Volume 41, Issue 2

This study investigates the linguistic patterning that created shifts in the topic of spontaneous interactions of speakers with schizophrenia. The psychiatric category of disorganized speech in schizophrenia may be manifested in language across (derailment) or within (incoherence) clauses through unexpected topic shifts. Topic switching was examined for cohesion and thematic structures, within the framework of systemic functional linguistics (SFL). Three patients diagnosed with schizophrenia conversed individually with a psychiatrist who elicited information on various topics, e.g., background information, hobbies, etc. The interviews were videotaped, and audio-recorded. The recordings were transcribed by the researcher and divided into clauses, which were analyzed and coded for consistency of field, cohesion and thematic structures. The findings revealed that speakers did not make use of linguistic features simultaneously to initiate topics. Topic shifts were marked by moving fields with atypical reference, intertwining of participant chains, and lexical items appearing out of context. The speakers created discontinuous participant chains across Themes and departed from the main thematic sequences of linear progression and Theme iteration. The specific linguistic findings correspond to the clinical description of schizophrenia.

This study contributes to research into genre innovation and scholarship exploring how Indigenous epistemes are disrupting dominant discourses of the academy. Using a case study approach, we investigated 31 research articles produced by Mäori scholars and published in the journal AlterNative between 2006 and 2018. We looked for linguistic features associated with self-positioning and self-identification. We found heightened ambiguous uses of “we”; a prevalence of verbs associated with personal (as opposed to discursive) uses of “I/we”; personal storytelling; and a privileging of Elders’ contributions to the existing state of knowledge. We argue these features reflect and reinforce Indigenous scholars’ social relations with particular communities of practice within and outside of the academy. They are also in keeping with Indigenous knowledge-making practices, protocols, and languages, and signal sites of negotiation and innovation in the research article. We present the implications for rhetorical genre studies and for teaching academic genres.

Sociocultural factors are recognized as among the causes of eating disorders (EDs) in general and bulimia in particular. The social constructions of gender constitute a key factor among these causes and bulimia can then be construed as a response to a failure to meet the social (dominant and normative) expectations of what it means to be a woman, as females remain the majority of people suffering from EDs. This article – informed by a critical feminist perspective – uses the micro-analytic frameworks of conversation analysis and membership categorization analysis to qualitatively examine relevant extracts of three psychotherapy sessions with women suffering from bulimia. The audio-recorded sessions represent systemic and social constructionist therapies and were originally conducted in Polish and Italian. The analysis focuses on how gender and gendered propositions are invoked by the therapist and/or the patient and further worked with in the subsequent turns. The contents of gendered propositions will be identified as well as whether, and if so how, they are interactionally deconstructed in the local context of the interaction. The analysis demonstrates how the female patients rely on categorization work around gender in addressing their own issues. The findings call for therapists’ greater awareness and reflexivity as to their interactional handling of gender in view of patients’ individual experiences.

Language users have preferences for the connectives they choose to express causal relations. These choices may depend on the subjectivity involved in the relation. Dutch connectives illustrate this situation clearly: want (‘since/for’) is preferred typically for expressing subjective relations and omdat (‘because’) for objective ones. While various corpus-based studies have revealed a similar pattern in other languages, little attention has been paid to Spanish from this perspective. Recent corpus-based studies analyzed the connectives porque (‘because’), ya que (‘since’) and puesto que (‘given that’) using two different methods of analysis. Surprisingly, the findings did not coincide with the previous literature on Spanish connectives, and the semantic profile of such connectives in terms of subjectivity remained unclear. The current study again aims to investigate whether these connectives show systematic variation in terms of subjectivity, using crowdsourcing experimentation. Results show that Spanish native speakers prefer puesto que over porque to express subjective relations. However, no statistically significant difference was observed between porque and ya que . This study offers a better understanding of Spanish connectives in terms of subjectivity. Furthermore, it contributes to the assessment of the use of crowdsourcing as a useful and reliable method to elucidate the meaning and use of connectives.

This study investigates the use of progressives with mental verbs in courtroom talk and shows a range of subjective meanings which are not delivered by the simple form. Looking at the data from a British libel trial, it explores patterned co-occurrences with first-person subjects vs. second- and third-person subjects, revealing both emphatic, polite and interpretative uses of the analyzed items. In addition, context-sensitivity and speaker status (judge vs. other participants) are shown to be significant factors affecting both the choice of verbs and their interactional configurations. The findings reveal not only well-established uses of “progressive statives” ( wonder and think ) but also less conventional ones which convey intensity and expressivity (e.g., understand , remember and want ). It is also revealed that the use of progressives with mental verbs differs from the deployment of progressives with communication verbs. In both groups of verbs, however, the interpretative meaning is common. In sum, the study situates progressives with mental verbs among stancetaking resources which speakers employ to share their thoughts, wishes and desires, and to position themselves against other interactants and their propositions.

Teacher monologue has received scant attention in English as a foreign language (EFL) classrooms which emphasise the teacher-and-student exchange. This study assumes that a key index of interaction would be the construction of knowledge, in which teacher monologue has a due role to play. The research is set in the context of EFL teaching at the tertiary level in China and examines teacher monologue with reference to the concept of making semantic waves in Legitimation Code Theory, which has been proved to be an important means of cumulative knowledge building in classroom practice. Systemic Functional Linguistics is used to analyse how semantic waves are generated on the ideational base of context dependency, i.e. the extent to which the reality construed in teacher monologue is dependent on its context. The transdisciplinary perspective attempts to provide one possible way to model linguistic choices in making semantic waves in EFL classrooms. The findings are the primary and secondary categories of semantic patterns representing a scale of context dependency. Semantic waves trace recurrent movements between relatively decontextualised and context-dependent meanings in the progression of semantic patterns. The shifts might scaffold students in the construction of knowledge essential for developing academic English proficiency.