Abstracts
Abstracts 2012
Dontcheva-Navratilova, O., Jančaříková, R., Miššíková, G., Povolná, R. (2012) Coherence and Cohesion in English Discourse. Brno: Masaryková Univerzita, 2012.
Abstract
The book explores coherence and cohesion as constitutive components of human interaction. The authors share the view that the subjective perception of meaningfulness and purposefulness of discourse (coherence) is an interpretative dynamic notion which is closely related but not necessarily dependent on grammatical and lexical relations holding between textual elements (cohesion). Various aspects of coherence and cohesion are investigated in different types of discourse, namely spoken interaction, academic, political discourse and newspaper discourse and fiction. The book brings new insights into how the perception of coherence and cohesion affect discourse production and interpretation.
Povolná, R. (2012) Causal and contrastive discourse markers in novice academic writing. Brno Studies in English. Vol. 38/2. 93-105.
Abstract
Causal and contrastive relations between adjacent or more distant segments of discourse play an important role in expressing coherence relations (Taboada 2006) in academic discourse including discourse written by university students of English. By overtly signalling how the writer intends the discourse segment that follows to relate to the previous segment(s), discourse markers (DMs), in particular those expressing causal and contrastive relations, contribute to cohesion and enhance the establishment and maintenance of coherence in academic written discourse. While analysing a corpus of diploma theses written by non-native novice writers the author attempts to find out which DMs Czech students of English use when expressing causal and contrastive relations, whether they are able to use selected DMs correctly and, in addition, whether there are any differences in the preferences of students writing their diploma theses in different fields of study – linguistics, literature and culture, and methodology.
Dontcheva-Navratilova, O. Lexical bundles in academic texts by non-native speakers. Brno Studies in English. Vol. 38/2. 129-143.
Abstract
The present study is concerned with the use of lexical bundles in non-native speaker academic discourse. The investigation is carried out on a corpus of diploma theses written by Czech students of English with the aim of finding out to what extent the authors of diploma theses use the different functional types of lexical bundles typical of expert academic discourse. While addressing the issues of accuracy, first language interference and the role of different functional types of bundles in coherent discourse production, the author also considers some approaches to teaching genre- and discipline-specific lexical bundles.
Povolná, R. Cross-cultural Differences in the Use of Discourse Markers by Czech and German Students of English in the Genre of Master’s Theses. In: Berkenkotter, C., Bhatia, V. K. & Gotti, M. (eds) Insights into Academic Genres. Linguistic Insights. Studies in Language and Communication. Vol. 160. Bern: Petr Lang, 329-351.
Abstract
Now that English has become the lingua franca of all international academic communication, the Anglo-American conventions of academic style are mostly considered the standard for academic texts written in English. However, recent studies on academic discourse show considerable cross-cultural variation which results from the fact that many authors from different cultural backgrounds and intellectual traditions produce academic texts in English. Since an appropriate knowledge of discourse markers (Fraser 1999) is commonly included among language features practised in courses of academic writing at universities and mentioned in manuals of English academic style (Bennett 2009), the paper is concerned with causal and contrastive discourse markers (DMs) as used by students of English from the Czech Republic and Germany with the intention of finding out whether advanced learners of English from two different discourse communities (Swales 1990) can use selected markers correctly, namely when establishing important semantic relations between segments of discourse in academic texts. The analysis is based on a corpus of Master’s theses, which represent students’ final written achievements at the end of their university studies and are thus expected to be of high quality.
This article is part of the grant project 405/08/0866 Coherence and Cohesion in English Discourse, which is supported by the Czech Science Foundation.
Povolná, R. Enhancing Coherent Interpretation in Academic Written Discourse: Cross-cultural Variation in the Use of Discourse Markers. In: Discourse Interpretation: Approaches and Applications. Newcastle upon Tyne (UK): Cambridge Scholars Publishing. 179-208.
Abstract
The chapter is concerned with discourse markers and the role they perform in the achieving of coherent interpretation and establishing and maintaining of coherence. The aim is to find out whether two semantic relations often considered most important in academic argumentation–cause and contrast–tend to be expressed overtly by discourse markers and whether there is cross-cultural variation in the use of causal and contrastive DMs in academic written discourse, notably in research articles (RAs) produced by native speakers of English and Czech expert writers. In addition a supplementary comparison will be made with Czech novice writers.
