ORCID Profile
0000-0002-9056-3311
Current Organisations
University of Bergen
,
University of Western Australia
,
NLA Høgskolen - Oslo
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: EasyChair
Date: 2016
DOI: 10.29007/QXSG
Abstract: This article involves a corpus-assisted quantitative analysis of discourse markers (further in the article - DMs) identified in the climate change sections of corporate annual reports by British Petroleum and the Royal Dutch Shell corporations. Corporate discourse involving climate change has been ly elucidated from the linguistic macro-perspective (Koteyko, 2012 Livesey, 2002), whilst the discursive micro-perspective still receives little attention. The present corpus-assisted study seeks to elucidate corporate discourse on climate change from the micro-perspective by identifying DMs in climate change sections of annual reports by British Petroleum and the Royal Dutch Shell corporations. Additionally, the novel aspect of the present study involves a juxtaposition of the to-be-identified DMs in annual reporting by these two corporations. The corpus of the study involves climate change sections of the annual reports by British Petroleum and the Royal Dutch Shell Group within the time frame from 2010 until 2015. The corpus has been analysed in WordSmith (Scott, 2012). Results of the data analysis indicate that the most frequent DMs used in climate change discourse by British Petroleum involve and (M = 4,2%), as (0,9%), also (M = 0,4%), likely (0,3%), and but (M = 0,15%), while DMs identified in the Royal Dutch Shell Group’s climate change discourse comprise and (M = 2%), but (M = 0,15%), also (M = 0,6%), such (M = 0,2%), however (M = 0,2%), accordingly (M = 0,1%), furthermore (M = 0,16%), further ( M = 0,1%), and therefore (M = 0,1%). These findings are further presented and discussed in detail in the article.
Publisher: Babes-Bolyai University
Date: 20-12-2022
DOI: 10.24193/SUBBPHILO.2022.4.01
Abstract: "The Syntax of Climate Change: Syntactic Means in the Construction of Greta Thunberg’s Community Identity on Facebook. It is argued that the identity of an online community (e.g., a Facebook community) is manifested by linguistic devices, such as syntactic means (Androutsopoulos 2015 Blumenfeld-Jones 2022 Kapranov 2019). This contention is explored in the study that is further presented and discussed in the article. The study seeks to identify syntactic means, in particular dependent clauses, which are involved in the construction of Greta Thunberg’s community identity on Facebook. Greta Thunberg, a famous climate change activist from Sweden, has a public account on Facebook that is followed by a substantial number of Facebook users, who, presumably, share her views on climate change, sustainability, and other environmental issues. It is assumed in the study that Greta Thunberg’s status updates on her public Facebook account could be characterised by syntactic means that facilitate the construction of the climate activists’ community identity. In order to verify the assumption, a corpus of Greta Thunberg’s status updates on Facebook was collected and analysed by the software program L2 Syntactic Complexity Analyzer (Lu 2010). The computer-assisted analysis was supplemented by a manual procedure of identifying the types of dependent clauses in the corpus. The results of the corpus analysis revealed that Greta Thunberg’s community construction on Facebook was facilitated by such syntactic means as dependent clauses, in particular non-finite, adverbial, and relative clauses. The findings were further discussed in the article through the lens of the construction of community identity. Keywords: climate change, dependent clauses, Facebook, Greta Thunberg, identity, online community, syntactic means "
Publisher: University of Ljubljana
Date: 30-06-2019
Abstract: The article presents and discusses a mixed-method study that aimed at establishing how pre-service teachers of English as a Foreign Language (EFL) self-assessed those sounds of the English language that would cause problems for their pronunciation in EFL. Fourteen pre-service EFL teachers on the intermediate level of EFL proficiency whose first language (L1) was Norwegian were recruited for the study. They were asked to write reflectiveessays concerning the sounds of the English language that they considered problematic to pronounce. The participants’ essays were contrasted with the essays written by the control group that was comprised of 14 in-service EFL teachers whose L1 was Norwegian. The results of the analysis revealed that the participants identified several English sounds that they self-assessed as problematic to pronounce, e.g. /z/, /ð/, /θ/, and /ʌ/. The analysis of the controls’ essays yielded similar results. These findings and their linguo-didactic implications are discussed in the article.
