1 PART A: INTRODUCTION Rationale There has been much written in recent years about Critical Discourse Analysis (CDA for short) It appears to be quite difficult to define CDA in simple terms However, CDA is my choice for the MA thesis because first and foremost, CDA regards language as a social practice – language is a part of society, language is a social process, and language is a socially conditioned process These implications have been discussed in details by Norman Fairclough (1989) Then, it can be inferred from above implications that doing discourse analysis involves in not merely analyzing texts, processes of production and interpretation, but also analyzing the relationship between texts, processes, and their social conditions – or in other terms, the relationship between texts, interactions, and contexts And CDA is critical in the sense that it shows connections and causes which are hidden – such as the connection between language, power and ideology, the problems of inequality and racism – through discourse analysis More clearly stated, CDA is critical when it explicitly addresses social problems and seeks to solve social problems through the analysis and accompanying social and political action The intention of the analysts in this view of ‘critical’ is explicitly oriented toward locating social problems and analyzing how discourse operates to construct and historically constructed by such issues They must work from the analysis of texts to the social and political context in which the texts emerge CDA thus can be said a very practical form of discourse analysis It seeks not only to describe language but also to offer critical resources to those wishing to resist various forms of power For those mentioned reasons, a speech by Martin Luther King “Beyond Vietnam – A Time to Break Silence” is to be analyzed from the CAD viewpoint together with the hope that this study may vice versa help illustrate and clarify CDA concepts Despite being delivered in 1967, this speech was especially mentioned by many Americans when the U.S government decided to attack Iraq in 2003 It is the ideological and topical features of this speech that “Beyond Vietnam – A Time to Break Silence” by Martin Luther King has been chosen During the course of analyzing the speech, the way power and ideology embedded in texts and coded in language use will be gradually manifested Although I am a supporter of Martin Luther King, I will try to be objective towards political issues in the speech – a crucial demand in CDA – as a base for critical reading of any text and developing scientific and objective standpoint towards any discourse where power relations may exist Another reason for choosing CDA comes from my own personal interest In general, when any theory or approach in linguistics appears, it will be studied and, through researches, practically applied to teaching and leaning CDA has shown its role in social sciences, but I am really interested in the fact that whether CDA viewpoint is of some help in language teaching and learning I hope to find the answer during the application of CDA approach in the analysis of the speech “Beyond Vietnam – A Time to Break Silence” by Martin Luther King Scope of the study The analysis of Martin Luther King’s speech is confined to verbal aspects of the speech and the social context when the speech was delivered Because of some reasons, paralinguistic (intonation, speed, loudness, etc.) and extralinguistic (facial expression, eye contact, etc.) factors are not taken into account though they are important in the discourse This is a pure linguistic study and for academic purpose only I will not express my own political view And this study is not for or against any party or to change anyone’s political viewpoint Objectives and aims of the study The objectives of the study in analyzing Martin Luther King’s speech “Beyond Vietnam – A Time to Break Silence” from CDA standpoint include: - Providing a theoretical background of CDA – its concepts, its analysis procedures as well as its role in social scientific research and in general in linguistics in particular - Finding out hidden power/struggle and ideology from linguistic elements of the text In order to realize this aim, the study is supposed to answer the following research questions: • How are power and ideology realized lexically and grammatically? • How are power and ideology realized in terms of transitivity and thematic structures? • How are power and ideology realized macro structurally? Besides, this study also aims at: - Providing an objective view as a linguist when approaching texts, especially those addressing power and ideology - Trying to develop the ability in critical thinking - Finding the application of CAD approach in language teaching and learning Design of the study The study consists of three parts They are: Part A: Introduction: This part presents the rationale, scope, aims, methodology, and design of the study Part B: Development: This is the main part and it consists of three chapters Chapter 1: Theoretical background This chapter gives an overview of CDA – its history, role, concepts, and procedure Systemic-functional theory is also concerned in this chapter Chapter 2: A critical discourse analysis of Martin Luther King’s speech: ‘Beyond Vietnam – A Time to Break Silence’ The CDA procedure addressed by Fairclough and systemic-functional theory are applied to analyze the speech to find out the connection between power/struggle, ideology and the language Chapter 3: Implications Some implications of applying CDA in developing critical thinking, in language teaching and learning Part C: Conclusion This part summarizes the main