Dontcheva-Navratilova, O. Understanding and believing: Interpreting pragmatic meanings in political discourse. In Dontcheva-Navratilova, O., Povolná, R. (eds) Discourse Interpretation: Approaches and Applications. Newcastle upon Tyne: Cambridge Scholars Publishing. 79-111.
Abstract
This chapter explores the interdependence of coherence and persuasion in political discourse. It argues that since the aim of politicians is not only to be understood but also to make the audience accept their representation of reality and act in accordance with what they say, the persuasive force of political rhetoric reflects the ability of the speaker to construe a coherent discourse in which the orator is represented as a reliable source of information and the information conveyed is in agreement with the previous knowledge of the participants in the communication. The investigation focuses on the genre of opening addresses and explores a corpus of speeches delivered by the Directors-General of UNESCO at the opening of international conferences and meetings. Based on an analysis of the pragmatic functions of deictic pronouns and modal expressions, the study shows that the orators use these linguistic devices for opening a dialogic space in which the speaker strives to construct an in-group ideology which transcends national boundaries and persuade the audience to support the suggested course of action.
Dontcheva-Navratilova, O.Cross-cultural differences in the construal of authorial voice in the genre of diploma theses. In: Berkenkotter, C., Bhatia, V., Gotti. M. (eds) Insights into Academic Genres. Bern: Peter Lang. 301-328.
Abstract
This chapter investigates the construal of authorial voice in the genre of diploma theses in relation to the specific communicative purposes that the authors are trying to achieve. Taking a cross-cultural perspective, the study is carried out on a corpus of diploma theses in the field of linguistics written by Czech and German students of English. The main purpose of the investigation is to explore how novice writers use pronominal self-reference items and impersonal constructions to present findings and negotiate claims. The results of the quantitative and qualitative analyses show that the writers generally manage to construct a coherent authorial voice. The author argues that novice writers’ choices cannot be explained only by a lack of expertise and a reluctance to commit themselves explicitly to their claims; they are also affected by the constraints imposed by the Master’s thesis as a genre, interference from the L1 academic-writing standard and instructions received in writing courses.
Jančaříková, R. On Construction of High/Low Social Status in Crime Reports. In: Discourse Interpretation: Approaches and Applications. Newcastle upon Tyne (UK): Cambridge Scholars Publishing. 113-130.
Abstract
Apart from providing the public with information, newspapers also have the power to set the social agenda and the norms of socially acceptable/unacceptable behaviour. By choosing to report on events with high social potential and by reporting on them in a particular way they may help to shape and reinforce the values and attitudes of the target community on crucial social issues. Besides other types of news it is crime news that enables newspapers to communicate to the public what kind of behaviour violates the norms of the community/society and thus act as its moral guardians. The present study tries to demonstrate how modern British newspapers, both serious and popular, construct and convey to their readers a high or low social status of victims and killers, who are contrasted and portrayed as “good” and “evil” in the society, and therefore personify particular social and cultural values.
Abstracts 2011
Povolná, R. Spatial and Temporal Adverbials in the Further Development of the Communication. In: Adam, M., Dušková, L. Chamonikolasová, J., Kavka, S. J., Klímová, E., Povolná, R., Repka, R., Řezníčková, I., Urbanová, L. New Chapters in Functional Syntax. Ostrava: 2011, 51-72.
Abstract
The study investigates spatial and temporal adverbials with regard to functional sentence perspective while applying criteria traditionally used in the analysis of adverbials, i.e. grammatical function, semantic role, realization form, and clause position. The results of a detailed analysis of five conversational texts taken from a corpus of spoken English (LLC) prove that the dynamic semantic functions performed by spatial and temporal adverbials in the further development of the communication depend on the interplay of four FSP factors, i.e. the contextual factor, the semantic factor, the factor of linear modification, and intonation. In addition, the analysis attempts to prove that a study of spatial and temporal adverbials would not be fully comprehensive without the application of FSP theory.
