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This article uses Critical Discourse Analysis to elucidate the economic disparities featured in Chapter One of A Tale of Two Cities. The analysis focuses on the abstract, orientation, and the paradigmatic and syntagmatic links within the chapter and reveals the ways in which Chapter One sets the stage for the framework, mood and tone for the reader. It prepares the reader for the despondent and drastic occurrences to be unfolded within the novel.

This article uses Critical Discourse Analysis to elucidate the economic disparities featured in Chapter One of A Tale of Two Cities. The analysis focuses on the abstract, orientation, and the paradigmatic and syntagmatic links within the chapter and reveals the ways in which Chapter One sets the stage for the framework, mood and tone for the reader. It prepares the reader for the despondent and drastic occurrences to be unfolded within the novel.

This paper is a critical study in Critical Discourse Analysis paradigm of a Textbook prescribed for intermediate students (Second Language Learners) in Government Colleges affiliated to the Board of Intermediate and Secondary Education (BISE) Larkana, Sindh, Pakistan. The textbook contains selected texts to improve students reading skills integrated with writing activities. Each of the texts contains questions at the end to be answered. It is observed that the reading tasks are badly designed and there is no mental activity to involve students in the text discourse. The study focuses on critical discourse of the underlying text to inspect whether the text reading involves students in the critical discourse or not; it also attempts to analyze the Reading Text ‘Pakistan Zindabad’ to identify problems showing the gap and unawareness on the part of teachers and students regarding the critical discourse of the text in classroom reading context. It is also suggested that teachers need to bring about a change in their traditional teaching methods in order to tackle the issue. The awareness of critical discourse analysis is recommended on the part of the teachers in order to analyze and understand the real meaning of the text. In result, it may develop the critical approach which is very essential for a reader.

This research investigated the need analysis of Grammar in Spoken Discourse for the English Education Study Program. The objectives of this research were to find out: the current learning condition in teaching grammar at the English Education Study Program of University of Bengkulu and the needs for Grammar in Spoken Discourse course. This research used a mixed-method design. One hundred and fourteen students on fourth semester engaged as the correspondent of the questionnaire while four grammar lecturers were selected as the participant of interview. To gather the data, the questionnaire and interview were deployed and were further analyzed by using simple statistical of data analysis. The findings found that in the current conditions in learning grammar at English Education Study Program of University of Bengkulu already meet with the students’ needs in area of method, media and evaluation of learning. Then, Quantifier, Comparison, Form of Other, Stating Preference, How to Connect Ideas, Gerund, Infinitives, Modal Auxiliaries, Expressing Ability; Advice, Necessity, Requests, and Suggestions were materials needed for Grammar in Spoken Discourse course. There is difference between current learning situation and need analysis result for Grammar in Spoken Discourse in the context of material. The material prepares more contextual. Text which is related to the topic material of learning was prepared in order to enrich students’ knowledge. Keywords :   Grammar in Spoken Siscourse, Need Analysis, Teaching Grammar

This research investigated the need analysis of Grammar in Spoken Discourse for the English Education Study Program. The objectives of this research were to find out: the current learning condition in teaching grammar at the English Education Study Program of University of Bengkulu and the needs for Grammar in Spoken Discourse course. This research used a mixed-method design. One hundred and fourteen students on fourth semester engaged as the correspondent of the questionnaire while four grammar lecturers were selected as the participant of interview. To gather the data, the questionnaire and interview were deployed and were further analyzed by using simple statistical of data analysis. The findings found that in the current conditions in learning grammar at English Education Study Program of University of Bengkulu already meet with the students’ needs in area of method, media and evaluation of learning. Then, Quantifier, Comparison, Form of Other, Stating Preference, How to Connect Ideas, Gerund, Infinitives, Modal Auxiliaries, Expressing Ability; Advice, Necessity, Requests, and Suggestions were materials needed for Grammar in Spoken Discourse course. There is difference between current learning situation and need analysis result for Grammar in Spoken Discourse in the context of material. The material prepares more contextual. Text which is related to the topic material of learning was prepared in order to enrich students’ knowledge. Keywords :   Grammar in Spoken Siscourse, Need Analysis, Teaching Grammar

