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Comparing Rhetorical Devices in History Textbooks and Teachers’ Lessons: Implications for the Development of Academic Language Skills
Abstract
Rhetorical devices signal the authors’ attitudes and intentions to their texts or their audiences. Mastering these resources characterises academic language proficiency and contributes to academic success. We explored whether oral and written academic texts provide different opportunities to gain knowledge about rhetorical devices and academic language. We compared 10 teachers’ lessons with 10 textbooks – matched according to educational level (Secondary Education), topic (History), instructional content and genre – to determine the frequency, type and format of rhetorical devices: visual forms, reduced verbal forms, or completely discursive forms (with or without explicit orders). The results show that teachers employ more rhetorical devices, include rhetorical devices practically absent from textbooks (those related to discourse-knowledge integration, monitoring, and inter/intra-referential processes), and use both reduced expressions and completely discursive forms (with and without explicit orders). Textbooks employ more rhetorical devices for the overall connection of ideas and widely exploit visual forms.
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... Desde el enfoque de la Lingüística Sistémica Funcional se han descrito particularmente los patrones lingüísticos, gramaticales y lexicales que caracterizan los textos académicos de Historia (Oteíza, 2003;Achugar & Schleppegrell, 2005;Coffin, 2006;Llinares & Morton, 2010). Desde un enfoque 'psicolingüístico', se han investigado los mecanismos psicológicos que intervienen en la interpretación de los marcadores, así como su influencia en la comprensión y el aprendizaje de contenidos históricos (Britt, Rouet, Georgi & Perfetti, 1994;Lindermholm, Everson, van den Broek, Mischinski, Crittenden & Samuels, 2000;Montanero & Lucero, 2011;Van Drie & Van Boxtel, 2018;Henríquez, Carmona & Quinteros, 2018;García, Montanero, Lucero, Cañedo & Sánchez, 2018). Casi todos estos trabajos han obviado o dejado en un segundo plano el análisis uno de los recursos lingüísticos de 'cohesión' más numeroso y relevante: la anáfora. ...
... Por otro lado, la literatura se ha centrado sobre todo en el texto escrito. Son escasos los estudios que han examinado las características lingüísticas del discurso oral de los profesores (Myskow, 2017); y apenas se pueden encontrar trabajos que se hayan ocupado explícitamente de comparar ambas modalidades: la oral y la escrita (García et al., 2018) 1 . ...
... Encontraron indicios de que dichos marcadores, no solo incrementan la cohesión y coherencia del discurso (al relacionar explícitamente condiciones o eventos históricos), sino que facilitan el recuerdo posterior por parte del alumnado. En otro trabajo reciente, en el que comparamos el discurso académico oral y escrito, encontramos una proporción mayor de enlaces cohesivos (conectores y reformuladores) en las explicaciones históricas orales que en los libros de texto (García et al., 2018). Sin embargo, en dicha investigación no se tuvieron en cuenta las relaciones anafóricas. ...
This study focuses on the production of anaphoric devices in history teachers’ oral explanations in comparison with those in textbooks. First, a revision of the anaphora concept and its classification in the specialized literature is made. A synthesis is proposed integrating two criteria: the type of word and inference, associated to 6 types of anaphora. Second, from this classification a system of categories is constructed to compare anaphora production in a sample of 19 history texts. The results reveal a higher frequency of grammatical anaphora (pronominal) in oral discourse and, on the contrary, a greater abundance of non-equivalent conceptual anaphora in written texts. Finally, the implications of these results are discussed in relation to the cohesion of historical explanations in the classroom.
... Existe una gran variedad de recursos retóricos, que pueden agruparse teniendo en cuenta los procesos de comprensión facilitados. Sin embargo, este estudio se centra en dos tipos (para una clasificación más amplia, García et al., 2018): i) los que sirven para garantizar la coherencia, es decir, aquellos que permiten conectar unas ideas con otras (anáforas, conectores y señales de organización) y ii) los que promueven la co-activación, es decir, invitan a integrar la información extraída del texto con los conocimientos previos del lector (evocaciones y refutaciones). ...
