CRITICAL DISCOURSE ANALYSIS
Some important concepts and considerations
RUTH WODAKDISTINGUISHED PROFESSOR
OF DISCOURSE STUDIESLANCASTER UNIVERSITY
http://www.ling.lancs.ac.uk/profiles/Ruth-Wodak/
WHY DISCOURSE ANALYSIS?
Qualitative Methods and/or Discourse Analysis in the Social Sciencesy
l d iDevelopments and synergies
An interest in the properties of naturally occurring language use by real language users (instead of a study g g y g g ( yof abstract language systems and invented examples)
A focus on larger units than isolated words and sentences, and hence, new basic units of analysis: texts, discourses, conversations, speech acts, or communicative
t events.
The extension of linguistics beyond sentence grammartowards a study of action and interactiontowards a study of action and interaction.
(Wodak 2008, van Dijk 2007)
Ruth Wodak, ACCEPT - CDA Course 2010
Developments and synergies
The extension to non-verbal (semiotic, multimodal, visual) aspects of interaction and communication: gestures, images, film, the internet, and multimedia
A focus on dynamic (socio)-cognitive or interactional A focus on dynamic (socio) cognitive or interactionalmoves and strategies
The study of the functions of (social, cultural, glocal, d i i ) f l and cognitive) contexts of language use
Analysis manifold phenomena of text grammar and language use: coherence, cohesion, macrostructures, g g , , ,speech acts, turn-taking, signs, politeness, argumentation, rhetoric, and so forth.
Ruth Wodak, ACCEPT - CDA Course 2010
CHALLENGES QUALITATIVE METHODS AND CHALLENGES: QUALITATIVE METHODS AND DISCOURSE ANALYSIS I
Dealing with interviews of all kinds Dealing with focus group discussions Dealing with focus group discussions Dealing with policy papers Dealing with media (visual,
broadcasts, press, Internet, blogs, , p , , g ,youtube)
Dealing with records minutes etc Dealing with records, minutes, etc. when doing ethnography
Ruth Wodak, ACCEPT - CDA Course 2010
CHALLENGES II
DISCOURSE EMPTY SIGNIFIER INTEGRATION OF CONTRADICTORY
EPISTEMOLOGICAL APPROACHESEPISTEMOLOGICAL APPROACHES NO KNOWLEDGE ABOUT THE SALIENCE
OF GENRE AND RELATED INHERENT OF GENRE AND RELATED INHERENT CHARACTERISTICS
DISTINGUISHING BETWEEN DISCOURSE AND TEXTDISCOURSE AND TEXT
ANALYSING DISCOURSE ANALYSING TEXTANALYSING TEXT
CHERRY PICKING
Ruth Wodak, ACCEPT - CDA Course 2010
Functions of text material Functions of text material (Titscher et al. 2000, 32)
as Text (1.)
The Text of Features of theGroups Investigated
R t ti
Groups Investigated(2.1.)
as Representation
f F t f thof Features of theSituations Investigated
(2.2.)Ruth Wodak, ACCEPT - CDA
Course 2010
( )
DEFINING DISCOURSE?
Discourse, Genre, Text, Context
FOR EXAMPLE. A SPECIFIC DISCOURSE (Racist, Sexist, national,
liberal, conservative, historical,) DISCOURSE OF (Discourse of the EU, Discourse of ( ,
an organisation, of men or women, of Hillary Clinton, .)
X + DISCOURSE (security discourse, l b li ti di )globalisation discourse)
DISCOURSE ABOUT (unemployment, racism, enlargement)
MODE + DISCOURSE ( is al disco se itten MODE + DISCOURSE (visual discourse, written discourse, spoken discourse)
DISCOURSE as lieu de mmoire, as building, as language as imagelanguage, as image.