This research investigated the need analysis of Grammar in Spoken Discourse for the English Education Study Program. The objectives of this research were to find out: the current learning condition in teaching grammar at the English Education Study Program of University of Bengkulu and the needs for Grammar in Spoken Discourse course. This research used a mixed-method design. One hundred and fourteen students on fourth semester engaged as the correspondent of the questionnaire while four grammar lecturers were selected as the participant of interview. To gather the data, the questionnaire and interview were deployed and were further analyzed by using simple statistical of data analysis. The findings found that in the current conditions in learning grammar at English Education Study Program of University of Bengkulu already meet with the students’ needs in area of method, media and evaluation of learning. Then, Quantifier, Comparison, Form of Other, Stating Preference, How to Connect Ideas, Gerund, Infinitives, Modal Auxiliaries, Expressing Ability; Advice, Necessity, Requests, and Suggestions were materials needed for Grammar in Spoken Discourse course. There is difference between current learning situation and need analysis result for Grammar in Spoken Discourse in the context of material. The material prepares more contextual. Text which is related to the topic material of learning was prepared in order to enrich students’ knowledge. Keywords :   Grammar in Spoken Siscourse, Need Analysis, Teaching Grammar

This research investigated the need analysis of Grammar in Spoken Discourse for the English Education Study Program. The objectives of this research were to find out: the current learning condition in teaching grammar at the English Education Study Program of University of Bengkulu and the needs for Grammar in Spoken Discourse course. This research used a mixed-method design. One hundred and fourteen students on fourth semester engaged as the correspondent of the questionnaire while four grammar lecturers were selected as the participant of interview. To gather the data, the questionnaire and interview were deployed and were further analyzed by using simple statistical of data analysis. The findings found that in the current conditions in learning grammar at English Education Study Program of University of Bengkulu already meet with the students’ needs in area of method, media and evaluation of learning. Then, Quantifier, Comparison, Form of Other, Stating Preference, How to Connect Ideas, Gerund, Infinitives, Modal Auxiliaries, Expressing Ability; Advice, Necessity, Requests, and Suggestions were materials needed for Grammar in Spoken Discourse course. There is difference between current learning situation and need analysis result for Grammar in Spoken Discourse in the context of material. The material prepares more contextual. Text which is related to the topic material of learning was prepared in order to enrich students’ knowledge. Keywords :   Grammar in Spoken Siscourse, Need Analysis, Teaching Grammar

A collection of Dharma teachings, together with many explanations for the topics enumerated, from a discourse preserved outside the Pāḷi canon.

A collection of Dharma teachings, together with many explanations for the topics enumerated, from a discourse preserved outside the Pāḷi canon.

The present article investigates the use of anti-racist humor as a form of resistance. More specifically, it looks into the workings of anti-racism to challenge the held prejudice against black people. The focus is on the linguistic aspect of anti-racist resistance. The study analyses two shows of Trevor Noah, a black standup comedian, in light of the forty-five techniques comedians use. The successful incorporation of many humor techniques in tackling and reversing the sensitive issues of racism and prejudice explains why such a comedy genre is popular among audiences. According to the findings, Noah has indeed incorporated many of those techniques to give his jokes the intended impact on the audience. These techniques, giving prominence to the jokes, can help better understand the racial stereotypes within societies marked by racism thus, leading to more efficient approaches to addressing it.

Advertising is everywhere, and the effects of advertisements on people are notorious. Consequently, through ads, you can convince the audience to follow an ideology or to acquire certain products. The following article examines the au pair cultural exchange program online advertisements from a Critical Discourse Analysis perspective. The article sets out to explore the linguistic features used in the au pair program advertisements that persuade participants to become au pairs and hosts. The analysis was achieved through a three-dimensional framework (Fairclough, 1994; 2001; 2003). This model demonstrates the correlation between linguistic forms, discourse, and social practices. The findings imply that advertisers use different linguistic forms and strategies to persuade Mexican girls from the age of 18 to 26 years old to enroll in the cultural program, as well as US citizens’ families who are persuaded to host someone.