Dontcheva-Navratilova, O. Coherence in Political Speeches, Brno: Masaryková Univerzita, 2011
Abstract
The monograph studies coherence in political discourse from the perspective of discourse analysis, pragmatics and genre analysis. The investigation into coherence strategies in the genre of opening addresses is performed on the material of speeches delivered by Directors-General of UNESCO. The analysis focuses on interpersonal meanings conveyed by modal expressions, personal pronouns, evaluative lexical units and signals of dialogicity. These interpersonal meanings are interconnected with patterns of thematic progression, continuity of referents, temporal anchoring of the discourse in the moment of speaking, and numerous cohesive signals. The author points out that the choice of coherence strategies is interwoven with persuasion strategies which the politicians use in relation to their communicative intentions and the rhetorical structure of the genre of opening addresses.
Dontcheva-Navratilova, O. Topical coherence in political speeches. Ostrava Journal of English Philology, 3/1, Ostrava: Filozofická fakulta Ostravské univerzity v Ostravě, 2011, 109-128
Abstract
Coherence, regarded as a context-based interpretative property of discourse, is a complex phenomenon encompassing conceptual connectedness, evaluative and dialogical consistency and textual relatedness. This paper focuses on topical coherence, which is related to the relevancy of the interaction to a discourse topic and is typically associated with thematic, action frame, spatio-temporal and participant continuity. The investigation is carried out on a corpus of opening addresses delivered in the UNESCO context, and explores how politicians try to impose on the audience an interpretative perception of the semantic unity and purposefulness of their discourse which reflects their context-dependent communicative intentions. The analysis relates topical coherence to the rhetorical structure of addresses and argues that topic continuity based on the hierarchy of discourse topics, the pattern of thematic progression, and temporal, spatial and referential continuity, is closely interwoven with coherence on the interpersonal and textual planes of discourse.
Abstracts 2010
Dontcheva-Navratilova, O. (2010) Strategic forms of other-reference in political speeches. In Witczak-Plisiecka, I. (ed.) Pragmatic Perspectives on Language and Linguistics, vol. 2. Pragmatics of Semantically-Restricted Domains. Newcastle upon Tyne, Velká Británie: Cambridge Scholars Publishing, 2010, 79-99.
Abstract
This paper aims to contribute to the study of discourse strategies indicating the speaker’s relations with the audience in political discourse by investigating some functions of pronominal other-reference in diplomatic communication, a field of research which is still somewhat neglected in discourse studies. The study is applied to a corpus of thirty speeches delivered by the last three Directors-General of UNESCO at the opening of international conferences and meetings. The analysis - which is undertaken from the points of view of pragmatics and stylistics - studies the role of personal pronouns used for other-reference as markers for positioning the speaker with regard to the audience and expressing evaluation, while contributing to a coherent interpretation of discourse.
Dontcheva-Navratilova, O. (2010) ‘Interpersonal meanings in the genre of diplomatic addresses.’ Brno Studies in English. Discourse as Function. Vol. 35/2. 129-143.
Abstract
This article is concerned with the construction of interpersonal relations in a relatively neglected genre of political discourse – opening addresses delivered by Directors-General of UNESCO at international conferences and meetings – arguing that the genre-specific distribution of interpersonal cues in addresses enhances the perception of coherence. While exploring the communicative purpose and the rhetorical structure of addresses, the analysis relates the rhetorical moves of the genre to communicative functions of language conveying interpersonal meanings and considers their contribution to the perception of discourse coherence. The findings of the analysis show that owing to the ritualistic character of addresses, interpersonal meanings contributing to the perception of coherence convey a continuous appeal to the audience related to claiming common ground and shared ideology, and a consistent subjective evaluation of social actors, their actions and relations by the speaker.
Dontcheva-Navratilova, O. (2010) Interpreting modality markers in political speeches. In I-Mean. First International Conference on Meaning in Interaction. University of the West of England, 23-25 April, 2009, Bristol, Velká Británie, 22-36.
Abstract
When delivering a speech, politicians exploit the constitutive-of-reality potential of discourse (Wodak 1996) to (re-)construct and negotiate their identities, social roles, views, and interpersonal and institutional relations. Thus they try to impose an interpretative perception of the semantic unity and purposefulness of their discourse which reflects their situationally-motivated communicative goals.
This paper explores the resources available for building a coherent subjective representation of a discourse world by investigating some markers of modality in a corpus of speeches of the last three Directors-General of UNESCO at the opening of international conferences and meetings. The analysis of the functions of epistemic modality markers considers their potential to contribute to a coherent discourse interpretation, while discussing variation in the choices of the speakers.
