Assignment 2 – Data analysis project (4000 words) 65%
Choose one topic from the list below. Your assignment should be no more than 4,000 words. Your
assignment should cover background theory relevant to your topic, collection and of your data, discussion of your analysis in relation to previous research on your topic, and suggestions for teaching
using your data. The teaching suggestions should include a description of the target learner group, the aim of the activity, and a sample of the material you would use in the activity, illustrating how you have used your data analysis to inform your teaching. Use the following headings
- Background theory
- Collection and analysis of the data
- Discussion of the analysis in relation to previous research
- Suggestions for teaching
Also, give your assignment a title which reflects the focus of the data you have collected and its analysis. For example, ‘Speech act analysis: Text messages between friends’
You should devote about one quarter of your assignment to each of these areas. 50% of the grade for this assignment will be allocated to your analysis and the discussion of your analysis. The other 50% will be allocated to your discussion of background theory and suggestions for language teaching.
You must provide an electronic word count for your assignment.
Use APA referencing for your assignment (see above)
You must submit your assignment through Canvas.
- Language and Identity
What are some the ways in which the use of language reflects identity? These might, for
example, include the use of particular vocabulary, the use of a particular voice quality, or through
the way which you express a particular point of view. Choose spoken or written data which you
think reflects ways in which language reflects identity. The data much be naturally occurring,
authentic (i.e., not text-book or rehearsed) examples of spoken or written language. You can use
text message data, online chat, if you wish, or social media data such Facebook or Twitter.
Use Chapter 2 of Discourse analysis (Paltridge, 2021) as the starting point for this assignment.
Also:
McEntee- Atalianis, L. (2019). Identity in applied linguistics research. Bloomsbury.
McEntee- Atalianis, L. (2021). Discourse and identity. In K. Hyland, B. Paltridge & L. L. Wong
(Eds.), The Bloomsbury handbook of discourse analysis (pp. 311-321). Second edition.
Bloomsbury
Block, D. (2007). Second language identities. Continuum. Chapter 2. Identities in the social
sciences today
LaBelle, S. (2011). Language and identity. in A. Mooney, L. Thomas, S. Wareing, J. Stilwell
Peccei, S. LaBelle, B. E. Henriksen, E. Eppler, A. Irwin, P. Pichler, P. Preece & S. Soden
(Eds.), Language, society and power, Third edition (pp. 173-188). Routledge (in electronic
reserve)
Paltridge, B. (2015). Language, identity and communities of practice. In D. Djenar, A. Mahboob,
& K. Cruickshank (Eds.), Language and identity across modes of communication (pp. 15-
25). De Gruyter Mouton.
Tagg, C. (2012). Discourse of text messaging. Continuum. Chapter 8. Performing identity through
text messaging. - Language and gender
What are some the ways in which the use of language is influenced by gender? Analyze an
interaction where you think this is relevant. Identify aspects of the conversation which you think
reflect the speakers’ ‘gendered identity’. This might, for example, be through the use of a
particular voice quality, the things they talk about, or the ways in which the speakers express a
particular point of view. The data much be naturally occurring, authentic (i.e. not text-book or
rehearsed) examples of spoken language. You can use text message data, on line chat, if you
wish, or social media data such Facebook or Twitter. Use Chapter 2 of Discourse analysis
(Paltridge, 2021) as the starting point for this assignment. Also:
Baker, P. (2008). Sexed texts: Language, gender and sexuality. Equinox.
Baker, P. (2021). Discourse and gender. In K. Hyland, B. Paltridge & L. L. Wong (Eds.), The
Bloomsbury handbook of discourse analysis (pp. 1181-192). Second edition. Bloomsbury
Jule, A. (2017). A beginner’s guide to language and gender. Second edition. Multilingual Matters.
Sunderland, J. & Litosseliti, L. (2002). Gender identity and discourse analysis: Theoretical and
empirical considerations. In L. Litosseliti & J. Sunderland (Eds.), Gender identity and
discourse analysis (pp.1-39). John Benjamins.
Tagg, C. (2012). Discourse of text messaging. Continuum. Chapter 8. Performing identity through
text messaging.
- Speech act analysis
Collect several examples of naturally occurring, authentic (i.e. not text-book or rehearsed) spoken
or written language. You can use text message data, on line chat, if you wish, or social media
data such Facebook or Twitter. Try to collect complete examples, rather than just a section of a
text. Carry out an analysis of your texts concentrating on direct and indirect speech acts and
Grice’s maxims.