Se realiza un análisis de textos expositivos en libros de Ciencias de la Naturaleza (CN) de Educación Primaria (EP) dado el papel notorio que tienen en la adquisición y el dominio progresivo de los conceptos científicos. Más concretamente, se analiza la presencia que tienen dos tipos de recursos retóricos que facilitan la comprensión y el aprendizaje, especialmente en lectores con conocimientos previos escasos o erróneos: i) los que facilitan la creación de una representación coherente del texto (anáforas, conectores y señales de organización) y ii) los que promueven la co-activación de las ideas textuales y los conocimientos previos para facilitar su integración. El corpus estuvo formado por 46 textos expositivos de un libro de 2º y otro de 3º de EP. El análisis evidencia que: i) la presencia de recursos retóricos que promueven la co-activación es muy baja en ambos cursos; ii) el número y porcentaje de recursos que facilitan la coherencia es superior en los libros de tercero que en los de segundo, pero sin que aumente su densidad (número de recursos por cada 1000 palabras) a pesar de ser más complejos; y iii) el número de los recursos que promueven la co-activación disminuye en tercero. Se recomienda aumentar el uso de estos recursos retóricos en los textos expositivos de los libros escolares y que los docentes proporcionen ayudas para interpretar su significado, pues esto podría favorecer la comprensión y, en última instancia, el aprendizaje de los contenidos científicos.
... Aspects of this theory are adequate to be employed when teaching reading English as a Foreign Language (EFL). For instance, rhetorical devices related to discourse-knowledge integration, monitoring, and inter/intra-referential processes (García et al., 2018). Particularly, the analysis of discourse patterns and regularities encourages learners to recognize and understand recurring linguistic features, which enable them to comprehend and produce more natural language (Chambers, 2007). ...
Reading comprehension skills in EFL is vital for university students. Particularly, being aware of the writer’s intention by means of discourse patters allows students to interact with the written text. Therefore, this research paper examines the implementation of a Discourse Analysis perspective in an Intermediate general EFL lesson aimed to enhance both critical thinking and reading skills by identifying the use of language patterns in written texts. 20 students form an Upper-Intermediate English course that studies a BA in English at a public University situated in the center of the state of Veracruz Mexico were the participants. Qualitative classroom research approach was chosen to implement a didactic intervention aimed at enhancing students communicative and reflective skills on the impact that social media has had on their lives. Results revealed that students were able to identify the meaning, and the relationship discourse markers establish between the written ideas and the meaning the writer wants to transmit. Particularly, students were able to reflect on the implications of social media use on communication, information access, marketing, and self-perception of its users. The didactic implications of the lesson focused on discourse patterns use indicate that such teaching perspective can significantly improve students’ critical thinking and communicative abilities. Therefore, it can be considered this lesson as an innovative proposal for enhancing the development of communicative skills in EFL students.
... Traditional figures of Persian rhetoric, when being analyzed in their stylistic function and expressive potential, are useful tools for describing the poet's style and imagery. While these devices and techniques are studied in several domains (Tom & Eves, 2012;Bush, 2012;Fengjie et al., 2016;García et al., 2018) in other languages, this is the first large resource available to study them in Persian. We chose the collection of ghazals by Hafez, which consists of 4192 lines of poems. ...
Persian poetry has profoundly affected all periods of Persian literature and the literature of other countries as well. It is a fundamental vehicle for expressing Persian culture and political opinion. This paper presents a corpus of Persian literary text mainly focusing on poetry, covering the ninth to twenty-first century annotated for century and style, with additional partial annotation of rhetorical figures. Our resource is the largest and the most diverse corpus available in Persian literary text, with a particularly broad temporal scope. This allows us to conduct several computational experiments to analyze poetic styles, authors and time periods, as well as context shifts over time, for which we rely both on supervised models and on Persian poetry-specific heuristics. The corpus, the tools, and experiments described in this paper can be used not only for digital humanities studies of Persian literature but also for processing Persian texts in general, as well as in other broader cross-linguistic applications.
Two complementary studies are presented. The first study aimed to evaluate the ability of 109 3rd-graders to interpret and use some rhetorical devices typical of academic language (rhetorical competence) like conceptual anaphors, organizational signals, and refutations. They solved tasks with these three types of rhetorical devices. The results indicate that students have low rhetorical competence. The second study aimed to analyze the presence of the same rhetorical devices in the "Natural Sciences" and "Social Sciences" textbooks read by those same students in 2nd and 3rd grade. The analysis shows that, between 2nd and 3rd grade, the number of devices increases, in such a way that most of the 3rd-grade texts have one or more conceptual anaphors and one or more organizational signals. The contrast between both studies suggests an imbalance between the skills of 3rd-grade readers and the demands of their textbooks.
