Pragmatics and Society - Volume 2, Issue 2, 2011

One of the major problems for Critical Discourse Analysts is how to move on from their insightful critical analyses to successfully ‘acting on the world in order to transform it’. This paper discusses, with detailed exemplification, some of the areas where linguists have moved beyond description to acting on and changing the world. Examples from three murder trials show how essential it is, in order to protect the rights of witnesses and defendants, to have audio records of significant interviews with police officers. The article moves on to discuss the potentially serious consequences of the many communicative problems inherent in legal/lay interaction and illustrates a few of the linguist-led improvements to important texts. Finally, the article turns to the problems of using linguistic data to try to determine the geographical origin of asylum seekers. The intention of the article is to act as a call to arms to linguists; it concludes with the observation that ‘innumerable mountains remain for those with a critical linguistic perspective who would like to try to move one’.

Code CivilLa Rumeurper se

Given the fact that ‘native’ speakers and linguists both can be considered as experts in language, the specificity of their knowledge(s) of language needs to be described. The reflexive discourses they respectively produce seem to indicate a difference in the perception of temporality (speakers tend to stress the loss of an ideal language throughout the ages, whereas linguists tend to see scientific findings as positively oriented towards progress) and in the capacity of acknowledging ignorance. In this respect, the present paper analyzes two kinds of data: Guidelines produced by linguists acting as experts for language analysis in asylum cases, and elicited interviews collected in the field within an anthropological framework.

Adopting a sociopragmatic and interactional perspective, the paper proposes to investigate how apprentices engage in questioning practices and how trainers respond to these questions. A detailed empirical analysis of audio/video data collected in the context of Swiss training companies establishes that answers provided by trainers in response to questions do not constitute the dominant form of questioning work observed. Alternative interactional patterns that stress the tensions connected with questioning in the workplace context and the complexity of the social practices associated with workplace learning are identified and described. These findings illuminate the challenges faced by apprentices when joining the workplace and underscore the importance of a sociopragmatic perspective in addressing social issues related to initial vocational education.

The extant literature on discourse comprehension distinguishes between two types of texts: narrative and expository (Steen, 1999). Narrative discourse tells readers a story by giving them an account of events; the narration informs and/or persuades the readership by using textual elements such as theme, plot, and characters. Expository discourse explains or informs the readership by using concepts and techniques such as definition, sequence, categorization, and cause-effect relations. The present study is based on two experiments. In Experiment 1, we compared the two discourse types to examine if college students would be better at extracting the meanings of novel words from one of the two types of discourse structure than from the other. The findings indicated that participants were significantly better at inferring the meaning of novel words from narrative compared to expository discourse. In Experiment 2, we examined the number of situation models that a reader is required to mentally construct, as a possible characteristic that influences the difficulty of learning new word meaning within narrative discourse. Contrary to intuition, fewer novel words were learned in a single-situation, as opposed to a multi-situation model condition, suggesting that the additional inferencing needed to construct multiple models also promotes word learning. Results are discussed with respect to how the structure of written discourse can facilitate word learning in a reader’s native language. Implications for education and assessment are also discussed.

Starting from the assumption that Discourse Analysis can shed light on hidden instances of social demand through the analysis of discourse in different social contexts, the present paper focuses on healthcare, in particular on the social demands concerning health that emerge in forums where health problems are discussed. A corpus of texts produced in the context of non-specialized discussion groups has been analyzed, both from a quantitative and a qualitative perspective. Various discourse features have been examined — from strategies of self-presentation and other-addressing to the selection of specialized lexicon and terminologies, from levels of formality to the interplay of description and narrative. The analysis has revealed the presence of two different ‘scenographies’ (Maingueneau, 2007), that can be named ‘social’ and ‘private’, respectively. The former is characterized by the exchange of information, while the latter gives voice to the need for a different relationship between patients and doctors. In this perspective, it is suggested that the person as a whole should be the main concern of doctors, thus leading to a renewal of discourse in the medical sector.

This paper considers the terms used for designating parents in reports dealing with child protection, and explores the pragmatic impact of the reports’ extremely cautious choice of words. I test the hypothesis that, even if words are not argumentative in themselves, they can become argumentative in the context of a particular discourse. To this end, this paper develops a two-pronged analysis, combining lexical description (both from a paradigmatic and from a syntagmatic perspective) with quantitative as well as qualitative methodologies. The findings suggest that lexis is argumentative not only because of its paradigmatic dimension (a word’s meaning), but also because of its syntagmatic dimension (through the lexical co-occurrence and syntactic patterns within which a word is embedded). The results may find a practical application when training social workers in how to write their reports.