Use Chapter 3 of Discourse analysis (Paltridge, 2021) as the starting point for this assignment.
Also:
Culpeper, J. & Haugh, M. (2014). Pragmatics and the English language. Palgrave Macmillan.
Chapter 6. Pragmatic acts.
Cutting, J. (2008), Pragmatics and discourse. A resource book for students. 2nd edition.
Routledge.
Félix-Brasdefer, J. C. (2021). Pragmatic competence and speech-act research in second
language Pragmatics. In J. C. Félix-Brasdefer & R. L. Shively (eds). New directions in
second language pragmatics (pp. 11-26). De Gruyter Mouton
Levinson, S. (2016). Speech acts. In Y. Huang (ed). The Oxford handbook of pragmatics (pp.
199-216). Oxford University Press.
Lo Castro, V. (2003), An introduction to pragmatics. Social action for language teachers.
University of Michigan Press.
Lo Castro, V. (2012), Pragmatics for language educators. A sociolinguistic perspective.
Routledge
O’Keefe, A., Clancy, B. & Adolphs, S. (2011). Introducing pragmatics in use. Routledge.
Roever, C. (2022). Teaching and testing second language pragmatics and interaction: A
practical guide: Routledge - Politeness theory
Collect several examples of naturally occurring, authentic (i.e. not text-book or rehearsed)
language. Try to collect complete examples, rather than just a section of a spoken text. You can
use text message data, on line chat, if you wish, or social media data such Facebook or Twitter.
Carry out an analysis of your texts concentrating on involvement and independence (or in Brown
and Levinson’s terms positive and negative politeness). That is, look for strategies which show
closeness, intimacy, rapport and solidarity (involvement strategies/positive politeness) and
strategies which give the other person choices and allow them to maintain their freedom
(independence strategies/negative politeness). How do the speakers use language to do this?
How could you focus on involvement and independence strategies in your language teaching?
Use Chapter 3 of Discourse analysis (Paltridge, 2021) as the starting point for this assignment.
Look at Paltridge (2000, Chapter 3) for examples of linguistic strategies your speakers might use
to show involvement and independence. Also:
Bargiela-Chiappini, F. & Kadar, D. (2010) (eds). Politeness across cultures. Palgrave
Macmillan.
Brown, G. & Levinson, S. (2014). Politeness: Some universals in language usage. In A. Jaworski
& N. Coupland (Eds.), The discourse reader (pp. 299-311). Third edition. Routledge.
Cutting, J. (2008). Pragmatics and discourse. A resource book for students. Second edition.
Routledge.
Eelen, G. (2001). A critique of politeness theories. St Jerome Publishing.
Grundy, P. (2020). Doing pragmatics. Fourth edition. Routledge. Chapter 7. Being polite.
Haugh, M. (2021). Discourse and politeness. In K. Hyland, B. Paltridge & L. L. Wong (Eds.), The
Bloomsbury handbook of discourse analysis (pp. 219-234). Second edition. Bloomsbury
Kadar, D. & Haugh, M. (2013). Understanding politeness. Cambridge University Press.
Kadar, D. & Mills, S. (eds) (2011), Politeness in East Asia. Cambridge University Press.
Leech, G. (2014). The pragmatics of politeness. Oxford University Press.
Schneider, K . P. (2018). Methods and ethics of data collection. In A. H. Jucker, K. P.
Schneider & W. Bublitz (eds). Methods in pragmatics (pp. 37-94). De Gruyter Mouton.
Scollon, R., Wong-Scollon, S. & Jones, R. (2012), Intercultural communication: A discourse
approach. Third edition. Blackwell.
Watts, R.J. (2003). Politeness. Cambridge University Press.
- Genre analysis
Collect a set of written texts (4-10) that you would like to teach. Identify:
the macro-genre
the micro-genres in the texts
the schematic stages of the macro-genre
the schematic structures of the micro-genres
Discuss your analysis in relation to background theory and classroom practice. Use these
headings for your assignment:
Background theory
Description of the texts
Analysis of the texts
Discussion of the analysis
Classroom practice
You should look at 4-10 texts, depending on the length of the texts. If the texts are short, say
300-400 words each, then 8-10 texts are sufficient. If the texts are longer, say 1000 words
texts, 4-5 texts are more appropriate. You must hand in copies of the texts you have analyzed
for this assignment.
