Daniel Arkoh Fenyi
University of Education, Winneba

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DISCURSIVE STRATEGIES OF IDEOLOGICAL REPRESENTATIONS IN POLITICAL SPEECHES: A CRITICAL DISCOURSE ANALYSIS OF SELECTED SPEECHES OF KWAME NKRUMAH Aikins Addae; Daniel Arkoh Fenyi; Hamidu Alhassan
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

To win political power, political actors sometimes adopt linguistic and rhetorical strategies that enable them to communicate effectively with their audience. This makes the study of the language of politics an interesting academic exercise. Earlier studies on political speeches, in Ghana, especially, have tended to be a description and an analysis of style, innovative and persuasive strategies of politicians and the manipulation of linguistic structures to champion individual interest in presidential speeches. Not much has been done in terms of the functional implications of these rhetorical devices. This study therefore attempted a critical discourse analysis of selected speeches of Kwame Nkrumah to investigate the role of language in creating ideology and sustaining power as well as ideological discursive structures in political speeches. The study specifically investigated linguistic expressions which carry these ideological colourations in the speeches under review. The study employed the qualitative research approach and textual analysis as the design. The sampling method was purposive, and the analysis was done thematically. The study employed the theoretical frameworks of Fairclough’s CDA and Van Dijk’s socio-cognitive approach to analyse the speeches. The study revealed that the ideologies were carried out through these discursive structures: evidentiality, pronouns, agency, metaphor, intertextuality, rhetorical question and strong modal of obligation. The study also revealed that Nkrumah relies on language to produce ideologies of nationalism, patriotism, national self-image, hope, power and dominance in his speeches. The study further revealed that the discursive structures produce and sustain power and unequal power relations between Nkrumah and his audience. The study afforded much evidence to conclude that politics is a game that can be successfully played through a skillful employment of language. The study, therefore, concludes that the speeches that were analysed were used as a means of establishing, maintaining, and sustaining power and asymmetrical power relations. Keywords: rhetorical devices, linguistic structures, persuasive strategies, ideologies, discursive structures
Turn-taking as a Pedagogical Strategy in Classroom Interaction: A Conversation Analysis of Adjacency Pairs Daniel Arkoh Fenyi; Isaac Owusu Nyarkoh
Linguistics Initiative Vol. 2 No. 2 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.2225

Abstract

Most part of teaching and learning in the classroom is done through interaction or ‘talk’. The importance of teacher-student interaction in the teaching and learning process can, therefore, not be overemphasised. This study investigates the adjacency pair patterns of teacher-student classroom interaction and how these patterns impact on pedagogy. It is a qualitative study. All the four Senior High Schools in the Agona West Municipality of the Central Region of Ghana were engaged in the study. One English teacher each from the schools was selected through a random sampling technique. Their classes of an average size of 60 students were observed through participant observation and the teacher-student interactions were recorded through audio recording and note-taking. Analysis of the data was grounded in Schegloff’s (2007) conceptual framework of adjacency pair. The outcome of the study revealed that eight adjacency pairs were used in the language classroom. These are; greeting/greeting, check/clarification, instruction/compliance, question/answer, request/accept, accusation/refusal, complaint/apology and leave-taking/leave-taking. The data also revealed that 82% of the interactions is initiated by the teacher while only 18% is student-initiated. This has impacts on pedagogy and must therefore ignite the scholarly interests of pedagogues and linguists.