Professor
Sted
Campus Kristiansand
Påmeldingsfrist
15. sep kl 23:59
Kontaktperson
PhD Course: HP-604 Methodology in Discourse Analysis
5 (3) ECTS credits.
Sted
Campus Kristiansand
Påmeldingsfrist
15 sep
Kontaktperson
Programme
PhD programme in Humanities and Education
Prerequisites
Students must be admitted to a relevant PhD-programme.
Learning outcomes
On successful completion of the course, candidates will have:
- become acquainted with various epistemological stances on and methodological approaches to discourse analysis (DA), including critical discourse analysis (CDA).
- gained a better understanding of a range of (C)DA scholarly strands, including their respective origins, objectives and methods.
- developed the skills to identify appropriate methods of analysis and compile relevant data sets.
- become equipped to reflect and make qualified decisions on key aspects of the research process (epistemological positions, research questions, data collection, analysis and results write up).
- developed the competence to carry out sound data analysis and interpret relevant data for the purposes of (C)DA.
- developed the competence to formulate and discuss appropriate validity questions for DA.
Contents
Discourse analysis explores how the use of words, images and other semiotic resources contributes to the formation of social perspectives on the world, and theorizes how said perspectives influence social practices and power structures. The course seeks to familiarize participants with various epistemological and methodological approaches to DA and provide them with the skills to present and discuss empirical data from that range of perspectives. It examines the relationships that hold between research questions, fieldwork strategies, data collection and data analysis within the wider research process. The course will yield insights into various research strategies using examples from various domains of society, e.g. education, news media, politics, workplace discourse, etc. Relevant forms of DA covered in this course may include multimodal DA, conversation analysis, corpus-based DA, digital communication and various forms of CDA.
Teaching methods
The course will be delivered over three days and consist of a combination of lectures and interactive seminars/workshops.
The language of instruction is English. Depending on the composition of the group, the course may be taught in Scandinavian.
Examination requirement
Mandatory attendance to the lectures and interactive seminars or workshops.
Assessment methods and criteria
To gain 3 ECTScredits, candidates will be required to deliver a 10-15 min. presentation applying (selected elements of) the course literature to their own research project.
To gain 5 ECTS credits, in addition to fulfilling the presentation delivery requirement, candidates will submit a six-page (2000-2500 words) essay within a month following completion of the course. Preferably, the essay will draw on the presentation topic and take on board the feedback from the seminar.
Graded Pass/Fail.
Programme:
Tuesday 17.10
0915-1000 introduction and presentations
1015-1200 Lecture 1: Multimodal discourse studies (ME)
1200-1245 Lunch
1245-1415 Lecture 2: Critical discourse approaches to multimodality and semiotic technology (GK)
1430-1700 Student presentations
Wednesday 18.10
0900-1045 Lecture 3: Analysing oral discourse (JS)
1100-1200 Student presentations
1200-1245 Lunch
1245-1430 Lecture 4: Corpus-based/-driven discourse analysis (LPG)
1445-1545 Workshop I (LG)
1600-1730 Student presentations
Kl. 1900 Seminar dinner
Thursday 19.10
0900-1045 Lecture 5: Ethnographic approaches to discourse (VP)
1100-1200 Student presentations
1200-1245 Lunch
1245-1430 Workshop II/Student presentations
1430-1530 Wrapping up/Housekeeping/Evaluation/Goodbye.
Lecturers
Prof. Jan Svennevig, UiA (JS)
Ass. Prof. Verónica Pájaro, UiA (VP)
Prof. Luis Pérez-González, UiA (LPG)
Prof. Gunhild Kvåle, UiA (GK)
Prof. Martin Engebretsen, UiA (ME)
Student presentations: 15 min. presentation + 10 min. discussion
Literature:
Lecture 1: Multimodal discourse analysis (ME)
Kress, G. (2011). Multimodal discourse analysis. In M. Handford & J. Gee (Eds.) The Routledge Handbook of Discourse Analysis. London: Routledge, pp. 35-50. https://www.routledgehandbooks.com/doi/10.4324/9780203809068.ch3
Engebretsen, Martin (2014). The Soundslide Report: Innovative journalism or misplaced works of art? Nordicom Review, 35(1), p.99-113. https://doi.org/10.2478/nor-2014-0007
Ledin P. & Machin, D. (2018) Multimodal critical discourse analysis. In J. Flowerdew & J.E Richardson (Eds.) The Routledge Handbook of Critical Discourse Studies. London: Routledge.