Dontcheva-Navratilova, O. (2009) Words must be our force: Exploring modality markers in political speeches. Topics in Linguistics, 2009/4, Nitra: Univerzita Konstantina Filozofa.13-19.
Abstract
In political discourse, participants rely on the force of language to (re-)construct and negotiate their identities, social roles and views, and to (re-)define their interpersonal and institutional relations. Therefore, politicians try to impose on the audience an interpretative perception of the semantic unity and purposefulness of their discourse which reflects their communicative intentions with regard to the situational, socio-cultural and pragmatic context in which the interaction takes place.
This paper explores the resources available for building a coherent subjective representation of a discourse world by investigating some markers of modality in speeches delivered by three Directors-General of UNESCO at the opening of international conferences and meetings.
Dontcheva-Navratilova, O. (2009) Analysing Genre: The Colony Text of UNESCO Resolutions. Spisy Pedagogické fakulty. Vol. 134. Brno: Masaryk University in Brno. ISBN 978-80-210-5104-1.
Abstract
This book analyzes the genre of resolutions in an attempt to explain the specific way discourse is constructed and interpreted in the context of intergovernmental institutional interaction practiced by the UNESCO discourse community to achieve its specific communicative goals. Undertaken primarily from the viewpoints of sociolinguistics, stylistics and pragmatics, it uses the genre analysis approach and aims at the study of text typology and stylistic variation in association with the contextual constraints on discourse production and processing. The corpus-based study is carried out from both the synchronic and the diachronic points of view in an attempt to characterize a genre and its development over a sixty-year period. The diachronic research focuses on the development and changes the genre has undergone from its implementation in the United Nations system up to the beginning of the twenty-first century. Since the ‘Resolutions’ volumes are categorized as an instance of the colony text type, their structure and distinctive features are related to the specificity of this kind of written discourse. The investigation into the current state of the genre explores the generic structure of resolutions and their style markers. The analysis of the style markers of the genre is related to the major strategies used to build up discourse coherence and to some pragmatic issues, such as speech acts and politeness phenomena.
Povolná, R. (2010) Interactive Discourse Markers in Spoken English, 1. vyd. Brno: Masaryk University, Faculty of Education. ISBN 978-80-210-5373-1
Abstract
The monograph is an interdisciplinary study drawing on pragmatics, discourse analysis and conversation analysis. The author analyses three genres of spoken English, private face-to-face conversation, private telephone conversation and public radio discussion, with the aim of identifying and classifying language means commonly used in spoken discourse and often labelled comment clauses and included in discourse markers. The investigation has proved that these interactive markers contribute to the smooth flow of interaction and the establishment of coherence and can function as part of politeness strategies.
Povolná, R. (2010) Exploring Sequential Relationships in Learner Discourse. In: Exploring Space: Spatial Notions in Cultural, Literary and Language Studies. Vol. 2. Space in Language Studies. 1st ed. Newcastle upon Tyne, UK: Cambridge Scholars Publishing. 177-188.
Abstract
The author investigates a corpus of diploma theses written by students in their final year of study at the Department of English Language and Literature at the Faculty of Education, Masaryk University, Brno, with the aim of finding out whether the use of discourse markers expressing sequential relationships by non-native speakers of English differs from the writing habits of experienced native users of English as presented, for example, in Biber et al. (1999). The aim of the study is not only to describe the ways novice writers use selected discourse markers in academic discourse but also to show differences in the preferences of diploma thesis writers by field of study, namely linguistics, literature and ELT methodology.
Povolná, R. (2010) ‘Can Non-Native Speakers of English Use Contrastive Discourse Markers Correctly When Writing Academic Texts?’ In: … for thy speech bewrayeth thee. A Festschrift for Libuše Dušková. 1. vyd. Praha: Univerzita Karlova v Praze, 2010. 209-231.
Abstract
Contrastive relations between segments of discourse play a crucial role when building coherence relations in academic discourse, including written discourse produced by non-native speakers of English. Since these relations are regarded as “the most complex of all semantic relations that may hold between parts of a discourse” (Kortmann, 1991:161), an appropriate knowledge of discourse markers (DMs) expressing contrast/concession becomes important part of learners’ knowledge, in particular at advanced levels such as university level.
The author investigates a corpus of diploma theses written by students of English with the aim of finding out whether the use of DMs expressing contrastive relations by non-native speakers differs from the writing habits of experienced native users of English. In addition, she aims at showing differences in the preferences of diploma-thesis writers by field of study – linguistics, literature and ELT methodology.
