Discursive practices of private online tutoring websites in Russia

Datos Bibliográficos

ID2932460
AutoresOlga Kozar (Macquarie University, autor de correspondencia)
Año2015
Volumen36
Número3
Páginas354-368
Fecha de publicación2015-05-27
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores de la revistaISSN: 0159-6306 • E-ISSN: 1469-3739
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2013.871238
OpenAlexW2046416691
IdiomaEN
Citas recibidas15
Referencias citadas37

A recent development in English teaching in Russia is the emergence of private online language-tutoring schools, which offer one-on-one lessons by means of audio/videoconferencing. It remains unclear: (1) how these new providers of educational services are presenting themselves to the potential learners; (2) what ideology they tend to drawn on and (3) whether there is sufficient similarity to conceptualise these websites as exemplars of the same genre. This paper employs the tools of critical discourse analysis (CDA), Genre Theory and Appraisal within the Systemic Functional Linguistics to study the language of 17 websites of private online language schools. The study aims to investigate whether the websites exhibit similar discourse and ideology and whether they might belong to the same 'genre prototype'. The analysis reveals a considerable thematic, structural and rhetorical similarity between the websites and a high presence of neoliberal ideology

Appraisal theory · Critical discourse analysis · Discourse analysis · Ideology · Linguistics · Political science · Politics · Qualitative research · Rhetorical question · Social science · Sociology · Systemic functional linguistics · Thematic analysis · Computer Science · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology