Critical Discourse Analysis of Advertising: Implications for Language Teacher Education

Öz

Anahtar Kelimeler

• Critical discourse analysis (CDA)
• advertising
• teacher education

Critical Discourse Analysis of Advertising: Implications for Language Teacher Education

Abstract

Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surround it. It is based on Fairclough’s Critical Discourse Analysis (CDA) framework in which there are three levels of analysing texts: description, interpretation and explanation. In addition to analysing the advertisement at hand in terms of these three levels, the study includes semi-structured interviews conducted with English language teacher candidates. The purpose is to explore the social function of advertising not only from sounds, sights and language of the text, but also assess the impact of these on teacher candidates’ views. To this end, three teacher candidates were interviewed; they were asked to explain how they related the advertisement to their own context. Findings from the inductive content analysis of interviews point to the fact that there is a close connection between the advertisement discourse and the “teacher” image in the minds of participants. The core results imply that integrating discourse analysis activities in teacher education programs can be fruitful in regard to gaining insight into how to question ideologies critically and resist manipulations. Thus, teacher candidates will be able to teach their future students how the use of language influences our understanding of social or moral issues transmitted through media.

Keywords

• Critical discourse analysis (CDA)
• advertising
• teacher education

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