Advertising is everywhere, and the effects of advertisements on people are notorious. Consequently, through ads, you can convince the audience to follow an ideology or to acquire certain products. The following article examines the au pair cultural exchange program online advertisements from a Critical Discourse Analysis perspective. The article sets out to explore the linguistic features used in the au pair program advertisements that persuade participants to become au pairs and hosts. The analysis was achieved through a three-dimensional framework (Fairclough, 1994; 2001; 2003). This model demonstrates the correlation between linguistic forms, discourse, and social practices. The findings imply that advertisers use different linguistic forms and strategies to persuade Mexican girls from the age of 18 to 26 years old to enroll in the cultural program, as well as US citizens’ families who are persuaded to host someone.

A quantitative representation of discourse structure can be computed by measuring lexical cohesion relations among adjacent blocks of text. These representations have been proposed to deal with sub-topic text segmentation. In a parallel corpus, similar representations can be derived for versions of a text in various languages. These can be used for parallel segmentation and as an alternative measure of text-translation similarity.

Key Components Of Musical Discourse Analysis

A schema is a Cognitive Framework that helps to build and interpret information. Schema can be described as a useful tool because it allow as to take shortcuts in interpreting amount of information that is available in our environment. In most cases, Schemas Can occur automatically or with little effort , but sometimes Schema Can actually hinder the learning of new information . People may have certain believe , So , their existing Schemas may interpret things incorrectly

A schema is a Cognitive Framework that helps to build and interpret information. Schema can be described as a useful tool because it allow as to take shortcuts in interpreting amount of information that is available in our environment. In most cases, Schemas Can occur automatically or with little effort , but sometimes Schema Can actually hinder the learning of new information . People may have certain believe , So , their existing Schemas may interpret things incorrectly

This article examines the interpretive process of social representations of bilingualism by means of discourse and conversational analysis. Representations are to be understood as an interpretive set of assumptions conveyed by discourse, creating recurrent and habitual systems of dispositions and expectations. The article shows how discourse is framed by an argumentative macrostructure, which displays narrative, explicative, and justificative types of discourse. In addition, it is claimed that the use of such types of discourse is generated by and used for interactive purposes. (Author/VWL)

This paper first briefly reviews what Halliday and Hasan (1976) said about "(the) same." The paper then examines the understanding of this form by qualitatively analyzing 259 naturally occurring spoken tokens of "(the) same" in their discourse contexts. It focuses on the following questions with reference to the data: (1) What determiners can occur before "same" besides "the"? (2) When can the determiner "the" be deleted? (3) What is the structure of tokens where "(the) same" occurs without a Head noun? (4) How is "(the) same" used in comparative reference and nominal substitution? and (5) Why is Conversation Analysis (CA) potentially very important when analyzing cohesive devices in conversation? The paper proposes that, based on data from conversation, the most frequent grammatical function of "same" in conversation is adjectival within a nominal group with a Head noun and not, as Halliday and Hasan's account suggests, occurring alone in an elliptical noun head in a nominal group. It calls for more work to be done in terms of linking a conversation analytic framework with issues and concerns in cohesion analysis. Selected transcript from "The Nixon Watergate Tapes" (1974) is appended. (NKA)

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the crossroads of a research tradition examining classroom interaction and a research tradition that examines student learning. I found that even though particular ways of reasoning about exponentials and logarithms were advanced and accepted in the classroom discourse, the way these ways of reasoning were talked about in the class did not preclude students from maintaining less sophisticated ways of reasoning Specifically, I argue that the two exponential ways of reasoning were not explicitly contrasted, which may have contributed to students seeing them as essentially the same strategy. [For complete proceedings, see ED581294.]

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the crossroads of a research tradition examining classroom interaction and a research tradition that examines student learning. I found that even though particular ways of reasoning about exponentials and logarithms were advanced and accepted in the classroom discourse, the way these ways of reasoning were talked about in the class did not preclude students from maintaining less sophisticated ways of reasoning Specifically, I argue that the two exponential ways of reasoning were not explicitly contrasted, which may have contributed to students seeing them as essentially the same strategy. [For complete proceedings, see ED581294.]

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the crossroads of a research tradition examining classroom interaction and a research tradition that examines student learning. I found that even though particular ways of reasoning about exponentials and logarithms were advanced and accepted in the classroom discourse, the way these ways of reasoning were talked about in the class did not preclude students from maintaining less sophisticated ways of reasoning Specifically, I argue that the two exponential ways of reasoning were not explicitly contrasted, which may have contributed to students seeing them as essentially the same strategy. [For complete proceedings, see ED581294.]