You need to show the schematic stages for each of your texts (in terms of the macro-genre –
such as letter to the editor, academic essay etc) and the schematic structures of the micro-
genres (such as recount, report, exposition etc) for each of your texts, as per the handout given
out in class. For examples of this kind of analysis see:
Watanabe, H. (2016). Genre analysis of writing tasks in Japanese university entrance
examinations. Language Testing in Asia, 6,4, 1-14.
Watanabe, H. (2017). An examination of written genres in English language textbooks in
Japan. The Journal of Asia EFL, 14, 1, 64-80.
Wang, W. (2007). The notions of genre and micro-genre in contrastive rhetorical research:
Newspapers commentaries on the events of September 11th. University of Sydney Papers
in TESOL, 2, 1, 83-117.
Wang, W. (2004). A contrastive analysis of letters to the editor In Chinese and
English. Australian Review of Applied Linguistics, 27, 2, 72-88.
Useful references include:
Bawarshi, A. & M. J. Reiff, (2010). Genre: An introduction to history, theory, research, and
pedagogy. Parlor Press.
Derewianka, B. (1991). Exploring how texts work. Primary English Teaching Association.
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
Hyon, S. (2018). Introducing genre and English for specific purposes. Routledge.
Martin, J.R. & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
Paltridge, B. (2001). Genre and the language learning classroom. University of Michigan Press
Paltridge, B. (2014). Genre and second language academic writing. Language Teaching, 47,
303-318.
Rose, D. (2012). Genre in the Sydney school. In J. P. Gee & M. Handford (Eds.), The
Routledge handbook of discourse analysis (pp. 209-225). Routledge.
Rose, D. & Martin, J. R. (2012). Learning to write/reading to learn: Genre, knowledge and
pedagogy in the Sydney school. Equinox.
Tardy, C. M. (2021). Genre analysis. In K. Hyland, B. Paltridge & L. L. Wong (eds.), The
Bloomsbury handbook of discourse analysis (pp. 51-64). Second edition. Bloomsbury.
Woodward-Kron, R. (2005). The role of genre and embedded genres in tertiary students’
writing. Prospect 20, 3, 24-41.
- Multimodal discourse analysis
Collect examples of web pages from an Internet site that you regularly visit. Analyse the pages
using Bateman’s (2008) Genre and Multimodality framework presented in Chapter 8 of Discourse
analysis (Paltridge 2012). Or you can analyze a movie trailer using Maier’s (2011) framework, also
in Chapter 8 of Discourse Analysis (Paltridge 2021). Look at Bezemer and Jewitt. (2010), Kress
and van Leeuwen (2006), and Machin (2007) as further starting points for this assignment. Also
Iedema (2001) and Baldry and Thibault (2005) for film genres. Discuss multimodal discourse
analysis more broadly in the background section of your assignment as well as the specific
framework you are using for your analysis.
References
Baldry, A., and Thibault, P. J. (2005), Multimodal transcription and text analysis. Equinox.
Bateman, J. A. (2008), Multimodality and genre: A foundation for the systematic analysis of
multimodal documents. Palgrave Macmillan.
Bezemer, J. & Jewitt, C. (2010). Multimodal analysis: Key issues. in L. Litosseliti (Ed.),
Research methods in linguistics (pp. 180-197). Continuum.
Iedema, R. (2001). Analysing film and television: A social semiotic account of Hospital: An
Unhealthy Business. In T. van Leeuwen & C. Jewitt (Eds.), The handbook of visual
analysis (pp. 183-204). Sage.
Jewitt, C. (ed), (2014). The Routledge handbook of multimodal analysis. Second edition.
Routledge.
Kress, G. & van Leeuwen, T. (2006). Reading images: The grammar of visual design.
Second edition. Routledge.
Machin, D. (2007). Introduction to multimodal analysis. Bloomsbury.
Maier, C.D. (2009). Visual evaluation in film trailers. Visual Communication, 8, 2, 159-180.
Maier, C.D. (2011). Structure and function in the generic staging of film trailers. In R. Piazza, M.
Bednarek & F. Rossi (Eds.), Telecinematic discourse: Approaches to the language of
films and television series (pp. 141-158). John Benjamins. - Discourse and digital media
Choose ONE of the following topics: - Read Page’s (2012) discussion of small stories in Facebook status updates in Chapter 4 of
her book. Look for examples of these on Facebook pages and consider to what extent
your observations compare with her comments on them. - Collect a set of tweets on Twitter which contain personal and business apologies. To what
extent are apologies in personal and business threads similar to or different from each
other? Compare your analysis to the observations made by Page (2014) on this. - Collect a set of YouTube comments and analyse them according to the Initiation,
Response and Follow Up framework discussed in this chapter. Compare your analysis
with Benson’s (2016) analysis of YouTube comments in Chapter 6 of his book. - Collect a set of text messages and examine them for spelling variation. Group them into
the categories shown in Table 10. 1 in this chapter. Read Tagg et al (2014) and discuss
the extent to which the examples you found fit with their argument – or not.
