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Under the environment of open science, the transformation of scientific exchange and research paradigms urgently needs diversified and open scientific evaluation. This study aims to advance the construction of academic journals, reform the quantitative evaluation mechanism, and provide references for promoting the international discourse power of Chinese academic journals. It also aims to enrich and improve the indicator system and evaluation theory of the discourse power of academic journals with Chinese characteristics. Firstly, this paper analyzes the fundamental concerns of the discourse power evaluation of academic journals, drawing on the theory of evaluation science, discourse power theory, and communication theory. According to the characteristics and connotation of the evaluation indicators, the definition and formation process of academic journals' discourse power, this paper constructed. the evaluation indicator system. Secondly, this paper obtained 163,628 international citations and 211,150 domestic citations, and 111,496 altmetrics indicators data for 29,203 published papers from 238 Chinese English-language journals. Meanwhile, 12 scientometrics indicators and 14 altmetrics indicators are selected. Thirdly, descriptive statistical analysis and an overview indexed by international databases are carried out at the macro level. Then, correlation analysis, factor analysis, entropy weight method and TOPSIS method are adopted to evaluate and analyze the discourse influence and discourse leading in Chinese English-language journals by integrating scientometrics and altmetrics indicators. Finally, Two-dimensional and four quadrant method is used to evaluate academic journals' discourse power. At the same time, this paper compares and verifies the reliability of the evaluation results. The findings demonstrate that the research on the academic journals' discourse power evaluation based on the theory, method and application logic is practical, comprehensive and reliable. This paper also puts forward the countermeasures to enhance the discourse power of Chinese academic journals. [ABSTRACT FROM AUTHOR]

• There is more to genre pedagogy than the teaching learning Cycle. • Genre pedagogy in the Swedish school contexts lacks the linguistic cornerstone. • Substantial professional learning is needed to make genre pedagogy happen. In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent. [ABSTRACT FROM AUTHOR]

• Discourse highlighted the importance of family self-reliance to redress poverty. • Families were positioned as responsible for improving their financial situations. • Families were encouraged to access resources to enhance financial stability. • Home visitors affirmed family financial decisions perceived to be "good". • Assumptions reflected individualism, yet acknowledged families needed supports. Early childhood professionals are increasingly called upon to be responsive to children and families experiencing poverty. Such responsiveness requires consideration of ideologies of poverty, including beliefs and assumptions about poverty that are deeply embedded within educational policy and practice. This investigation explored how four Early Head Start home visitors enacted ideologies of poverty with 12 families of infants and toddlers through their decision-making talk with families during home visits. Drawing on Gee's D/discourse theory, ideological assumptions about poverty were identified through discourse analysis of home visit transcripts, and supplemented by qualitative analysis of home visit documents and individual interviews with home visitors and families. In emphasizing parents' ability to redress poverty through personal responsibility and individual action, identified assumptions predominantly reflected individualistic ideologies of poverty. Findings offer insight into how ideologies of poverty constrained decision-making and subtly reinforced deficit-based messages about families, despite home visitors' empathy. [ABSTRACT FROM AUTHOR]

• Teachers generally hold generically positive views towards multilingualism. • A close linguistic discourse analysis reveals an inert benevolence towards multilingualism in classrooms. • Inert benevolence entails conscious and subconscious barriers to enacting research-informed practice. • Research participants find interviews an important space to reflect on their practice. • Professional conversations as staff development could create valuable reflective spaces where staff can explore their beliefs and attitudes towards multilingualism. The UK, and perhaps particularly England, is often seen as a nation subscribing wholeheartedly to a monolingual mindset. The national curriculum remains resolutely monolingual, despite linguistic diversity in primary classrooms having increased rapidly. Current research and anecdotal evidence suggest that translanguaging in English schools is rare, despite the documented 'multilingual turn' in applied linguistics, and transnational practices are seen as being facilitated only within families. This study explores attitudes and practices towards supporting multilingualism and encouraging children's sense of transnationalism, rather than solely English language acquisition and assimilation into British culture. Forty semi-structured interviews were conducted with teachers across England, and the resultant transcriptions were analysed thematically to explore the experiences and attitudes of participants. The data presented in this paper focuses on instances of what we have termed 'inert benevolence' and we identify a number of conscious and subconscious barriers to truly incorporating languages beyond English in classroom practices. [ABSTRACT FROM AUTHOR]

• Social forces can interact with language-internal mechanisms to give rise to speaker stance markers. • Socio-economic disparity in South Korea has encouraged more people to try their luck at the sweepstakes. • The Korean noun taypak , used in the sense of 'hitting the jackpot', has become very popular. • Its propitious reading has contributed to its use as an evaluative and an interjection. • The rise of an interactive is attributed to the collaboration of cooptation and grammaticalization. This study investigates how social forces and language-internal mechanisms interact to give rise to stance markers that reflect the speaker's subjective and intersubjective stance. Using data from the NIKL (Motwuuy) Spoken Corpus and Daily Conversation Corpus and the Sejong Spoken Corpus, we examine how the Korean noun taypak ('large gourd') has become culturally associated with good fortune. With the meteoric rise of South Korea as an economic miracle in recent years, the country is also witnessing great economic disparity and more people are tempted to try moving up the socio-economic ladder through taypak, that is, 'hitting the jackpot'. In this 'try to get rich quick' climate, the use of taypak in the sense of 'hitting the jackpot' rose in frequency, and its evaluative use (e.g., 'awesome') has further developed into an interjection (equivalent to English 'wow!'). Using a discourse grammar framework, we discuss how language-internal mechanisms such as metonymic extension, conversion, cooptation and (inter)subjectification intertwine with socio-cultural forces to give rise to a near-ubiquitous stance marker that reflects a new cultural trend. The findings of this study contribute to our better understanding of how social factors can influence the development and uses of a common word that we otherwise would hardly notice. [ABSTRACT FROM AUTHOR]

Encountering and responding to patient resistance can be especially challenging for student healthcare providers. Navigating who ultimately holds the authority to know and understand a health concern, make recommendations for a course of action, and accept or resist these recommendations are all part of how epistemic authority is negotiated in medical settings. The purpose of this paper is to systematically examine how student providers enrolled in a communication skills course at an American university responded to standardized patient resistance. The data for this study were 121 video-recorded and transcribed final objective structured clinical examinations from the fall 2019 course. We used discourse analysis informed by principles of conversation analysis to identify several discursive strategies used by the students, including: 1) asking for clarification; 2) expressing uncertainty and offering to gather additional resources; 3) aligning with and offering an account for the resistance; 4) recommending a new course of action; and 5) confronting the resistance. Our findings point to the value of including instruction for both student healthcare providers and standardized patients on how to respond to resistance they encounter in ways that may help improve healthcare outcomes. • Standardized patient resistance presents an epistemic dilemma for student healthcare providers. • Five strategies were used by student providers to align with either the patient or the doctor. • Strategies for navigating patient resistance should be included in communication skills courses. [ABSTRACT FROM AUTHOR]