Povolná, R. (2010) ‘On contrastive relations in academic spoken discourse’. Brno Studies in English. Discourse as Function. Vol. 35/2. 2009.
Abstract
Contrastive relations between successive or more distant segments of discourse rank among the most informative semantic relations in both spoken and written English (cf. Kortmann 1991) since they create important cohesive links and thus contribute to the establishing of discourse coherence. The author investigates authentic texts from four different types of speech situations representing academic spoken discourse (MICASE) while searching for discourse markers (DMs) expressing contrastive relations. Her aim is to describe the ways in which selected markers are used by native speakers of American English to form coherent discourse.
Povolná, R. (2010) ‘Interpreting meaning in spoken interaction: The case of I mean.’ In: I Mean. Conference Proceedings. First International Conference on Meaning in Interaction. University of the West of England, Bristol, 23-25 April, 2009. 1st ed. Bristol: University of the West of England.
Abstract
Spoken interaction is a cooperative process in which permanent negotiation of meaning between all participants takes place. In this process the speaker can use some signals mostly labelled discourse markers to enable the hearer(s) to arrive at an interpretation which comes as close as possible to the speaker s communicative intentions. Based on quantitative as well as qualitative analysis of texts taken from two corpora representing academic spoken discourse (LLC and MICASE), the author discusses how I mean can enhance the hearer s coherent interpretation and understanding of the message, thus contributing to discourse coherence, which is understood as a dynamic, hearer-oriented and interpretative notion.
Abstracts 2009
Dontcheva-Navratilova, O., Povolná, R., (eds) (2009) Coherence and Cohesion in Spoken and Written Discourse. Newcastle upon Tyne: Cambridge Scholars Publishing.
Abstract
Coherence and Cohesion in Spoken and Written Discourse provides new insights into the various ways coherence works in a wide spread of spoken and written text types and interactional situations, all of which point to the dynamics and subjectivity of its nature. Despite the variety of approaches the authors adopt, they share an understanding of language as a dynamic and heterogeneous system mediating interaction in social and cultural contexts and explain how coherence and cohesion are reflected in different contextually bound aspects of human communication.
The chapters of the book comprise essays by linguists working in the fields of pragmatics, discourse analysis and stylistics which explore features contributing to the perception of cohesion and coherence in spoken and written varieties of English, namely impromptu, academic and political discourse within the former variety, and media, academic and fictional discourse within the latter.
Povolná, R., Dontcheva-Navratilova, O. (2009) Cohesion and coherence in English discourse. In Hůlková, I. , Jančaříková, R. (eds) Exploring Cohesion and Coherence in English Discourse. Third Brno Conference on Linguistic Studies in English. Brno : Masaryk University.
Abstract
The paper discusses the relationship between cohesion and coherence stressing that both are important linguistic notions. While cohesion has become accepted as a clearly defined and useful category in linguistic research, coherence is a concept which in its complexity is still not fully understood in the same way by all linguists.
Dontcheva-Navratilova, O. (2009) Building up discourse coherence: Creating identities in political speeches. In Coherence and Cohesion in Spoken and Written Discourse. 1. vyd. Newcastle upon Tyne, UK : Cambridge Scholars Publishing.
Abstract
Discourse interpretation is a dynamic process dependent on the background knowledge of the interactants, their relationship and the situational, socio-cultural and pragmatic context in which the interaction takes place. When encoding and decoding meanings in discourse, interactants endeavour to derive an understanding which furthers communication, i.e. they strive to negotiate an interpretation which is, if not identical, sufficiently overlapping to make interaction possible. Coherence, viewed as the interpretative perception of meaningfulness and purposefulness of discourse, is a key aspect of discourse comprehension which encompasses conceptual connectedness, evaluative and dialogical consistency and textual relatedness.
This investigation explores coherence in political speeches focusing on the construction of identities, related social roles and interpersonal and institutional relations. The author argues that consistent self-representation (together with other-presentation) based on referential strategies, such as the use of personal pronouns with anaphoric and deictic interpretation and nominal categorization, contributes to the perception of coherence on all planes of discourse. In addition, since in the genre of political speeches the establishment of existential coherence of the speaker and the institution he/she represents is a crucial factor for acquiring credibility and thus enhancing the persuasive power of the talk, consistent self- and other-representation are regarded as key components in building up an interdiscoursal dimension of coherence. The analysis, undertaken from a pragmatics and stylistics point of view, scrutinises a relatively neglected type of political talk–diplomatic communication within the United Nation’s system; it uses as example a corpus of speeches of the last three Directors-General of UNESCO at the opening of international conferences and meetings, while taking in consideration idiosyncratic variation in the speeches of the three orators.