findings of the study, draws important conclusion and offers suggestions for further research References Appendices 5 Methodology To carry out this study, the following procedures and techniques involving both qualitative and quantitative research method will be employed Approach CDA as an approach will be applied in the speech analysis to uncover hidden power/struggle and ideology The three stages of CDA given by Norman Fairclough (2001) will be used The three stages are the text analysis, interpretation and explanation To put it more specifically, following are techniques involving in the analysis Techniques In terms of data collection, number of books and articles about CDA will be collected and thoroughly studied so that I can build the theoretical background of CDA for the anlysis There may be of course different viewpoints of CDA, so I will read and take those that are most suitable for my analysis of the speech Besides, as suggested by Norman Fairclough in his paper (1991) in Discourse & Society : ‘Systemic-functional linguistics also has a view of texts which is a potentially powerful basis not only for analysis of what is in texts, but also for analysis of what is absent or omitted from texts”, Halliday’s functional grammar is also my focus Besides, documents for a panorama of the social context are also needed In terms of text analysis, the linguistic features (lexicology and grammar) of the text will be described to see how power/struggle and ideological position of the speaker are encoded in the text I will analyze vocabulary with attention to formal words, classification schemes, synonyms and antonyms Then, as suggested by Fairclough (2001), grammar features will be analyzed including personal pronoun, voice, modes of the sentence, modality and connective values of the text Apart from that, the text is also analyzed in terms of transitivity, thematization, and macrostructure I will look at the dominant processes in clauses of the speech how ideology and power are hidden in transitivity The text will be also broken into information units (Halliday, 1994) so that I can identify them theme and rheme in sentence structure to interpret their structural role in the introduction of new information Regarding macrostructure or overall idea of the speech, the text will be divided into major sections and then four procedures namely attributive deletion, predictive deletion, simple generalization, and integration suggested by Van Dijk (1977, 144-146) will be applied In this part, my aim is to uncover power and ideology hidden behind words The next step is interpreting the relationship between the processes of text production and interpretation There are two domains here: interpretation of situation context and interpretation of intertextual context In the interpretation of situation, I follow questions given by Fairclough (2001): what’s going on, who’s involve, what relationships are at issue, and what’s the role of language In interpretation of intertextual context, presuppositions are in focus And then, explanation concerned with the relationship between those processes and social context – how the discourse change or sustain certain social relationship in social structure – is needed The speech will be looked at as a social practice in relation with other social practices Finally, implications will deduced from my understanding in CDA, in language teaching and learning methodologies as well as my own experience Significance Theoretically, this study provides a support to CDA theories From an objective view as a linguist when approaching texts, CDA analysts can find out ideology and power hidden behind words Practically, this study is submitted in partial fulfillment of requirements of my degree of Master in Linguistics Moreover, it may provide me another approach to language teaching and learning: looking at language teaching and learning from CDA viewpoint PART B: DEVELOPMENT Chapter 1: THEORETICAL BACKGROUND 1.1 An overview of CDA Critical Discourse Analysis, CDA for short, is a fairly new branch of linguistics Formerly, Critical Linguistics and Critical Discourse Analysis were used interchangeably, but in recent times it seems that the latter is preferred and is used to denote the theory formerly identified as Critical Discourse CDA as a network of scholars appeared in the early 1990s It is marked by the birth of Van Dijk’s journal Discourse and Society (1990) as well as through several books, like Language and Power by Norman Fairclough (1989), Language, Power and Ideology by Ruth Wodak or Van Dijk’s first book on racism, Prejudice in Discourse (1984) But since the Amsterdam in January 1991, more researchers have started work with CDA, new journals have been launched, multiple overview has been written, and nowadays CDA is an established paradigm in linguistics Many of the basic assumptions of CDA that were salient in early stages and elaborated in later development of the theory are stated in Kress’s work (1989) CDA considers language as a social phenomenon Not only individuals, but also institutions and social groupings have specific meanings and values, that are expressed in language in systematic ways In CDA, texts are seen as the relevant units of language in communications, readers and hearers are not passive recipients in their relationship to texts, and there are similarities between the language of science and the language of institutions, and so on However, a clearer and more general approach to CDA can be found in the work by Fairclough and Wodak (1997) According to them, CDA regards “language as social practice” and takes consideration of the context of language use to be crucial Language is a