The study aims to investigate the ideological manipulation of language within news media headlines regarding the killing of Palestinian journalist Shireen Abu Akleh. This study employs Van Dijk’s socio-cognitive model of Critical Discourse Analysis to conduct a comparative qualitative analysis of 100 Arabic and 100 English news headlines, exploring linguistic features at both microstructure and macrostructure levels. The analysis delves into identity construction for the victim and perpetrator, revealing the discursive linguistic manifestations of underlying ideologies in two distinct linguistic and cultural contexts. The microstructure analysis reveals the preference of Arabic headlines for active voice structure, rhetorical devices of numeration, emphatic language, and metaphors. On the other hand, English headlines preferred the passive voice structure and the rhetorical device of litotes. The macrostructure analysis unravels the cognitive interplay between news media outlets and their target audience, demonstrating how selective headlines significantly impact public opinion. It shapes their comprehension and interpretation, particularly within the broader context of the Israeli-Palestinian conflict. Ultimately, this research highlights the dynamic interplay between language, ideology, and power in news media, offering key recommendations for understanding their comparative impacts.
Bilimsel metinlerin yöntem bölümleri, yazarın iletişimsel amaçları doğrultusunda çalışmanın aşamalarına ilişkin ayrıntılı açıklamaları içermesi ve bulguların geçerliliği konusunda okuyucuyu ikna etmesi açısından önem taşımaktadır. Yöntem bölümlerinde iletişimsel amaçların açık bir biçimde kodlanması, yazarın iletişimsel işlevi ve metinsel düzenleme arasındaki ilişkinin ortaya çıkarılması akademik söylemin anlaşılması konusunda önemli bir rol oynamaktadır. Metinsel düzenleme ilişkilerinin sağlanmasında önermeler arası ilişkilerinin dilsel görünümlerinin çözümlenmesinin bilimsel metin üretim sürecine katkı sağladığı görülmektedir. Çalışmanın amacı Türkçe eğitimi alanında yapılan lisansüstü tezlerin yöntem bölümlerinin tutarlılık ilişkilerini incelemektir. Bu doğrultuda metin türüne özgü özellikleri açısından sözbilimsel yapısı incelenmiş 32 doktora, 119 yüksek lisans tezi Kehler (2002) tarafından oluşturulmuş tutarlılık ölçütlerinden neden-etki bileşeni çerçevesinde değerlendirilmiştir. Lisansüstü tezlerin yöntem bölümlerinin bilimsel metin türüne uygunluğu sözbilimsel hareket ve adımlar (Swales, 1990) açısından incelenmiş; en az ve en çok gerçekleşen hareket ve adımlar arasındaki tutarlılık ilişkileri saptanmaya çalışılmıştır. Çalışmada örneklemde yer alan tezlerin yöntem bölümlerinin tutarlılık ilişkilerinden neden-etki bileşeni açısından nasıl bir görünüm sunduğu; yüksek lisans ve doktora programları arasında tutarlılık açısından farkın olup olmadığı varsa ne tür bir farklılık olduğu; sözbilimsel hareket ve adımların tutarlılık ilişkileri açısından nasıl bir görünüm sunduğu sorularına yanıt aranmıştır. Bilimsel metin türüne özgü olarak sözbilimsel hareket ve adımların tutarlılık ilişkilerinden neden-etki tutarlılığıyla doğrudan ilişkili olduğu sonucuna ulaşılmıştır.
eer textos académicos es una experiencia altamente demandante, ya que exige no solo comprender lo que se lee, sino también aprender de ello. Esta exigencia se vuelve cada vez más común desde los cursos intermedios de la enseñanza primaria. Consecuentemente, los estudiantes deben adquirir nuevos recursos estratégicos, que consisten en llevar a cabo acciones mentales guiadas por una meta explícita (por ejemplo, seleccionar solo la información que cumpla con un criterio determinado) ante la presencia de ciertas claves (por ejemplo, una expresión textual como “la primera causa es…”). La adquisición de estos recursos representa un reto que debemos entender bien para proporcionar el apoyo instruccional necesario. Por esa razón, este artículo busca identificar algunas de las necesidades que experimentan los estudiantes en el uso de estas estrategias de lectura, con base en algunos de nuestros estudios previos. Básicamente, mostramos que los estudiantes presentan más dificultades para procesar las claves textuales que guían sus acciones estratégicas que para llevarlas a cabo: es decir, hay una disociación entre la sensibilidad a las claves y la capacidad para ejecutar el curso de acción ligado a ellas. Además, presentan dificultades para recordar las metas de lectura cuando deben seleccionar la información de acuerdo con ellas. Estas evidencias nos llevarán a diferenciar dos planteamientos instruccionales: el primero pretende ayudar a los estudiantes, durante la lectura, a comprender el texto que están leyendo; el segundo está destinado a enseñarles cómo comprender cualquier texto. Finalmente, clarificamos cuándo y por qué ayudar a comprender podría ser especialmente útil.
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