Dontcheva-Navratilova, O. (2009) Evaluation in non-native writer's academic discourse: Stance devices. In Research in English Language Teacher Education. Spisy Pedagogické fakulty Masarykovy univerzity. Brno : Masarykova univerzita.
Abstract
Academic discourse is now generally seen as a purposeful interaction between writers and readers in which the writers try to construct a coherent and credible representation of themselves and their research and to build up a relationship with the discourse community by creating a dialogic space for negotiation and evaluation of their views. This contribution examines the interplay of some epistemic stance devices in a corpus of theses written by Czech students of English language and literature as means for expressing evaluation. In addition, it seeks to examine differences in the expression of stance in theses written in the fields of methodology, linguistics and literature and cultural studies.
Dontcheva-Navratilova, O. (2008) Interaction in Academic discourse: communicative strategies for the expression of stance. In: Tomášková, R., Wilamová, S., Hopkinson, C. (eds) Ends and Means in Language: Communication and Textual Strategies in Mass Media, Commercial and Academic Discourse. Proceedings from a Conference. Ostrava: Universitas Ostraviensis.
Abstract
In the last two decades academic discourse has come to be seen as a purposeful interaction between writers and readers in which the writers try to construct a credible representation of themselves and their research and to align themselves with the discourse community by evaluating their own work and views and the work and views of others. The study of stance in academic writing has concentrated primarily on showing differences in the preferences of academic communities by discipline. This paper seeks to examine differences in the expression of stance in academic English in the writing habits of novice Czech writers and expert native writers on the basis of an analysis of the use of certain hedges and boosters in published research articles and unpublished undergraduate and graduate dissertations.
Dontcheva-Navratilova, O. (2009) On expressing stance in academic English: Self-sorced reporting clauses. In: Kuźniak, M. Rozwadowska, B. (eds) PASE Papers 2008. Vol. 1. Studies in Language and Methodology of Teaching Foreign Languages. Wrocław: Oficyna Wydawnica ATUT, 2009.
Abstract
Any kind of discourse is marked by an explicit or implicit expression of the personal feelings, attitudes, judgements or assessments of the author, i.e. a ‘stance’ (Biber et al. 1999: 966), which has to be identified and interpreted by the receiver in the process of the negotiation of meaning in human interaction. In the last two decades, several studies have stressed the crucial importance of the social dialogic nature of academic discourse (e.g. Hyland 2005a, Thompson 1996) and have related it to genre specific features of texts (e.g. Hyland 2005b, Swales 1990, 2004, Povolná 2006) and differences between non-native and native writing conventions (e.g. Chamonikolasová 2005, Dontcheva-Navratilova 2005, Hyland 2005b, Stašková 2004). The present investigation follows this line of research and tries to contribute to the study of stance in novice non-native speakers’ academic English by exploring self-reference expressions and reporting verbs in self-sourced reports in the genre of the diploma thesis, and by endeavouring to establish correlations between the choice of reporting verbs and self-reference items. In addition, it strives to compare ways non-native writers exploit stance markers to enhance the perception of coherence in academic discourse to strategies used in native speakers’ academic writing.
Povolná, R.: Interpretation of meaning in spoken discourse (with some implications for teaching). In: Hanušová, S. et al. Research in English Language Teacher Education. Brno: Masaryk University, 1. vyd. 2009. 68-74.
Abstract
Based on Leech’s model of communication the author discusses the relationship between discourse and text and explains the importance of the Co-operative Principle and the Politeness Principle for successful communication and adequate interpretation of meaning to be conveyed. While presenting examples which illustrate how meaning is communicated in different contextual situations, she proves that there is permanent negotiation of meaning between all discourse participants. Thus, the study of language devices that enhance the flow of interaction and contribute to the establishment of discourse coherence becomes indispensable, in particular in language teaching at faculties of education.
