One of the most powerful and enduring ideas in written discourse analysis is that genres can be described in terms of the moves which structure a writer’s purpose. Considerable research has sought to identify these distinct communicative acts, but analyses have been beset by problems of subjectivity, reliability, and the time-consuming need for multiple coders to confirm analyses. In this article, we employ the affordances of Generative Pre-trained Transformer 4 (GPT-4) to automate the annotation process by using natural language prompts. Focusing on abstracts from articles in four applied linguistics journals, we devise prompts which enable the model to identify moves effectively. The annotated outputs of these prompts were evaluated by two assessors with a third addressing disagreements. The results show that an eight-shot prompt was more effective than one using two, confirming that the inclusion of examples illustrating areas of variability can enhance GPT-4’s ability to recognize multiple moves in a single sentence and reduce bias related to textual position. We suggest that GPT-4 offers considerable potential in automating this annotation process, when human actors with domain-specific linguistic expertise inform the prompting process.
{"title":"Can GPT-4 learn to analyse moves in research article abstracts?","authors":"Danni Yu, Marina Bondi, Ken Hyland","doi":"10.1093/applin/amae071","DOIUrl":"https://doi.org/10.1093/applin/amae071","url":null,"abstract":"One of the most powerful and enduring ideas in written discourse analysis is that genres can be described in terms of the moves which structure a writer’s purpose. Considerable research has sought to identify these distinct communicative acts, but analyses have been beset by problems of subjectivity, reliability, and the time-consuming need for multiple coders to confirm analyses. In this article, we employ the affordances of Generative Pre-trained Transformer 4 (GPT-4) to automate the annotation process by using natural language prompts. Focusing on abstracts from articles in four applied linguistics journals, we devise prompts which enable the model to identify moves effectively. The annotated outputs of these prompts were evaluated by two assessors with a third addressing disagreements. The results show that an eight-shot prompt was more effective than one using two, confirming that the inclusion of examples illustrating areas of variability can enhance GPT-4’s ability to recognize multiple moves in a single sentence and reduce bias related to textual position. We suggest that GPT-4 offers considerable potential in automating this annotation process, when human actors with domain-specific linguistic expertise inform the prompting process.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"8 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142566099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While a growing body of literature has illustrated how neoliberal discourses of English and employment have come to shape English language teaching (ELT) textbooks in a globalized world, little is known about how the translation of these discourses into pedagogical practices is mediated by the social class structures in postcolonial societies. In this article, we draw on a larger qualitative case study to address this gap in the Bangladesh secondary schooling context. We utilize Bourdieu’s conceptual resources and analyze interview and classroom observation data to illustrate how discourses of English and employment introduced into the secondary education-level ELT textbook are enacted in a high socio-economic status school. As our findings illustrate, the students from this school rejected how English was linked to low-profile jobs in the textbook, as this representation contradicted their social class and career aspirations. These findings contribute to the political economy in applied linguistics literature by illustrating how the enactment of the neoliberal discourses of English and employment constructed in the locally produced ELT textbooks is mediated by social class.
{"title":"English language and employability in locally produced ELT textbooks: Clashes between neoliberal ideals and social class structures in the pedagogical space","authors":"M Maksud Ali, M Obaidul Hamid","doi":"10.1093/applin/amae070","DOIUrl":"https://doi.org/10.1093/applin/amae070","url":null,"abstract":"While a growing body of literature has illustrated how neoliberal discourses of English and employment have come to shape English language teaching (ELT) textbooks in a globalized world, little is known about how the translation of these discourses into pedagogical practices is mediated by the social class structures in postcolonial societies. In this article, we draw on a larger qualitative case study to address this gap in the Bangladesh secondary schooling context. We utilize Bourdieu’s conceptual resources and analyze interview and classroom observation data to illustrate how discourses of English and employment introduced into the secondary education-level ELT textbook are enacted in a high socio-economic status school. As our findings illustrate, the students from this school rejected how English was linked to low-profile jobs in the textbook, as this representation contradicted their social class and career aspirations. These findings contribute to the political economy in applied linguistics literature by illustrating how the enactment of the neoliberal discourses of English and employment constructed in the locally produced ELT textbooks is mediated by social class.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142566098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The issue of the research of emotional lexemes is conditioned upon pragmatic relations, which constitute an important basis in the definition of expressive language units. The purpose of the research is to analyse features of emotional and expressive linguistic units, considering the cognitive and linguistic nature of words in M. Auezov’s work ‘The Way of Abai.’ The methods used to achieve the research objectives were: generalization, axiomatic, content analysis, and comparative analysis. The results of the work have determined that using words depends on a different range of emotions, where a particular situation influences the traditions and perceptions of the period concerned, developing a linguistic picture of the world. The practical significance of the research is in using the results of the research by linguists, experts, and specialists in the field of pedagogy and linguistics.
