Empty adjectives and excessive intensifiers, or savvy discourse moves? A feminist critical discourse study of gender-based differences in the discourse of businesspeople on LinkedIn
- Authors: Schmauss, Lindsay Susannah
- Date: 2023-10-13
- Subjects: Corpora (Linguistics) , Critical discourse analysis , Intensification (Linguistics) , Women's language , Adjective , Politeness (Linguistics)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425111 , vital:72211
- Description: This Feminist Critical Discourse Analysis (FCDA) examines the use of ‘empty’ adjectives and the equative intensifier so in discourse on LinkedIn, a social network service (SNS) for businesspeople and professionals. These linguistic features soften the impact of what is said in ways that can conform with politeness norms that one should not impose a point of view but can also be negatively construed as weak, uncertain and unclear. The North American sociolinguist, Robin Tolmach Lakoff (1973, 1975, 2004), first associated these linguistic markers with a feminine register in her seminal work, Language and Women’s Place, arguing that there is a social expectation that women talk like a lady and follow politeness conventions, while the speech of men is not similarly constrained. That women are socially conditioned to speak in ways that can undermine their clarity and assertiveness would present a particular dilemma in the business context, where clear, direct and confident communication is valued. This corpus-based study explores the dilemma in the context of LinkedIn where the linguistic behaviour of cisgender women indeed showed evidence of their struggle between conflicting impulses to talk like a lady and a desire to be taken seriously as businesspeople. While the examined features mainly appeared in the discourse of women, it was interesting to note men making use of ‘empty’ adjectives and so in communication contexts where the goal appeared to be relationship-building. As notions of business leadership are evolving to value organisational leadership more, this suggests that linguistic devices that have traditionally been associated more with the communal conversation of the stereotypical ‘woman’ appear to be gaining wider acceptance and relevance, although in domains orientated towards the “soft skill” of building relationships, rather than the “hard work” of business. While the value talking like a lady may be shifting, language that is the opposite of talking like a lady seems to remain the language of serious talk, and the kind of gender-based linguistic discrimination first theorised by Lakoff seems thus to persist, also in the sphere of business discourse. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Schmauss, Lindsay Susannah
- Date: 2023-10-13
- Subjects: Corpora (Linguistics) , Critical discourse analysis , Intensification (Linguistics) , Women's language , Adjective , Politeness (Linguistics)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425111 , vital:72211
- Description: This Feminist Critical Discourse Analysis (FCDA) examines the use of ‘empty’ adjectives and the equative intensifier so in discourse on LinkedIn, a social network service (SNS) for businesspeople and professionals. These linguistic features soften the impact of what is said in ways that can conform with politeness norms that one should not impose a point of view but can also be negatively construed as weak, uncertain and unclear. The North American sociolinguist, Robin Tolmach Lakoff (1973, 1975, 2004), first associated these linguistic markers with a feminine register in her seminal work, Language and Women’s Place, arguing that there is a social expectation that women talk like a lady and follow politeness conventions, while the speech of men is not similarly constrained. That women are socially conditioned to speak in ways that can undermine their clarity and assertiveness would present a particular dilemma in the business context, where clear, direct and confident communication is valued. This corpus-based study explores the dilemma in the context of LinkedIn where the linguistic behaviour of cisgender women indeed showed evidence of their struggle between conflicting impulses to talk like a lady and a desire to be taken seriously as businesspeople. While the examined features mainly appeared in the discourse of women, it was interesting to note men making use of ‘empty’ adjectives and so in communication contexts where the goal appeared to be relationship-building. As notions of business leadership are evolving to value organisational leadership more, this suggests that linguistic devices that have traditionally been associated more with the communal conversation of the stereotypical ‘woman’ appear to be gaining wider acceptance and relevance, although in domains orientated towards the “soft skill” of building relationships, rather than the “hard work” of business. While the value talking like a lady may be shifting, language that is the opposite of talking like a lady seems to remain the language of serious talk, and the kind of gender-based linguistic discrimination first theorised by Lakoff seems thus to persist, also in the sphere of business discourse. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
- Full Text:
- Date Issued: 2023-10-13
