fully in Chapter 9, where regression models for the alternation between must and have to will be presented and discussed. 4.4 Summary This methodological chapter outlined the ‘sociolinguistic corpus-based approach’ adopted in this study, which was considered most effective in order to address not
After the thematic conclusion of the study, I will take a step back and discuss its wider methodological implications for the field of corpus linguistics. In particular, I will discuss the contribution of my study to two methodological issues that are of interest to the wider corpus
Eliezer Ben-Rafael and Miriam Ben-Rafael
researchers collect to tackle the distribution of languages on LL items. The resulting graphs provide probes of the significance of items, in the light of given interpretative theoretical concepts. However, the methodologies of collection and categorization of signs remain a matter of controversies ( Tufi and
Everything You Always Wanted to Know about the Pragmatics of Deception but Were Afraid to Test
Marta Dynel and Jörg Meibauer
’s or reader’s understanding of the goings-on in the fictional world. This methodological step is predicated on the (tacit) assumption that the discourse contrived by writers for wide audiences constitutes natural language (for discussion, see Dynel, this issue). On the other hand, deception is
Ilias Papathanasiou and Ria De Bleser
A process of integration
Part of being an academic entails being able to present ‘strong arguments’, ask ‘appropriate questions’, make ‘interesting points’, and perform other similar speech acts (e.g., Väliverronen 1992). Some of our socialisation into such skills appears to take place fairly explicitly through evaluative metadiscourse (or discourse reflexivity): ‘That’s a good question’, ‘the fundamental point is’, ‘it is important to emphasize’…, which, interestingly, tends to be predominantly positive (Mauranen 2000). Such discourse-reflexive expressions play important roles in organising ongoing discourse both in a linear way (indicating order and cohesion) and a hierarchical way (indicating importance). In the latter capacity, the effect on establishing and reorganising knowledge structures is clearly more important.
This paper explores the organising and socialising role of discourse reflexivity via some items related to argumentation ('argue', 'claim', 'observe'…) in the MICASE corpus, focusing on ‘argue’ in evaluative contexts. To capture socialisation from a developmental perspective, the uses are tracked down through speaker categories. A methodological solution for assessing the significance of speaker category figures is proposed on the basis of estimated expectancy values.