Povolná, R.: Exploring interactive discourse markers in academic spoken discourse. In: Dontcheva-Navratilova, O. and Povolná, R. (eds) Coherence and Cohesion in Spoken and Written Discourse. Newcastle upon Tyne: Cambridge Scholars Publishing, 1. vyd. 2009, 60-80.
Abstract
Spoken interaction can be characterized by many features which are typical only of the spoken variety of the language. One of these features is the frequent use of what in the relevant literature is probably most commonly referred to as discourse markers. The author adds yet another label, namely interactive discourse markers for the clausal forms such as you know, you see, I mean and I think. The aim of her study is to discuss and exemplify possible pragmatic functions of these markers in academic spoken discourse (LLC and MICASE), in particular when these are used to enhance the smooth flow of interaction and contribute to the establishment of discourse coherence, which is understood as the result of an ongoing cooperative process of negotiation of meaning between all discourse participants.
Povolná, R.: Negotiation of meaning in spoken interaction. Topics in Linguistics. Interface between Pragmatics and Other Linguistic Disciplines. Issue. 3. Nitra: Constantine the Philosopher University in Nitra, Faculty of Arts, 2009, 55-58.
Abstract
While approaching her data from a pragmatic and discourse-analytic perspective, the author focuses on the pragmatic marker I mean and illustrates how this marker can enhance the negotiation of meaning in spoken interaction and the establishment of discourse coherence. Using both quantitative and qualitative methods, she offers results from her own research into authentic material representing academic spoken discourse.
Povolná, R.: Some discourse markers in spoken academic discourse. In: Tomášková, R., Wilamová, S., Hopkinson, C. (eds) Ends and Means in Language: Communication and Textual Strategies in Mass Media, Commercial and Academic Discourse. Proceedings from a Conference. Ostrava: Universitas Ostraviensis, 2008 (vyšlo 2009), 55-59.
Abstract
Spoken academic discourse understood as an interaction between speakers in an academic environment can be characterised, similarly to other genres of spoken English, by a frequent use of what are mostly called discourse markers (DMs), such as well and now. The present paper, while investigating their distribution and pragmatic functions in two different corpora of spoken English, LLC and MICASE, attempts to contribute to the study of discourse markers by drawing attention to some current trends in their use as reflected in the structure of spoken discourse with special regard to discourse coherence.
Povolná, R.: Some discourse markers used to express politeness in spoken academic discourse. In: Kuźniak, M. Rozwadowska, B. (eds) PASE Papers 2008. Vol. 1. Studies in Language and Methodology of Teaching Foreign Languages. Wrocław: Oficyna Wydawnica ATUT, 2009, 155-164.
Abstract
Spoken academic discourse, similarly to other genres of spoken English, can be characterised by certain expressions that are typical in particular of the spoken variety of English. The distribution and pragmatic functions of these expressions, frequently labelled discourse markers in the relevant literature, are studied in two different corpora of spoken English, namely LLC and MICASE. Politeness plays a crucial role in all human communication, particularly in that in which participants have to face immediate reactions from their interlocutors. By taking turns and co-operating speakers attempt to establish a social contact with other participants in order to convey their message in a coherent way, while adhering to conversational maxims, and in harmony with the polite behaviour required by a given communicative situation. Accordingly, the investigation aims to relate the use of discourse markers such as you know and I mean to Grice’s Co-operative Principle (1975) and Brown and Levinson’s politeness strategies (1987), while drawing attention to some current trends in their use.
Hůlková, I., Jančaříková, R. (eds) Exploring Cohesion and Coherence in English Discourse. Brno: Masaryk university.
Abstract
The Proceedings contain twelve papers that were presented at The Third International Brno Conference on Linguistic Studies in English organized by the Department of English Language and Literature at the Faculty of Education, Masaryk University in Brno in September 2008. The papers explore cohesion and coherence in several types of English discourse, namely academic discourse, Internet discourse, learner discourse, literary discourse, medical discourse and media discourse. The volume maps the current linguistic research in the field of discourse analysis carried out at some Czech and Slovak departments of English.
Hůlková, I. (2009) The distribution of however and some other conjuncts in English academic prose. In: Hůlková, I., Jančaříková, R. (eds) Exploring Cohesion and Coherence in English Discourse. Brno: Masaryk university.