Publisher: Tallinn University Press
Date: 2022
Publisher: Walter de Gruyter GmbH
Date: 12-2022
Abstract: The article introduces and discusses a computer-assisted study that seeks to shed light on the frequency and use of the central modal verbs ( can, could, may, might, must, shall, should, will, would ) in research article (further: RA) abstracts in applied linguistics published in the Inner and Outer Circles of English, respectively. The study is informed by the construal of the Circles of English that are comprised of the Inner Circle, where English is spoken as the mother tongue (for ex le, the United Kingdom), the Outer Circle, where it is used as a second language in the former British colonies (for instance, Hong Kong, Malaysia, etc.), and the Expanding Circle (e.g., Japan), where English is spoken and taught as a foreign language (Kachru 48). In the construal of the Circles of English, the Outer Circle is regarded as a heterogeneous sociolinguistic space with fluid boundaries (Higgins 615) that affects the frequency and use of the central modal verbs in a variety of textual genres (Lee and Collins 501). Against this background, the study aims at identifying and analysing the frequency of the central modal verbs in a corpus of RA abstracts in applied linguistics published by international peer reviewed journals associated with the Outer Circle (one journal published in Hong Kong and one in Malaysia, respectively) and the Inner Circle of English (one journal published in the United Kingdom). The results of the quantitative analysis of the corpus indicate that the most frequent modal verbs in the entire corpus are can and may , which function as hedging devices in the journals that are associated with the Outer and Inner Circles of English, respectively. These findings are discussed in the article through the prism of the construal of the Circles of English.
Publisher: Walter de Gruyter GmbH
Date: 06-2022
Abstract: The article presents and discusses a study that focuses upon discursive representations of sustainability in English Language Teaching (ELT) that are found on the official web-site of the University of Oxford in the United Kingdom. The study involved a corpus of texts related to sustainability in ELT that were collected on the website of the University of Oxford. The corpus was analyzed qualitatively to identify and classify the types of discursive representations of sustainability in ELT. After that, it was investigated quantitatively to calculate the most frequent types of discursive representations of sustainability. The results of the corpus analysis revealed that the most frequent types of discursive representation of sustainability in ELT at the University of Oxford involved “lifelong learning” and “digital sustainability”, respectively. It was found that the aforementioned discursive representations did not reflect the main sustainability goals that were set by the University of Oxford, inter alia, zero carbon emissions and bio ersity. It is suggested in the article that the discursive representations of sustainability “lifelong learning” and “digital sustainability” are indicative of an ELT-specific aspect of the discourse of sustainability that is communicated online by the University of Oxford.
Publisher: Walter de Gruyter GmbH
Date: 11-2022
Abstract: This article introduces and discusses a study that aims at shedding light upon discursive constructions of digital artifacts found in academic writing by primary school teachers of English as a Foreign Language (EFL). The study involved a group of primary school EFL teachers (further – participants), who were requested to write a series of academic essays on the topics in EFL didactics that focused on English grammar and/or phonetics and children’s literature in English. The corpus of the participants’ essays was examined for the presence of explicit references to digital artifacts. The results of the quantitative analysis of the corpus revealed that whilst the participants referred to YouTube as a digital artifact that they used in their teaching of English grammar and/or phonetics, they employed SmartBoard-related digital artifacts in order to teach aspects of children’s literature in English. These findings were further presented and discussed in the article.
Publisher: New Bulgarian University
Date: 30-06-2020
Abstract: The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.
Publisher: Politehnica University Timisoara
Date: 02-04-2020
DOI: 10.59168/ROSU3354
Abstract: The present article involves a diachronic qualitative study of how music therapy is framed in scientific articles published in “Dementia”, an international peer reviewed journal regarded as a major forum for social research in dementia. The aim of the study is to elucidate how the framing of dementia is represented diachronically in “Dementia” over the period of ten years, from 2008 until 2017. The corpus of the study is comprised of 13 scientific articles published in “Dementia” in 2008-2017. The results of the qualitative framing analysis indicate that music therapy is framed in “Dementia” by means of the following frames: “Aggression”, “Agitation”, “Caregiver”, “Nonpharmacological Intervention”, “Quality of Life”, and “Social Ecology”. These frames are further analysed and discussed in the article.