A multimodal analysis of the representation of voter disillusionment in social media memes distributed on Twitter in the lead up to the 2019 South African general election
- Authors: Jeftha, Courtney Alexandra
- Date: 2022-10-14
- Subjects: Elections South Africa 21st century , Culture Study and teaching South Africa , Mass media Study and teaching South Africa , Social media South Africa , Memes South Africa , Visual sociology , Textual Analysis , Critical discourse analysis , Modality (Linguistics)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405930 , vital:70220
- Description: This study is situated in the context of the 2019 South African general election, which saw the lowest voter turnout since its first democratic election in 1994. Many have questioned the capabilities of the African National Congress (ANC) since they came into power in 1994, due to allegations of corruption, maladministration and poor leadership. The concerns about the party’s ability to manage the country’s various social issues have led to a drop in voter turnout. There was much discussion in the media about the lack of voter turnout amongst young people in South Africa. This topic became a trending topic on social media under the #iwanttovotebut hashtag. The sentiments expressed by South African Twitter users in the #iwanttovotebut memes are explored in this study. The analysis of the memes draws on the works of Kress and van Leeuwen’s (1996; 2006) visual social semiotics, Fairclough’s (1989) approach to Critical discourse analysis (CDA), and Thompson’s operation of ideologies. VSS allows for the description of the various semiotic resources that memers use to construct their meaning from multimodal texts. The tools provided by CDA go beyond the description of VSS and develop a more detailed analysis of how the memers construct their discourses of democracy/governance. Thompson’s (1991) approach to understanding how ideology operates in language enables the deepening of the understanding of the dominant and naturalised notions of democracy/governance. The findings indicate that memers have a limited understanding of democracy. They also have a limited understanding of how political parties operate and their responsibilities in the form of government and various agencies. In addition, it is not surprising that young people are not voting in the 2019 general election. This is a phenomenon that the media has characterized as “apathy.” However, this research indicates that it would be more accurate to describe it as “disillusionment.” , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Jeftha, Courtney Alexandra
- Date: 2022-10-14
- Subjects: Elections South Africa 21st century , Culture Study and teaching South Africa , Mass media Study and teaching South Africa , Social media South Africa , Memes South Africa , Visual sociology , Textual Analysis , Critical discourse analysis , Modality (Linguistics)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405930 , vital:70220
- Description: This study is situated in the context of the 2019 South African general election, which saw the lowest voter turnout since its first democratic election in 1994. Many have questioned the capabilities of the African National Congress (ANC) since they came into power in 1994, due to allegations of corruption, maladministration and poor leadership. The concerns about the party’s ability to manage the country’s various social issues have led to a drop in voter turnout. There was much discussion in the media about the lack of voter turnout amongst young people in South Africa. This topic became a trending topic on social media under the #iwanttovotebut hashtag. The sentiments expressed by South African Twitter users in the #iwanttovotebut memes are explored in this study. The analysis of the memes draws on the works of Kress and van Leeuwen’s (1996; 2006) visual social semiotics, Fairclough’s (1989) approach to Critical discourse analysis (CDA), and Thompson’s operation of ideologies. VSS allows for the description of the various semiotic resources that memers use to construct their meaning from multimodal texts. The tools provided by CDA go beyond the description of VSS and develop a more detailed analysis of how the memers construct their discourses of democracy/governance. Thompson’s (1991) approach to understanding how ideology operates in language enables the deepening of the understanding of the dominant and naturalised notions of democracy/governance. The findings indicate that memers have a limited understanding of democracy. They also have a limited understanding of how political parties operate and their responsibilities in the form of government and various agencies. In addition, it is not surprising that young people are not voting in the 2019 general election. This is a phenomenon that the media has characterized as “apathy.” However, this research indicates that it would be more accurate to describe it as “disillusionment.” , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
An exploration of how schools and teachers interpret and implement the Language in Education Policy for their classroom practice: a case study
- Authors: Sibanda, Sikhumbuzo
- Date: 2021-10-29
