چکیده:
Building upon Fairclough's (1989) stages of critical discourse analysis, i.e. the micro level text (discourse) analysis, and the macro level processing (ideology) and social (power) analyses, the present paper foregrounds some ideological facilitators of institutional power enactment, which are multimodal interruptions of professors in the last parts of M.A viva sessions. These verbal and nonverbal interruptions or discourse types are taken-for-granted by all the academic people, and these beliefs are ideologically held and transferred to others, since they are legitimately and naturally re-produced, though having the form of a coercive power. This paper presents a new understanding of power, by urging that power in the present study is both non-modern and coercive, as opposed to Van Dijk (1996), discussing the features of a modern power as being 'persuasive and manipulative' rather than 'coercive or incentive.' The data consisted of four main themes: (1) Verbal & nonverbal commands; (2) Interruptive comments and explanations; (3) Gatekeeping power including (a) Time management, and (b) knowledge management; and (4) Interruptive activities. This paper has implications for applying CDA in higher education and especially in face-to-face oral exams as opposed to blind peer reviews, where the coercive power takes the place of collaboration.
خلاصه ماشینی:
"These verbal and nonverbal interruptions or discourse types are taken-for-granted by all the academic people, and these beliefs are ideologically held and transferred to others, since they are legitimately and naturally re-produced, though having the form of a coercive power.
Power as a process is dynamic and jointly shaping, which can change from time to time and its locus is inside the society, relations, ideologies, and events, and it is an indispensable element in education which has a lot to do with naturalizing some specific discourse orders.
Relying on the triangle of discourse, ideology, and power, and making a novel use of critical discourse analysis as a new approach for investigating interactions in oral exams, the data of the present study went through three steps of coding, organizing, and thematizing.
Applying both micro and macro levels of analysis, the present paper tries to explore: (a) what linguistic and semiotic strategies are used by the students, advisors, supervisors, external and internal examiners, and the audiences in a viva voce; (b) how taken-for-granted ideologies pave the way for one group to exert power in discourse; and (c) what super-ordinate and subordinate relations exist in a viva voce.
Using thematic coding and categorizing the data, four main themes emerged: (1) Verbal & nonverbal commands; (2) Comments and explanations; (3) Gatekeeping power including (a) Time management, and (b) Knowledge management; and (4) Interruptive actions.
4. 1 Verbal & nonverbal commands Verbal and nonverbal commands were frequently observed in the corpus of this study, by which supervisors, advisors, external and internal examiners interrupted the defending students in different parts of oral exams."