Abstract
To mark contrast/concession in academic prose, the conjunct “however is uniformly preferred” (Biber et al. 1999: 889). Nevertheless, in terms of its placement within a sentence it is possible to come across various positions, and despite the fact that initial position can generally be regarded as the unmarked position for linking adverbials, however (along with therefore and thus) also occurs in medial positions (ibid.: 891-892).
The present paper thus looks into the distribution of however (and some other conjuncts) in academic prose style, while attempting to analyse its occurrence within a sentence. In addition, based on a sociolinguistic approach, the paper investigates possible differences in the use of the most common conjuncts by male and female authors.
Hůlková, I. (2009) Conjuncts in English academic prose – their features, functions, and use by male and female authors. In: Research in English Language Teacher Education. Brno: Masaryk University.
Abstract
The present paper seeks to examine the main purpose of using conjuncts. Certain conjuncts, in my view, only fancy up a text rather than contribute to cohesion as such. This use can be likened to an ‘aesthetic’ function that some linguistic features perform when they are “selected according to conventions of ‘good style’ ” (Biber et al. 1999: 43) and contrasted with a ‘textual’ function “when they contribute to the formation of a coherent text” (ibid.: 42). In addition, based on a sociolinguistic approach the paper will attempt to investigate possible differences in male and female use of connective elements under discussion.
Jančaříková, R. (2009) Understanding the language of news reporting. In: Research in English Language Teacher Education. Brno: Masaryk University.
Abstract
Generally speaking, the main assumption about news reporting is that it should be factual and unbiased. And yet the same facts may be presented in different ways and with different effects on the reader depending largely on the language used. This paper endeavours to demonstrate some principal features of the language of journalism, such as identifying the audience, devices used to gain or maintain audience interest as well as some lexical and grammatical means as they are employed by quality and popular papers. The reader shall realize that newspapers not only provide him with information but also appeal to his views and attitudes trying to shape or even influence them in a particular way.
Jančaříková, R. (2009) Newspaper reporting: Cohesive devices as means contributing to the effectivenes of news. In: Hůlková, I., Jančaříková, R. (eds) Exploring Cohesion and Coherence in English Discourse. Brno: Masaryk university.
Abstract
We do not have to state that a text, if it is to be understood by the reader, should form a complete, cohesive unit. Among the numerous devices contributing to the coherence of a text various patterns of lexical and structural cohesion play a significant role. This paper endeavours to demonstrate how some of the cohesive devices used in newspaper reporting help texts not only form coherent units but also reach the intended effect which is largely governed by the type of audience that particular newspapers are targeted at. The analysis attempts to identify similarities and differences between English popular and quality papers with focus on the cohesive means that enhance the effectiveness of news and help arouse and sustain the reader’s interest.
Abstracts 2008
Dontcheva-Navratilova, Olga. (2008) ‘Functions of Self-reference in Diplomatic Addresses’. Discourse and Interaction 1/1, 7-24.
Abstract
This paper investigates some functions of pronominal self-reference in political speeches in an international institutional context, thus aiming to contribute to the study of evaluation in political discourse. A total of thirty speeches by the last three Directors-General of UNESCO is used as a corpus for the present research. The analysis – which is undertaken from the point of view of pragmatics and stylistics – studies the role of personal pronouns used for self-referencing and the expressions with which they typically collocate as markers of positioning the self, expressing stance and organizing discourse. Furthermore, it addresses idiosyncratic variation in the choice of self-reference devices in the addresses of the three speakers.
Povolná, Renata (2008) ‘Why are there so many labels for discourse markers.’ Discourse and Interaction 1/1, 115-124.
Abstract
There are many different labels used to refer to what in linguistics is probably most frequently termed ‘discourse markers’ (Schiffrin 1987, Fraser 1990, Stenström 1994, Swan 1995, Aijmer 1996, Biber et al. 1999). The aim of this paper is to contribute to the study of these markers, which are typical in particular of the spoken variety of language, namely by attempting to compare different approaches adopted by linguists in their investigations. In addition, the author’s tentative goal is to place the approaches applied into several groups according to their most relevant aspects and thus explain why so many different labels are used to denote the above-mentioned language phenomena. Since the author’s broader research is concerned with clausal forms such as you know, you see, I mean and I think, some of which can be considered discourse markers (cf. Schiffrin 1987, Stenström 1994, Swan 1995), she pays attention to these items, too, while searching for the most appropriate label.