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This study aims at investigating hatred speech led by Sudanese youtubers on social media from critical discourse analysis and socio-cultural perspective. It proposes that Sudan is a multicultural, ethnical, and religious country facing a significant crisis threatening Sudan’s political and social context. Moreover, it targets to analyze various kinds of hate speech disseminated on social media by Sudanese youtubers. The researchers conduct a survey and questionnaire to collect data among a carefully selected group of 79 youtubers. Furthermore, critical discourse analysis is conducted by using CDA toolkit. The study concludes that hate speech is launched by most of Sudanese Youtubers, living abroad, on Facebook and Clubhouse due to earning money factor and psychological factor related to upbringing and socialization. The study recommends that hate speech should be banned by law and Sudanese youtubers spreading hate speech on Facebook and Clubhouse should be punished in lawcourt and social media should be under surveillance.

This study aims at investigating hatred speech led by Sudanese youtubers on social media from critical discourse analysis and socio-cultural perspective. It proposes that Sudan is a multicultural, ethnical, and religious country facing a significant crisis threatening Sudan’s political and social context. Moreover, it targets to analyze various kinds of hate speech disseminated on social media by Sudanese youtubers. The researchers conduct a survey and questionnaire to collect data among a carefully selected group of 79 youtubers. Furthermore, critical discourse analysis is conducted by using CDA toolkit. The study concludes that hate speech is launched by most of Sudanese Youtubers, living abroad, on Facebook and Clubhouse due to earning money factor and psychological factor related to upbringing and socialization. The study recommends that hate speech should be banned by law and Sudanese youtubers spreading hate speech on Facebook and Clubhouse should be punished in lawcourt and social media should be under surveillance.

This study aims at investigating hatred speech led by Sudanese youtubers on social media from critical discourse analysis and socio-cultural perspective. It proposes that Sudan is a multicultural, ethnical, and religious country facing a significant crisis threatening Sudan’s political and social context. Moreover, it targets to analyze various kinds of hate speech disseminated on social media by Sudanese youtubers. The researchers conduct a survey and questionnaire to collect data among a carefully selected group of 79 youtubers. Furthermore, critical discourse analysis is conducted by using CDA toolkit. The study concludes that hate speech is launched by most of Sudanese Youtubers, living abroad, on Facebook and Clubhouse due to earning money factor and psychological factor related to upbringing and socialization. The study recommends that hate speech should be banned by law and Sudanese youtubers spreading hate speech on Facebook and Clubhouse should be punished in lawcourt and social media should be under surveillance.

This study aims at investigating hatred speech led by Sudanese youtubers on social media from critical discourse analysis and socio-cultural perspective. It proposes that Sudan is a multicultural, ethnical, and religious country facing a significant crisis threatening Sudan’s political and social context. Moreover, it targets to analyze various kinds of hate speech disseminated on social media by Sudanese youtubers. The researchers conduct a survey and questionnaire to collect data among a carefully selected group of 79 youtubers. Furthermore, critical discourse analysis is conducted by using CDA toolkit. The study concludes that hate speech is launched by most of Sudanese Youtubers, living abroad, on Facebook and Clubhouse due to earning money factor and psychological factor related to upbringing and socialization. The study recommends that hate speech should be banned by law and Sudanese youtubers spreading hate speech on Facebook and Clubhouse should be punished in lawcourt and social media should be under surveillance.