Publisher: Selected papers on theoretical and applied linguistics
Date: 2017
Publisher: Springer Berlin Heidelberg
Date: 2013
Publisher: Universidad Complutense de Madrid (UCM)
Date: 04-10-2019
DOI: 10.5209/CJES.63613
Abstract: The article presents a mixed-method study of how in-service primary school teachers frame speech fluency in English as a Foreign Language (EFL). In the present study, a group of 19 in-service primary school teachers (further - participants) are asked to write reflective essays on the topic “My Understanding of Speech Fluency in EFL”. The corpus of the participants’ reflective essays has been contrasted with the reflective essays written on the same topic by a control group, which is comprised of 19 EFL pre-service primary school teachers. The results of the framing analysis reveal that the participants frame speech fluency in EFL by the frames Communication, Disfluency, Flow, Grammar, Importance, Multimedia, Role Model, Vagueness, and Vocabulary. Notably, there are qualitative and quantitative differences in the distribution of the frames between the groups of participants and controls. The results of the data analysis indicate that the distribution of the frames involves such variables as the approach towards speech fluency in EFL and the participants’ view of their own speech fluency in EFL.
Publisher: Walter de Gruyter GmbH
Date: 12-2018
Abstract: This article presents a qualitative study aimed at investigating the framing of political discourse associated with the EU visa liberalization with Ukraine. This study seeks to address the framing of the EU visa liberalization process in Ukrainian political discourse published online by several leading high-quality Internet news resources, e.g. 112ua, Censor.Net, or UNIAN. The corpus of the study is comprised of 34 articles that have been analysed from the vantage point of framing methodology developed by Entman (2004) and Dahl (2015). The results of the qualitative investigation reveal that Ukrainian political discourse associated with the EU visa liberalization with Ukraine is framed by means of such frames as the Building, the Divorce, the European Integration, the Game, the Home, the Hostage, and the Journey. These findings are further presented and discussed in the article.
Publisher: Faculty of Philology, University of Belgrade
Date: 2021
Publisher: Uniwersytet Gdanski
Date: 20-10-2020
Abstract: This article presents and discusses a study that aims at establishing how self-mentions are used by pre-service teachers of English as a Foreign Language (EFL) in their argumentative essay writing. The study examined a corpus of argumentative essays written on a range of topics in EFL didactics by a group of pre-service EFL teachers (hereafter – participants). The corpus involved two rounds of argumentative essays written by the participants and their respective controls (nonteacher EFL students). The frequency of self-mentions in the corpus was analysed using the Statistical Package for Social Sciences (IBM 2011) in terms of raw values, and the computer program WordSmith (Scott 2008) as normalised data per 1000 words. The results of the quantitative analysis revealed that the frequency of the self-mention we decreased, whereas the frequency of the self-mention I increased in the second round of essays. These findings and their linguo-didactic implications are further discussed in the article.
Publisher: Editorial Universidad de Sevilla
Date: 2018
Publisher: Routledge
Date: 03-03-2017
Publisher: Walter de Gruyter GmbH
Date: 07-2020
Abstract: This paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). The aim of the study is to establish whether or not there would be differences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. The corpus of the study consists of the participants’ i) reflective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. The corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. The results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with reflective essays and analytic explanatory essays and ii) the participants’ in idual preferences. These findings are further presented and discussed in the paper.