Lecture 2: Critical discourse approaches to multimodality and semiotic technology (GK)
Djonov, Emilia & van Leeuwen, Theo (2018). “Social media as semiotic technology and social practice: the case of ResearchGate’s design and its potential to transform social practice”. In Social Semiotics 28(5):641-664. Special Issue: Social Media as Semiotic Technology.
Djonov, Emilia & van Leeuwen, Theo (2017). “The power of semiotic software: A critical multimodal perspective.” In J. Flowerdew & J. & Richardson (Eds.) The Routledge handbook of critical discourse analysis. London/NY: Routledge, pp. 566-581.
Kvåle, Gunhild (2021). Stars, Scores and Cheers. A Social Semiotic Critique of "Fun" Learning in Commercial Educational Software for Children. In M.G. Sindoni & I. Moschini (Eds.) Multimodal Literacies Across Digital Learning Contexts. Routledge, pp. 57-71.
Lecture 3: Analysing oral discourse (JS)
Antaki, C. (2008). Discourse analysis and conversation analysis. In P. Alasuutari, L. Bickman, & J. Brannen (Eds.) The SAGE handbook of social research methods, Sage, pp. 431-446.
Antaki, C. (2011). Six kinds of applied conversation analysis. In C. Antaki (Ed.) Applied conversation analysis: Intervention and change in institutional talk, Palgrave, pp. 1-14
Hoey, E. M., & Kendrick, K. H. (2017). Conversation analysis. In A. M. B. de Groot & P. Hagoort (Eds.) Research methods in psycholinguistics and the Neurobiology of Language: A practical guide. Wiley Blackwell, pp.151-173.
https://pure.mpg.de/rest/items/item_2328034_3/component/file_2328033/content
Svennevig, Jan og Djordjilovic, Olga (2015). Accounting for the right to assign a task in workplace meetings. Journal of Pragmatics, 78, pp. 98–111.
https://www.sciencedirect.com/science/article/abs/pii/S0378216614002562
Lecture 4: Corpus-Based/-Driven Discourse Analysis (LPG)
Bennett, G. R. (2010). Introduction to Corpus Linguistics. Using Corpora in the Language Learning Classroom: Corpus Linguistics for Teachers. Michigan Publishing: Michigan University Press, pp. 2-22.
Brookes, G. & P. Baker (2022). Fear and Responsibility: Discourses of Obesity and Risk in the UK Press. Journal of Risk Research 25(3), pp. 363-378. DOI: 10.1080/13669877.2020.1863849
Mautner, Gerlinde (2022). What Can a Corpus Tell us about Discourse?. A. O'Keeffe & M. J. McCarthy (Eds.) The Routledge Handbook of Corpus Linguistics, 2nd Edition, London & New York: Routledge, pp. 250-262.
Subtirelu, N.C. & Baker, P. (2018). Corpus-based Approaches. In J. Flowerdew & J.E. Richardson (Eds.) The Routledge Handbook of Critical Discourse Studies, London & New York: Routledge, pp.106-119.
Lecture 5: Ethnographic approaches to discourse. (VP)
Heller, M. (2001). Critique and Sociolinguistic Analysis of Discourse. Critique of Anthropology, 21(2), pp.117-141. https://doi.org/10.1177/0308275x0102100201
Heller, M., & Pujolar, J. (2010). The Political Economy of Texts: A Case Study in the Structuration of Tourism. Sociolinguistic Studies, 3. https://doi.org/10.1558/sols.v3i2.177
Pájaro, V. (2022). Scripts and texts as technologies of refugee governmentality in the Norwegian introduction program. In M. Monsen & G. B. Steien (Eds.) Language Learning and Forced Migration. Multilingual Matters, pp. 49-69.
The course is offered as a free-standing course.