While the volume and spread of disinformation is on the rise, references to ‘fake news’ have become a ubiquitous feature of elite, expert, and journalistic discourses. From Donald Trump to Viktor Orbán, politicians and leaders have been relying on the disinformation discourse to discredit opposition media and political rivals. Following the suit of democracies, authoritarian leaders across the globe have adopted similar rhetoric. Russia’s invasion of Ukraine represents a new stage in the use of disinformation discourse - accusations of spreading disinformation and fake news - as a tool to legitimize aggression and sustain political power. While using disinformation discourse to deflect criticism is not new to Russian domestic and international politics, the new stage is characterized by its unprecedented scale. Disinformation discourse is spread both on television and across a wide regime-controlled media ecology. Disinformation discourse is the type of discourse that does not spread untrustworthy information, but intentionally casts doubt in any information. Earlier scholarship offers abundant evidence that elite disinformation discourse can be as harmful as disinformation itself. By incessantly reminding citizens about potential disinformation, elites dampen citizens' ability to identify reliable information and, thereby decrease overall trust in media. This study relies on an online experiment aiming to explore the effect of disinformation discourse on citizens’ perceptions of news. Relying on 3x2x2x2 mixed factorial design, we expose the subjects to three news stories – 1) war in Ukraine (exemplified by a story of a Russian missile attack in Ukraine), 2) domestic economy (exemplified by a story on expected inflation rates in Russia), and 3) domestic politics (exemplified by an instance of electoral fraud in Russia). These three topics represent high and low-stakes contexts for the Russian respondents and are expected to be of varying relevance for them. We introduce a pro-regime or anti-regime slant to the news messages seeking to estimate the effect of news framing. We expose subjects in treatment groups to debunking claims attributed to a pro-government online group utilizing disinformation discourse as a propaganda tool to deflect criticism of the government. We estimate the effect of disinformation discourse on the perceived credibility of a debunked news story, general trust in media, and respondents’ ability to attribute responsibility for policies to the Russian government.

xxxi, 361 p. ; 20 cm

xxxi, 361 p. ; 20 cm

xxxi, 391 p. ; 19 cm

This study utilized a multilevel model to examine the relationship between teacher attributes, school context, and the characteristics of the discourse within novice elementary mathematics lessons. MKT and teacher beliefs were significant predictors of the level of student explanation within teachers' lessons while school SES and perceived levels of support accounted for variance in the overall mathematics discourse community. [For the complete proceedings, see ED583608.]

This study utilized a multilevel model to examine the relationship between teacher attributes, school context, and the characteristics of the discourse within novice elementary mathematics lessons. MKT and teacher beliefs were significant predictors of the level of student explanation within teachers' lessons while school SES and perceived levels of support accounted for variance in the overall mathematics discourse community. [For the complete proceedings, see ED583608.]

An oral screening test administered by an adult to a five-year-old child was transcribed and analyzed. The test was chosen as an example of a referential communication task that is also a social communication task. The analysis demonstrates that a participant in communication assumes that the other participants are employing strategies for inferring social meaning, and that a failure of two participants' inferences to match results in a "stumbling" and a misunderstanding even on the literal, referential level. In the case of the screening test, one result of misunderstandings is that the child's overall score is different from what it would have been had she been more skilled in interpreting the social meaning of talk. A key aspect of processes of conversational inference and interpersonal coordination is shown to be the timing of interaction. Behavioral means by which communication is socially and rhythmically organized are discussed, with reference to the development of these means as an aspect of child language acquisition. (JB)

This research reports on interpretive and cognitive approaches that were used in a unit of work with a final year high school biology class. The aim of the intervention was to promote students' awareness and communication of the biological, social, and ethical issues associated with cancer. Students were encouraged to use an inquiry approach. They were also provided with opportunities to engage in open and critical discourses and develop independent learning skills through metacognitive behaviors. The students', teachers', and researcher's perspectives on aspects of the unit of work and learning were used to evaluate the approaches used. Small group discussions and peer checking of essay drafts, as well as reflective journal writing, were perceived by students to have developed their thinking about cancer issues. Some students reported that making the skills explicit for researching and writing their essays was very useful in the inquiry process. This investigation indicates that students must have procedural knowledge and be motivated to use it in order to enable more effective learning. Bioethical contexts explore the ethical issues and decision-making associated with the use of living organisms and medicine (Macer, 1994). In countries such as New Zealand, where there is strong economic reliance on biotechnologies, science curricula now include biotechnology. The associated ethics and social responsibilities linked with the use of new technologies are being seriously questioned by society (Van Rooy, 1994). This is reflected in "Biology in the New Zealand Curriculum" (Ministry of Education, 1994) where the aim of including bioethical issues is to provide opportunities for students to be prepared to respond to issues in adult life by giving them experience in discussing personal, social, and ethical aspects (Conner, in press). In a democratic society, where citizens are expected to be able to make autonomous decisions, the impacts of technology on society need to be explored and elaborated, so that a culture of informed citizenry develops (Solomon, 1993). (Contains 26 references.) (Author/ASK)