情感词的研究问题是以语用关系为条件的，语用关系是定义表达性语言单位的重要基础。研究的目的是分析情感性和表现性语言单位的特征，同时考虑到 M. Auezov 作品《阿拜之道》中词语的认知和语言性质。为实现研究目标所采用的方法有：概括分析法、公理分析法、内容分析法和比较分析法。研究结果表明，词语的使用取决于不同的情感，特定的情境影响着相关时期的传统和观念，形成了世界的语言图景。这项研究的实际意义在于，语言学家、专家以及教育学和语言学领域的专家可以利用研究成果。
{"title":"The pragmatism of emotional-expressive words in Kazakh linguistics: A study of M. Auezov’s ‘The Way of Abai’","authors":"Kuralay Telgozhayeva, Gulbany Kossymova, Zaure Sovetova, Khadisha Telgozhayeva","doi":"10.1093/applin/amae066","DOIUrl":"https://doi.org/10.1093/applin/amae066","url":null,"abstract":"The issue of the research of emotional lexemes is conditioned upon pragmatic relations, which constitute an important basis in the definition of expressive language units. The purpose of the research is to analyse features of emotional and expressive linguistic units, considering the cognitive and linguistic nature of words in M. Auezov’s work ‘The Way of Abai.’ The methods used to achieve the research objectives were: generalization, axiomatic, content analysis, and comparative analysis. The results of the work have determined that using words depends on a different range of emotions, where a particular situation influences the traditions and perceptions of the period concerned, developing a linguistic picture of the world. The practical significance of the research is in using the results of the research by linguists, experts, and specialists in the field of pedagogy and linguistics.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"194 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142488658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation, motivation, language anxiety, and language achievement. While objections to the model exist, recent work has challenged their persuasiveness, and as such, it seems appropriate to re-evaluate the model using new data to elucidate its continuing utility in understanding second language outcomes. The objective of this study was therefore to measure the levels of the aforementioned constructs in an international sample and to determine the degree to which they covaried as predicted by the model. A structural equation modelling study of 278 Malaysian high school students studying English compulsorily in national secondary schools in Malaysia found substantial levels of model constructs and statistically significant relationships between them, implying the model’s potential ongoing utility. Implications for second language learning theorization, educational policy, curriculum design, teaching strategies, global language learning contexts, and further research are explored.
{"title":"The Socio-Educational Model: An Evidence-Based Re-evaluation","authors":"David Rock, Mahmoud Danaee","doi":"10.1093/applin/amae063","DOIUrl":"https://doi.org/10.1093/applin/amae063","url":null,"abstract":"The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation, motivation, language anxiety, and language achievement. While objections to the model exist, recent work has challenged their persuasiveness, and as such, it seems appropriate to re-evaluate the model using new data to elucidate its continuing utility in understanding second language outcomes. The objective of this study was therefore to measure the levels of the aforementioned constructs in an international sample and to determine the degree to which they covaried as predicted by the model. A structural equation modelling study of 278 Malaysian high school students studying English compulsorily in national secondary schools in Malaysia found substantial levels of model constructs and statistically significant relationships between them, implying the model’s potential ongoing utility. Implications for second language learning theorization, educational policy, curriculum design, teaching strategies, global language learning contexts, and further research are explored.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"91 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142487438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie Lindemann, Kobe Ashley, Sarah Pinard, Hyeseung Jeong
Communication requires cooperative strategies by all interlocutors. Nevertheless, US undergraduate students’ complaints about multilingual international teaching assistants (ITAs) have typically led to training and assessment for ITAs, although the undergraduates may also benefit from training in global communication. The few previous undergraduate-training attempts have generally been too intensive to offer widely and did not investigate data from international undergraduates. The current study reports on a one-hour, completely online training at a US university addressing domestic and international undergraduates’ attitudes, comprehension, and strategies relevant to global communication; it analyzes participant responses to the strategies portion. According to their own ratings, participants in the treatment group (N = 534) were more likely than a control group (N = 528) to intend to use collaborative strategies with an international instructor. Positive correlations between international or multilingual background and willingness to use collaborative strategies were low, suggesting that international students may also benefit from training. Communicative strategies proposed by the students in response to open-ended questions differed for one-on-one vs. in-class communication and suggested ways of improving training to model collaborative behaviors.