social practice means that language is a part of society, language is a social process, and language is a socially conditioned process In Fairclough’s point of view (2001), firstly, language is a part of society in the sense that linguistic phenomena are social phenomena, and vice versa although this relationship is not symmetrical Whenever people speak or listen or read or write, they involve in a/some social relationship(s) And the language they use is not only socially determined by the social relationships but also affects them in helping to maintain (or change) these relationships Social phenomena are linguistic, on the other hand, in the sense that the language activity in social contexts is not merely a reflection or expression of social processes and practices, it is a part of those processes and practices For example, disputes about the meaning of political expressions are an aspect of politics Secondly, language is a social process Language comes into life in form of texts (the term Michael Halliday uses for both written and spoken texts) In CDA, text is not discourse Text is the product of text production and the resource for the process of interpretation During the processes of text production and text interpretation, people have to depend on what they have in minds – including their knowledge of language, natural and social worlds, values, beliefs, assumptions and so on In other terms, text is the traces of the productive process and cues in the interpretative process (Fairclough, 2001) Thirdly, language is a socially conditioned process as the processes of production and interpretation are socially determined Text producers and interpreters not only draw upon what are there in their heads, they are also socially generated and socially transmitted People internalize what is socially produced and made available to them and use this to engage in their social practice, including discourse To make it clearer, Fairclough (2001) calls what discourse participants have in their minds during the course of interpreting and producing texts as Member’s Resources (MR) - resources for productive and interpretative processes MR have both cognitive and social features as they come from people’s mind while they are socially originated Thus, when CDA sees language as discourse and as a social practice, apart from analyzing texts, productive and interpretive processes, the relationship between texts, processes and their conditions needs to be taken into account The following figure can be seen as an illustration of this relationship 10 Social conditions of production Process of production Text Process of interpretation Interaction Social conditions of interpretation Context Figure 1: Discourse as text, interaction and context (Fairclough, 2001:21) However, CDA is made distinguished in terms of “critical” According to Rogers, R (2004), the concept of critical is rooted in the Frankfurt school of critical theory (Adorno, 1973; Adorno & Horkeimer,1972; Habermas, 1976) Critical research and theory is a rejection of naturalism (that social practices, labels, and programs represent reality), rationality (the assumption that truth is a result of science and logic), neutrality (the assumption that truth does not reflect any particular interests), and individualism Critical research rejects the overdeterministic view of social theory espoused by Marxists and instead argues for dialectic between agency and structural determinism As with all research, the intentions of critical discourse analysts are not neutral Teun A.van Dijk in the paper Multidisciplinary CDA: a plea for diversity (collected by Wodak, R and Meyer, M 2001) considers “CDA as a – critical – perspective on doing scholarship: it is, so to speak, discourse analysis “with an attitude” It focuses on social problems, and especially on the role of discourse in the production and reproduction of power abuse or domination Wherever possible, it does so from a perspective that is consistent with the best interests of dominated groups The term critical in CDA is often associated with studying power relations (Fairclough, 1997) In Language and Power (2001), Fairclough mentions “power in discourse” and “power behind discourse” In terms of “power in discourse”, discourse is the site of struggle, and in terms of “power behind discourse”, it is the stake in power struggle – for control over orders of discourse is a powerful mechanism for sustaining power 65 – certain ways of combining linguistic elements are possible, others are not However, texts as elements of social events are not simply the effects of the potentials defined by languages There are intermediate organizational entities of a specifically linguistic sort – the linguistic elements of networks of social practices: orders of discourse An order of discourse is a network of social practices in its language aspect The elements of orders of discourse are not things like nouns and sentences, but discourses, genres and styles or ‘ways of interacting’, ‘ways of representing,’ and ‘ways of being’ So, it can be inferred from the concept above that teaching is a social practice that constructs, and in turn, is constructed by texts or social events Basing on CDA theory in the speech analysis, as a social practice teaching is determined by social structures and vice versa has effects on those structures This standpoint again affirms the important role of teaching in the society As people interact with the texts of social practices, they are involved in a process of meaning making or learning – they acquire the ideological positions associated with such texts In other words, learning can be seen as a network of social practices