Discourse Analysis as Theory and Method

By M. Jørgensen, L. Phillips. 2002

4,141 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/648da913bea814803c9381b87acc7d03326c7651

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Injeong Yoon
2. John Trent
3. Anthony J. Onwuegbuzie
4. Nancy L. Leech

In Language and Linguistics

1. Injeong Yoon
2. John Trent
3. Anthony J. Onwuegbuzie
4. Nancy L. Leech
5. Seçil Akyıldız

In Literature and Literary Theory

1. Injeong Yoon
2. John Trent
3. Anthony J. Onwuegbuzie
4. Nancy L. Leech

Citations in the corpus

• An Overview of Qualitative Research and Focus Group Discussion (2021, neutral): “After that, it will be analyzed to observe how forms of elements like community, skills, procedures, and society develop in discourse (Jorgensen & Phillips, 2002).”
• Interactive reinforcement learning for task-oriented dialogue management (2016, background): “(2005, 2006); Knox and Stone (2012); Loftin et al. (2014)), especially in the robot control domain. Suay and Chernova (2011) showed that incorporating teacher feedback into the policy learning process of a real-world robot agent significantly improves the policy learning time by reducing the number ”
• Why is it not Just a Joke? Analysis of Internet Memes Associated with Racism and Hidden Ideology of Colorblindness (2016, background): “A criticism of CDA is its tendency to analyze visual images as if they were linguistic texts (Jørgensen & Phillips, 2002).”
• Discourses of transparency in the intellectual capital reporting debate: Moving from generic reporting models to management defined information (2009, background): “Research in some parts of social science has to an increasing extent focused on the production and consumption of texts in specific contexts (Phillips & Jørgensen 2002, Fairclough 1992).”
• The erosion of a method: examples from grounded theory (2005, background): “We propose that the label of grounded theory appears to be a ‘social good’ (Gee, 1999)7—something that groups of people within the field of qualitative research compete for.”
• From learner to teacher: practice, language, and identity in a teaching practicum (2013, background): “Social antagonisms can be dissolved through a hegemonic intervention in which one discourse comes to dominate and “by means of force reconstitutes ambiguity” (Jorgensen & Phillips, 2002, p. 48).”