{"title":"‘ITA problem’ or opportunity? Online global communication training at a US university to increase undergraduate students’ use of collaborative strategies","authors":"Stephanie Lindemann, Kobe Ashley, Sarah Pinard, Hyeseung Jeong","doi":"10.1093/applin/amae059","DOIUrl":"https://doi.org/10.1093/applin/amae059","url":null,"abstract":"Communication requires cooperative strategies by all interlocutors. Nevertheless, US undergraduate students’ complaints about multilingual international teaching assistants (ITAs) have typically led to training and assessment for ITAs, although the undergraduates may also benefit from training in global communication. The few previous undergraduate-training attempts have generally been too intensive to offer widely and did not investigate data from international undergraduates. The current study reports on a one-hour, completely online training at a US university addressing domestic and international undergraduates’ attitudes, comprehension, and strategies relevant to global communication; it analyzes participant responses to the strategies portion. According to their own ratings, participants in the treatment group (N = 534) were more likely than a control group (N = 528) to intend to use collaborative strategies with an international instructor. Positive correlations between international or multilingual background and willingness to use collaborative strategies were low, suggesting that international students may also benefit from training. Communicative strategies proposed by the students in response to open-ended questions differed for one-on-one vs. in-class communication and suggested ways of improving training to model collaborative behaviors.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"5 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The last decade has seen an increased interest in heritage language education (HLE), yet only limited work is guided by in-group scholars and community members who themselves identify as heritage speakers (i.e. individuals with family connections to a non-English language). The present study addresses a lack of in-group representation in the research by investigating current barriers and opportunities in HLE through semi-structured narrative interviews with eight in-group HS educators from five different heritage language backgrounds. A thematic analysis of qualitative findings uncovered a multitude of common and critical issues experienced by HS educators, including the benefits and hardships of sharing a sociolinguistic background with HL students and the emotional roller coaster of teaching a personal HL. Findings also outline numerous needs specific to this community of educators, such as increased in-group representation in the field and greater support for social-emotional and professional success and well-being. Results suggest a number of institutional implications to empower current HS educators and encourage a pipeline from HL student to HL teacher for individuals from minoritized language backgrounds.