We examine a 12-min video-recorded interaction among a patient (KN) in a disordered state of consciousness (DOC) and a speech language pathologist clinician (CL) that takes place in a medical rehabilitation setting. The video is a demonstration of how caregivers could use a clinical assessment to observe their loved one's behavior to communicate potential behavioral changes to healthcare professionals. The purpose of this paper is to make visible the communication practices used by participants that may not be obvious to researchers, medical rehabilitation practitioners, and clinical assessment developers. We use phenomenological, linguistic and conversation analytic approaches to analyze the interaction. We found that KN demonstrates multiple conversational competencies, some (but not all) of which are acknowledged by CL, and most of which are not directly addressed by the assessment scoring criteria. For example, KN demonstrates conversational competency by responding non-verbally to CL's prompts from the assessment protocol and following along with the unspoken rules of discourse. He does this primarily through gaze, which broadcasts the focus of his attention and actively signals his participation in the conversation. Though KN does not always respond correctly to CL's questions, he nevertheless demonstrates implicit conversational competencies during turns of talk such as returning to 'neutral' position which signals the completion of a turn of talk. KN's conversational competencies may be missed by CL and the assessment protocol but we argue that they are important in understanding KN's capacity. Our analyses show that competency is not simply a performance by one person who appropriately and correctly responds to a series of questions in a prescribed time frame. Competence is a collaborative achievement among participants, co-produced in situ , and influenced by linguistic and cultural habits of talk and epistemic norms that privilege clinical knowledge and expertise. • Competency is a collaborative achievement grounded on participants' conversational strategies. • Analytic pluralism allows for analyses using multiple perspectives. • Clinical assessments have unacknowledged epistemic privilege. [ABSTRACT FROM AUTHOR]

Known as the "Black-White mental health paradox," Black Americans typically report better mental health than White Americans, despite chronic exposure to the psychologically harmful effects of racism and discrimination. Yet, researchers rarely examine how mental health is experienced across racial groups in economically distressed rural regions where all residents have disproportionately less access to mental healthcare resources. The purpose of this study was to explore how the racialized social system potentially contributes to the mental health beliefs and attitudes of racially majoritized and minoritized rural residents. We conducted a secondary analysis of 29 health-focused oral history interviews from Black American (n = 16) and White American (n = 13) adults in rural North Carolina. Through critical discourse analysis, we found nuanced discourses linked to three mental-health-related topics: mental illness, stressors, and coping. White rural residents' condemning discourses illustrated how their beliefs about mental illnesses were rooted in meritocratic notions of individual choice and personal responsibility. Conversely, Black rural residents offered compassionate discourses toward those who experience mental illness, and they described how macro-level mechanisms can affect individual well-being. Stressors also differed along racial lines, such that White residents were primarily concerned about perceived social changes, and Black residents referenced experiences of interpersonal and structural racism. Related to coping, Black and White rural residents characterized the mental health benefits of social support from involvement in their respective religious organizations. Only Black residents signified that a personal relationship with a higher power was an essential positive coping mechanism. Our findings suggest that belief (or disbelief) in meritocratic ideology and specific religious components could be important factors to probe with Black-White patterning in mental health outcomes. This research also suggests that sociocultural factors can disparately contribute to mental health beliefs and attitudes among diverse rural populations. • Black and White rural adults received social support from religious organizations • Black rural adults articulated compassion for people who experience mental illness • White adults' beliefs about mental illness were rooted in meritocratic ideology • Perceived sociocultural changes were a source of stress for White rural adults • A relationship with a higher power was a positive coping mechanism for Black adults [ABSTRACT FROM AUTHOR]

Mackenzie (2020) is a defense of the position adopted by the architects of the standard model of Functional Discourse Grammar (FDG): namely that the model cannot (and even could never) be considered a 'grammar of discourse'. The article examines the arguments given for rejecting the 'discourse' dimension from the FDG model, proposes an independent account of discourse, and suggests a means of dovetailing it within a model of the wider utterance context. On the one hand, the author's arguments are in the main valid: for 'discourse', as characterized in section 3, is not a formal, clearly delineated object amenable to systematic treatment within a grammatical model of a given language. Yet on the other, it is arguable that even the presence of the term 'discourse' in the model's name is not in fine justified. Notwithstanding, in order to include the 'discourse dimension' (section 3), it is argued that the Core FDG model could be integrated with a broader model of the utterance context involved. This would enable it to account more adequately, for example, for the ways in which indexical reference, the lexicon and adjectival modification operate in actual texts. In turn, it would influence certain of the other characterizations independently assigned within the Core model. • For its architects , Functional Discourse Grammar could never be a discourse grammar. • For discourse is not amenable to systematic treatment within a formal grammar model. • Yet in fact even the term 'discourse' in the model's name is not fully justified. • A solution: complement the model with one dealing with the broader context of use. • This in turn will impact on certain of the characterizations yielded by the Core model. [ABSTRACT FROM AUTHOR]

The European Commission is pursuing a circular bioeconomy to tackle pressing sustainability challenges, such as climate change and fossil dependency. Previous bioeconomy policy studies demonstrated the existence of competing bioeconomy discourses in the European Union. However, it remains nebulous how such discursive conflicts emerge and change, particularly in online settings. In this paper, we provide a more in-depth analysis of how argumentative changes of actors alter the network of online dynamic discourse coalitions. We base our findings on interviews and a qualitative discourse network analysis of 9983 tweets about European Union bioeconomy policies from the period 2008 – 2021. Our results indicate that initially, expert debates centred around storylines on bioeconomy advantages. After the 2012 Bioeconomy Strategy, the debate diversified with the entry of new actors and storylines. Two discourse coalitions, 'Green future' and 'Planetary boundaries', emerged around conflicting storyline clusters. In the aftermath of the 2018 Bioeconomy Strategy update, the debate simplified into core argumentations of few, highly conflicting storylines, leading to a polarization of the two discourse coalitions. Storyline hijacking further added to polarization and conflict. Understanding the evolution of online dynamic discourse coalitions provides new opportunities for practitioners to open up discourses towards storylines from other parts of the discourse network. This can help to prevent locking-in the limited range of solutions in congruence with the dominant 'Green future' discourse. [Display omitted] • The future of the bioeconomy in the EU is discussed controversially on X/Twitter. • Storyline diversification and simplification dynamics led to polarization. • The EU Commission is almost exclusively part of one side of the discourse network. • EU bioeconomy debates head towards a problematic discursive lock-in. • To open up the debate, include ideas of other parts of the discourse network. [ABSTRACT FROM AUTHOR]

This study contributes to the renewable energy consumption and economic growth discourse by examining how foreign direct investment moderates this relationship for a panel of 15 West African countries from 1990 to 2021. Applying the Panel-Corrected Standard Errors and the Feasible Generalized Least Squares techniques, the study shows that renewable energy consumption hinders economic growth in West Africa. In addition, foreign direct investment is found to have a positive impact on economic growth. The findings further reveal that the interaction between renewable energy consumption and foreign direct investment has a positive impact on economic growth. Thus, foreign direct investment boosts renewable energy consumption to positively impact economic growth in West Africa. • Explore the moderating role of FDI in renewable energy consumption and economic growth nexus in West Africa. • Renewable energy consumption impedes West African countries' economic growth. • FDI enhances West African countries' economic growth. • FDI complements renewable energy consumption to positively influence economic growth. [ABSTRACT FROM AUTHOR]

