analysis. The suffrage movement was not a unified one; it was composed of various groups with differing backgrounds, ideologies and aims. Historians working with suffragist-produced texts have noted different terminology used to describe different factions of the movement. Less attention has been paid to how the suffrage movement was perceived by those outside the movement, and particularly how it was represented in the press. Central to this thesis is Deleuze and Guattari's (1987) argument that polyvocal, heterogeneous entities are simplified and erased by those in power. I demonstrate that such a simplification of diverse suffrage identities occurs on a lexical level through the consistent use of suffragist to describe all suffrage campaigners, including acts more commonly associated with suffragettes. This conflation of identities also occurred on a textual level through what I define as the 'suggestive placement' of texts within an article. I argue that suggestively placed prosuffrage texts offering a counter discourse are read in the context of the master narrative of suffrage campaigners as violent and dangerous. By focusing on a self-contained, historical movement this thesis is able to analyse changes in historical political discourses, offers corpus linguistic researchers working with contemporary social movements a point of comparison and proposes a methodology for working within the constraints of the data to get useful results. As an interdisciplinary project, it will offer historians a different perspective on ideologies as expressed through language.

This thesis investigates the experiences of young adults living with either Type 1 diabetes (T1DM) or Inflammatory Bowel Disease (IBD), two chronic conditions which are prevalent among this age-group. This is set against the long tradition of research into chronic illness experience; however, young adults are commonly underrepresented in this area, in spite of the contention that the new-found pressures and responsibilities associated with this life-stage may be especially difficult to manage alongside a chronic condition (Arber and Ginn, 1998). Semi-structured interviews were carried out with respondents aged 18-29 (n = 30). Transcribed interviews were subject to open-coding using qualitative software, which led to the systematic identification of predominant themes for analysis. Data was considered primarily as 'accounts' (Radley and Billig, 1996), with a focus on the moral-underpinnings of the respondents‟ talk. These accounts were examined from a rhetorical discourse analysis perspective (Arribas-Ayllon et al., 2011), which entailed micro-investigation of the discursive devices drawn upon by the respondents in representing their experiences as part of situated identity-performances (Riessman, 1990). Across the predominant themes identified (self, other and control), some similar trends were identified, but also considerable variation, most significantly across the two conditions. In relation to self, accounts of T1DM showed respondents constructing greater levels of agency regarding the integration or distancing of illness vis-à-vis selfhood, whereas in accounts of IBD 'loss of self' (Charmaz, 1983) was more prominent. In accounts of other-orientation, those with IBD more commonly constructed 'felt stigma' and 'enacted stigma' (Scambler and Hopkins, 1986) than T1DM-respondents, which had implications for reported disclosure practices vis-à-vis the two conditions. Within the theme of control, T1DM-respondents generally constructed greater condition control and lifestyle control than IBD-respondents. Variation was also observed in reported management-strategies, which reflected the respondents‟ differing conceptions of their 'healthy bodies' (Balfe, 2009) – those with T1DM focused on future health concerns, their 'longer-term' healthy body, whereas IBD-respondents' concerns centred primarily on more immediate health consequences, their 'short-term' healthy body. These differing conceptions of the 'healthy body' influenced how respondents accounted for their 'risky' social drinking practices, with IBD-respondents producing 'justifications', and those with T1DM primarily constructing 'excuses' (Scott and Lyman, 1968). In spite of this variation, a consistent thread running throughout the data was the constitution of the morally-driven self. A range of different moral figures were constructed by the respondents, allowing them to perform positive identities throughout. This eased the tension borne out of the conflict between the priorities, desires and demands of young adulthood and the complex considerations surrounding chronic illness.