Publisher: University of Latvia
Date: 19-06-2018
DOI: 10.22364/BJELLC.08.2018.04
Abstract: This article aims at examining the impact of implicit instruction upon the use of English discourse markers (further – DMs) in written tasks at the advanced beginners’ level of proficiency in English as a Foreign Language (EFL). The theoretical premises of the present research are based upon the role of implicit instruction associated with pragmatic competence, conceptualised as a fundamental dimension of language ability (Laughlin et al., 2015). The research further described in the article involves a quantitative computer-assisted methodology of computing the frequency of DMs in the written tasks by a group of EFL learners at the advanced beginners’ level of EFL proficiency (further referred to as participants). The frequency of DMs calculated by the computer program WordSmith (Scott, 2012) revealed that implicit instruction in EFL settings had no positive effects on the participants’ use of English DMs in the written tasks. These findings are further discussed in the article.
Publisher: University of Silesia in Katowice
Date: 23-12-2020
DOI: 10.31261/TAPSLA.8527
Abstract: This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed inthe article.
Publisher: Vilnius University Press
Date: 07-07-2023
DOI: 10.15388/VERB.39
Abstract: The article introduces a study whose purpose is to provide a review of research articles (RAs) in psycholinguistics which focus on foreign language teaching (FLT). To that end, the study examines a corpus of RAs in psycholinguistics that address FLT-related research topics, which are published in two international peer-reviewed journals, namely Psycholinguistics and Eastern European Journal of Psycholinguistics. The corpus was examined for the presence of research topics in FLT, as well as the RAs’ bibliometric data. The results of the corpus analysis revealed that the majority of the RAs were single-authored by female researchers, who focused on such FLT-related research topics as translation and interpreting, speaking in a foreign language (FL), and FL proficiency. It was established that the FLT-themed RAs investigated primarily English as a Foreign Language (EFL) and, less frequently, German, Chinese, Japanese, Latin, and Ukrainian. The findings are further described and discussed in the article.
Publisher: Walter de Gruyter GmbH
Date: 12-2020
Abstract: This article introduces and discusses an empirical investigation that aimed to establish how pre-service teachers of English (hereinafter “participants”) framed their perceptions of Canvas, a learning management system (LMS), in their studies of English as a Foreign Language (EFL). In the present study, the participants and their respective controls (i.e., non-teacher EFL students) were requested to write a short reflective essay associated with the use of the LMS in their EFL course. All participants and the control group used Canvas as their LMS. The corpus of the participants’ and controls’ reflective essays was analysed qualitatively by means of framing analysis. The results of the qualitative framing analysis revealed that whilst there were similarities in the participants’ and controls’ framing, the corpus of the participants’ essays involved instances of framing that were specific to the participants’ perceptions of Canvas. These findings and their linguo-didactic implications were further presented in the article.
Publisher: Katolicki Uniwersytet Lubelski Jana Pawla II
Date: 30-12-2017
Abstract: This article involves an empirical linguistic study aimed at elucidating the use of metonymy and metaphor in descriptive essays written by a group of intermediate EFL students (further referred to as ‘participants’). 20 participants were recruited at Stockholm University, Sweden and matched with a control group comprised of 20 advanced EFL students at the same university. The participants and their respective controls were given five pictorial stimuli containing famous architectural landmarks in Sweden. The participants and the control group were instructed to write a one paragraph descriptive essay about each pictorial stimulus using either i) an imaginary and creative approach or ii) a non-imaginary and purely descriptive approach. The corpus of the participants’ and controls’ essays was subsequently analysed in the computer program WordSmith (Scott, 1996). Quantitative analysis in WordSmith yielded descriptive statistics involving word frequencies. Then, the corpus was analysed manually for the presence of metonymy and metaphor. Qualitative findings seem to support previous research (MacArthur, 2010 Haghshenas & Hashemian, 2016), which suggests that the use of metonymy tends to be associated with the intermediate level of EFL writing, whilst both metonymy and metaphor are predominantly found in the writing by advanced EFL learners.