Post-lesson debriefs are a hallmark of teacher education programs globally, with the assumption that these conversations will encourage reflective thinking and foster better practice. However, not all debriefs equally support these goals. This study examines the nature of discursive interactions in lesson debriefs. It considers learning as a discursive achievement, realized in the situated interactions between university supervisors, mentors, and student teachers. Analysis of ten debriefs resulted in five patterns of discursive interaction: directive discourse; normalizing discourse; analytic discourse; justificatory discourse; and evaluative discourse. This study uniquely contributes to understanding the importance of debrief talk for teaching and learning about teaching. [ABSTRACT FROM AUTHOR]

Since 2018 the Australian government has displayed anxiety about its apparently declining influence in the Pacific Islands region due to the growing presence of China, a power with potentially inimical interests. The government has long been anxious about threats to its physical security that may arise from the Pacific Islands region. But reports in April 2018 that China was in talks to build a military base in Vanuatu were a wake-up call that its ability to influence the actions of Pacific Island countries (PICs) was limited. In response to its anxiety, the government has engaged in 'worldmaking' by seeking physical and ontological security through a discursive and practical 'geopolitical project'. This project has tried to enclose PICs through a 'domestication strategy' that has aimed at normalising Australia's presence in the Pacific Islands region. Yet despite these efforts at worldmaking through enclosure, the government has simultaneously made a parallel world that excludes Pacific peoples from Australia. To unpack this apparent contradiction, this article draws on ontological security scholarship and uses discourse analysis techniques to analyse the government's discursive efforts at enclosure by framing the Pacific as its 'family' and 'home', and practical efforts at enclosure through two schemes within which bordering practices are evident: labour mobility and scholarships. Drawing on criticisms of the exclusionary consequences of those schemes, this article then analyses how the government's migration rules seek to exclude Pacific peoples from Australia. Based on this analysis, it argues that the contradiction between the two worlds made by the government's foreign and security discourse and policy represent its longstanding ambivalence about its proximity to, and relationship with, PICs and Pacific peoples. [ABSTRACT FROM AUTHOR]

• A No Blame approach to safety assures workers they will not be blamed for accidents should they report and fully cooperate with investigations. • But No Blame brings unintended consequences to incident investigation interviews. • No Blame shapes the flow of conversation and the questions asked and left unasked in interviews. • No Blame directs interviewers away from the person in the process and redirects to things that can be blamed without consequence. • No Blame has the potential to actually limit organizational learning. A 'no blame' approach within incident investigations is common practice across many industries. It seeks to optimize worker engagement with the process, enhancing information collection and subsequent organizational learning from any incidents that do occur. Workers are assured they will not be blamed for accidents when they swiftly report and fully comply with investigations. A no blame ideology has been widely adopted across the US construction industry, yet it can bring unintended consequences to aspects of the investigative process that, ironically, can also limit organizational learning. Discourse analysis of n = 34 empirical incident investigation simulated interview transcripts, carried out with construction safety experts in an experimental setting, revealed a discourse we termed 'new blame' that detrimentally influenced and shaped investigation interviews. The discourse renders interviewers reluctant to unpack the people in the process, and instead directs focus on things easily blamed without consequence, such as inanimate objects, organizational procedures, or paperwork. Yet without understanding of how workers interact with their work, and what went wrong this time, learning is inevitably limited. At its most extreme, 'new blame' takes incident investigation back to 'Acts of God'; people absolved from any and all responsibility. As no blame is likely to endure, awareness and acknowledgement of such unintended consequences is essential to ensure 'new blame' is not hindering learning from incidents and thus the enhancement of occupational safety in the future. [ABSTRACT FROM AUTHOR]

• Human cognition contains biases by design; biases necessarily influence research. • To advance race equity, researchers must re-examine our own past, current, and future work through a race equity lens and hold ourselves responsible to the shared mission of social justice. • Critical Discourse Analysis and Reflexivity are tools we can use to analysis our work through a race equity lens. • Knowledge of human cognition, specifically, the critical thinking pathways that Dual Process Theory articulates, is essential for understanding why there is sometimes a disconnect between our stated values and the impact of our work. The United States is once again experiencing a window of time wherein there is a heightened acknowledgement and understanding of our history as a racist society. Many researchers are discussing the impact of their work in this new light. Researchers are in a unique position that holds power to chart new directions and paths forward, or to reinforce the status quo. Drawing on Critical Discourse Analysis and Dual Process Theory, we examine our own research, looking at language as action. We suggest that researchers are not objective observers but active participants, and as such, must struggle to understand how our worldviews shape our work. We illustrate how critical thinking shapes our understanding of society, and how that understanding underpins our research from the framing of our questions to the interpretation of results. We explain how the discourse of research serves to not only capture but drive dominant ideologies. We offer suggestions for considering research in the context of social justice. [ABSTRACT FROM AUTHOR]

• Positive discourse analysis is an effective method to support educational change. • Biography-driven discourse fosters teaching and learning in the third space. • Positioning students as knowledgeable and capable invites sharing of assets. • Use of mediation tools scaffolds student engagement and language use. • Situational awareness of what students produce enables leveraging of assets. This paper employs positive discourse analysis to explore the discourse practices of grade-level teachers at a diverse elementary school. It examines how discourse was used to invite and nurture learners' willingness to share about and maximize the sociocultural and linguistic dimensions of their biographies. Two episodes of instructional conversation are used to illustrate how formal text properties of instructional conversations as well as social practices of the classroom influenced discourse and instantiated culturally responsive/sustaining pedagogy. Among findings, the discourse was found to position students as knowledgeable and capable, with use of mediation tools and teachers' situational responsiveness emerging as pivotal instructional practices. Results highlighted the benefits of biography-driven discourse for culturally and linguistically diverse learners and illustrated the potential of positive discourse analysis to advance social transformation. [ABSTRACT FROM AUTHOR]

• Teacher candidates (TCs) generally receive little guidance on providing writing feedback to multilingual learners. • As a result, most TCs focus on surface-level grammatical correction in writing feedback. • Introducing TCs to a discourse analysis approach to writing feedback may shift their practices to a more asset-based focus on meaning-making. Language difference is often framed through a deficit lens, especially for multilingual student writers. Compounding this issue, teacher candidates (TCs) rarely receive sustained guidance on how to give effective writing feedback. As a result, many TCs perceive the primary purpose of writing feedback to be surface-level error correction. To address this challenge, our study explored how TCs (n = 42) across two universities engaged with a writing feedback approach grounded in discourse analysis principles. We examined participants' feedback on writing authored by adolescent multilingual learners before and after exploring discourse analysis as a feedback method. Findings suggested a shift from a corrective to an observational focus, linguistic curiosity rather than evaluation, and ascribing intentionality to students' language choices. These findings demonstrate the potential of discourse analysis as a tool in writing feedback to frame language difference as an asset, toward disrupting deficit-oriented views of linguistic diversity in multilingual writing and classrooms. [ABSTRACT FROM AUTHOR]

