The Science of Qualitave Research · Nov. 2015 Centre for International Business Studies | CIBS A proton collides with a lead nucleus, sending a shower of par5cles through the ALICE

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.)


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


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.


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


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


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


CDAstemsfromacri5caltheoryoflanguagewhichseestheuseoflanguageasaformofsocialprac5ce.Allsocialprac5cesare5edtospecifichistoricalcontextsandarethemeansbywhichexis5ngsocialrela5onsarereproducedorcontested,anddifferentinterestsareserved.Itistheques5onspertainingtotheintereststhatrelatediscoursetorela5onsofpower.

a)  Howisthetextposi5onedor

posi5oning?b)  Whoseinterestedare

served/negated?c)  Whataretheconsequences

ofthisposi5oning?


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


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.


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.


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)


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.



Table checklist of gramma5cal tools based on M.A.K. Halliday’s (b.1925-) Introduc&on toFunc&onalGrammar,2nded.(1994).


Context Seman/cs(meanings)

Lexicogrammar(lexical/words+grammarsystem)

Field Idea5onal-  Experien5al-  Logical

Transi5vityTaxis,Logico-Seman5cRela5ons

Tenor Interpersonal MoodModalityAppraisalSystems

Mode Textual Thema5cstructureCohesion

Registervariables,metafunc5onsandlexicogramma5calrealiza5ons(Halliday1994)

Centre for International Business Studies | CIBS Nov. 2015

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

Centre for International Business Studies | CIBS Nov. 2015

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


ChoiceofMOODindicatedinauxiliaryverbs

Dynamic:objectsinmo5onEpistemic:cogni5vequali5esDeon5c:moralobliga5on


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The Science of Qualitave Research · Nov. 2015 Centre for International Business Studies | CIBS A proton collides with a lead nucleus, sending a shower of par5cles through the ALICE