Critical Discourse Analysis (CDA) is a rapidly developing area of language study. It regards discourse as "form of social practice" (Fairclough, 1995), and takes into consideration of the context of language use to be crucial to discourse (Wodak, 2001). It takes particular interest in the relation between language and power Claims can be made that cultural and economic dimensions are significant in the creation and maintenance of power relations. The key figures in this area include Fairclough (1992a,b,c,1993, 1995a, b, 1996, 1998, 2000, 2001, 2003), van Dijk (1993, 1997, 1998a, b, 1999, 2001), Gee (1999, 2005), van Leeuwen (1993, 1995, 1996), Wodak (1996, 2000, 2001), and Scollon (2001). It is generaly agreed that Critical Discourse Analysis is viewed as an approach, which consists of different perspectives and different methods for studying the relationship between the use of landguage and social context.
It is within this construction of language and power, that I am addressing the field of Distance Education with special attention to the Constructivistic frame of network formats in language and delivery expression of Semiotic Assessment. These objectives will be done within the context of Teaching and Learning in the realm of Distance Education. The construction of the methodology for analysis will be carried out through the application of in-text, intertexuality, attitudinal-evaluative and reductionistic and social atomistic framework of backdrop within the platform layout of the online classroom and arena.
Organizational behavior and organizational management techniques of analysis will also be used to validate and describe the construction of the Social Psychological parameters of the Group Processes, Group Decision Making, Organizational culture, Cross-cultural analysis, Personality (preferential attitudinal measurements), Work Design (platform effectiveness), Motvation (environmental constraints and measurements), Perception (attitudinal measurements), Leadership effectiveness (facilitator effectivity) and Performativity.
One of the first principles of Critical Discourse Analysis is that it addresses social problems. C.D.A. not only focuses on language and language use, but also on the linguistic characteristic of social and cultural processes. It is to this end that I have decided to employ C.D.A. for analytical expression in my Constructivistic examination of Distance Teaching and Learning field of arena. Critical Discourse Analysis aims to derive results which are of pratical relevance to the social, cultural, political and even economic contexts (Fairclough & Wodak, 1997).
The second principle of C.D.A. is that power relations are discursive. C.D.A. explains through this method of approach how social relations of power are exercised and negotiated in and through discourse (Fairclough & Wodak, 1997). The next principle is that discourse constitutes society and culture. This means that every instance of language use makes its own contribution to responding and transforming society and culture, including relations of power (Fairclough & Wodak, 1997). In the design and application of C.D.A., I wish to integrate the approach constructed in the orgranizational patterning of the DIstance Education, namely the Teaching and Learning field, and bring to light the constructivistic details of the protocol exhibited within a science realm of online courses.
Organizational context of framework as distance learning reality.
ReplyDelete