that changes over time and varies from place to place, i.e learning involves changes in participation and the subsequent shifts in identity Such changes are created by social change or social transformation and vice versa, they also help construct social transformation The relationship of learning with social transformation is articulated by Fairclough (Semiotic Aspects of Social Transformation and Learning, collected by Rogers, R., 2004): “learning can be seen as a form of social transformation in itself, but as a necessary but not sufficient condition of social transformation on a broader sense.” After the position of teaching and learning in society has been set up, in the next step, to clarify the role of CDA approach in language teaching and learning, I would like to introduce an example from English teaching and look at it from CDA viewpoint In the reading skill, the text to be taught is “The strange story of Martin Guerre” in page 111 Life Lines Pre-intermediate As this is a short story and in order to make my example easy to follow, the whole story will be presented in the following part The strange story of Martin Guerre “It was 1638 and in the village of Artigat in southwest France there was a wedding The bride was Bertrande de Rols and the bridegroom was Martin Guerre They didn’t love each other The marriage had been arranged by Martin’s father, Sangxi, in order to unite 66 the two richest families in the village The marriage was not a happy one Martin was a tall and strong young man, but he was lazy and bad-tempered, and he treated Bertrande very badly Martin had half of the family’s farm Sangxi’s brother, Pierre, had the other half But while Pierre worked hard on his part of the farm, Martin spent all his time with friends in the village One day Sangxi caught his son in the bam He was stealing some of Pierre’s produce Sangxi was furious, so the next day Martin secretly left the village The family waited for news, but none came Martin Guerre had simply disappeared Only Sangxi knew why Then, eight years later, Martin suddenly returned He had changed a lot while he had been away In fact, he was like a new man He was pleasant and helpful, and treated Bertrande well He also worked hard on the farm Bertrande and Martin now lived happily together and they soon had a daughter Their happy life did not last long, however While Martin had been away, Sangxi had died, and because Martin had disappeared, Pierre had inherited everything Now that Martin had returned, Pierre would have to give him half of the inheritance – 7,000 Pierre and Martin argued about the money for three years Then one day Pierre received some strange information Someone said that he had seen Martin Guerre in Flanders The village shoemaker was also sure that Martin’s shoes were now three sizes smaller than before he had left This was Pierre’s chance He went to court and claimed that this new Martin was not the real Martin Guerre At the trial some people (including Martin’s four sisters) said that the new Martin was the real Martin, but other people said that he wasn’t Finally, the judge decided that he really was Martin But that was not the end of the story Indeed that was not the end of the story When the judge at the trial had finally decided that this was the real Martin, a man with a wooden leg came into the court It was the real Martin Guerre And then the true story came out When Martin had left the village, he had become a soldier in the Spanish army He had been sent to fight in Flanders There he had met a man called Arnaud du Tih The two men looked very similar They had become friends and Martin had told Arnaud all about his life in Artigat Then in a battle Martin Guerre had been wounded in the leg Arnaud had thought that he would die, so he had decided to take Martin’s place and get his money But then he had fallen in love with Bertrande and had decided to stay Martin, however, hadn’t died and later he had heard about the trial And so Martin returned to his home Bertrande got her lazy and bed- 67 tempered husband back Pierre lost the 7,000 And as for Arnaud? He was hanged in front of Martin Guerre’s house.” From CDA approach, the teaching is a social practice influenced by social structures Language is one of those structures Besides, there are many other social structures that can affect the teaching but in the environment of a classroom, social class, race and gender and culture may be prominent With the content of a text like the story “The Strange Story of Martin Guerre” above, the teacher must consider whether those social structures have any influence on the interpretation of learners From the standpoint of an education researcher, the teacher also needs to see if there is any effect that has been exerted on him/her own understanding and if there is, what other ways of interpretation may be in other types of social structures From my own experience, this is a story that stimulates many controversies among students They have many interpretations towards the end of the story and then, they reproduce the text or the discourse and give divergent assessments Some are for the false Martin, some say the false Martin is worth being hanged Most girls say Bertrande is pitiful but some boys show hesitance in showing opinions about this character Obviously, social structures have exerted influence on the students’ interpretation and reproduction of the text The difference comes first from gender, the second may come from culture or more specifically in this case, it is the concept of a society about happiness and justice When I taught my students this text, I was aware of the influence of the above social structures on my interpretation