Hedging is a communication strategy frequently used by the spokespersons at the press conference.This thesis intends to find out the ideologies hidden behind those hedges under the guidance of Fairclough’s three-dime...Hedging is a communication strategy frequently used by the spokespersons at the press conference.This thesis intends to find out the ideologies hidden behind those hedges under the guidance of Fairclough’s three-dimensional model.As a research method of linguistics,critical discourse analysis(CDA)aims to reveal the the relationship among language,power and ideology hidden behind the language.This thesis adopts Prince’classification criteria of hedges to identify and count the different types of hedges in the research data selected from Chinese and American government websites.The analysis is conducted at the following three steps:description,interpretation and explanation.The first stage is to recognize and count the hedges in two languages,then to find their similarities and differences and the last step is to find possible reasons for those similarities and differences and the ideologies behind the hedges.Analysis results show that differences in culture values and diplomatic ideology contribute to the different ideologies.展开更多
This research is mainly exploring primary school teachers’ perceptions about refugee children inclusion in Greek schools. More specifically it focuses on how teachers construct their discourse while talking about ref...This research is mainly exploring primary school teachers’ perceptions about refugee children inclusion in Greek schools. More specifically it focuses on how teachers construct their discourse while talking about refugee students and their intercultural competencies as agents of inclusion and social justice in the context of Inclusive Pedagogy. This paper focuses on two research aspects: teachers’ discursive construction about refugee children, their inclusion in Greek educational system and the intercultural communicative competencies that teachers have acquired through their professional development. Teachers blame the government for not being prepared and for its incapacity to educate and train teachers. Therefore, they feel insecure to deal with the new educational multicultural environment and include refugee children in their classrooms, while they discuss the need to give refugee children equal educational opportunities. Twenty-five interviews were conducted and have been interpreted using Critical Discourse Analysis as used by Νorman Fairclough, Robert Hodge, and Gunther Kress.展开更多
Given a C~2-function f on a Hilbedrt Riemannian manifold M, let ∑ be a. nondegonerate critical manifold of f, what becomes of ∑, if we perturbe f to f+g? When g is a C~2 perturbation, i.e. ||g||c~2 is small, there w...Given a C~2-function f on a Hilbedrt Riemannian manifold M, let ∑ be a. nondegonerate critical manifold of f, what becomes of ∑, if we perturbe f to f+g? When g is a C~2 perturbation, i.e. ||g||c~2 is small, there was a result due to M. Reeken by the inverse function theorem. It was rediscovered by Ambrosetti et.展开更多
With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourse...With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.展开更多
Purpose:This study explores the relationships between the cognitive demands of the questions asked by a teacher educator(TE)and prospective teachers'(PT)capacity for critical thinking(CT).Design/Approach/Methods:P...Purpose:This study explores the relationships between the cognitive demands of the questions asked by a teacher educator(TE)and prospective teachers'(PT)capacity for critical thinking(CT).Design/Approach/Methods:Participants comprised a TE and 32 PTs.The cognitive demands of the TE's questions and PTs'CT were analyzed using a systematic observation approach.Findings:Results indicate that there are tangible connections between the increasing mental demand of TE questions and PTs'higher-order cognitive processing.The PTs achieved higherorder CT when the TE asked more cognitively demanding questions.For instance,when the TE's questions were pitched at the cognitive demand levels-namely,the analyze,evaluate,and/or create levels—the PTanswers were longer and reflected higher CT,such as inductive reasoning,suggesting new ways of thinking,or legitimating the arguments of others.Accordingly,results suggest that intentionally subjecting PTs to sustained higher cognitive demands via questions may help them reach their optimal CT capacity.Originality/Value:Although proposed teaching strategies have been invaluable in proposing content-specific interventions for fostering the CT of university students,how lecturers should use their questions to conduct such interventions has been overlooked.This study addresses this gap.展开更多