References
Benson, P. (2016), The Discourse of YouTube: Multimodal Text in a Global Age. Routledge.
Chapter 6. Producing YouTube texts.
Jones, R., Chick, A. & Hafner, C. A. (Eds.), (2015). Discourse and Digital Practices; Doing
Discourse Analysis in the Digital Age. Routledge
Page, R. (2012), Stories and Social Media: Identities and Interaction. London: Routledge.
Chapter 4. Storytelling styles in Facebook updates.
Page, R. (2014), ‘Saying ‘sorry’: Corporate apologies posted on Twitter’, Journal of Pragmatics,
62, 30-45.
Page, R., Barton, D., Unger, J. W. & Zappavigna, M. (2014). Researching Language and Social
Media. Routledge.
Tagg, C., Baron, A. and Rayson, P. (2014), ‘ “i didn’t spel that wrong did i. Oops” Analysis and
normalisation of SMS spelling variation,’ Lingvisticae Investigationes, 35, 367–388.
Unger, J. (2020). Digitally mediated discourse analysis. In C. Hart (ed) Researching Discourse: A
Practical Guide to Discourse Analysis. Routledge. - Critical discourse analysis
Choose an authentic text which you feel would be useful to examine from a critical perspective.
Analyze it from the point of view of genre framing, foregrounding, backgrounding, agency and
presupposition. Link your analysis to a discussion of how you feel the text aims to ‘position’ its
readers. How could you use this analysis in your language teaching?
References
Breeze, R. (2011). Critical discourse analysis and its critics. Pragmatics, 214, 493-525.
Fairclough, N. (2012). Critical discourse analysis. In J. P. Gee & M. Handford (Eds.), The
Routledge handbook of discourse analysis (pp. 9-20). Routledge.
Strauss, S, & Feiz, P. (2014). Discourse analysis. Putting our worlds into words. Routledge.
Flowerdew, J. & Richardson, J. E. (2017). The Routledge handbook of critical discourse
studies. Routledge.
Jenks, C. (2020). Applying critical discourse analysis to language classrooms. Classroom
Discourse, 11: 2, 99-106.
Paltridge, B. (2021). Discourse analysis. Bloomsbury. Chapter 10. Critical Discourse Analysis
Wallace (2020) Concluding thoughts on applying critical discourse analysis to classrooms.
Classroom Discourse,.11, 181-189.
Weninger, C. (2020) Investigating ideology through framing: a critical discourse analysis of a
critical literacy lesson, Classroom Discourse, 11: 107-128,
Wodak, R. (2021). Critical discourse studies. In K. Hyland, B. Paltridge & L. L. Wong (Eds.), The
Bloomsbury handbook of discourse analysis (pp. 35-50). Second edition. Bloomsbury.
References
The TESOL program uses APA 7 referencing:
Books:
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge University Press.
O’Keefe, A., Clancy, B., & Adolphs, S. (2010). Introducing pragmatics in use. Routledge.
Book chapters:
Hyland, K. (2009). English for professional academic purposes: Writing for scholarly publication. In D.
Belcher (Ed.), English for specific purposes in theory and practice (pp. 83-105). University of
Michigan Press.
Kubota, R. (2003). Striving for original voice in publication? A critical reflection. In C. P. Casanave &
S. Vandrick (Eds.), Writing for scholarly publication: Behind the scenes in language education
(pp. 61-69). Lawrence Erlbaum.
Journal articles:
Li, Y. (2006). A doctoral student of physics writing for publication: A sociopolitically-oriented case
study. English for Specific Purposes, 25, 456-478.
Mungra, P., & Webber, P. (2010). Peer review process in medical research publications: Language
and content comments. English for Specific Purposes, 29, 45-54.
Sources in other languages
If you are including sources in a foreign language such as Chinese in your assignment, translate the
citation into English in your bibliography and provide a link to the source so we can follow it up.
Solution
We are working on a solution. To place your order for an original paper send us an email now.
Instant Download on Payment