Different language-specific meanings (spoken language, structures of knowledge)
Ruth Wodak, ACCEPT - CDA Course 2010
Pragmatismus(Dewey)
Pragmatism(Dewey)
Phnomenologie(Husserl)
Phenomenology(Husserl) LudwigWittgenstein
LudwigWittgenstein
PhnomenologischeSoziologie (Schtz,
Thomas)
PhenomenologicalSociology (Schtz,
Thomas)
Georg SimmelGeorg Simmel
S b li
TechnologischesKommunikations-
modell(Shannon/Weaver)
TechnologicalCommunication
Model(Shannon/Weaver)
Theorie d.Massen-
kommunikation(Lasswell)
Theory of Mass
Communication(Lasswell)
InhaltsanalyseContent analysis Sprechakttheorie (Austin,Searle, Wunderlich)
Speech Act Theory(A tiSearle, Wunderlich)
SymbolischerInteraktionismus(Mead, Blumer)
SymbolicInteractionism(Mead, Blumer) Ethnomethodologie
(Garfinkel, Cicourel)Ethnomethodology(Garfinkel, Cicourel)
(Lasswell)
Grounded Theory(Glaser / Strauss)
Grounded Theory(Glaser / Strauss) Membership
CategorizationDevice (Sacks)
MembershipCategorizationDevice (Sacks)
Konversationsanalyse(Sacks, Schegloff,
Jefferson)
Conversation analysis(Sacks, Schegloff,
Jefferson)
Semiotik(Morris)
Semiotics(Morris)
Social Anthropology(Radcliffe-Brown, Evans-Pritchard, Malinowski)
Social Anthropology(Radcliffe-Brown, Evans-
Pritchard, Malinowski)
Ethnography ofCommunication
(Hymes)
Ethnography ofCommunication
(Hymes)
Diff th ti hDistinction Theory
Funktionale Pragmatik(Ehlich / Rehbein)
Functional Pragmatics(Ehlich / Rehbein)
SystemischeSystemic
Organonmodellder Sprache
(Bhler)
Organon modelof Language
(Bhler)Cultural Anthropology
(Boas, Benedict)Cultural Anthropology
(Boas, Benedict)
ObjektiveHermeneutik(Oevermann)
ObjectiveHermeneutics
(Oevermann)
DifferenztheoretischeTextanalyse (Titscher /
Meyer)
Distinction TheoryText Analysis (Titscher /
Meyer)
SystemischeKommunikationstheorie
(Luhmann)
SystemicCommunication Theory
(Luhmann)
Kultur-Strukturalismus(Levi-Strauss, Mauss)
Cultural-Structuralism(Levi-Strauss, Mauss) DifferenztheorieDistinction theory
NarrativeSemiotik
Narrative Semiotics CDA ( F i l h )
Critical Discourse Analysis(CDA)
Functional SystemicFunctional Systemic
StrukturaleLinguistik
(Saussure)
Structural Linguistics
(Saussure)
Differenztheorie(Spencer Brown)
y(Spencer Brown)
Semiotik(Greimas)(Greimas)
SYMLOG (Bales /SYMLOG (Bales /Cohen)
CDA nach FaircloughCDA ( Fairclough )
DiskurshistorischeMethode (Wodak)
Discourse historicalMethod (Wodak) Cognitive Linguistics
(Shank, Abelson)Cognitive Linguistics
(Shank, Abelson)
Functional SystemicLinguistics (Halliday)
yLinguistics (Halliday)
RussischerFormalismus
(Todorov, Propp)
RussianFormalism
(Todorov, Propp)Kritische Theorie
(Adorno, Habermas,Horkheimer)
Critical Theory(Adorno, Habermas,
Horkheimer)
Ruth Wodak, ACCEPT - CDA Course 2010
Cohen)Cohen)
Prager Schule derstrukturalen Linguistik
(Jakobson)
Prague School ofStructural Linguistics
(Jakobson) Feldtheorie (Lewin)Field theory (Lewin)Michel FoucaultMichel Foucault
Psychoanalyse(Freud)
Psychoanalysis(Freud)
Hermeneutik(Dilthey,
Gadamer)
Hermeneutics(Dilthey,
Gadamer)
CRITICAL CRITICAL DISCOURSEDISCOURSE
ANALYSISANALYSIS
CRITICAL DISCOURSE ANALYSISCRITICAL DISCOURSE ANALYSIS
CDA highlights the substantively linguistic and discursive nature of social relations of power in contemporary societies. This is partly the matter
of how power relations are exercised and negotiated in discourse. It is fruitful to look at
both power in discourse and power over discourse in these dynamic terms
(Wodak 1996)
Ruth Wodak, ACCEPT -CDA Course 2010
CDAS DISCOURSE-HISTORICAL APPROACH
1.The approach is problem-oriented, not focused on specific linguistic items
2. The approach is interdisciplinary
3. The approach is abductive: a constant movement back and forth between
theory and empirical data is necessary.
Ruth Wodak, ACCEPT -CDA Course 2010
CDAS DISCOURSE-HISTORICAL APPROACH
4. The categories and tools for the analysis are defined according to all these steps and procedures as well as to the specific and procedures as well as to the specific
problem under investigation
li i i i d5. Application is aimed at.
Ruth Wodak, ACCEPT -CDA Course 2010
DHA: Beginning, Domains g gof Research Studying the Waldheim Affair in
Austria Detecting Austria Detecting nationalist/chauvinistic and racist/anti-Semitic rhetoric in various /public domains
Identity Politics Identity Politics Organisations: Insiders/Outsiders Text Production and Comprehension Text-Production and Comprehension(Wodak 1986, 1996, Wodak et al. 1990)
Ruth Wodak, ACCEPT -CDA Course 2010
KEY KEY CONCEPTSCONCEPTSKEY KEY CONCEPTSCONCEPTS
OF DHAOF DHA
Ruth Wodak, ACCEPT -CDA Course 2010
DISCOURSE, GENRE & TEXT Discourse implies patterns and commonalities of
knowledge and structures; Text is a specific and unique realization of a discourse. Text is a specific and unique realization of a discourse.
Texts belong to genres. Genre characterised as a socially ratified way of
using language in connection with a particular type of g g g p ypsocial activity (Fairclough 1995: 14), used by communities of practice with specific functions (Swales 1992).