This research reports on interpretive and cognitive approaches that were used in a unit of work with a final year high school biology class. The aim of the intervention was to promote students' awareness and communication of the biological, social, and ethical issues associated with cancer. Students were encouraged to use an inquiry approach. They were also provided with opportunities to engage in open and critical discourses and develop independent learning skills through metacognitive behaviors. The students', teachers', and researcher's perspectives on aspects of the unit of work and learning were used to evaluate the approaches used. Small group discussions and peer checking of essay drafts, as well as reflective journal writing, were perceived by students to have developed their thinking about cancer issues. Some students reported that making the skills explicit for researching and writing their essays was very useful in the inquiry process. This investigation indicates that students must have procedural knowledge and be motivated to use it in order to enable more effective learning. Bioethical contexts explore the ethical issues and decision-making associated with the use of living organisms and medicine (Macer, 1994). In countries such as New Zealand, where there is strong economic reliance on biotechnologies, science curricula now include biotechnology. The associated ethics and social responsibilities linked with the use of new technologies are being seriously questioned by society (Van Rooy, 1994). This is reflected in "Biology in the New Zealand Curriculum" (Ministry of Education, 1994) where the aim of including bioethical issues is to provide opportunities for students to be prepared to respond to issues in adult life by giving them experience in discussing personal, social, and ethical aspects (Conner, in press). In a democratic society, where citizens are expected to be able to make autonomous decisions, the impacts of technology on society need to be explored and elaborated, so that a culture of informed citizenry develops (Solomon, 1993). (Contains 26 references.) (Author/ASK)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with a variety of topics, including the following: the relationship of text organization to readability and reading ability; how advance organizers, outlining, and other preparatory procedures affect learning and reading comprehension; how syntax and semantics affect the recall of connected discourse; a model of affective and cognitive silent reading strategies; the strategic processes involved in beginning reading; grade level differences in reading comprehension; and differences between recognizing words on a word list and words in context. (RL)

A study investigated the use of questions and directives by bilingual children of variable relative proficiency in Spanish and English. Patterns in the use of each question and directive type were examined in relation to language proficiency and context of use. Qualitative characteristics of the questions and directives were analyzed. The subjects were six third-graders attending a bilingual maintenance program in a midwestern city. Children were videotaped and audiotaped through a whole day of school, at home, and playing in the park. Results show that the children used the same types of questions and directives as those used by English monolingual adults and children. Questions and directives occurred more frequently in the language in which the children are more proficient. Some types of questions, such as rhetorical questions, were used only by proficient speakers. Personality factors seemed to affect the number and types of directives used by some children. Other factors such as the context of the interaction, the social situation, and the audience influenced the number and types of these speech acts used. The findings are relevant to the study of language development and language proficiency in bilingual children. (Author/MSE)

One model of interactive processing useful in describing word identification processes in discourse context is of a weakly interactive type. This type assumes that the time to identify a word in context is an activation function, whereas the time to activate a word in memory beyond some criterial identification threshold is a multiplicative function of context plus the individual's basic word processing rate. Studies confirm this model's predictions for individual differences in the time to read a word in context: skilled readers identify words more quickly and are affected less either by context or by stimulus degrading than unskilled readers. Conversly, while less skilled readers are more dependent on context to compensate for less efficient word identification skills, they are less able to use context to predict words. (HOD)

xxxi, 391 p. ; 20 cm

xxxi, 391 p. ; 20 cm

xxxi, 391 p. ; 20 cm

xxxi, 391 p. ; 20 cm

This open access book offers critical, multidisciplinary analyses on graduate employability. The book examines employability at the macro, meso and micro levels: higher education policy, the labour market, higher education institutions, organisations, individuals and social groups, in European, North American and Australian contexts. The contributors provide social and contextual analysis of graduate employability as a theoretical concept, a discourse and policy imperative and a social and discursive practice. The volume also introduces novel methodological perspectives to study the process of graduate employability. There is an urgent need for comprehensive and unified critical perspectives on graduate employability, as such analyses have so far been scarce and often isolated. Besides filling this gap in the literature, the book will also serve as essential reading on courses that focus on graduate careers and employability as well as higher education policy and practice.