What I mean to imply here is that with perception of different social structures’ effects on both learners and teachers, the teacher must be cautious in presenting the text to avoid negative responses from the learners which may hinder the learners’ acquisition As mentioned, learning is the performativity of texts The story is the text from the book and what the teacher says when presenting this text are also considered texts Texts produced by the teacher need to be flexible, depending the learners’ MR As mentioned in Chapter 2, assuming that both learners and teachers are under the same influence of the social structures, learners still have different interpretation towards the texts The reason is that learners will draw upon their own member resources (MR) or background assumptions during the interpretative and reproductive process Thus, texts given by the teacher must take into account MR of the learners so that desired results can be achieved Concerning 68 MR of each student in the class during the course of teaching is clearly impossible Like the case of King when making speech, the teacher must build an “ideal learner” in his/her mind This ideal learner has ideal MR which can represent MR of all students in class including language level, knowledge, belief, social relationship and social identities The less heterogeneous the students are, the more accurately the ideal learner is portrayed Class arrangement is very important here Besides, it can be said that assessment test at the beginning of each language course is really necessary Texts produced by the teachers can be seen as an intermediate tool to the learners’ understanding The homogeneity in a classroom environment is impossible and each student still has his/her own interpretation of text From CDA approach, another role of the teacher is to interpret other understandings and assessments so that students can accept and take them in as a part of their MR in the following interactions This implication is of great importance in language teaching and learning when teaching language means teaching another culture with different and even contrast concepts When teachers so, they contribute to the development of critical thinking of the learners because the learners are provided with different perspectives to look at the texts in particular and social events in general In other words, the critical approach to language study is consistent with a view of education which prioritizes the development of the learners' capacities to examine and judge the world carefully and, if necessary, to change it When producing his/her own texts, the teacher must pay special attention to the power relation – a concern of CDA approach During the course of teaching or lecturing, it can be easily seen that there are similarities in the positions of participants in teaching and learning and the positions of King and the audience As the constructor of texts who can control elements of texts, the teacher is the power-holder in this relation Meanwhile students are passive Thus, it is natural when students are easily influenced by the teacher’s idea and later they are most likely to interpret the texts in the way the teachers have done It can be implied that the power relation in teaching and learning weakens the creativity of the learners To improve the learners’ creativity, the teacher must be careful in exerting his/her power on the learners In language teaching and learning, there are many techniques to lessen the power of the teacher on the learners and excite creative minds Take the above story as an example It is not advisable to present the story from the beginning to the end The last part of the story 69 should be left out so that the learners have to make prediction for the following part They will have to base on the cues from the text they have, from their MR to give the next happenings that they think to be most logical Then they can exchange their products among themselves That would be interesting to see that their products are diverse When the learner interacts with their friends’ texts, they also get more perspectives for their MR In this case, teacher only plays a role as an instructor even when the ending of the author is given out The teacher has his/her own idea about the story ending but he/she cannot impose it on the learners as the controlling idea and ignore other learners’ viewpoints As the teacher is seen as the authority by the learners, the attitude of the teacher toward the interpretation of the learners is very important The teacher must have flexibility in their behavior to get the creativity of learners develop in the right way On one hand, the teacher must show encouraging attitude toward learners’ own opinions On the other hand, with his/her power, the teacher guides the learners to the most acceptable understanding This is also the reason why people say that teaching influence the society The form of question in language teaching is also important in developing creativity of learners Teacher should ask more open questions than those with only one answer Multiple choice questions should be reduced as they naturally enclose learners in a certain scope, and gradually, the learners may loose the ability of looking at a text or social events from a broader view, of thinking of things that does not exist in reality In power relation, the relationship between teachers and learners is also an interesting topic According to Fairclough (2001), power in discourse and behind discourse is not a permanent and undisputed attribute of any one person or social grouping On the contrary, those who hold power at a particular moment have to constantly reassert their