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the crossroads of a research tradition examining classroom interaction and a research tradition that examines student learning. I found that even though particular ways of reasoning about exponentials and logarithms were advanced and accepted in the classroom discourse, the way these ways of reasoning were talked about in the class did not preclude students from maintaining less sophisticated ways of reasoning Specifically, I argue that the two exponential ways of reasoning were not explicitly contrasted, which may have contributed to students seeing them as essentially the same strategy. [For complete proceedings, see ED581294.]

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the crossroads of a research tradition examining classroom interaction and a research tradition that examines student learning. I found that even though particular ways of reasoning about exponentials and logarithms were advanced and accepted in the classroom discourse, the way these ways of reasoning were talked about in the class did not preclude students from maintaining less sophisticated ways of reasoning Specifically, I argue that the two exponential ways of reasoning were not explicitly contrasted, which may have contributed to students seeing them as essentially the same strategy. [For complete proceedings, see ED581294.]

1st edition pub. 1877 under title: The science of astronomy

1st edition pub. 1877 under title: The science of astronomy

It is part of my M.Phil and other seminar presentations

The present study aimed to explore the persuasive strategies used by Donald Trump and Joe Biden during their 2020 Presidential campaigns. Persuasion may take various forms and, in this study, we focused on how each candidate positively represent themselves while negatively representing their opponents. A corpus was created from six speeches delivered by each candidate with a total of 8 hours and 55 minutes and 42 682 words. AntConc was used to analyze data quantitatively by counting the occurrences of certain linguistic elements and help extract excerpt from the speeches. Later on, data was analyzed qualitatively using two theoretical frameworks: Van Dijk’s (1997) was used to detect the persuasive strategies used by each candidate and then these strategies were classified according to the general scope of Aristotle’s persuasive appeals. Results indicated that both candidates relied heavily on strategies which drew on pathos and ethos appeals such as metaphor, irony, victimization, actor description, comparison and categorization, with appeal to logos being less used. Results also showed that Joe Biden was able to persuade people which helped him win the 2020 presidential election and this was attributed to his neutral stance and wise use of strategies to promote justice and equality which his opponent did not focus on

We assessed whether and how the discourse written for prototype integrated tasks (involving writing in response to print or audio source texts) field tested for the new TOEFL® differs from the discourse written for independent essays (i.e., the TOEFL essay). We selected 216 compositions written for 6 tasks by 36 examinees in a field test--representing Score Levels 3, 4, and 5 on the TOEFL essay--then coded the texts for lexical and syntactic complexity, grammatical accuracy, argument structure, orientations to evidence, and verbatim uses of source text. Analyses with nonparametric MANOVAs, following a 3-by-3 (task type by English proficiency level) within-subjects factorial design, showed that the discourse produced for the integrated writing tasks differed significantly at the lexical, syntactic, rhetorical, and pragmatic levels from the discourse produced in the independent essay on most of these variables. In certain analyses, these differences were also obtained across the 3 ESL proficiency levels.

This report outlines a conceptual framework for analyzing group interaction at public meetings. Several indicators, built on issue tree analysis, are developed and offered as aid in both design and evaluation of public meeting dialogue.

This paper provides an overview of discourse analysis from a linguistic point of view, discussing why it is relevant to Teaching English to Speakers of Other Languages (TESOL). It focuses on the following: discourse and discourse analysis; discourse analysis and TESOL; approaches to discourse analysis; systemic functional linguistics; theme and information; nominalization; cohesion; discourse type and genre; schema theory (scripts, frames, and schemata); speech acts and speech events; politeness and face; conversation analysis; and discourse mode (spoken and written language and other modes of discourse). Analyses of sample texts are included. The paper notes that the many different approaches to discourse reflect its complexity and importance and provide complementary insights into language. It concludes that an understanding of discourse is essential to TESOL teachers who wish to enhance their professionalism via their thorough subject matter knowledge. Six appendixes contain the following: Japanese-English translations, a conversation on capital punishment, written text on reintroducing the death penalty, text from a newspaper advertisement, text from the Internet, and a spoken conversation at a gym. (Contains 107 bibliographic references.) (SM)

