the science of qualitave research · nov. 2015 centre for international business studies | cibs a...
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Nov. 2015 Centre for International Business Studies | CIBS
Aprotoncollideswithaleadnucleus,sendingashowerofpar5clesthroughtheALICEdetector.TheATLAS,CMSandLHCbexperimentsalsorecordedcollisions(Image:ALICE/CERN).hHp://bit.ly/1hg5iVn.
TheScienceofQualita5veResearch
S E M E I O L O G Y (the study of signs of which linguistics is but one field, other fields include biosemiotics, cognitive semiotics, cybersemiotics, computer semiotics, organisational semiotics, cultural semiotics etc.)
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DiscourseAnalysis- Conversa5onAnalysis- Cri5calDiscourseAnalysis- Rhetoric- Narratology- LiteraryStylis5cs
L i n g u i s 5 c s
Semio5cs- Syntax(grammar)- Seman5cs(meaning)- Pragma5cs(meaningincontext
thatleadtoac5on)VisualSemio5cs
Intermsofmethodology,manytoolsfromDAcanbeandhavebeenappliedinthefieldofvisualsemio5cs,i.e.inthedeconstruc5ngandanalysisofvisualsincontextsuchasmarke5ngposters,newspaperlayouts,magazinelayoutsetc.
Languageisasystemofmeaning.Itisasemio&csystem.Otherkindsofsystemsinclude,thephysical,thebiologicalandthesocial.Eachsystemhasanascendingorderofcomplexity,eachencompassingtheonebelow.
QUALITATIVERESEARCHMETHODSCONTENTANALYSIS
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i. Ethnomethodological i. Conversation Analysis
ii. Sociolinguistic
iii. Logico-philosophic
iv. Structural-functional
v. Social-semiotic
iiia. Speech Act Theory iiib. Pragmatics
v. Critical Discourse Analysis / Critical Linguistics
iva. Birmingham School ivb. Systemic Functional Linguistics
Visual semiotics analysis
Reference:S.Eggins&D.Slade,1997.AnalysingCasualConversa&on.London:Cassell,chapter2.
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D I S C O U R S E A N A L Y S I S
‘Discourse’canbedefinedasacollec&onof(spoken/wriHen)textsand/orvisuals.DArestsonthetheore&calfounda&onthatlanguagereflectsthinkingwhilstatthesame5me,createsreality(knownasthelinguis&crela&vityprinciple).DAisasystema5cmethodofinves5ga5onoflanguageinuseincontext,organizedatandabovethelevelofthesentence,thatincludesspokenandwriHenformsoftext.DAhasbeenappliedprimarilytospokenlanguage,face-to-faceinterac5onsintheformofConversa5onAnalysis(CA)inavarietyofcontexts–classrooms,courtrooms,hospitals/clinics,organiza5ons,poli5caldebatesetc.DAcaninves5gatefeaturesthatoflanguagethataresmallandspecific,e.g.whetherspeakers/writersprefacetheirsentenceswithmarkerslikeohandwell,orwhethertheyorganizesentencesaccordingtothepaHernofgiveninforma5onfollowedbynewinforma5on.DAcaninves5gateaspectsoflanguagethatarecomplexandabstract,i.e.howspeakersandwritersorienttheirlanguagetoins5tu5onalse`ngs,orhowsocio-culturalworldviewsaffecttheproduc5onandinterpreta5onoflanguage.
Nov. 2015 Centre for International Business Studies | CIBS PhotobyR.S.Slavin
ReferenceMar5n,J.R.2011.SystemicFunc5onalLinguis5cs.InK.Hyland&B.Paltridge(eds),Con&nuumCompaniontoDiscourseAnalysis,London,UK,pp101-119.
Thefunc&onalviewoflanguageworksontheassump5on that language has evolved bothas a process and tool to serve the socialfunc5onsofthehumanspecies.The social func5ons of language determinethepaHernoflanguagevarie5esandgenres,represen5ng different resul5ng discoursetypes.A discourse database can be built fromcollec5ng primary and secondary data, i.e.interviews, texts in print, texts from theinternet.Qualita5ve data is ogen framed within thecontextofadiscourse.Assuch,allqualita5vedata analysis is discourse analysis (DA) ofwhich conversa5on analysis (CA) is but oneexampleofhowDAcanbeconducted.