The study of the English teachers' language in the L2 classrooms is a very important branch of discourse analysis. However, up till now, much of the research conducted has focused on the linguistic features of tea...The study of the English teachers' language in the L2 classrooms is a very important branch of discourse analysis. However, up till now, much of the research conducted has focused on the linguistic features of teachers' classroom discourse. In present study, a critical point of view is adopted to analyze the social and cultural aspects of the classroom discourse. With the help of CDA (critical discourse analy sis), the relationship between language, power and ideology is deeply explored.展开更多
文摘Hedging is a communication strategy frequently used by the spokespersons at the press conference.This thesis intends to find out the ideologies hidden behind those hedges under the guidance of Fairclough’s three-dimensional model.As a research method of linguistics,critical discourse analysis(CDA)aims to reveal the the relationship among language,power and ideology hidden behind the language.This thesis adopts Prince’classification criteria of hedges to identify and count the different types of hedges in the research data selected from Chinese and American government websites.The analysis is conducted at the following three steps:description,interpretation and explanation.The first stage is to recognize and count the hedges in two languages,then to find their similarities and differences and the last step is to find possible reasons for those similarities and differences and the ideologies behind the hedges.Analysis results show that differences in culture values and diplomatic ideology contribute to the different ideologies.
文摘This research is mainly exploring primary school teachers’ perceptions about refugee children inclusion in Greek schools. More specifically it focuses on how teachers construct their discourse while talking about refugee students and their intercultural competencies as agents of inclusion and social justice in the context of Inclusive Pedagogy. This paper focuses on two research aspects: teachers’ discursive construction about refugee children, their inclusion in Greek educational system and the intercultural communicative competencies that teachers have acquired through their professional development. Teachers blame the government for not being prepared and for its incapacity to educate and train teachers. Therefore, they feel insecure to deal with the new educational multicultural environment and include refugee children in their classrooms, while they discuss the need to give refugee children equal educational opportunities. Twenty-five interviews were conducted and have been interpreted using Critical Discourse Analysis as used by Νorman Fairclough, Robert Hodge, and Gunther Kress.
文摘Given a C~2-function f on a Hilbedrt Riemannian manifold M, let ∑ be a. nondegonerate critical manifold of f, what becomes of ∑, if we perturbe f to f+g? When g is a C~2 perturbation, i.e. ||g||c~2 is small, there was a result due to M. Reeken by the inverse function theorem. It was rediscovered by Ambrosetti et.
文摘With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.
文摘Purpose:This study explores the relationships between the cognitive demands of the questions asked by a teacher educator(TE)and prospective teachers'(PT)capacity for critical thinking(CT).Design/Approach/Methods:Participants comprised a TE and 32 PTs.The cognitive demands of the TE's questions and PTs'CT were analyzed using a systematic observation approach.Findings:Results indicate that there are tangible connections between the increasing mental demand of TE questions and PTs'higher-order cognitive processing.The PTs achieved higherorder CT when the TE asked more cognitively demanding questions.For instance,when the TE's questions were pitched at the cognitive demand levels-namely,the analyze,evaluate,and/or create levels—the PTanswers were longer and reflected higher CT,such as inductive reasoning,suggesting new ways of thinking,or legitimating the arguments of others.Accordingly,results suggest that intentionally subjecting PTs to sustained higher cognitive demands via questions may help them reach their optimal CT capacity.Originality/Value:Although proposed teaching strategies have been invaluable in proposing content-specific interventions for fostering the CT of university students,how lecturers should use their questions to conduct such interventions has been overlooked.This study addresses this gap.
文摘The study of the English teachers' language in the L2 classrooms is a very important branch of discourse analysis. However, up till now, much of the research conducted has focused on the linguistic features of teachers' classroom discourse. In present study, a critical point of view is adopted to analyze the social and cultural aspects of the classroom discourse. With the help of CDA (critical discourse analy sis), the relationship between language, power and ideology is deeply explored.