Swearing has been shown to affect hearers' perceptions of speakers. Existing studies show mixed effects. Some identify favourable perceptions, including: greater speaker informality, intensity, humour, and credibility. Others show negative outcomes, with swearers perceived as: less competent, intelligent, and trustworthy; and as more aggressive and socially inept than non-swearers. Most existing studies are based on experimental methodologies, typically using constructed data and directly eliciting evaluations. In this paper, using Discursive Psychology principles, I adopt a perspective that is closer to 'real world' processes of perception and evaluation. Specifically, I analyse online reader responses to news reports of a celebrity host's swearing during a televised awards event. Here, the data are unelicited, discursively formulated, and produced in response to a concrete swearing example. In the analysis, I examine the meaning frameworks through which the respondents evaluate swearing; and the types of perceptions that they form about the speaker, including his motivations for swearing and his personal characteristics. I demonstrate that: (a) evaluative categories are negotiated in different ways; and (b) evaluations are inextricably linked to existing representations of the speaker, as well as contextualised judgements and expectations. The study highlights the role of socio-pragmatic concerns in swearing and speaker evaluation. • Examines swearing perceptions outside of the experimental setting. • Provides discursive data on swearing perception, rather than standard scale ratings. • Perceptions are freely expressed, rather than elicited by researcher. • Focuses on participants' own (rather than the researcher's) category meanings. • Evaluative categories are negotiated and informed by socio-pragmatic knowledge. [ABSTRACT FROM AUTHOR]

This paper investigates how the interviewer (IR) employs repeats of his interviewees' (IEs') prior turns to further their (IEs') agenda and stance in Aljazeera's al-itijaah al-mu'akis ('The Opposite Direction', hereafter). 'The Opposite Direction' is a weekly news interview program that broadcasts live in Arabic on Aljazeera. The show hosts two guests with opposing political views. Twenty, 50 min episodes were studied and transcribed following Conversation Analysis as my analytic method. This paper argues that the IR uses a specific questioning practice with those interviewees whom he favors, I refer to them as interviewees in the f avorable position (IEFs), allowing them to further their agenda against the other's. The paper shows how the IR's actions of agenda furthering is achieved by repeating his IEFs' previous turns in a question format which allows IEFs an opportunity to confirm and highlight a previous turn for the overhearing audience. I refer to this IR practice as the Affiliative Other Initiated Repeats (AOIRs). This study has implications that are multidisciplinary for Conversation Analysis, Arabic linguistics, cross cultural studies, and Arabic media studies. • Repeats of previous talk can be done affiliatively in broadcast news interviews. • AOIRs allow certain guests a chance to repeat and highlight a previous point. • Repeats are arguably done for the overhearing audience. • AOIRs are used with guests whose political views are in sync with the IR's. • Claims of impartiality and neutrality by the IR are challenged in this paper. [ABSTRACT FROM AUTHOR]

To understand the predominant topics of discussion, stance and associated language used on social media platforms relating to maternal vaccines in 15 countries over a six-month period. In 2019, the World Health Organisation prioritised vaccine hesitancy as a top ten global health threat and recognized the role of viral misinformation on social media as propagating vaccine hesitancy. Maternal vaccination offers the potential to improve maternal and child health, and to reduce the risk of severe morbidity and mortality in pregnancy. Understanding the topics of discussion, stance and language used around maternal vaccines on social media can inform public health bodies on how to combat vaccine misinformation and vaccine hesitancy. Social media data was extracted (Twitter, forums, blogs and comments) for six months from 15 countries (Australia, Brazil, Canada, France, Germany, India, Italy, Korea, Mexico, Panama, South Africa, Spain, United Kingdom and United States). We used stance, discourse and topic analysis to provide insight into the most frequent and weighted keywords, hashtags and themes of conversation within and across countries. We exported a total of 19,192 social media posts in 16 languages obtained between 1st November 2018 and 30th April 2019. After screening all posts, 16,000 were included in analyses, while excluding retweets, 2,722 were annotated for sentiment. Main topics of discussion were the safety of the maternal influenza and pertussis vaccines. Discouraging posts were most common in Italy (44.9%), and the USA (30.8%). The content and stance of maternal vaccination posts from November 2018 to April 2019 differed across countries, however specific topics of discussion were not limited to geographical location. These discussions included the promotion of vaccination, involvement of pregnant women in vaccine research, and the trust and transparency of institutions. Future research should examine the relationship between stance (promotional, neutral, ambiguous, discouraging) online and maternal vaccination uptake in the respective regions. [ABSTRACT FROM AUTHOR]

Irony and humor play an important role in both organizing and organizations, because they both help to collide and contrast ideas as well as mitigate and moderate criticism. Our empirical observations of a senior management team suggest participants frequently use verbal irony and aggressive conversational humor through 'ironic personae' – a cast of characters, real or imaginary – as a vehicle for pragmatically making sense of complicated topics. We show how ironic personae perform three functions: (i) testing new positions on topics in a non-committal way; (ii) stretching the frame of comparison of a group; and (iii) aligning shared understanding and commitment. Thus, our analysis sheds light on an underexplored and undertheorised pragmatic vehicle for the expression of humorous verbal irony and aggressive conversational humor. • Ironic personae enable expression of humorous and aggressive verbal irony in team conversations. • Participants use them to position in relation to others and make sense of complicated topics. • Ironic personae test new positions, stretch frames of comparison, and align participants. • The metaphor of the carnival shows how heteroglossic texts supplement discourse analytic approaches. [ABSTRACT FROM AUTHOR]

The hashtag #secondcivilwarletters emerged after conservative media personality Alex Jones tweeted that Democratic Party supporters were planning a Second Civil War. The resultant tweets mimicked the style of American Civil War soldiers' letters home, delivering often scathing commentary and critique of contemporary U.S politics, in particular in opposition to President Trump. While this was often accomplished through direct reference to socio-political events, the tweets also utilised food references as a means of indexing particular social identities and ideological positions and related political alignment. The emergent indexicalities demonstrate four key food-related indexical fields: Nutrition, Hipster, Basic, and MAGA. The analysis shows how these indexicalities demonstrate aspects of contemporary classism in the US alongside the partisanship underpinning the #secondcivilwarletters community. • Tweeters affiliated around the #secondcivilwarletters hashtag to express political views and commentary. • Food references in #secondcivilwarletters tweets perform indexical work. • The tweets and food references index partisanship and classism through the various references made. [ABSTRACT FROM AUTHOR]

The main function of a product pitch is to convince an audience of the validity of a product. This paper presents a study of evaluation as a persuasive strategy in product pitches. We combine Multimodal Discourse Analysis (MDA) and ethnographic methods to elucidate how speakers in product pitches use evaluation as a multimodal persuasive strategy that is realised through an orchestration of different semiotic modes. Our results show how words, intonation and gestures are used in combination to convey a persuasive evaluation of a product. A better understanding of how evaluation can be conveyed persuasively to an audience can greatly improve our knowledge of product pitches and can help practitioners improve their performance. • The genre of the product pitch is inherently persuasive and multimodal. • Speakers orchestrate different semiotic modes into persuasive multimodal ensembles. • Evaluating a product is potentially persuasive in product pitches. • Evaluation can occur as a multimodally realised persuasive strategy. • Evaluative deictic gestures can be part of a multimodal persuasive strategy. [ABSTRACT FROM AUTHOR]