{"title":"‘Mentor, friend, teacher, and learner’: The beauty, opportunities, and challenges of heritage speakers as heritage language educators","authors":"Meagan Y Driver, Gabriela DeRobles","doi":"10.1093/applin/amae055","DOIUrl":"https://doi.org/10.1093/applin/amae055","url":null,"abstract":"The last decade has seen an increased interest in heritage language education (HLE), yet only limited work is guided by in-group scholars and community members who themselves identify as heritage speakers (i.e. individuals with family connections to a non-English language). The present study addresses a lack of in-group representation in the research by investigating current barriers and opportunities in HLE through semi-structured narrative interviews with eight in-group HS educators from five different heritage language backgrounds. A thematic analysis of qualitative findings uncovered a multitude of common and critical issues experienced by HS educators, including the benefits and hardships of sharing a sociolinguistic background with HL students and the emotional roller coaster of teaching a personal HL. Findings also outline numerous needs specific to this community of educators, such as increased in-group representation in the field and greater support for social-emotional and professional success and well-being. Results suggest a number of institutional implications to empower current HS educators and encourage a pipeline from HL student to HL teacher for individuals from minoritized language backgrounds.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"05 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142142562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria den Hartog, Patricia Sánchez Carrasco, Gert-Jan Schoenmakers, Lotte Hogeweg, Helen de Hoop
Does it matter whether applicants are addressed with formal or informal pronouns in online job interviews? This study shows that it does indeed, at least for speakers of French and German. Both French (n = 171) and German (n = 198) participants were more positive about a recruiter who addressed them with formal pronouns. The use of informal pronouns led to negative ratings of that recruiter by French participants, and to lower ratings of the recruiter, the company, and lower salary expectations by German participants. German men were found to be more sensitive than women to the use of formal pronouns, which had positive effects on their attitudes towards the job, company, and their salary expectations. Despite a general trend towards more use of informal pronouns in German workplaces, our study shows that using them in an online job interview has negative outcomes for companies. French participants react even more negatively to the use of informal pronouns, but these mainly have negative effects on their judgment of the recruiter rather than the company for which the recruiter is acting.
{"title":"Processing Pronouns of Address in a Job Interview in French and German","authors":"Maria den Hartog, Patricia Sánchez Carrasco, Gert-Jan Schoenmakers, Lotte Hogeweg, Helen de Hoop","doi":"10.1093/applin/amae050","DOIUrl":"https://doi.org/10.1093/applin/amae050","url":null,"abstract":"Does it matter whether applicants are addressed with formal or informal pronouns in online job interviews? This study shows that it does indeed, at least for speakers of French and German. Both French (n = 171) and German (n = 198) participants were more positive about a recruiter who addressed them with formal pronouns. The use of informal pronouns led to negative ratings of that recruiter by French participants, and to lower ratings of the recruiter, the company, and lower salary expectations by German participants. German men were found to be more sensitive than women to the use of formal pronouns, which had positive effects on their attitudes towards the job, company, and their salary expectations. Despite a general trend towards more use of informal pronouns in German workplaces, our study shows that using them in an online job interview has negative outcomes for companies. French participants react even more negatively to the use of informal pronouns, but these mainly have negative effects on their judgment of the recruiter rather than the company for which the recruiter is acting.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141904259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Measuring lexical diversity in texts that have different lengths is problematic because length has a significant effect on the number of types a text contains, thus hampering any comparison. Treffers-Daller et al. (2018) recommended a simple solution, namely counting the number of types in a section of a given length that was extracted from the middle of each of the texts to be analysed. By applying this approach to second language essays, the authors observed that using the number of types was slightly more effective for differentiating amongst the Common European Framework of Reference for Languages (CEFR) levels than were the Type-Token Ratio (TTR) and the Guiraud index and that these three indices were more effective than were mathematically more complex ones. However, their conclusions regarding these two points are incorrect, and a less basic approach should be used. The last section addresses two broader issues in applied linguistics that are highlighted by these problems.
{"title":"Back to Basics in Measuring Lexical Diversity: Too Simple to Be True","authors":"Yves Bestgen","doi":"10.1093/applin/amae053","DOIUrl":"https://doi.org/10.1093/applin/amae053","url":null,"abstract":"Measuring lexical diversity in texts that have different lengths is problematic because length has a significant effect on the number of types a text contains, thus hampering any comparison. Treffers-Daller et al. (2018) recommended a simple solution, namely counting the number of types in a section of a given length that was extracted from the middle of each of the texts to be analysed. By applying this approach to second language essays, the authors observed that using the number of types was slightly more effective for differentiating amongst the Common European Framework of Reference for Languages (CEFR) levels than were the Type-Token Ratio (TTR) and the Guiraud index and that these three indices were more effective than were mathematically more complex ones. However, their conclusions regarding these two points are incorrect, and a less basic approach should be used. The last section addresses two broader issues in applied linguistics that are highlighted by these problems.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"52 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141904260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The way in which L2 learners construct pragmatic and social meanings, including stances and identities, is emerging as an important research concern. In this study, we explore how L2 learners develop the ability to construct and negotiate pragmatic and social meanings, with a focus on meanings manifested in specific contexts, namely, contextual meanings. Specifically, we trace the development made by a group of 30 L2 Korean learners in their understanding of the contextual meanings of Korean first-person pronouns over the provision of L1- and L2-generated input and an awareness raising activity. Our findings reveal that provision of input of the underlying stereotypical meanings facilitated learners’ (re-)construction and negotiation of contextual meanings. The learners developed from oversimplistic form-meaning connections to more context-based and internally logical interpretations of contextual meanings, constructed new contextual meanings from the input, and agentively negotiated between the input and their existing indexical systems. The findings raise important pedagogical implications, including reconsideration of the assessment of pragmatic and sociolinguistic competence.