power, and those who not hold power are always liable to gain power This is true in the discourse between teachers and learners In the development of learners’ creativity, there may be cases when learners not agree with the teachers or they not accept the power the teacher exerts on them If the teacher tries to show his/her power by forcing the learners to accept his/her interpretation, the situation may come worse both to the learning and the real relation From my own experience, a temporary compromise is the best policy The problem will be in later discussion when both the teacher and learners’ MR are provided with more information Hence, from CDA approach, teachers can be called people who “teach with an attitude” (Josep M Cots, 2006) 70 3.3 Implications for educational research CDA approach also needs due attention in educational research In general, educational research is attached to a context – a classroom, a school program Further educational research may take place within a social, political and cultural context With CDA approach, when learning is under consideration, the implication that can be drawn out here is that in order to describe, interpret, and explain the ways of interacting (presenting messages as texts in context), representing (enacting social relations from a particular perspective), and being (enacting experiences or reality) that accompanies learning, educators must analyze configuration of social practices and the shifts across time and context When teaching is now seen as determined by social structures, “researchers using CDA that focuses on different aspects of the local, institutional, and societal domains of analysis can collaborate to bring together research that highlights different aspects of CDA with similar research questions and research sites” (Rogers, R., 2004) It can be said that in CDA approach, teaching matters can be studied comprehensively In conclusion, CDA contributes to an understanding of teaching and learning generally and language teaching and learning particularly Analyzing discourse from a critical perspective allows one to understand the processes of teaching and learning in more complex ways Indeed the close analysis of the networking of language allows the analyst insight into aspects of teaching and learning that other theories and methods might have missed CDA contributes to educational research, too Educational research often study what views of learning are important, what counts as important knowledge, what methodologies are worth following, the relationship between researchers and the researched, and how education is positioned with other disciplines, and although there have been shifts in the nature of educational study over the past century, the preferred methodology has remained stable However, Lagemann (2000) pointed out that educational questions driving diverse methodologies, including CDA, are coming from inside of educational communities, and, therefore, hold the possibility to change the face of educational research 71 72 PART C: CONCLUSION Summary of main points In the development part, the speech has been examined from different aspects including vocabulary, grammatical features, transitivity, thematization and macrostructure to find the embedded power and ideology in the discourse Interpretation of the relationship between the productive and interpretative processes and explanation of the relationship between discourse processes and social processes are also under consideration Table 20 is a brief summary of the findings Table 15: Summary of analysis techniques and findings 73 Aspect in analysis Vocabulary Text analysis Prominent features What is embedded Formal words - The speaker’s awareness of the formality Religious features of the discourse Classification schemes - The speaker’s negative attitude towards Antonym the war - The speaker’s criticism toward the Grammatical Personal pronoun government’s policy - The speaker’s goodwill as well as features Voice credibility is created Modes - Clarity of agent In some passive Modality sentences, goal and action are emphasized Connective values - The focus of the speech is to give information - The power of the speech maker is revealed - The necessity and urgency of a protest against the war - Close connection between America and the Vietnam War and ironic attitude towards the government’s policy Transitivity Material process - The reality is depicted with its own live Relational process features Mental process - Speaker’s understanding is imposed on the audience, hence influences the audience’s understanding of the world Thematization Domination of topical - Description and giving information is themes High Macrostructure focused The problem of Vietnam War is percentage of mentioned throughout the speech marked theme - Speaker’s interactive considerations Reasons for breaking - Overall communicative aim of the speech silence The is to show attitude towards the Vietnam importance of War and the government’s involvement in 74 Vietnam the war, and persuade the Americans to Strange liberators protest the Vietnam War for the benefits of This madness must their own cease - Protesting the war The People King’s ideology is expressed macrostructurally are important Situational context Interpretation What’s going on? The topic is the U.S involvement in Who’s involved? Vietnam and to persuade people to protest In what relation? against the war in Vietnam, to speak for What’s the role languge? of peace in Vietnam King has sole producing rights and can therefore determine what is included and excluded, how events are represented and even the subject positions of their audience This is the point where