DISCORE Speaker Series (Dr. Olcay SERT)

(Please email us at to get a link for the session.)

Date: 20.05.2021

Place/Time: Online via Zoom at 19:00 UTC+3 (Local time in Ankara, Turkey)

Speaker: Dr. Olcay Sert, Mälardalen University

Talk Title: Discussion tasks and active listenership: In search of interactional development


In this talk, I will first reflect on my earlier study (Sert 2019) into L2 discussion tasks from the perspective of active listenership. I will then present further evidence on the facilitative role of discussion tasks, by using data from English language classrooms in Sweden (Sert and Amri 2021). It will be argued that discussion tasks carried out by groups of learners promote unique affordances for interactional development. Implications for teaching and assessment of interactional competence and “interactive listening” (Lam 2021) will be discussed.

Suggested Readings:

Lam, D. M. (2021). Don’t Turn a Deaf Ear: A Case for Assessing Interactive Listening. Applied Linguistics.

Sert, O. (2019). The Interplay between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence. In M. R. Salaberry & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: bridging theory and practice (pp.142-166). New York: Routledge.

Sert, O. & Amri, M. (2021). Learning Potentials Afforded by a Film in Task-Based Language Classroom Interactions. The Modern Language Journal. 105, 126-141. 

DISCORE Speaker Series (Dr. Stephanie SCHNURR)

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Date: 18.03.2021

Place/Time: Online via Zoom at 19:00 UTC+3 (Local time in Ankara, Turkey)

Speaker: Dr. Stephanie Schnurr, University of Warwick

Talk Title: “You have to be honest about how hard it is”: Exploring the sociolinguistics of family and work in leadership stories around the world


This talk explores the sociolinguistics of family and work in leadership stories told by professionals in different socio-cultural contexts, including the Middle East, the US, Nigeria, Kuweit and Dubai. Focusing on this largely overlooked aspect of leadership and taking a narrative as social practice approach (Clifton et al. 2020), this study analyses and critically discusses several stories told by those in leadership positions which make family and work an issue for leadership. By challenging traditional views of leaders as “tall, handsome, white, alpha males (of) privilege” (Grint 2010: 69) these stories problematise and resist global hegemonic masculine Discourses of leadership, which often contribute to a marginalisation and exclusion of women (e.g. Acker, 1990; Crawford & Mills, 2011; Baxter & Al A’ali, 2016). This marginalisation of women is, for example, evidenced by the persisting global issues of women’s underrepresentation in managerial and senior positions and the gender pay gap (OECD, 2017; Adams, 2016; Appelbaum et al., 2003; Vial, Napier, & Brescoll, 2016; Fitzsimmons & Callan, 2016).

Drawing on leadership stories that occurred during research interviews as well as mediatised interviews and TED talks, this study explores how the storytellers through recounting their own experiences in geographically and culturally different contexts not only navigate gender stereotypes but at the same time challenge and resist globally valid hegemonic (and typically masculine) notions of leadership. Although the stories come to different conclusions and provide different (if any) solutions on how to successfully juggle family and work, by explicitly acknowledging and thereby normalising these issues they have transformative power (Clifton et al., 2020). By telling and re-telling such stories in different contexts and to different audiences, alternative notions of leadership are constructed and literally talked into being which over time may replace traditional, hegemonic and widely circulating stories about heroic and by default male leaders from which women tend to be excluded. However, the study argues that in their stories the tellers often do not go far enough and often do not explicitly criticize and challenge the underlying gender ideologies which discriminate against women.

Suggested Readings:

Clifton, J., S. Schnurr, and D. Van De Mieroop 2019. The Language of Leadership Narratives: A Social Practice Perspective. Abingdon: Routledge. Chapters 1 and 7

Grint, K. 2010. Leadership: A very short introduction. Oxford: Oxford University Press. Chapter 5

Schnurr, S. and B. Mak 2011. “Leadership in Hong Kong. Is gender really not an issue?” Gender and Language. Special Issue on Gender and Language in the Workplace 5(2): 337–364.

DISCORE Speaker Series (Ayşenur SAĞDIÇ)

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Date: 18.02.2021

Place/Time: Online via Zoom at 19:00 UTC+3 (Local time in Ankara, Turkey)