This article presents a discourse analysis of affect as a social practice, and its semiotic role in stance-taking, and institutional identity. We make use of longitudinal ethnographic interviews from two different institutional contexts to explore how affect entwines with stance-taking to perform identities which emerge both synchronically and diachronically. We expose and discuss consistent patterns of affective practice, where speakers produce affected stances that highlight aspects of identity. We focus on a practice we have called connotative inversion : a switch in evaluation by a single speaker on the same discursive object over time. Via this inversion, a speaker performs competing, salient aspects of identity through materially present means. • A discourse analysis of affect as an indexical resource during stance-taking in institutional contexts. • Further links semiotics with updated models of affective science. • Introduces the affective practice connotative inversion. • Explores affective practices that establish identities in two different institutional contexts, health services and academia. • Institutional identity is found to be indexed through lexical changes in connotative inversion. [ABSTRACT FROM AUTHOR]

Background: Discriminating bipolar disorder (BD) from unipolar disorder (UD) is crucial in diagnosing mood disorders. Neurophysiological studies have identified different correlates of emotional regulation in BD and UD. According to the Multiple Code Theory, bodily modifications relate to linguistic styles, as highlighted by studies on the language of depression. Our purpose is to verify the existence in the Italian language of linguistic features of depression differentiating BD from UD to provide tools for clinicians to use beyond self-report measures.Methods: The sample included 20 BD, 20 UD (all diagnosed using DSM-5), and 20 Control Group (CG) participants. Participants completed the Profile of Mood States (POMS) and an audio-recorded Relationship Anecdotes Paradigm Interview, transcribed and analyzed by the Discourse Attributes Analysis Program for Referential Process Linguistic Measures.Results: One-way ANOVAs confirmed that specific linguistic features characterized BD, UD and CG. The use of Sensory-Somatic words was significantly different in the groups: higher in BD, intermediate in UD, and lower in CG. Individuals with BD produced higher scores on the Referential Activity Intensity Index and the use of singular pronoun "I". Negative Affect, as well as several POMS subscales, distinguished UD and BD from CG.Limitations: Narrow sample size, use of a single self-report instrument and treatment effects on measures in the clinical groups are limitations of the study.Conclusion: Individuals with UD and BD appear to use sensory-somatic language in predictably different patterns from each other and from the non-clinical population. Observation and assessment of linguistic features could improve diagnostic accuracy. [ABSTRACT FROM AUTHOR]

While narrative competence has been well documented in autistic children and young adolescents, fairly little is known about narrative performance of autistic adults. However, narrative abilities continue to develop well into adulthood. Hence, the main objective of the present study is to provide a clearer linguistic and communicative profile of ASD in adulthood by performing a systematic description of narrative performance in autistic adults. A specific annotation scheme was developed to code narrative production, in order to be able to compare the production of autistic participants to pairwise matched neurotypical adults relative to microstructure (syntactic complexity), macrostructure (overall story structure and cohesive ties) and internal state language of the corpus' narratives. The results suggest that autistic adults performed worse than their neurotypical peers on all three dimensions of narrative production, resulting in less coherent narratives overall for autistic adults. • Narrative production continues to be an area of difficulty for ASD adults. • Group differences emerged in all three main dimensions of narrative production. • ASD adults exploit linguistic features less efficiently to enhance their narratives. [ABSTRACT FROM AUTHOR]

This article investigates the use of self-praise in an online community of pick-up artists (PUAs). The male community of practice engages in speed seduction of women, drawing on a shared repertoire of techniques and scripts. The field reports, which are produced to process the experienced interactions and posted online for evaluation by others, are at the centre of our investigation of positive self-disclosure. We find that PUAs rely on three kinds of self-praise: brag statements, proxy brags, and evidential brags. Self-praise (of any type) is by no means a rare occurrence as revealed by a quantitative breakdown of self-praising speech acts in the data set. The analysis of the reactions towards self-praise, as evidenced in forum replies, shows that self-praise is not censored as it is part of PUA interactional norms. The self-praise iceberg which emerges in this paper posits that self-aggrandizing discursive behaviour is more widespread, and less censored, than previously assumed. • Introduces the iceberg model to illustrate the self-praise paradox in discourse. • Investigates the use of self-praise by Pick-up Artists in a corpus of online data. • First description of the PUA bragging ecology. • PUAs rely on three main brag types: brag statements, proxy brags, evidential brags. • No evidence for censorship by the community; bragging is an essential PUA practice. [ABSTRACT FROM AUTHOR]

Policy legacies are an important factor explaining how, regardless of the nontraditional discourse, previously implemented laws and policies have greatly influenced the state of eldercare arrangements in both China and Taiwan. On the one hand, Taiwan has been shifting eldercare responsibilities from the family to the public through a series of social policy reforms fueled by political demands from the civil society since its democratic transition, whereas the Chinese Party-State enacted a series of filial laws in addition to reform policies, which inflated the demand and supply for familial care while at the same time impacting the development of institutional eldercare. While the issue often framed as the prevalence of filial culture in Chinese societies, this article argues, through a path dependency-based perspective, that legal provisions, policies and the structure of the political competition are largely responsible for shaping current eldercare arrangements on both sides of the strait. [ABSTRACT FROM AUTHOR]

To extend the relatively neglected line of cross-linguistic research on metadiscourse in research articles (hereafter RAs) in Chinese and English languages and cultures, this article, adopting the reflexive approach, investigated the use of metadiscourse in Chinese and English RA introductions and discussions. Based on manual discourse analysis of 60 Chinese and English RAs in sociology, it is found that more impersonal than personal metadiscourse was deployed and the distribution of the impersonal subcategories displays similarity in both Chinese and English introductions and discussions. However, English sociologists tend to include more metadiscourse as a whole, and the respective personal and impersonal metadiscourse, particularly personal metadiscourse and in the discussion section in their RAs, than their Chinese colleagues. Furthermore, the gap between impersonal and personal metadiscourse use was notably more salient in Chinese than in English in both sections. Linguistic features, sociocultural factors and rhetoric functions may be responsible for these differences. • 60 research aricles in Chinese and English were annotated and analysed. • More impersonal than personal metadiscourse units were found in both languages. • English outnumbered Chinese in metadiscourse use. • More marked cross-linguistic gap was identified in discussions than in introductions. • Taxonomy of reflexive metadiscourse units for scholarly writing in Chinese and English was set up. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which authority is discursively claimed and negotiated. Working within the social context of debates over orthographic reform in France, I examine how participants in a televised debate address this notion through orientation to competing chronotopes; participants in the debate engage in processes of scale-making as they argue which time-space(s) are most relevant and how those time-spaces should be understood. Thus, this paper argues that authority is not simply synonymous with social and/or political power but should be understood through the processes by which it is claimed, leading to an understanding of authority as a dynamic construct that is continually negotiated. • Authority over language is not explained solely through political power. • Authority can be claimed and negotiated rather than assumed to be. • Positioning in language policy debates is explained through chronotopes. • Chronotopes of nostalgia and progress explain subjects' positioning. [ABSTRACT FROM AUTHOR]