A marital argument over the content of a previous conversation is analyzed using an interactive discourse analysis approach. The analysis focuses on the frequency and use of particular discourse strategies to show how marked use of these strategies may not only typify speakers who share similar "high involvement" conversational styles, but also may be used and progressively modified within the structural and contextual framework provided by the argument. The role played by gender differences is also addressed, to demonstrate that the participants' discourse strategies were more reflective of their intent to maximize outcomes, or the interaction of these two phenomena, than their differences in gender. Some preliminary conclusions are drawn about the strategic use of discourse devices and their relationship to the progression of conflict within the argument's larger structural framework. (MSE)

In spite of the crucial importance of textbooks, their increasing development day by day, and their significant effects on saving time, energy, and budgets, only few studies have been done on textbooks evaluation from a critical discourse analysis perspective. This study aimed to analyze and compare the gender representation in "Top Notch" and "Summit" series in order to find out if the gender representation is equally balanced in these two textbooks. The study, thus, analyzed the series in terms of nine major aspects of gender: female and male's characters, female and male's pictorial representations, female and male's titles, activities, and firstness of female and male in the mixed gender dialogues. To that end, Fairclough's (1989, 2001) models were adopted in order to detect the ideology behind these textbooks. The findings of study indicated that, in most cases, gender representation is more balanced in "Top Notch" series than in "Summit" series. The results of this comparative research would also help us gain a better understanding of textbooks currently used in Iranian language institutes.

Diversity is a word used by many people with different meanings and interpretations. The differences in the way we understand and use the word "diversity" pose unique challenges for those who do social justice education. Students and educators may not share the same definition, connotation, or beliefs related to the idea of diversity. When educators attempt to teach content related to diversity, these factors become highly relevant. The purpose of this article is to explore college student discourse and resistance regarding the concept of diversity during a required diversity workshop on campus. The author adopts an action research approach, using tools for critical discourse analysis to explore the extent that student discourse regarding the concept of diversity is related to forms of student resistance to learning about diversity and social justice. This article illustrates how critical discourse analysis may provide practitioners deeper insight into student resistance in order to inform curriculum design or facilitation pedagogies.

Diversity is a word used by many people with different meanings and interpretations. The differences in the way we understand and use the word "diversity" pose unique challenges for those who do social justice education. Students and educators may not share the same definition, connotation, or beliefs related to the idea of diversity. When educators attempt to teach content related to diversity, these factors become highly relevant. The purpose of this article is to explore college student discourse and resistance regarding the concept of diversity during a required diversity workshop on campus. The author adopts an action research approach, using tools for critical discourse analysis to explore the extent that student discourse regarding the concept of diversity is related to forms of student resistance to learning about diversity and social justice. This article illustrates how critical discourse analysis may provide practitioners deeper insight into student resistance in order to inform curriculum design or facilitation pedagogies.

This paper seeks to investigate the sources of power in the discourse of an Arab-American writer, Etel Adnan's one act play, "Like a Christmas Tree." The play represents a heated argument between two figures who stand for two different ideologies and who fall within the frame of "binary opposition," transcultural misunderstanding, and colonial hegemony versus native resistance. Supposedly, an American Journalist, Jim, is expected to dominate the discourse by force of his cultural and professional background, but sarcastically enough, the Iraqi butcher, Badr is the part who represents power and domination throughout the play. The current paper depends on more than one tool of analysis: Norman Fairclough's (2001) and Foucault's (2004) concepts of power and discourse, Grice's theory of "cooperative principles" (1989), Brown and Gilman's study of "address forms" (1972), and Georgia Green's contribution in the process of "turn-taking" (1989).The study celebrates an analysis of data which uncovers the power of discourse in the exchanges of both characters and sheds light on the identity of both of them in an attempt to affirm that "power" is not necessarily on the side of the stronger.