Speaker: Ayşenur Sağdıç, Georgetown University

Talk Title: A Corpus-based Discourse Approach to Internet Pragmatics Research


Using corpus-based discourse analysis allows researchers to combine qualitative and quantitative research methods to uncover and examine underlying patterns of language use. In this presentation, I will illustrate how such a method can be utilized to research internet pragmatics by presenting the findings of my recent study that analyzed the cross-cultural differences and similarities of Facebook compliment exchange patterns in American English and Turkish. Although there is a rich body of literature on face-to-face compliment exchanges (e.g., Ruhi, 2006), few empirical studies exist on how compliments are realized in technology-mediated environments with non-verbal elements (e.g., emojis, likes). Situated at the intersection of corpus linguistics, interactional sociolinguistics, and internet pragmatics, this study examined a corpus of naturally occurring compliments directed to Facebook users and their compliment responses. Semi-structured interviews were also included to collect metapragmatic information on online complimenting practices and to triangulate the corpus and discourse analysis findings. Through my analysis, I will demonstrate that while both Turkish and American English speech communities employ various positive politeness strategies, their strategies differ markedly based on the pragmatic expectations with respect to how politeness is achieved in the act of complimenting on social networking sites. I will conclude the talk by discussing the theoretical and methodological implications of the findings for technology-mediated discourse research as well as pedagogical affordances of corpus-based discourse analysis for teaching pragmatics in second language classrooms.

Suggested Readings:

Eslami, Zohreh R., & Xinyuan Yang. (2018). Chinese-English bilinguals’ online compliment response patterns in American (Facebook) and Chinese (Renren) social networking sites. Discourse, Context & Media, 26, 13-20. 

Maíz-Arévalo, Carmen. (2013). “Just click ‘Like”’: Computer-mediated responses to Spanish compliments. Journal of Pragmatics 51, 47–67.

Ruhi, Şükriye. (2006). Politeness in compliment responses: A perspective from naturally occurring exchanges in Turkish. Pragmatics, 16(1), 43-101.

Tannen, Deborah. (2013). Medium is the metamessage: Conversational style in new media interaction. In Deborah Tannen & Anna Marie Trester (Eds.), Discourse 2.0: Language and new media (pp. 99-117). Washington, DC: Georgetown University Press.

DISCORE Speaker Series (Dr. Philip Durrant)

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Date: 21.01.2021

Place/Time: Online via Zoom at 19:00 UTC+3 (Local time in Ankara, Turkey)

Speaker: Dr. Philip Durrant, University of Exeter

Talk Title: Corpus Research for Writing Development


Corpus linguistic research methods have much to offer to the study of writing development. They can enable reliable analysis of large samples of authentic learner writing and highlight subtle developmental patterns that are difficult or impossible to detect by other methods. The increasing availability of learner corpora, and of software capable of easily processing such corpora, are opening up exciting new opportunities for research in this area.

While these developments should be welcomed, it is important to reflect on the methodological nature of such research and to consider what corpus studies can and cannot tell us about writing development. This presentation draws on a large-scale systematic review of the literature and my own corpus research into the writing of school children in England to reflect on key methodological issues. It will evaluate some of the advantages of a corpus approach, and highlight limitations and aspects of good practice of which researchers need to be aware. I hope that this will be a chance to think through some fundamental issues in learner corpus research and to help build a strong foundation for future studies.

Suggested Readings: 

Biber, D., Gray, B., Staples, S. & Egbert, J. (2020). Investigating grammatical complexity in L2 English writing research: Linguistic description versus predictive measurement. Journal of English for Academic Purposes. 

Crossley, S. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research. 

Durrant, P. & Brenchley, M. (2019). Development of vocabulary sophistication across genres in English children’s writing. Reading and Writing.

Durrant, P., Brenchley, M. & Clarkson, R. (2020). Syntactic Development across Genres in Children's Writing: The Case of Adverbial Clauses. Journal of Writing Research. 

DISCORE Speaker Series (Dr. Hasret SAYGI)

Date: 08.10.2020

Place/Time: Online via Zoom at 15:30pm. (Please email us at to get a link for the session.)

Speaker: Dr. Hasret Saygı, İstanbul 29 Mayıs University

Talk Title: Linguistic ethnographic exploration of stance taking practices between the refugee and local neighbours


This linguistic ethnographic research investigates the dynamics of everyday interaction between refugee and local women residing in a mid-size Turkish city. Focusing on social gatherings of local and Iraqi Turkmen refugee women in domestic spaces for one year, the linguistic ethnographic study undertaken in this project explores the dialogical processes through which these women construct and negotiate their stances and identity positions. Regular field observations were supplemented by a total of 70-hour of audio-recordings of spontaneous interactions in Turkish in informal social gatherings, interviews, and home visits. Findings reveal how these interactions were observed to be normative and stance-saturated, and the hegemonic nationalist, religious and patriarchal discourses were all-pervasive. They also show that while the Iraqi Turkmen women's efforts to capitalise on the shared identities resulted in the emergence of "brief moments of tight but temporary and ephemeral groupness" (Blommaert, 2017, p. 35), in the long run, their refugee identity overshadowed other identities which they claimed for themselves.

