This paper investigates how various Muslim-identity groups are represented in the British press. The study adopted an intersectional critical discourse analysis as an analytical framework (see Baker and Levon 2016) of a corpus of a medium size. The method adopted used drew on corpus methods by identifying strong collocations associated with each identified identity followed by qualitative analysis. The findings highlight the living experiences of British Muslims which might be gendered, classed and racialized with certain Muslim identity-groups. The present study demonstrates through an intersectional approach that media representations of Muslims are constituted through race, gender and class and that Muslims are perceived to be othered in contemporary British public discourses.
Ethiopia’ in Selected Lyrics of Tilahun Gessesse and Tewodros Kassahun Songs: A Comparative Analysis (Published)
The purpose of this study was to make a critical discourse analysis on the theme ‘Ethiopia’. Lyrics of selected songs of two prominent artists (Tilahun Gessese and Tewodros Kassahun) were used as corpus for the study. Classical compare and contrast method was employed for analysis; point-by-point and text-by-text organizational schemes were used to compare texts. The results of the study revealed that both artists have shown a remarkably similar approach in their music philosophy. Both singers firmly voiced ‘Ethiopia’ as ‘mother land’ for its people. Both artists discoursed on historical and natural heritage of the country as well as the patriotism sacrificed to preserve these heritages. Finally, the study also disclosed that both singers advocate for unity and love of ‘mother land’ to assure its sovereignty.
Literacy in Nigeria, even by the sub-Saharan Africa standard, is low. Much lower is critical and digital literacy. These two aspects of literacy hold the key to national development and security. This study examined these two aspects of literacy as crucial components of the literacy programme in Nigeria. The core elements of textuality for effective interpretation were studied. The study also took a look at digital literacy as a component of Nigeria’s educational programme as a means to enhance classroom interaction and bridge some existing gaps in availability of resources and time. National development and security were seen to hinge on developing critical and digital literacy. The procedure adopted in the study was qualitative.
A Discourse Analysis of Persian Translation of Passive Voice in Political Speeches according to Catford’s Categories (Published)
Drawing upon the framework of Catford’s Shifts, this study is a DA investigation into the translation of passive voice in English speeches of the US politicians during the year 2013. Having carried out a detailed discourse analysis on a corpus of 29 speeches, the number of frequencies and percentages of the instances were computed. The findings show that in translating passive structures in political speeches, translators use structural shifts with high frequency; however, class shifts were used when the translator was not able to create the same effect or emphasize a particular message, while intra-system, unit and level shifts were not used at all. Having been applied Catford’s translation notion mostly on literary or some psychology texts in previous studies, this research has contributed to the theory in the genre of political texts.
This write-up is a stylistic analysis of a prose passage along three thematic areas: pace, expectancy and high emotional tension. Each of these themes is carefully traced in the passage using the analysis. It is a practical application of one of the numerous approaches to Discourse Analysis-Stylistics-in the analysis of a text. The text is an excerpt from Chinua Achebe’s Things Fall Apart.
This paper is qualitative-quantitative study that concentrates on analyzing and investigating ‘elicitation techniques’ which is believed to be one of the most important features of EFL classroom discourse. It mainly examines the ways in which teachers practice elicitation questioning using data from three different English language classes recorded in ELI at King Abdulaziz University. Conversational analysis was adapted to analyze the selected transcribed extracts and counting was used to calculate the extent to which they are used. The findings indicated that teachers in ELI used three types of question to elicit information from their students: Yes/no question, closed/display questions and open-referential questions. It also revealed that yes/no and closed/display questions were used by teachers more frequently than referential questions. It was concluded that not all referential questions could create enough interaction.