Pragmatics and Society - Volume 15, Issue 6, 2024

Abstract

Questions are powerful interactional devices which academic lecturers may use to facilitate learning, engage students and add to a lecture’s interactivity. This contrastive and corpus-based study examines student-oriented questions, i.e. those initiating a student response, in British and Montenegrin university linguistics lectures. It aims to answer research questions regarding what forms of this question category are employed; how frequent they are, what functions they commonly perform, and whether there are any similarities and differences in these respects between the two groups of lectures. The data include 12 lectures in linguistics from several British academic corpora and a specially created corpus of 12 Montenegrin linguistics lectures. We combine quantitative and qualitative approaches to arrive at results which point to certain similarities and differences between the corpora. Some of these might be explained by the language differences between English and BCMS (Bosnian/Croatian/Montenegrin/Serbian), while others seem to have stemmed from academic lecturing style differences. The findings add to the literature on questions in academic lectures and, together with other contrastive studies, may contribute to revealing the universal and culturally-specific discourse features of academic lectures across academic cultures, as well as be pedagogically useful for lecturers, particularly novices, who are teaching linguistics in English and BCMS.

Abstract

Credible expertise is no longer a given in our contemporary democracy: for knowledge to be authoritative, experts must take into account a wider audience than just scientific colleagues. This study uses conversation analysis and discursive psychology to investigate how experts deal with this role in practice. We show that experts in a Dutch public hearing on GM food orient to ‘speaking on behalf of the public’ without undermining their status as experts. They do this by (1) animating but not overlapping the voices of the public (2) speaking on behalf of ‘the consumer’ and (3) presenting hypothetical public opinions. In this way, experts reconcile what they treat as the dual requirement of distance to support an expert opinion and the proximity to the public required for good democracy. We further discuss what implications this research has for the role of experts in a modern democracy.

Abstract

Conspiracy theories are not merely propositions about states of affairs, they are also speech acts and because of that their meaning consists not only in what conspiracy theorists say but also in what they do with words or, in other words, in the pragmatics of their stories. Building on a concept developed by Stanley Cavell, the article argues that from the point of view of pragmatics conspiracy theories are a form of passionate speech. In contrast with illocutionary acts, the point of passionate speech consists in making the other respond here, now and in kind (thus implicitly recognizing that the subject of the act has rightfully addressed her or him in this way). The conceptualization of conspiracy theories as passionate speech is intended to demonstrate that debunking can be counterproductive if it ignores the pragmatic dimension of conspiracy theories, and in effect the attempts to counteract disinformation can easily deteriorate into a dialogue of the deaf.

Abstract

This study explores how doctoral students negotiated academic conflict (AC) in discussion section of their dissertations and what engagement resources they utilized to convey academic conflict. To this end, discussion chapters of 30 doctoral dissertations in Applied Linguistics (15 samples by each writer group) were analyzed using Huston’s (1991) academic conflict framework and Martin and White’s (2005) engagement system of Appraisal Theory. The functional analysis constituted discovering components of academic conflict and engagement resources in the discussions. We found that components of academic conflict determined engagement values used to convey them. The linguistic background of the authors was less of an issue in resolving conflicts. The two writer groups managed academic conflict and related engagement resources more or less similarly in different components of academic conflict. They mainly expressed their novel contribution readily and identified the flaws of previous research; however, both writer groups showed little tendency to explain controversial points. The findings have pedagogical implications for academic writing courses highlighting the importance of developing awareness of AC and resolving the conflicts.

Abstract

The present study aims to investigate the portrayal of women in English and Persian proverbs using the multidisciplinary field of Cultural Linguistics as an alternative to critical discourse analysis. Utilizing a corpus analysis approach for Cultural Linguistics (Jensen 2017), 124 English and 186 Persian proverbs representing the theme of ‘woman’ were compared and contrasted cross-culturally. Results of grounded-theory driven analysis revealed: (a) while various cultural schemata and cultural metaphors reflecting both dark and bright sides of women in proverbs were unveiled, only one cultural category in Persian proverbs with no similar instance in English proverbs was revealed; and (b) in some English and Persian proverbs, interpreting cultural schemas predicates upon eliciting and understanding the cultural metaphors hidden in the proverbs. The results are discussed with reference to the potentiality of Cultural Linguistics as an analytical framework for paremiology that can provide an in-depth interpretation of proverbs as a culturally-loaded discourse.

This article reviews Introduction to Cognitive Pragmatics978-90-272-1061-6

This article reviews Pragmatics of Internet Humour978-3-031-31901-3