Our paper is devoted to a contrastive analysis of the French discourse markers d'ailleurs and par ailleurs and their Dutch equivalents, which we carried out as part of a multilingual research project. The first part of the paper is a syntactic, semantic and discursive analysis of the two topic shifters in French, while the second part examines their Dutch translations in a sample of each marker taken from the Dutch Parallel Corpus. • Contrastive analysis of the French discourse markers d'ailleurs and par ailleurs and their Dutch equivalents. • Syntactic, semantic and discursive analyseis of the two topic shifters in French. • Analysis of their Dutch translations in a sample of each marker taken from the Dutch Parallel Corpus. [ABSTRACT FROM AUTHOR]

This study analyses the semantic values and informational role of the French discourse marker par ailleurs (literally "by elsewhere") in modern academic writing. The corpus compiled for the study consists of one hundred French PhD thesis abstracts (and their accompanying translations in English), taken from various fields in the humanities and social sciences.The methodology is based on the analysis of a number of features of the French marker including sentence position, text position, co-textual environment and discourse functions. Five main discourse functions for the French marker are distinguished: (1) return to a prior topic, (2) addition or continuation (3) enumerative addition), (4) alterity (5) digression. A second stage of the analysis involves identifying and examining the English translation equivalents of par ailleur s used in the accompanying English abstracts. Although the marker has no generally accepted standard translation in English, our hypothesis is that this contrastive focus can serve as a heuristic to better identify the core functions of the French marker and its role in signalling topic development. • Analysis of the discourse functions of French par ailleurs in a corpus of academic writing • Dominant function of par ailleurs in the data is 'addition/continuation' (58%) • Par ailleurs is translated in 12 different ways in English • Translation of the marker into English as a heuristic to refine meaning • The genre constrains the use and type of markers involved [ABSTRACT FROM AUTHOR]

Given the contested notion of culture, intercultural (im)politeness represents an understudied area of research. Yet, (im)politeness research should examine broader social forces. Drawing upon data from five focus group discussions and their dialogical discourse analysis, my study relies on the discursive approach and relational work (Locher and Watts, 2005). My study shows that cultural outsiders reported adhering differently to cultural politeness norms as resources. As such, a reported low tolerance for pragmatic variation in the Finnish and French cultures appears to carry two consequences. First, Finnish and French participants reported changing their adherence to cultural politeness norms in order to follow behavior that better corresponds to the expectations framed by the target culture, and to avoid negatively marked behavior judged as impolite/inappropriate. Second, participants who reported adhering less to the politeness norms of their culture of origin found a better match between their behavior and the dominant politeness norms in the target culture, which carried positive consequences related to constructing their identity. Finally, the close link between relational work and identity construction demonstrated that although participants reported adhering to the politeness norms of the target culture, they emphasized teaching their children the politeness norms of their culture of origin. • Cultural outsiders adhere differently to cultural politeness norms as resources. • Cultural outsiders change their adherence to avoid behavior considered impolite. • Some found a match between their behavior and the norms in the target culture. • Parents teach their bicultural children the norms of their culture of origin. • Parents of bicultural children face challenges due to a conflict between norms. [ABSTRACT FROM AUTHOR]

Implicit discourse relation recognition is the performance bottleneck of discourse structure analysis. To alleviate the shortage of training data, previous methods usually use explicit discourse data, which are naturally labeled by connectives, as additional training data. However, it is often difficult for them to integrate large amounts of explicit discourse data because of the noise problem. In this paper, we propose a simple and effective method to leverage massive explicit discourse data. Specifically, we learn connective-based word embeddings (CBWE) by performing connective classification on explicit discourse data. The learned CBWE is capable of capturing discourse relationships between words, and can be used as pre-trained word embeddings for implicit discourse relation recognition. On both the English PDTB and Chinese CDTB data sets, using CBWE achieves significant improvements over baselines with general word embeddings, and better performance than baselines integrating explicit discourse data. By combining CBWE with a strong baseline, we achieve the state-of-the-art performance. [ABSTRACT FROM AUTHOR]

This paper offers an account for maximal superlative modifiers (e.g. at most), based on a corpus examination of two Hebrew maximum modifiers: le-xol ha-yoter 'at most' and maksimum 'maximally/at most'. In this first detailed analysis of such modifiers, I argue for three superlative maximum sub-constructions: Scalar, Concessive and Concessive-Evaluative. I claim that the Concessive and Concessive-Evaluative sub-constructions share a single argumentative function, namely, introducing as insufficient a counter-argument for a conclusion which the speaker wishes to establish in the discourse. Interestingly, a comparison with at least constructions (as analyzed by Kay, 1992) shows that both superlative maximum and minimum constructions similarly serve speakers in constructing non-optimal arguments in their favor. • An analysis of three sub-constructions associated with superlative maximum modifiers (at most). • All three sub-constructions have an argumentative function. • Analysis of discourse profiles of two Hebrew superlative maximum modifiers. • Maximum and minimum constructions are both used to construct non-optimal arguments. [ABSTRACT FROM AUTHOR]

• Our approach outperforms previous ones in identifying different query types. • Our approach has practical advantages related to the reduced number of features. • RandomForest outperformed other algorithms with 99.6% accuracy. In real-life classification problems, prior information about the problem and expert knowledge about the domain are often used to obtain reliable and consistent solutions. This is especially true in fields where the data is ambiguous, such as text, in which the same words can be used in seemingly similar texts, but have a different meaning. A promising avenue for text classification is machine learning, which has been shown to perform well in a variety of applications including query classification and sentiment analysis. Many of the proposed approaches rely on the bag-of-words representation, which loses the information about the structure of the text. In this paper, we propose a Customised Grammar Framework for text classification, which exploits domain-related information and a new way to represent text as a series of syntactic categories forming syntactic patterns. The framework employs a formal grammar approach for transforming the text into the syntactic patterns representation. We applied the framework for the query classification problem and our results show that our approach outperforms previous ones in terms of classification performance. [ABSTRACT FROM AUTHOR]

This study explores humorous intertextual media references in the audio-recorded everyday talk of a European American friend group. Focusing on stereotypes of ethnically-marked varieties of American English in media references, I analyze talk where white speakers perform African American English appropriated from an Internet meme and "Hollywood Injun English" as portrayed in TV tropes. I also examine post-recording playback interviews in which speakers acknowledge and comment on the problematic source texts and their performances. I illustrate how speakers construct their individual humorous identities and their shared cultural and ethnic identities through the "others" they voice, while simultaneously activating and reinforcing the social stereotypes represented in the media they reference. While these speakers do not immediately critique these stereotypes, in playback interviews they resist the identities formerly performed, with their statements ranging from ambiguous evaluation to deconstruction of the media and the references. This study contributes to understanding how and why speakers invoke media-embedded linguistic and cultural stereotypes for humorous individual and group identity construction, and how humorous media references serve as a site for activating, reinforcing, and deconstructing media stereotypes about linguistic and cultural identities in everyday interaction. • A group of friends performs linguistic stereotypes via media references in talk • Speakers construct humorous group identities in performing linguistic stereotypes • Speakers activate and reinforce stereotypes represented in the media they reference • Later, in playback, speakers acknowledge and evaluate stereotypical performances [ABSTRACT FROM AUTHOR]

