1887
Volume 19, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

This paper investigates the tutor’s discourse in a university classroom for a business law tutorial. It is argued that the discourse is structured on several levels. On a deeper level, linguistic models of values underpinning the legal system can be discerned. Sinclair and Coulthard’s classroom taxonomy was applied firstly to the discourse, followed by further investigation of the moves in the exchanges along the lines of Halliday’s interpersonal, ideational and metalanguage components. In addition, characteristics of legal language were explored. It was found that, in combination, these form the medium through which the linguistic models of the legal system are presented. It is suggested that these elements of the discourse play an important role in initiating the students into the subject’s discourse community. It is further suggested that students with less facility and flexibility in English may be positioned less advantageously to benefit from these subtle messages.

Loading

Article metrics loading...

/content/journals/10.1075/aral.19.1.06cro
1996-01-01
2019-08-22
Loading full text...

Full text loading...

References

  1. Allan, K. and D. Burridge
    (1991) Euphemism and dysphemism. Oxford, Oxford University Press.
    [Google Scholar]
  2. Bhatia, V
    (1983) Simplification v. easification-the case of legal texts. Applied Linguistics4, 1: 42–54. doi: 10.1093/applin/4.1.42
    https://doi.org/10.1093/applin/4.1.42 [Google Scholar]
  3. (1987) Language of the law. Language Teaching20:227–238. doi: 10.1017/S026144480000464X
    https://doi.org/10.1017/S026144480000464X [Google Scholar]
  4. Danet, B
    (1980) Language in the legal process. Law and Society Review14:445–564. doi: 10.2307/3053192
    https://doi.org/10.2307/3053192 [Google Scholar]
  5. Gee, J
    (1990) Social linguistics and literacies. Ideology in discourses. London, The Falmer Press.
    [Google Scholar]
  6. Halliday, M
    (1978) Language as social semiotic. London, Edward Arnold.
    [Google Scholar]
  7. Hammond, J
    (1991) Synoptic and dynamic analyses of classroom discourse: The role of meta language in teaching literacy. Australian Review of Applied Linguistics14, 2: 1–29.
    [Google Scholar]
  8. Iedema, R
    (1993) Legal English: Subject specific literacy and genre theory. Australian Review of Applied Linguistics16, 2: 86–122.
    [Google Scholar]
  9. Kittay, E
    (1987) Metaphor: Its cognitive force and linguistic structure. New York, Oxford University Press.
    [Google Scholar]
  10. Lemke, J
    (1988) Genres, semantics and classroom education. Linguistics and Education1:81–99. doi: 10.1016/S0898‑5898(88)80011‑1
    https://doi.org/10.1016/S0898-5898(88)80011-1 [Google Scholar]
  11. Lublin, J
    (1987) Conducting tutorials. Kensington, Higher Education Research and Development Society of Australia.
    [Google Scholar]
  12. Matalene, C.B.
    (ed.) (1989) Worlds of writing. New York, Random House.
    [Google Scholar]
  13. McKenna, E
    (1987) Preparing foreign students to enter discourse communities in the U.S.English For Academic Purposes6:187–202. doi: 10.1016/0889‑4906(87)90003‑2
    https://doi.org/10.1016/0889-4906(87)90003-2 [Google Scholar]
  14. Phelps, T
    (1989) In the law the text is king. In Matalene (ed.)
    [Google Scholar]
  15. Sinclair, J. and R. Coulthard
    (1978) Towards an analysis of discourse. The English used by teachers and pupil. Oxford, Oxford University Press.
    [Google Scholar]
  16. Swales, J
    (1991) Genre analysis. Cambridge, Cambridge University Press.
    [Google Scholar]
  17. (1982) The case of cases. IRAL20, 2: 139–148.
    [Google Scholar]
  18. Warnock, W
    (1989) To English professors: On what to do with a lawyer. In Matalene (ed.).
    [Google Scholar]
  19. White, J
    (1982) The invisible discourse of the law: Reflections on legal literacy and general education. Michigan Quarterly Review420–438.
    [Google Scholar]
  20. Widdowson, H
    (1984) Language purpose and language use. London, Oxford University Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.19.1.06cro
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error