USING CRITICAL DISCOURSE ANALYSIS TO RAISE CRITICAL LANGUAGE AWARENESS IN JAPANESE MEDICAL STUDENTS: AN EXPLORATORY ACTION RESEARCH PROJECT
Title
USING CRITICAL DISCOURSE ANALYSIS TO RAISE CRITICAL LANGUAGE AWARENESS IN JAPANESE MEDICAL STUDENTS: AN EXPLORATORY ACTION RESEARCH PROJECT
USING CRITICAL DISCOURSE ANALYSIS TO RAISE CRITICAL LANGUAGE AWARENESS IN JAPANESE MEDICAL STUDENTS: AN EXPLORATORY ACTION RESEARCH PROJECT
Keywords: Critical Discourse Analysis, Critical Language Teaching, Action Research, Critical Language Awareness, Critical Thinking, Thematic Analysis
Author
DAVID MARSH
Centre for English Language Studies
College of Arts & Law
University of Birmingham
Edgbaston Birmingham, B15 2TT United Kingdom
DAVID MARSH
Centre for English Language Studies
College of Arts & Law
University of Birmingham
Edgbaston Birmingham, B15 2TT United Kingdom
No Bio
Abstract
Critical Discourse Analysis (CDA) is a tool for textual analysis commonly used in the social sciences for uncovering hidden ideologies within discourses. It has been proposed (Cots, 2006; Wharton, 2011) that CDA might also be used as the basis for ESL/EFL classroom activities in order to raise Critical Language Awareness (CLA). defined as a conscious attention to how the properties of language are used to construct identities and ideologies (Fairclough, 1992a). This paper describes an exploratory action research project on the use of CDA-based activities in a Japanese medical university, and their subsequent effects of levels of CLA. An initial baseline cycle was conducted to establish existing critical language awareness, followed by two further cycles, each introducing elements of CDA. Data was collected through writing tasks at the end of each cycle and subjected to thematic analysis. The results of this analysis were indicative of a development in levels of CLA in some students, and suggested a path of progression from basic analyses to more sophisticated critical stances. It is hypothesised that linguistic, motivational, and cultural factors may have contributed to a lack of progression in other students. The implications of these findings are discussed and recommendations made for future research.
Critical Discourse Analysis (CDA) is a tool for textual analysis commonly used in the social sciences for uncovering hidden ideologies within discourses. It has been proposed (Cots, 2006; Wharton, 2011) that CDA might also be used as the basis for ESL/EFL classroom activities in order to raise Critical Language Awareness (CLA). defined as a conscious attention to how the properties of language are used to construct identities and ideologies (Fairclough, 1992a). This paper describes an exploratory action research project on the use of CDA-based activities in a Japanese medical university, and their subsequent effects of levels of CLA. An initial baseline cycle was conducted to establish existing critical language awareness, followed by two further cycles, each introducing elements of CDA. Data was collected through writing tasks at the end of each cycle and subjected to thematic analysis. The results of this analysis were indicative of a development in levels of CLA in some students, and suggested a path of progression from basic analyses to more sophisticated critical stances. It is hypothesised that linguistic, motivational, and cultural factors may have contributed to a lack of progression in other students. The implications of these findings are discussed and recommendations made for future research.
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Category: Thesis
