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Showing 2 results for Pegah
Pegah Pegah, Mohsen Hanif,
Volume 26, Issue 1 (3-2023)
Abstract
Manipulation, one of the pivotal concepts in critical discourse analysis (CDA), is mainly considered a top-down strategy implemented by superior people on the inferior ones, who are passive recipients of power, to further their goals and benefits. However, the present paper highlights manipulative strategies exercised by a less powerful individual on the more powerful one who rather than being a passive victim, resists being manipulated by having gained counter-information to counterbalance the manipulator’s arguments. In the present paper, a critical discourse analytic approach is adopted to trace the power struggle in interpersonal relationships, taking advantage of a textual-contextual analysis to lay bare how power relations are detectable in discourse and what strategies are employed to exert or neutralize power. The selected excerpt examines the exchange between an irresponsible tour guide who is concerned with his job security and a dissatisfied tourist who threatens to disclose his incompetency as a tour-guide. To accomplish this end, several manipulative strategies are identified in the chosen excerpt, drawing on Teun A. Van Dijk, Eddo Rigotti, De Saussure & Schulz and Sandrine Sorlin’s proposed strategies.
Pegah Merrikhi,
Volume 27, Issue 1 (4-2024)
Abstract
Learning to speak two languages is akin to mastering any other skill; it comes with a wealth of benefits. Research shows that being bilingual can greatly enhance cognitive and emotional development, as well as open up new avenues for learning success. It’s believed that the constant need to switch between languages offers several cognitive advantages. This study highlights that early childhood is the optimal time to learn a second language.
Studies have indicated that children exposed to two languages in their formative years often become proficient in both. Bilingual individuals—children and adults alike—tend to exhibit superior executive functioning skills, enabling them to shift focus, manage multiple tasks, and solve problems more effectively. Additionally, they possess heightened metalinguistic abilities, which allow them to reflect on and analyze language structures and functions.
To gather data for this study, observations and interviews were conducted with teachers from kindergarten and primary schools. A qualitative content analysis was performed on the collected data. The results revealed that students who received English instruction before the age of six showed significantly higher language and cognitive abilities compared to their peers who did not receive such instruction at the same stage.
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