This paper first discusses why the sentence-level drills still being used extensively in the teaching of grammar to second language learners have not been successful. What follows is a presentation of an innovative approach; namely, using context and discourse to present and practice grammar in more authentic and effective ways.

This paper first discusses why the sentence-level drills still being used extensively in the teaching of grammar to second language learners have not been successful. What follows is a presentation of an innovative approach; namely, using context and discourse to present and practice grammar in more authentic and effective ways.

This paper first discusses why the sentence-level drills still being used extensively in the teaching of grammar to second language learners have not been successful. What follows is a presentation of an innovative approach; namely, using context and discourse to present and practice grammar in more authentic and effective ways.

This paper first discusses why the sentence-level drills still being used extensively in the teaching of grammar to second language learners have not been successful. What follows is a presentation of an innovative approach; namely, using context and discourse to present and practice grammar in more authentic and effective ways.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)

Research into the influence of a context sentence on the processing of a subsequent sentence in spoken discourse examined two issues: (1) whether context influences the immediate processing and organization of a subsequent clause, and (2) whether listeners make certain types of context-based inferences prior to the end of a sentence. Three experiments were conducted involving a total of 98 college stuents. The first and second experiments demonstrated that clauses with pronouns become better processing units in contexts that provide a referential antecedent for the pronoun. The third experiment demonstrated that listeners begin to make inferences necessary to construct an antecedent for a definite noun phrase prior to the end of a clause or sentence. The results suggest that there is not an initial point in the comprehension process at which the listener's representation of what has been heard is restricted to information of the type provided by the context-independent description posited by most grammars. The findings further suggest that the initial processing and representation of a sentence in discourse may differ from those of the same sentence in isolation. (FL)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

"WORLD AND UKRAINIAN MUSICAL THEATER IN THE CONTEXT OF MODERN CULTURAL DISCOURSE" 22-23  February  2021

It is claimed that a variety of facts concerning ellipsis, event reference, and interclausal coherence can be explained by two features of the linguistic form in question: (1) whether the form leaves behind an empty constituent in the syntax, and (2) whether the form is anaphoric in the semantics. It is proposed that these features interact with one of two types of discourse inference, namely {\it Common Topic} inference and {\it Coherent Situation} inference. The differing ways in which these types of inference utilize syntactic and semantic representations predicts phenomena for which it is otherwise difficult to account.

ABSTRACT A striking difference between the interactions that students have with human tutors and those they have with computer-based instruction systems is that human tutors frequently refer to their own previous explanations. Based on a study of human-human instructional inter- actions, we are categorizing the uses of previous discourse and are developing a computational model of this behavior. In this paper, I describe the strategies we have implemented for identifying relevant prior explanations, and the mechanisms that enable our text planner to exploit the information stored in its discourse history in order to omit information that has previously been communicated, to point out similarities and differences between entities and situations, and to mark re-explanations in circumstances where they are deemed appropriate.

We propose a summarization approach for scientific articles which takes advantage of citation-context and the document discourse model. While citations have been previously used in generating scientific summaries, they lack the related context from the referenced article and therefore do not accurately reflect the article's content. Our method overcomes the problem of inconsistency between the citation summary and the article's content by providing context for each citation. We also leverage the inherent scientific article's discourse for producing better summaries. We show that our proposed method effectively improves over existing summarization approaches (greater than 30% improvement over the best performing baseline) in terms of \textsc{Rouge} scores on TAC2014 scientific summarization dataset. While the dataset we use for evaluation is in the biomedical domain, most of our approaches are general and therefore adaptable to other domains.

Word identification latencies and word prediction accuracy were compared for groups of skilled and less skilled fifth grade readers in three experiments. In each experiment, discourse context reduced identification latencies for less skilled as well as skilled readers. This was true both when context was heard and when it was read. The general relationship between word predictability and latency was the same for skilled readers and for less skilled readers, but only less skilled readers' identification latencies were affected by word length and word frequency when the word appeared in context. When subjects predicted the word before identifying it, correctly predicted words were identified more quickly than words not predicted correctly, and skilled readers were more accurate in prediction than were less skilled readers. The results suggest that the use of context in identifying words is not a major source of reading difficulty. (Author/MKM)

Communication, Context, Interdisciplinarity