This study investigates attitudes towards discriminatory speech among a sample of Greek Cypriot youth and aims to identify motivators/factors that might produce hateful attitudes. Questionnaires and face-to-face interviews are explored with corpus linguistics tools, and discourse analysis is used to evaluate the sample's intra-cultural attitude towards hate speech as well as the differences and commonalities in beliefs and attitudes towards the Other and the Self. We focus on the respective roles of salience (Giora, 2003) and common ground (Kecskes & Zhang, 2009) to explain the internal dialogue that is witnessed during the interviews. Intra-cultural beliefs and attitudes that incline to rejecting out-groups seem to be confronted with the pressure of external calls for acceptance that characterize the European discourse. This negotiated positioning of the participants is externalized in what we have called 'a double act stance'. • Externalized inner speech describes the negotiation of identity stance between rejection of outgroups and calls for tolerance. Its absence characterizes far-right discourse which considers the core common ground as non-negotiable. • Strategies of justification on the basis of history and religion are used to preserve the national Self confirming a core common ground. • Strategies of disparagement used to discredit the 'Other' and the Self point at essentialist views of identities. • Questionnaires give only half of the story : a rejection of hate speech in questionnaires is reconsidered in interviews. [ABSTRACT FROM AUTHOR]

This study analyzed tweets from handles associated with the Russian Internet Research Agency in an effort to better understand the tactics employed by that organization on the social media platform Twitter in their attempt to influence U.S. political discourse and the outcome of the 2016 U.S. Presidential election. We sampled tweets from the month preceding the election and analyzed to understand the qualitative nature of these tweets as well as quantitative differences between how types of IRA Twitter accounts communicated. Seven categories of tweet behavior were identified: attack left, support right, attack right, support left, attack media, attack civil institutions, and camouflage. While camouflage was the most common type of tweet (52.6%), descriptive analyses showed it was followed by attack left (12%) and support right (7%). A variety of quantitative differences were shown between how account types behaved. • We sampled Russian Internet Research Agency tweets from the month preceding the 2016 U.S. Presidential election. • We analyzed tweets to understand IRA messaging as well as differences between how types of IRA accounts communicated. • Seven distinct categories of behavior were identified and categories were employed differently by account type. • We discuss implications for what findings mean relative to prevailing and competing narratives surrounding IRA activity. • Findings suggest the IRA was both sowing division while also supporting candidate Trump. [ABSTRACT FROM AUTHOR]

Making is a playful exploration of tools and materials to design personally meaningful artifacts, providing a particularly impactful entry point for traditionally underrepresented youth in science, technology, engineering, and mathematics (STEM) fields. However, it remains unclear how these constructionist explorations translate to eventual professional and educational STEM opportunities, especially for women. This paper tracks an exemplary case in a makerspace to theorize, describe, and analyze the behavioral patterns of young women as they engage in making and move toward expertise in STEM. Building on a material-based and constructionist notion of making, we use mediated discourse analysis to examine how recognition (materialized in artifacts as displaying, legitimizing, and circulating emergent STEM expertise) leads to transformational development over time. We introduce the notion of tinkering with development , which conceptualizes playful project design, spatial project placements, and emergent online project sharing as drivers of human developmental trajectories. Implications of this work include a set of design principles to support makerspaces and other constructionist learning environments to foster participation in STEM. Further, implications for constructionist theory and STEM gender representation are discussed. Image 1 • Recognition plays a vital role in STEM learning and pathway development. • Honoring women's STEM expertise can counteract their turning away from STEM. • Constructionism has underspecified how sharing can cultivate recognition. • Displaying, legitimizing, and circulating expertise can foster recognition. • Personally meaningful artifacts produce and display growing expertise. [ABSTRACT FROM AUTHOR]

Generic person is particularly interesting in gendered languages such as Hebrew and Arabic, where the coexistence of (unmarked) masculine and (marked) feminine forms posits a choice when both are applicable. Inclusive generics, i.e. impersonal forms whose scope includes 'I' and 'you', were analyzed in women's discourse in Israeli Hebrew and Negev Arabic. In the Hebrew corpus, consisting of 7 journalistic interviews with women in both interviewer and interviewee roles, F-you (generic P2 f. sg) turned out to be the undisputedly unmarked generic form; M-you (generic P2 m. sg) is restricted to very specific contexts, such as shifted viewpoint, a man or a mixed gender group in the speaker's mind. A very different pattern emerged in a Traditional Negev Arabic corpus, representing 7 elderly Bedouin women interviewed by female Bedouin students. Here, the highest ranking form was M-one (generic P3 m. sg), followed by M-you. This radical difference fits in with findings of research on cultural discourse patterns that has classified Arabic under the polychronic type, reflecting a relatively depersonalized 'collective self' and complementary gender relations. Israeli Hebrew, as reflected in our data base, is closer to the monochronic individualistic, equal gender relation type. The gap between these two types is neatly and consistently filled in by data from the Young Negev Arabic corpus, representing 7 female Bedouin students interviewed by female peers. Their medial position points to the transition which the young Arab generation is undergoing from the traditional Arabic culture to the western culture predominating the Israeli public space. • Hebrew-speaking and elderly Negev Arabic-speaking women use generic pronouns differently. • Hebrew speaking women use predominantly feminine generic 'you'. • Elderly Negev Arabic-speaking women prefer 'one' and masculine 'you'. • These uses represent monochronic and polychronic communication patterns respectively. • Young Negev Arabic-speaking women demonstrate a transitional stage between these two types. [ABSTRACT FROM AUTHOR]

The effectiveness of computer-supported collaborative inquiry learning in STEM education is well-documented in the literature. At the same time, research indicates that some students struggle to articulate relevant concepts, to make their reasoning explicit, and to regulate their learning—all of which are necessary for effective collaboration. In this study, 106 college students completed tasks related to Ohm's Law in a simulation-based, collaborative-inquiry learning environment. Using qualitative analysis, multilevel modelling, and data-mining techniques, we investigated the relationship between student engagement in transformative and non-transformative learning processes and learning outcomes. The results revealed that by using the appropriate feature engineering and algorithms, we could build accurate machine-learning models that could automatically identify transformative and non-transformative discussions on a large scale. Additional qualitative and quantitative analyses indicated that when groups engaged in additional interpretation and sustained mutual understanding, their members tended to have statistically better individual-learning outcomes. These analyses also indicated that when groups engaged in additional orientation and proposition generation, their learning outcomes were statistically lower. Approximately two-thirds of the students considered their group work helpful in completing inquiry tasks. Explanations of these results and research recommendations are provided. • Machine learning model was built to identify (non-)transformative discourse. • The effects of (non-)transformative discourse on learning were quantified. • Interpretation and sustained mutual understanding led to better learning outcomes. • Too much orientation and proposition generation resulted in poor learning outcomes. [ABSTRACT FROM AUTHOR]

Existing models of deradicalisation, countering violent extremism (CVE), and counter-terrorism (CT) have lacked a clear theory of change, as well as robust empirical methodologies. This paper proposes an empirically-based systematic and transparent methodology – the Innovative Moments Coding System (IMCS) – which is empirically sensitive, ethically defensible, and can be of use in the context of research to inform practitioner contexts. Through a case study of former violent militants, we explore the adaptation and usage of this instrument to identify and track self-narrative change in the processes of engagement and disengagement, as well as radicalisation and deradicalisation in the context of violent extremism and terrorism. We illustrate how this methodology has the potential to bring benefits to the work of researchers involved in producing guidelines for disengagement, deradicalisation or risk-reduction interventions. [ABSTRACT FROM AUTHOR]