Discourse analysis, as Murcia and Olshtain (2000) assume, is a vast study of language in use that extends beyond sentence level, and it involves a more cognitive and social perspective on language use and communication exchanges. Holding a wide range of phenomena about language with society, culture and thought, discourse analysis contains various approaches: "speech act", "pragmatics", "conversation analysis", "variation analysis", and "critical discourse analysis". Each approach works in its different domain to discourse. For one dimension, it shares the same assumptions or general problems in discourse analysis with the other approaches: for instance, the explanation on how we organize language into units beyond sentence boundaries, or how language is used to convey information about the world, ourselves and human relationships (Schiffrin 1994: viii). For other dimensions, each approach holds its distinctive characteristics contributing to the vastness of discourse analysis. This paper will mainly discuss two approaches to discourse analysis--"conversation analysis" and "speech act theory"-- and will attempt to point out some similarities as well as contrasting features between the two approaches, followed by a short reflection on their strengths and weaknesses in the essence of each approach. The organizational and discourse features in the exchanges among three teachers at the College of Finance and Customs in Vietnam will be analysed in terms of conversation analysis and speech act theory.

Research comparing the reading strategy use of native and second language (L2) readers has often relied on self-report measures and has, at times, been conducted without measures of reading proficiency. In the present study, we used regression and Bayes' factors to explore how L2 reader status and reading proficiency relate to self-report reading strategy use and the use of situated text processing strategies (i.e., paraphrasing, bridging, elaboration). Data were collected from a South-Central community college district as part of an ongoing study. L2 status did not predict self-reported strategy use, bridging, or elaboration, but was associated with increased paraphrasing (in the regression analysis only). Reading proficiency was negatively associated with self-reported use of support strategies, but positively predicted the use of all situated processing strategies. Results have important implications for L2 learning and instruction and provide insights into aspects of assessment for L2 readers. [This paper will be published in "Discourse Processes." The title of the published article will be "Exploring Reading Strategy Use in Native and ESL Readers."]

The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)

The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)

The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)

The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)

The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)

The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)

The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)

This research gives an insight into discrimination based on color in Pakistani drama serials. The current study is limited to the analysis of the drama serial Parizaad aired in 2021. It employs Norman Fairclough’s three-dimensional model to explore the connection that lies between different social practices and language. The analysis is delimited to the third dimension which deals with discourse as social practice as theoretical framework for this research. It meticulously unfolds associated prejudices and biases with light and dark skin tones depicted in the dialogues. The study explores particular language, words and strange attitudes of society aimed at the dark-skinned person. This study decodes the main thematic concerns of Parizaad drama highlights the social fabrication of colorism. It is revealed that colorism is deeply rooted in cultural and traditional values. The subject matter deals with the experience of a dark-skinned person through multiple angles, encapsulating multiple points of view. This study also puts an effort to display the social psyche of the central dark-toned character Parizaad. The main findings yielded by this research refer to the utilization of language as a means of exploring the underlying ideology behind Colorism. Within the context of the drama series entitled Parizaad, media discourse thoughtfully addresses the issue of color-based discrimination. The success of Parizaad at the end of the drama challenges the social fabrication. Parizaad gives a powerful message of self-empowerment and self-worth which possesses a positive impact on the society.

This research gives an insight into discrimination based on color in Pakistani drama serials. The current study is limited to the analysis of the drama serial Parizaad aired in 2021. It employs Norman Fairclough’s three-dimensional model to explore the connection that lies between different social practices and language. The analysis is delimited to the third dimension which deals with discourse as social practice as theoretical framework for this research. It meticulously unfolds associated prejudices and biases with light and dark skin tones depicted in the dialogues. The study explores particular language, words and strange attitudes of society aimed at the dark-skinned person. This study decodes the main thematic concerns of Parizaad drama highlights the social fabrication of colorism. It is revealed that colorism is deeply rooted in cultural and traditional values. The subject matter deals with the experience of a dark-skinned person through multiple angles, encapsulating multiple points of view. This study also puts an effort to display the social psyche of the central dark-toned character Parizaad. The main findings yielded by this research refer to the utilization of language as a means of exploring the underlying ideology behind Colorism. Within the context of the drama series entitled Parizaad, media discourse thoughtfully addresses the issue of color-based discrimination. The success of Parizaad at the end of the drama challenges the social fabrication. Parizaad gives a powerful message of self-empowerment and self-worth which possesses a positive impact on the society.