Publisher: Walter de Gruyter GmbH
Date: 09-2023
Publisher: University of Ostrava
Date: 12-2020
Publisher: Walter de Gruyter GmbH
Date: 12-2015
DOI: 10.2478/TOPLING-2015-0007
Abstract: This qualitative study is aimed at elucidating conceptual metaphors associated with renewable energy sources (further referred to as ‘renewables’) in Ukrainian prime ministers’ (PMs) political discourse. The material derives from a corpus of Ukrainian PMs’ political texts on renewables in Ukraine within the timeframe 2005-2014. The corpus is examined for the presence of conceptual metaphors pertaining to the topic of renewables. Data analysis indicates that from 2005 to 2013 conceptual metaphors involving renewables are embedded in the issues of Ukraine’s adherence to the Kyoto Protocol, the EU directives on renewables, the monetary value of renewables and the role of renewables in Ukraine’s energy security, thus instantiating the conceptual metaphors Renewables as Ukraine’s European Choice, Renewables as a Path to the EU, Renewables as Money and Renewables as Independence respectively. However, the novel metaphor Renewables as Survival is identified in PM Yatsenjuk’s political discourse in 2014. This metaphor is embedded in the context of another conceptual metaphor, Gas as a Weapon, which is present in political discourse involving Russian natural gas export to third countries. Data analysis indicates that the conceptual metaphors Renewables as Survival and Renewables as Independence are in a polyphonic relationship of synergy and contrast with Gas as a Weapon.
Publisher: University of Bergen Library
Date: 21-08-2023
DOI: 10.15845/BELLS.V13I1.3719
Abstract: This article presents and discusses a study on modal verbs in sustainability reports that are communicated online by the University of Cambridge (UC) and the University of Oxford (UO) in the United Kingdom. The study is based upon a contention proposed by Fløttum (2010), who posits that modal verbs are used in sustainability discourse as micro-linguistic means that are involved in a range of pragma-communicative strategies. Following Fløttum (2010), the present study seeks i) to establish the frequency of the occurrence of the so-called “central” modal verbs, i.e. can/could, may/might, must, shall/should, and will/would and ii) to identify their involvement in the programa-communicative strategies in the sustainability reports by UC and UO. The sustainability reports by UC and UO were analysed in the computer program AntConc version 4.0.11 (Anthony, 2022) in order to compute the frequency of the central modal verbs. Thereafter, they were analysed qualitatively to establish their relationship with a range of pragma-communicative strategies that were employed in the sustainability reports by UC and UO, respectively. The quantitative computer-assisted analysis indicated that can and will were the most frequent modal verbs in the UC’s and UO’s sustainability reports. However, the qualitative investigation demonstrated that can and will were associated with different pragma-communicative strategies in the reports. The findings were further discussed in the article.
Publisher: Universidade Federal de Santa Catarina (UFSC)
Date: 08-09-2021
DOI: 10.5007/2175-8026.2021.E78833
Abstract: The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article.
Publisher: Walter de Gruyter GmbH
Date: 06-2021
Abstract: The article introduces and discusses a corpus-assisted study that sets out to identify and analyse how self-mention is employed in science communication associated with COVID-19 research disseminated to the general public by leading universities in the United Kingdom (the UK) and the United States of America (the USA). The corpus of the study is comprised of computer-mediated communication related to the COVID-19 pandemic on the official websites of Johns Hopkins University (the USA) and University College London (the UK). The corpus was examined quantitatively for the presence of self-mentions, such as I , my , me , mine , myself , and we , our , ours , ourselves , and us . The results of the quantitative analysis indicated that computer-mediated communicative practices associated with COVID-19 discourse and communication by these scientific institutions exhibit similarities in terms of the use of self-mentions. However, in contrast to COVID-19-related discourse communicated by Johns Hopkins University, the self-mention I and its forms were used more liberally in COVID-19-related discourse and communication disseminated by University College London. These findings are further discussed in the article from the vantage point of the current Anglo-Saxon tradition of academic writing in English.