The reading list, suggested by Dr. Hasret Saygı, is as follows:

Suggested Readings:

1. Block, D. (2013). The structure and agency dilemma in identity and intercultural communication research, Language and Intercultural Communication, DOI:10.1080/14708477.2013.770863.

2. Du Bois, J. (2007). The stance triangle. In R. Englebretson (Ed.), Stancetaking in Discourse: Subjectivity, Evaluation, Interaction (pp. 139-182). Amsterdam: John Benjamins.

3. Jaffe, A. (2009). Introduction: The Sociolinguistics of Stance. In A. Jaffe (Ed.), Stance: Sociolinguistic perspectives (pp. 3-28). Oxford: Oxford University Press.

4. Rampton, B., Tusting, K., Maybin, J., Barwell, R., Creese, A., & Lytra, V. (2004). UK Linguistic Ethnography: A Discussion Paper, Unpublished. Retrieved from

DISCORE Speaker Series (Dr. Betül BAL GEZEGİN)

Date: 05.03.2020

Speaker: Dr. Betül Bal Gezegin, Ondokuz Mayıs University

Lecture Title: Exploring Academic Genres with Corpora


Corpus provides “multiple perspectives on differences and similarities in language use that cannot be provided by other approaches” (Conrad, 96). Inspired by these words, in this talk, I will share experiences on compilation and analysis procedures of two specialized corpora: a) corpus of published research articles written by Turkish scholars and b) corpus of academic book reviews written in Turkish and English. I will show how texts from different academic genres are investigated with corpus tools for various focuses such as lexical bundle use, evaluative language, appraisal resources, and metadiscourse markers. By showing evidences on variation across text types, genres, and languages, pedagogical implications of the findings will be discussed particularly for L2 writing and academic writing.

Compulsory Readings:

Moreno, A. I. & Suárez, L. (2008). A study of critical attitude across English and Spanish academic book reviews. Journal of English for Academic Purposes, 7(1), 15-26.

Itakura, H. & Tsui, A. B. M (2011). Evaluation in academic discourse: Managing criticism in Japanese and English book reviews. Journal of Pragmatics, 43(5), 1366-1379. 

Extra Readings: 

Bal-Gezegin, B. (2019). Lexical bundles in published research articles: A corpus-based study. Journal of Language and Linguistic Studies, 15(2), 520-534.

 Junqueira, L. & Cortes, V. (2014). Metadiscourse in book reviews in English and Brazilian Portuguese: A corpus-based analysis. RPCG: Rhetoric, Professional Communication and Globalization, Volume 6, 88-109.

 Tse, P. & Hyland, K. (2007). ‘So what is the problem this book addresses?’: Interactions in academic book reviews. Text & Talk: An Interdisciplinary Journal of Language, Discourse & Communication Studies, 26(6), 767-790.

Reading & Discussion Session

Date: 20.02.2020

Theme: Internet Pragmatics

Reading List:

Reading 1 (Compulsory): Xie, C. & Yus, F. (2018). Introducing internet pragmatics. Internet Pragmatics, 1(1), 1-12.

Reading 2 (Compulsory): Yus, F. (2018). Identity-related issues in meme communication. Internet Pragmatics, 1(1), 113-133.

Reading 3 (Compulsory): Bou-Franch, P. & Blitvich, P.G.C (2018). Relational work in multimodal networked interactions on Facebook. Internet Pragmatics, 1(1), 134-160.

DISCORE Speaker Series (Dr. Duygu ÇANDARLI)

Date: 26.12.2019

Speaker: Dr. Duygu Çandarlı, University of Dundee

Lecture Title: Using corpus linguistics methodology to research second language writing


In this talk, I will show how corpora and corpus methods can be used to research second language (L2) writing and then focus on the role of statistics in interpreting corpus findings. I will also exemplify how qualitative data analysis methods, e.g., interviews can be combined with corpus analysis (e.g. Candarli, 2018) in order to explain reasons behind learners' use or avoidance of linguistic features in their writing. Corpora are now one of the most commonly used source of data for L2 writing research. There are three main analytical approaches for corpus analysis: (1) Corpus-based approaches in which researchers investigate pre- determined linguistic features (e.g., Candarli, Bayyurt, & Marti, 2015); (2) corpus-driven approaches in which linguistic features that would be examined emerge inductively from the analysis of the corpus studied (e.g., Candarli & Jones, 2019; Staples et al., 2013); (3) a combination of both corpus-based and corpus-driven approaches in which researchers select pre-defined linguistic structures (e.g., verb argument constructions and adjective + noun combinations) from a tagged corpus and derive lexical realisations of the linguistic structures from the corpus examined (e.g., Paquot, 2019; Römer, 2019). Corpus-based and corpus-driven approaches to L2 writing research will be illustrated by using my previous research, and the affordances and limitations of the two approaches will be outlined. Finally, I will discuss pedagogical implications that corpus research in L2 writing suggests for the context of English as a foreign language and/or English as a lingua franca in higher education.