This study examines video recordings of one multilingual family whose members interact using a voice translation application that runs on a mobile phone. Its purpose is to explore the ways in which the app does or does not function as a participant. Taking the perspective that participation is negotiated and displayed collaboratively and is only achieved if people orient to each other as participants, I demonstrate how the app is constituted as a participant in the interaction to the extent that it fulfills the animator and principal roles that make up the production format (Goffman 1981), and as an object to the extent that it aids the human participants to fulfill those roles themselves. People display their orientation to the app as a participant through gaze and laughter directed at the mobile phone. They orient to the mobile phone (henceforth, "the app") as an object when they use it to fulfill the animator role themselves or display responsibility for the original message by gazing at the other participants and by asking for validations of the app's translations. The study contributes to our understanding of technologically mediated interaction by demonstrating how participation roles are distributed between human and non-human entities. • Participation is constructed through the collaborative efforts of all parties. • The presence and use of a mobile phone alters the participation framework. • Fulfilling animator and principal roles grants a mobile phone app participant status. • Interlocutors use an app's affordances to create involvement. • A mobile phone app can be treated as a participant or as an object. [ABSTRACT FROM AUTHOR]

Self-mentions (i.e., first person pronouns and self-citations) have proven to be one of the most powerful ways of rhetorical self-projection in academic discourse and their role in the construction of a self that engenders credibility in more overtly persuasive genres, such as political debates, has been extensively studied, given the vast literature on pronouns in political discourse analysis and specifically on their uses in political debates. To gain a better insight into the ways in which politicians can build a credible ethos through a competent and authoritative presentation of themselves in electoral debates, this paper compares the frequency and rhetorical roles of the self-mentions used by the candidates of the two major political parties (i.e., Democrats and Republicans) during the debates held for the United States presidential election of 2016. The Republican candidates (i.e., Trump and Pence) were found to make a notably greater use of self-mentions than their Democratic counterparts (i.e., Clinton and Kaine). Significant differences were also found in the rhetorical roles most commonly adopted by each politician to convey authority through the use of exclusive pronouns and self-citations. • A key component of persuasion is the ability of speakers to establish a positive representation of themselves. • The aim of this paper is to analyze how a credible representation of self (or ethos) is established in political discourse. • The various functions of the self-mentions employed by each speaker are categorized. • It is shown that political challengers need to put extra effort into constructing a powerful ethos within discourse. • H. Clinton foregrounds her political career to gain credibility. • D. Trump uses different rhetorical strategies to win votes centering on his personal side and business achievements. • This seems to be in line with the prior ethos that they carried before the debates. [ABSTRACT FROM AUTHOR]

Recent approaches to im/politeness have emphasised the importance of lay understandings of politeness and suggested that they should constitute the locus of attention in politeness research. Pursuing this direction of research, the data for this paper come from an on-line article entitled "Greek impoliteness: 10 things that kill you in this city" and the comments it received. The analysis of the data shows that the understandings of impoliteness presented are not restricted to what researchers understand as impoliteness but reflect the rather broader concept of incivility. Drawing from various fields, the paper investigates understandings of in/civility and the relationship between im/politeness and in/civility and shows the conceptual affinity between the two concepts. Despite this affinity, their exact relationship and their points of overlap and divergence remain rather unclear. The paper argues for the significance of lay conceptualisations of im/politeness and suggests that in/civility and its relationship to im/politeness which have so far been neglected in im/politeness research deserve further in-depth exploration. • In/civility is broader than im/politeness encompassing a lot that is non-verbal. • Language use may be impolite but not uncivil, especially in political discourse. • In/civility is closely related to morality rather than just to the moral order. • Civil interaction promotes democratic goals. • The study of im/politeness and in/civility necessitates collaboration of disciplines. [ABSTRACT FROM AUTHOR]

Metadiscourse markers refer to aspects of text organisation or indicate a writer's stance towards the text's content or towards the reader (Hyland, 2004:109). The CEFR (Council of Europe, 2001) indicates that one of the key areas of development anticipated between levels B2 and C1 is an increasing variety of discourse markers and growing acknowledgement of the intended audience by learners. This study represents the first large-scale project of the metadiscourse of general second language learner writing, through the analysis of 281 metadiscourse markers in 13 categories, from 900 exam scripts at CEFR B2-C2 levels. The study employed the online text analysis tool Text Inspector (Bax, 2012), in conjunction with human analysts. The findings revealed that higher level writers used fewer metadiscourse markers than lower level writers, but used a significantly wider range of 8 of the 13 classes of markers. The study also demonstrated the crucial importance of analysing not only the behaviour of whole classes of metadiscourse items but also the individual items themselves. The findings are of potential interest to those involved in the development of assessment scales at different levels of the CEFR, or to teachers interested in aiding the development of learners. • Advanced L2 writers use fewer metadiscourse markers than intermediate writers. • Advanced L2 writers can express text organisation without explicit markers. • Higher-level writers use a greater range of metadiscourse markers. • Higher-level writers abandon simple markers in favour of other makers. [ABSTRACT FROM AUTHOR]

The objective of this report was to demonstrate the use of discourse analysis as a qualitative nutrition research analysis tool based on a case study of food-insecure parents. The US Department of Agriculture 18-item Household Food Security Module served as a framework for cognitive interviews. Data were analyzed using a basic inductive technique and then reanalyzed using discourse analysis. Discourse analysis tools including position design and identity building, I and we statements, collocational patterns, and the figured world tool unveiled findings otherwise not detected using basic inductive techniques. Discourse analysis and corresponding tools can contribute to qualitative nutrition research, particularly in inductive thesis-generating work. [ABSTRACT FROM AUTHOR]

Analyzing multimodal multichannel data about self-regulated learning (SRL) obtained during the use of advanced learning technologies such as intelligent tutoring systems, serious games, hypermedia, and immersive virtual learning environments is key to understanding the interplay among cognitive, affective, metacognitive, and social processes and their impact on learning, problem solving, reasoning, and conceptual understanding in learners of all ages and contexts. In this special issue of Computers in Human Behavior , we report six studies conducted by interdisciplinary teams' use of various trace methodologies such as eye tracking, log-files, physiological data, facial expressions of emotions, screen recordings, concurrent think-alouds, and linguistic analyses of discourse. The research studies focus on how these data were analyzed using a combination of traditional statistical techniques as well as educational data-mining procedures to detect, measure, and infer cognitive, metacognitive, and social processes related to regulating the self and others across several tasks, domains, ages, and contexts. The results of these studies point to future work necessitating interdisciplinary researchers' collaboration to use theoretically based and empirically derived approaches to collecting, measuring, and modeling multimodal multichannel SRL data to extend our current models, frameworks, and theories by making them more predictive by elucidating the nature, complexity, and temporality of underlying processes. Lastly, analyses of multimodal multichannel SRL process data can significantly augment advanced learning technologies by providing real-time, intelligent, adaptive, individualized scaffolding and feedback to address learners' self-regulatory needs. [ABSTRACT FROM AUTHOR]