Publisher: Walter de Gruyter GmbH
Date: 2014
Abstract: This article involves a qualitative research undertaken to elucidate how Ukraine’s European identity is constructed by Carl Bildt, Sweden’s Minister for Foreign Affairs. Specifically, the paper’s aim is to identify conceptual metaphors used by Carl Bildt in his political online discourse concerning Ukraine within the timeframe from 1 April 2013 until 1 April 2014. In addition to this objective, the article explores whether or not concepts SELF as the EU and OTHER as non-EU respectively are embedded in conceptual metaphors identified in Bildt’s discoursal space involving Ukraine’s European identity. Results of the data analysis reveal several types of conceptual metaphors which are present in the corpus of Bildt’s online discourse involving Ukraine: “EU as a Path”, “EU as a Nurturant Parent”, “EU as a House”, “Ukraine’s Politics towards EU as a Stock Market Crash”, “Ukraine’s Path to EU as Poland’s EU Path” and “The EU Flag as a Symbol of the Better Future”, respectively. These conceptual metaphors seem to be exacerbated by the presence of the concept SELF.
Publisher: Pontificia Universidad Catolica de Chile
Date: 2020
Abstract: This article presents and discusses a computer-assisted case study of the use of discourse markers (further—‘DMs’) in oral discourse in English as a Foreign Language (EFL) by pre-service teachers in Norway. The aim of this case study is to explore the use of DMs by pre-service teachers (further referred to as ‘participants’) in EFL classroom by means of analysing the participants’ answers to the questionnaire that is designed to address the use of DMs in oral discourse in EFL after their school practice. The case study is informed by the view of DMs as “sequentially dependent elements that bracket units of talk” (Schiffrin, 1987: 31). The quantitative analysis of the participants’ questionnaires in statistical program SPSS version 18.0 (2009) indicates that the participants’ repertoire of DMs in their oral discourse in EFL classroom consists of such DMs as also, and, as, because, besides, but, especially, if, OK, or, so, and then. Additionally, the participants note that they do not use the following DMs during their teaching practice at school, e.g. indeed, moreover, and rather. These findings and their linguo-didactic implications will be further discussed in the article.
Publisher: Masaryk University Press
Date: 2019
DOI: 10.5817/BSE2019-2-4
Publisher: Walter de Gruyter GmbH
Date: 06-2023
Abstract: Throwing food at famous paintings (e.g., a can of soup thrown at Van Gogh’s Sunflowers ) represents a rather novel form of climate change protest. The study, which is further presented in the article, seeks to unpack the way British mass media cover the food-throwing incidents that take place in the context of climate change activism. To that end, a corpus of texts was collected on the official websites of the leading British mass media outlets that describe the instances of throwing food at the world-known canvases by climate change activists. The corpus was analysed qualitatively in line with the theoretical premises of i) intermedial ecocriticism proposed by Bruhn (2020a, 2020b) and ii) framing methodology developed by Entman (2007). The results of the corpus analysis indicated that British mass media frame the famous paintings involved in the climate change protest incidents by foregrounding the monetary value of the paintings and the extent of damage done to them concurrently with de-emphasising the climate change component. The findings are further discussed and illustrated in the article.
Publisher: Walter de Gruyter GmbH
Date: 06-2018
DOI: 10.2478/TOPLING-2018-0004
Abstract: This article involves a qualitative framing analysis of climate change discourse by Statoil, a Norwegian-based energy corporation, which is considered to be a major actor in the Norwegian fossil fuels market. The corpus of the present framing analysis consists of Statoil’s annual sustainability reports from 2001 until 2015 available online at the official Statoil website www.statoil.com . The framing analysis is based upon the methodological approach to framing described by Dahl (2015). The specific research aim of the present investigation is twofold: i) to identify Statoil’s framing of climate change discourse and ii) to compare how the framing changed diachronically from the time of the first sustainability report published in 2001 until the 2015 Sustainability Report. The results of the framing analysis indicate that Statoil’s climate change discourse in 2001-2015 is framed by a number of qualitatively different frames that are unequally distributed in diachrony, e.g. “Anthropogenic Cause”, “Battle”, “Corporate Responsibility”, “Emissions Reduction” etc. These frames are further presented and discussed in the article.