- Subjects: Language policy South Africa , Education and state South Africa , Critical discourse analysis , Native language and education South Africa Kuruman , Educational change South Africa , South Africa Colonial influence , South African Language in Education Policy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192035 , vital:45190
- Description: This case study explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practices. Scholars like Alexander and Block (2012) note that the South African Language in Education Policy (LiEP) is one of the advanced policies globally. Other scholars like Perry (2015) and Ngcobo (2015) state that the policy in South Africa has failed when it comes to implementation. It is against this background that the research explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practice in three primary schools in Kuruman, Northern Cape. The research methodology was qualitative and it used a case study approach. The study is informed and framed by the Language Policy framework and the CDA (Critical Discourse Analysis). The research sites were three Grade 4 classes and the participants were three teachers, three principals and three SGB Chairpersons from three different schools (one school in deep rural, another in semi-urban and the third in urban) in Kuruman. This case study, located in the interpretive paradigm, employed individual semi-structured interviews, non-participant classroom observations, document analyses and field notes for data collection. The study revealed that teachers are not versed in LiEP and their classroom practice is therefore not based on policy but on their own perceptions. Classroom practices were incongruent with what the Language in Education Policy requires. Even other documents which support the Language in Education Policy like the school language policies, were not used as guiding documents for classroom practice. Lastly, this study revealed that, despite a plethora of literature on how practice engages and disengages with Language in Education Policy (LiEP), the deconstruction of colonial and apartheid education is still a challenge especially in language use, perceptions of mother tongue instruction and the hegemony of English. One of the recommendations of this study is that teachers must be taught to use Languages of Learning and teaching required in their areas and they should also be given continuous professional development courses on policies so as to improve their practice. Language Policy Units should be set up within the provincial and district Departments of Education that would support the implementation of LiEP. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sibanda, Sikhumbuzo
- Date: 2021-10-29
- Subjects: Language policy South Africa , Education and state South Africa , Critical discourse analysis , Native language and education South Africa Kuruman , Educational change South Africa , South Africa Colonial influence , South African Language in Education Policy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192035 , vital:45190
- Description: This case study explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practices. Scholars like Alexander and Block (2012) note that the South African Language in Education Policy (LiEP) is one of the advanced policies globally. Other scholars like Perry (2015) and Ngcobo (2015) state that the policy in South Africa has failed when it comes to implementation. It is against this background that the research explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practice in three primary schools in Kuruman, Northern Cape. The research methodology was qualitative and it used a case study approach. The study is informed and framed by the Language Policy framework and the CDA (Critical Discourse Analysis). The research sites were three Grade 4 classes and the participants were three teachers, three principals and three SGB Chairpersons from three different schools (one school in deep rural, another in semi-urban and the third in urban) in Kuruman. This case study, located in the interpretive paradigm, employed individual semi-structured interviews, non-participant classroom observations, document analyses and field notes for data collection. The study revealed that teachers are not versed in LiEP and their classroom practice is therefore not based on policy but on their own perceptions. Classroom practices were incongruent with what the Language in Education Policy requires. Even other documents which support the Language in Education Policy like the school language policies, were not used as guiding documents for classroom practice. Lastly, this study revealed that, despite a plethora of literature on how practice engages and disengages with Language in Education Policy (LiEP), the deconstruction of colonial and apartheid education is still a challenge especially in language use, perceptions of mother tongue instruction and the hegemony of English. One of the recommendations of this study is that teachers must be taught to use Languages of Learning and teaching required in their areas and they should also be given continuous professional development courses on policies so as to improve their practice. Language Policy Units should be set up within the provincial and district Departments of Education that would support the implementation of LiEP. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
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