{"title":"L2 Pragmatic Development in Constructing and Negotiating Contextual Meanings","authors":"Xi Chen, Lucien Brown","doi":"10.1093/applin/amae049","DOIUrl":"https://doi.org/10.1093/applin/amae049","url":null,"abstract":"The way in which L2 learners construct pragmatic and social meanings, including stances and identities, is emerging as an important research concern. In this study, we explore how L2 learners develop the ability to construct and negotiate pragmatic and social meanings, with a focus on meanings manifested in specific contexts, namely, contextual meanings. Specifically, we trace the development made by a group of 30 L2 Korean learners in their understanding of the contextual meanings of Korean first-person pronouns over the provision of L1- and L2-generated input and an awareness raising activity. Our findings reveal that provision of input of the underlying stereotypical meanings facilitated learners’ (re-)construction and negotiation of contextual meanings. The learners developed from oversimplistic form-meaning connections to more context-based and internally logical interpretations of contextual meanings, constructed new contextual meanings from the input, and agentively negotiated between the input and their existing indexical systems. The findings raise important pedagogical implications, including reconsideration of the assessment of pragmatic and sociolinguistic competence.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Barbara De Cock, Laetitia Aulit, Sara Cigada, Sara Greco, Ewa Modrzejewska, Rudi Palmieri
In this study, we analyze the calls for action in a corpus of tweets with the hashtag #FashionRevolution, related to the 2020 Fashion Revolution week. We offer a linguistic analysis of the discourse of digital activism, relying on insights from pragmatics, discourse analysis, and argumentation. Our analysis focuses on the calls for action concerning the move towards a more sustainable fashion system, issued by account owners that do not have any impositive force on their audience. This leads us to showing that a variety of actors call for action through an imperative but also through other deontic structures. However, those responsible for carrying out the actions towards a fashion revolution are often left vague, in line with overall campaigning strategies. The motive for the call for action, crucial to convince, appears sometimes in an argument and/or through a reference to social or environmental sustainability. Through this case study, we then contribute to the linguistic analysis of digital activism, and to a better understanding of the challenges of bringing about behavioral change from a non-impositive position.
{"title":"The Discourse of Digital Activism: A Linguistic Analysis of Calls for Action Concerning the Fashion Revolution","authors":"Barbara De Cock, Laetitia Aulit, Sara Cigada, Sara Greco, Ewa Modrzejewska, Rudi Palmieri","doi":"10.1093/applin/amae046","DOIUrl":"https://doi.org/10.1093/applin/amae046","url":null,"abstract":"In this study, we analyze the calls for action in a corpus of tweets with the hashtag #FashionRevolution, related to the 2020 Fashion Revolution week. We offer a linguistic analysis of the discourse of digital activism, relying on insights from pragmatics, discourse analysis, and argumentation. Our analysis focuses on the calls for action concerning the move towards a more sustainable fashion system, issued by account owners that do not have any impositive force on their audience. This leads us to showing that a variety of actors call for action through an imperative but also through other deontic structures. However, those responsible for carrying out the actions towards a fashion revolution are often left vague, in line with overall campaigning strategies. The motive for the call for action, crucial to convince, appears sometimes in an argument and/or through a reference to social or environmental sustainability. Through this case study, we then contribute to the linguistic analysis of digital activism, and to a better understanding of the challenges of bringing about behavioral change from a non-impositive position.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"67 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141726066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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