Publisher: Faculty of Philology, University of Belgrade
Date: 2022
Publisher: University of Warsaw
Date: 20-09-2019
DOI: 10.7311/0860-5734.28.2.07
Abstract: The article presents a mixed-method study on how the preferred variety of the English language was framed by pre-service primary school teachers of English as a Foreign Language (EFL). The group of pre-service primary school teachers (further referred to as “participants”) was recruited at a large university in Norway and matched with the respective control group of non-teacher students enrolled in the English course at the same university. The participants and controls were asked to write a reflective essay on their preferred variety of the English language. The corpus of the participants’ and controls’ essays was analysed quantitatively and qualitatively. The results of the quantitative analysis revealed that British English was preferred by 47% of the participants, who framed it via the frames “Films/TV”, “Sounds”, “Spelling”, “Teacher”, and “Visit”. Those findings were further discussed in the article.
Publisher: Vilnius University Press
Date: 25-04-2016
Publisher: Adam Mickiewicz University Poznan
Date: 12-2021
Abstract: This article presents and discusses a quantitative investigation of discourse markers (further – DMs) in the corpus of peer reviews of academic essays in didactics written by a group of future teachers of English as a Foreign Language (EFL). In total, 12 future EFL teachers at an intermediate level of EFL proficiency (henceforth – participants) took part in the study. The participants were instructed to form dyads and write peer reviews of each other’s academic essays on a range of topics in EFL didactics. Two corpora were used in the study, the corpus of the participants’ academic essays in EFL didactics and the corpus of peer reviews thereof. The corpora were analysed using WordSmith (Scott 2008) in order to establish the frequencies of the use of DMs per 1000 words. The results of the quantitative analysis of the corpora indicated that the participants employed a repertoire of stylistically neutral DMs in their peer reviews that was quantitatively similar to that of the academic essays. These findings will be further discussed in the article.
Publisher: Universtity of Bergen Library
Date: 08-09-2017
Abstract: This article presents a qualitative study of the Royal Dutch/Shell Group’s (further - Shell) corporate image building in relation to climate change and how this image is represented in the British financial press. The material of the study involves the official 2014 Shell’s annual report (further - AR) and online coverages of Shell’s climate change-related activities by the leading British financial newspapers, The Economist and The Financial Times (further – The FT). Shell’s image of climate change is investigated by means of identification of conceptual metaphors viewed through the lenses of the methodological apparatus of cognitive linguistics. Conceptual metaphors identified in the 2014 AR are subsequently juxtaposed with conceptual metaphors associated with Shell’s climate-change activities in The Economist and in The FT. The results reveal that Shell’s 2014 AR involves the following conceptual metaphors associated with climate change: ‘Climate Change as a Journey’, ‘Climate Change as a Battle’, ‘Shell as a Responsible Citizen’, ‘Shell as a Caring Corporation’, ‘Climate Change as Growth’, and ‘Climate Change as Money’. In contrast with these conceptual metaphors, The Economist represents Shell’s climate change activities in 2014 via ‘Shell as an Immoral Corporation’ and ‘Shell as a Sinner’. The FT frames Shell’s climate change agenda in 2014 by means of conceptual metaphors ‘Climate Change as Growth’, ‘Climate Change as a Journey’, and ‘Climate Change as Money’ respectively. The discrepancies between Shell’s self-image of climate change and its representations by The Economist and The FT are further presented and discussed in the article.
Publisher: Walter de Gruyter GmbH
Date: 29-05-2021
Abstract: This article introduces and discusses a study that aims at illuminating discursive representations of education for sustainable development (henceforth – ESD) by means of compiling and analysing a corpus of policy documents written by English medium instruction (EMI) secondary schools in Estonia and Norway, respectively. Informed by the constructivist approach (Foucault, 1981), discursive representations of ESD in the study were operationalised as discursive strategies that were employed in naming, referring to, and providing an evaluative perspective to ESD-related topics. In this study, the corpus of policy documents published by EMI secondary schools in Estonia and Norway was collected in order to analyse discursive representations of ESD by means of applying a qualitative content analysis. The results of the analysis indicated that the discursive representations of ESD were similarly construed in policy documents written and communicated by EMI secondary schools in Estonia and Norway. Those findings were further discussed in the article in conjunction with their didactic implications.
No related grants have been discovered for Oleksandr Kapranov.