Candarli, D. (2018). Changes in L2 writers' self-reported metalinguistic knowledge of lexical phrases over one academic year. The Language Learning Journal, 1–17.

Candarli, D., Bayyurt, Y., & Martı, L. (2015). Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives. Journal of English for Academic Purposes, 20, 192–202.

Candarli, D., & Jones, S. (2019). Paradigmatic influences on lexical bundles in research articles in the discipline of education. Corpora, 14(2), 237–263.

Paquot, M. (2019). The phraseological dimension in interlanguage complexity research. Second Language Research, 35(1), 121–145.

Römer, U. (2019). A corpus perspective on the development of verb constructions in second language learners. International Journal of Corpus Linguistics, 24(3), 268–290.

Staples, S., Egbert, J., Biber, D., & McClair, A. (2013). Formulaic sequences and EAP writing development: Lexical bundles in the TOEFL iBT writing section. Journal of English for Academic Purposes, 12(3), 214–225.

Data Analysis Session

Date: 12.12.2019

Corpus data brought to the session by the following DISCORE members were discussed:

(a) Hülya Mısır and Hale Işık Güler: A corpus-driven CDA analysis of the discourse of online MOOC platforms' promotional materials 

(b) Xiaoli Yu: A comparative corpus analysis of the English language portion of the University Entrance exams & Highschool MEB produced/certified English Language Textbooks

Reading & Discussion Session

Date: 28.11.2019

Theme: Combining Corpus Linguistics and Critical Discourse Analysis in Discourse Research

Readings to be discussed:

Reading 1: (Compulsory): Baker, P., Gabrielatos, C., McEnery, T. (2013) Sketching Muslims: A corpus driven analysis of representations around the word 'Muslim' in the British press 1998–2009.

Reading 2: (Compulsory): Mautner, G. (2005) Time to get wired: Using web-based corpora in critical discourse analysis.

Reading 3: (Compulsory): Wright & Brookes (2019). 'This is England, speak English!': a corpus-assisted critical study of language ideologies in the right-leaning British press.

Reading 4: (Additional Reading): Mautner, G. (2009). Checks and balances: How corpus linguistics can contribute to CDA. In Wodak & Meyer (eds.) Methods of critical discourse analysis (second edition), (pp.154-179). London: Sage

DISCORE Speaker Series (Dr. Emel KÖKPINAR)

Date: 14.11.2019

Speaker: Dr. Emel KÖKPINAR, Hacettepe University, English Linguistics

Lecture Title: Discursive Representation of Addiction in Newsprint Media


The present study concentrates on the news about addiction in the newsprint media of Turkey and the language use in these news. More specifically, the study aims to explore the discursive representation of 'addiction' (in the meaning of being psychologically and physiologically dependent) in terms of youth and thus how youth is represented in relation to addiction. Within this context, by highlighting the idea that addiction and the concepts about addiction are constructed by discursive representations in a way that they influence social cognition, it targets to offer a criticism to the media representation of addiction.

The theoretical framework of the study depends on the theoretical framework of van Dijk (1988a; 1988b; 1988c) on news components and structure, and Discourse Historical Approach (DHA) developed by Wodak et al. (2009). In the study, by grounding on the methodological framework of DHA, the topics, discourse strategies and their linguistic realisations, which create these topics and strategies, emerging in news texts have been explored. The study which adopts the interpretivist and constructivist paradigm obtains its data containing news texts about addiction from the online versions of six newspapers (BirGün, Cumhuriyet, Hürriyet, Sabah, Yeni Akit and Yeni Çağ) which have been chosen in terms of their representing different ideological standpoints. As a result of the study, following a qualitative and critical perspective, it has been found that addiction is represented as it is in a topical relationship with alcoholism, drugs, smoking and technology, and as having negative connotations. It has also underlined that addiction is named in various ways and presented as a problem and threat. In adidtion, an indirect finding of the study is that young people are referred as the core object of addiction. The media practices of the newsprint media in Turkey present addiction by identifying it with youth and may cause the positioning of this identification in the schematic structure of social understanding. At this point, the negative attributions of addiction can be discussed as affecting the perception of society about youth in a negative way.

Suggested Readings:

Wodak, R. (2001). The Discourse-Historical Approach. R. Wodak & M. Meyer (Eds.) In Methods of critical discourse analysis (pp.63–94). London: Sage.

Wodak, R. & Meyer, M. (2001). Methods in Critical Discourse Analysis. London: Sage.

Wodak, R., de Cillia, R., Reisigl, M., & Liebhart, K. (1999/2009).The discursive construction of national identity. Edinburgh: Edinburgh University Press.

Last Updated:
28/05/2021 - 21:18