Text creates sense when its manifest and latent meanings are read in connection with knowledge of the world (context models, shared knowledge, collective memoriescollective memories
Resonance)
Ruth Wodak, ACCEPT - CDA Course 2010
Interdiscursive and intertextualrelationships between discourses relationships between discourses, discourse topics, genres, and texts
Discourse A Discourse B
genre x genre y genre z genre u
text x text utext yz
topic x 1 topic yz 1 topic u 1
text xtime axis text utext yz
topic x 2 topic yz 2 topic u 2
topic x 3 topic yz 3
Ruth Wodak, ACCEPT - CDA Course 2010
22
US and THEMThe discursive construction of US and THEM is the foundation of prejudiced and racist perceptions and discourses. p pThis discursive construction starts with the labelling of the social actors, proceeds to the generalization of negative attributions and g gthen elaborates arguments to justify the exclusion of many and inclusion of some. The discursive realizations can be more or less The discursive realizations can be more or less intensified or mitigated, more or less implicit or explicit, due to historical conventions, public levels of tolerance, political p , pcorrectness, context and public sphere. (Reisigl and Wodak 2001)
Ruth Wodak, ACCEPT - CDA Course 2010
Analyzing positive self- and y g pnegative other presentation How are persons named and referred to
linguistically? What traits characteristics qualities and What traits, characteristics, qualities and
features are attributed to them? By means of what arguments and
argumentation schemes do specific persons argumentation schemes do specific persons or social groups try to justify and legitimize the exclusion of others or inclusion of some?some?
From what perspective or point of view are these labels, attributions and arguments
d?expressed? Are the respective utterances articulated
overtly, are they even intensified or are they y y ymitigated?
Ruth Wodak, ACCEPT - CDA Course 2010
Strategy Objectives Devices
referential / Construction of Membership categorizationreferential / nomination
Construction of in-groups and out-groups
Membership categorizationmetaphors and metonymiesSynecdoches (pars pro toto, totum pro pars)
Predication Labelling social Stereotypical, evaluative attributions of gactors positively or negatively
yp ,negative or positive traitsimplicit and explicit predicates
argumentation Justification of topoi; fallaciespositive or negative attributions
Perspectivation Expressing reporting description narration or quotationPerspectivation, framing or discourse representation
Expressing involvementPositioning speaker's point of view
reporting, description, narration or quotation of events and utterances
view
intensification, mitigation
Modifying the epistemic status of a proposition
intensifying or mitigating the illocutionary force or (discriminatory) utterances
of a proposition
Ruth Wodak, ACCEPT - CDA Course 2010
Four-Level Model of Context
the immediate, language or text internal co-text;
the intertextual and interdiscursive relationship between utterances, texts, genres and didiscourses;
the extralinguistic social/sociological variables and institutional frames of a specific context and institutional frames of a specific context of situation;
the broader socio-political and historical the broader socio-political and historical contexts, to which the discursive practices are embedded in and related.(Wodak 2001, 2004, 2008)
Ruth Wodak, ACCEPT - CDA Course 2010
( , , )
RECONTEXTUALISATIONRECONTEXTUALISATION
Ruth Wodak, ACCEPT - CDA Course 2010
CDA - Procedures
Balancing between linguistic expertise and the needs of qualitative researchq
SUGGESTIONS DEFINE PROBLEM/OBJECT UNDER
INVESTIGATION EXPLORE THROUGH ETHNOGRAPHY DEFINE DISCOURSE RELATED TO DEFINE DISCOURSE RELATED TO
MACRO-TOPIC & CONTEXT CHARACTERISE RELEVANT GENRES CHARACTERISE RELEVANT GENRES CHOSE TYPICAL TEXTS CHOSE ADQUATE TOOLS FOR
ANALYSISRuth Wodak, ACCEPT - CDA
Course 2010
RECURSIVE STEPS 1. Activation and consultation of preceding theoretical
knowledge 2. Systematic collection of data and context information
(depending on the research question, various discourses and discursive (depending on the research question, various discourses and discursive events, social fields as well as actors, semiotic media, genres and texts are focused on).
3. Selection and preparation of data for specific analyses (selection and downsizing of data according to relevant criteria, ( g g ,transcription of tape recordings, etc.).
4. Specification of the research question and formulation of assumptions.
5. Qualitative pilot analysis ( allows testing categories and first 5. Qualitative pilot analysis ( allows testing categories and first assumptions as well as the further specification of assumptions).
6. Detailed case studies (of a whole range of data, primarily qualitatively, but in part also quantitatively).
7. Formulation of critique (interpretation of results, taking into 7. Formulation of critique (interpretation of results, taking into account the relevant context knowledge and referring to the three dimensions of critique).
8. Application of the detailed analytical results (if possible, the results might be applied or proposed for application).
Ruth Wodak, ACCEPT - CDA Course 2010
esu ts g t be app ed o p oposed o app cat o )
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