GENRE PURPOSE STAGES
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Aspectsofinterest(1) Iden5fyingactors:TheresearcheraHemptstoestablish,withinthegivencontextofstudy,themainactors.Thiscanbeuncoveredthroughsalience/prominenceofdiscoursepresence.(2) Iden5fying agency: The researcher tries to understand and study each actor’s agency, orcapacityforinfluenceinthegivencontextofstudy.Thiscouldbedoneintwoways,(i) studying the internal world of the actors, such as the person’s emo5ons, expecta5ons,
hopes,disappointments,frustra5ons,worldoutlooketc.throughtheiruseoflanguage,and(ii) studyingtherela5onofinternalworldofactorsinrela5ontotheexternalcontextualreality.(3)Correla5ngtheinterac5onbetweenactorsthroughsocialdiscourse:TheresearcheraHemptstostudyandunderstand,bymeansoflanguage,thesocialinterac5onstakingplaceinthesocialgroup,inthecontextofstudy.
QUALITATIVERESEARCHMETHODSDISCOURSEANALYSIS
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Whether interview data or group discussions, interac5ons both perpetuate and create newsymbolsofgroupmeaning(partofculturemakingforexample),andimagesofstatus,territory,power,authorityetc.Interac5onsanddiscoursereflect,perpetuateandshapegroupideology.Ques5onstoaskinapplyingDA:a) Whatdoeslanguageallowtheinterac5ngactorstodo?b) Whatdoesitpreventthemfromdoing?c) Doesitallowthemtorealizetheirgoals?d) Doesitassistinconstruc5ngthesocialrealityinwhichtheyliveandact?
There is an aHempt to understand what language is and what func5ons it serves in theprofessionalworldinorganiza5onalse`ngs.Discourse in its socialandcultural contexts isanaHempt tounderstandhowusersof languagegeneratemeaningforthecommunityofusersthemselves.
QUALITATIVERESEARCHMETHODSDISCOURSEANALYSIS
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CDAstemsfromacri5caltheoryoflanguagewhichseestheuseoflanguageasaformofsocialprac5ce.Allsocialprac5cesare5edtospecifichistoricalcontextsandarethemeansbywhichexis5ngsocialrela5onsarereproducedorcontested,anddifferentinterestsareserved.Itistheques5onspertainingtotheintereststhatrelatediscoursetorela5onsofpower.
a) Howisthetextposi5onedor
posi5oning?b) Whoseinterestedare
served/negated?c) Whataretheconsequences
ofthisposi5oning?
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The CDA model of analysis consists of three interrelated facets of analysis which are 5ed to threeinterrelateddimensionsofdiscourse:1. Theobjectofanalysis(includingverbal,visual,and/orverbal-visualtexts).2. Theprocess bywhich the object is produced and received (wri5ng, speaking, designing, reading,
listening,viewing)byhumans.3. Thesocio-historicalcondi5onsthatgoverntheseprocesses.Eachofthethreedimensionsrequiresadifferentkindofanalysis:1. Textanalysis(descrip5on)2. Processinganalysis(interpreta5on)3. Socialanalysis(explana5on)
Whatisusefulaboutthisapproachisthatitenablestheanalysttofocusonthedifferentlayersoftextproduc5on,interpreta5onanddissemina5on.Itshowshowtextsareinstan5a5onsofsociallyregulateddiscourseandthattheprocessesofproduc5onandrecep5onaresociallyconstrained.
QUALITATIVERESEARCHMETHODSCRITICALDISCOURSEANALYSIS
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WiththismodelbyNormanFairclough(b.1941-),youhavemul5plepointsofanaly5centry,wheretheaim is to have comprehensive mutual explana5ons with interes5ng paHerns that can be described,interpretedandexplained.
QUALITATIVERESEARCHMETHODSCRITICALDISCOURSEANALYSIS
Processofproduc5onandinterpreta5on
Condi5onsofproduc5onandinterpreta5on
2.Discourseprac5ce
1.Socioculturalprac5ce(situa5onal,ins5tu5onal,societaletc.)
3.Text
i.Descrip5on(textanalysis)
ii.Interpreta5on(processinganalysis)
iii.Explana5on(socialanalysis)
CRITICALDISCOURSEANALYSISMODELFairclough,N.1995.Cri&calDiscourseAnalysis,London,Longman.
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SYSTEMIC FUNCTIONAL L I N G U I S T I C S
“A fundamental property of language is that it enableshumanbeingstobuildamentalpictureofreality,tomakesense of their experience of what goes on around themandinsidethem…Ourmostpowerfulconcep5onofrealityis that it consists of ‘goings-on’: of doing, happening,feeling, being. These goings-on are sorted out in theseman5c systemof the language, and expressed throughthegrammaroftheclause”(p.101)SFLseeslanguageasasystemofcommunica5on,allowingforinterac5onwithanaudiencebymakingandexchangingmeaningsbasedonasystemofchoices.