This research gives an insight into discrimination based on color in Pakistani drama serials. The current study is limited to the analysis of the drama serial Parizaad aired in 2021. It employs Norman Fairclough’s three-dimensional model to explore the connection that lies between different social practices and language. The analysis is delimited to the third dimension which deals with discourse as social practice as theoretical framework for this research. It meticulously unfolds associated prejudices and biases with light and dark skin tones depicted in the dialogues. The study explores particular language, words and strange attitudes of society aimed at the dark-skinned person. This study decodes the main thematic concerns of Parizaad drama highlights the social fabrication of colorism. It is revealed that colorism is deeply rooted in cultural and traditional values. The subject matter deals with the experience of a dark-skinned person through multiple angles, encapsulating multiple points of view. This study also puts an effort to display the social psyche of the central dark-toned character Parizaad. The main findings yielded by this research refer to the utilization of language as a means of exploring the underlying ideology behind Colorism. Within the context of the drama series entitled Parizaad, media discourse thoughtfully addresses the issue of color-based discrimination. The success of Parizaad at the end of the drama challenges the social fabrication. Parizaad gives a powerful message of self-empowerment and self-worth which possesses a positive impact on the society.

This research gives an insight into discrimination based on color in Pakistani drama serials. The current study is limited to the analysis of the drama serial Parizaad aired in 2021. It employs Norman Fairclough’s three-dimensional model to explore the connection that lies between different social practices and language. The analysis is delimited to the third dimension which deals with discourse as social practice as theoretical framework for this research. It meticulously unfolds associated prejudices and biases with light and dark skin tones depicted in the dialogues. The study explores particular language, words and strange attitudes of society aimed at the dark-skinned person. This study decodes the main thematic concerns of Parizaad drama highlights the social fabrication of colorism. It is revealed that colorism is deeply rooted in cultural and traditional values. The subject matter deals with the experience of a dark-skinned person through multiple angles, encapsulating multiple points of view. This study also puts an effort to display the social psyche of the central dark-toned character Parizaad. The main findings yielded by this research refer to the utilization of language as a means of exploring the underlying ideology behind Colorism. Within the context of the drama series entitled Parizaad, media discourse thoughtfully addresses the issue of color-based discrimination. The success of Parizaad at the end of the drama challenges the social fabrication. Parizaad gives a powerful message of self-empowerment and self-worth which possesses a positive impact on the society.

In the age of digital world, social media is said to have an impact on the public sphere and communication in the society. Although it’s a microblogging site that only allows people to post a mini writing (140 characters), Political parties, politicians, supporters, etc. use it to spread not only information in general but also political opinions publicly through their networks. It also helps in the purpose of entering into direct dialogs with citizens and encouraging more political discussions. This research takes into consideration three interrelated fields- in particular, politics, journalism, and media studies and explores how Twitter is utilized in the Indian political scenario. The advent of web-based content generating and sharing technologies, is considered critical for public political participation. This is so because new data and communication technologies, connect participatory holes as they encourage nearly anybody, with the right idea, a chance to dispense their perspectives. The study aims to examine the extent of use of social media by the political parties to promote their image and political messages, among their supporters and peoples in social networking sites. This research intends to explore the efforts of social media use pattern and similarities in support for parties in the real world, relate it to the virtual environment and the effectiveness of social media as a platform for continuous dialogue with citizens in modern politics and its implications for the mainstream news media in India. The Critical Discourse Analysis was used to investigate the role of Twitter in endorsing open politics online. Experimental confirmation assembled through collection, archiving and study of tweets has demonstrated the potential part of social media in encouraging political interest in India during the year 2017. Qualitative analysis, using political discourse study has shown that Twitter was a site for ideological clash, which dispersed any attempt to classify the space as another public sphere. The unreasonable idea of communication on Twitter, together with ideological clashes demonstrated that Twitter was to a greater extent a public space and not public sphere. To further detect the sentiments in political tweets based on the semantic rules, sentiment analysis approach has been adapted.

The promotional film “Countdown: Beginning of Spring” presented at the opening ceremony of the 2022 Beijing Winter Olympics is a typical example of disseminating Chinese culture and shaping the image of China on the international platform. This paper takes the promotional film as the research object and explores the meaning of 24 solar terms in the film from the perspective of Multimodal Discourse Analysis. Apart from the elements of the Winter Olympics, the short film also vividly reflects the characteristics of the solar terms, the connotation of traditional Chinese culture and the national image of harmony between man and nature through visual, audio and text resources.