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T h e v i s i 5 n g s t u d e n t s w e r e r e a d i n g i n t h e l i b r a r y
Syntagma5caxisParadigm
a5caxis
foreignOccidentalOrientallocalyoung
hardworkingidle
catsgirls
execu5vesaliens
caterpillarsboys
individuals
runningthrowingdancingleapingcookingtro`ngskipping
bathtubtrainsta5onstadiumkitchen
bookstorestreetsubway
QUALITATIVE RESEARCH METHODS SYSTEMIC FUNCTIONAL LINGUISTICS (SFL)
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3METAFUNCTIONSOFLANGUAGEi. Idea5onal–whichexpressestheworldofexperience,languagethatcapturesourmentalor
cogni5ve experiences and representa5ons of the world. The idea5onal metafunc5on isanalysedviatheuseofTransi&vityinlanguage.Ittellsusaboutwhoisdoingwhatandwhofeelsorthinkswhat,forexample.
ii. Interpersonal– languagethatestablishesandmaintainssocialrela5onships, itreflectshowindividuals interactwitheachinsocialcontexts,whatvalues,a`tudesandwhataspectsofeachindividual’spersonalityisexpressed.Theinterpersonalmetafunc5onisanalysedviatheuseofMoodandmodality,howobligeddopeoplefeelaboutdoingsomethingforexample.
iii. Textual–whichbringsoutthethemesofwhatisbeingcommunicated,ithelpsinterlocutorsconstructacoherenttext.Thetextualmetafunc5onisanalysedbylookingatclausaltheme,i.e.whatcomesfirstwhenpeoplesaythings.
These3metafunc5onsoccursimultaneouslyinthelexicogrammarofthelanguage.
QUALITATIVE RESEARCH METHODS SYSTEMIC FUNCTIONAL LINGUISTICS (SFL)
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Table checklist of gramma5cal tools based on M.A.K. Halliday’s (b.1925-) Introduc&on toFunc&onalGrammar,2nded.(1994).
QUALITATIVE RESEARCH METHODS SYSTEMIC FUNCTIONAL LINGUISTICS (SFL)
Context Seman/cs(meanings)
Lexicogrammar(lexical/words+grammarsystem)
Field Idea5onal- Experien5al- Logical
Transi5vityTaxis,Logico-Seman5cRela5ons
Tenor Interpersonal MoodModalityAppraisalSystems
Mode Textual Thema5cstructureCohesion
Registervariables,metafunc5onsandlexicogramma5calrealiza5ons(Halliday1994)
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Ref:Moore,N.2015.Introduc&ontoTransi&vity.InternetresourceatVimeo,hHp://bit.ly/1TTEoDN.Retrieved19Aug.2015.
Sensor/phenomenon
Actor/goal
Carrier/aHributeIden5fier/iden5fied
Sayer/Receiver
Behaviour
Existant
SystemofTransi5vityanditspar5cipants
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MATERIALACTORS• responsibilityas‘culture
carrier’• ac5velychanging/re-
wri5ngorganiza5onalstructure
• creatorsoforganiza5onalideology/culture
• toeducateandtrainemployees
• responsibilitybarer-takefullresponsibilityformistakesofdecisionsmadebythemselvesand/oremployees
GOAL• organiza5onalchange• lateraliza5onofhierarchy-
>makesindividualandorganiza5onalknowledgemoreaccessibletoeveryoneateverylevel
• morecrea5ve/innova5veenvironment
MODALITY• highobliga5ononthepart
ofthemanager,asleader/ini5atorofchange,‘must’,‘hastobedone’,‘needstochange’
• highobliga5ononemployeesintheeffortofchange,‘nomorebosstogoto’
• highobliga5ontotakeonpersonalresponsibility
• lowobliga5onforperfec5on
• low/medianobliga5ontos5ckto5melineforchange,overperiodofca.2-3years
Transi5vityMood
Theme
THEME/RHEME• ‘boss’asmentor• greaterindividual
responsibility• Thinkingoutsidethebox/
thereisnobox• mistakesarelearning
opportuni5es• experienceaspainful• newcapaci5esfound
QUALITATIVERESEARCHMETHODSSYSTEMICFUNCTIONALLINGUISTICS(SFL)Example of leadership in MNEs
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ChoiceofMOODindicatedinauxiliaryverbs
Dynamic:objectsinmo5onEpistemic:cogni5vequali5esDeon5c:moralobliga5on
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