King’s hidden power is revealed Language is used to give information, convey the speaker’s ideology and to exert the speaker’s power Intertextual context Presuppositions and Speech act presuppositions - King has presuppositions as a rather effective means of manipulating audiences through attributing to their experience things which they want them to accept - Both power and ideology are expressed in the use of speech acts Explanation Institutional level the struggle between - The discourse of King is an important the government on one factor in this struggle 75 side and the civil rights - The speech shows power struggle as King and anti-war manipulates his MR to criticize the organizations on the government policies other side - King's statements emphasize King as a Discourse is leader of the civil rights movement In determined by and protesting the Vietnam War, King became determinative of power the most prominent black American to relation and power criticize U.S policies beyond civil rights struggle Societal level Relationship discourse structures and between In terms of the speech maker, social social relationship affects him in the way that he remains formality of a movement leader as he is supposed to as well as creates the credibility suitable for a call Concluding remarks In this study, I have been trying to apply CDA into the analysis of a particular discourse – the speech by Martin Luther King “Beyond Vietnam – A Time to Break Silence” Firstly, a theoretical background of CDA – its concepts, its analysis procedures as well as its role in social scientific research and in general in linguistics in particular has been provided Then, the speech is analyzed basing on stages given in Norman Fairclough’s framework in combination with Halliday’s theory of Systemic Functional Grammar The analysis of King’s speech is aimed at finding out ideology embedded in the discourse, and uncovering the relationship between language and power In doing analysis, I try to take an objective stand especially in issues relating to politics and ideology In the analysis of King’s speech from the viewpoint of CDA, power and ideology are revealed clearly through a variety of features of text and context As a leader of the civil rights movement, when making the speech, King shows his negative attitude towards the Vietnam War, criticizes the policy of his government in the war and call for a protest 76 against the Vietnam War for the benefits of American people King also exposes his power behind the discourse as he manipulates the language to influence the audience CDA also helps to clarify the relationship between discourse and power struggle, and once more proves that discourse is a part of social practice, it is determined by the society and in turns affects the social structure Thirdly, the study concerns the help of CDA approach in the development of critical thinking and implications relating to the application of CDA in language teaching and learning Clearly, no one can deny the role of CDA in developing critical thinking In language teaching and learning, CDA considers teaching and learning as social practices and researchers using CDA can carry a comprehensive study in education when they collaborate to bring together research that highlights different aspects of CDA with similar research questions and research sites Besides, power relation in education is also under consideration In brief, the findings in this study have served as a further support to CDA theories theoretically and practically Recommendation Apart from examining the relationship between language and power, CDA also looks at how discourse is socially determined and how it is determinative to the society Thus, CDA is high recommended in discourses relating social sciences These discourses may implicitly exert power on others, hide ideology or even signal social changes as suggested by Fairclough (2001) More specifically, fields that further CDA may be applied to study include: - Political speeches, journal articles, advertisement in which ideology is embedded Using CDA in educational research is advisable - Series of discourses in chorological order to see the change in ideology which may serve as cues for social changes, to demonstrate how the decisions made today are a product of a complex chain of discourse practices that are historically situated 77 REFERENCES Cook, G (1989) Discourse Oxford: OUP Cutting, J (2000) Analyzing the Language of Discourse Communities Elsevier Dijk, Teun A van (1977) Text and context London and New York: Longman House Dijk, Teun A van (1998a) Critical Discourse Analysis Available: http://www.hum.uva.nl/teun/cda.htm Weiss, G and Wodak, R (2003) Critical Discourse Analysis – Theory and Interdisciplinarrity New York: Palgrave Macmillan Fairclough, N (2001) Language and Power (second edition) Harlow: Longman 78 Fairclough, N (2005) Discourse in processes of social change: ‘Transition’ in Central and Eastern Europe [Online] Available: http://www.ling.lancs.ac.uk/staff/norman/norman.htm Fairclough, N (2005) Blair’s contribution to elaborating a new ‘doctrine of international community’ [Online] Available: http://www.ling.lancs.ac.uk/staff/norman/norman.htm Fairclough, N (2005) Critical discourse analysis, organizational discourse, and organizational change [Online] Available: http://www.ling.lancs.ac.uk/staff/norman/norman.htm 10 Fairclough, N (2005) Critical discourse analysis in transdisciplinary research [Online] Available: http://www.ling.lancs.ac.uk/staff/norman/norman.htm 11 Fairclough, N (2005) Critical discourse analysis and change in management discourse and ideology: a transdisciplinary approach to strategic critique [Online] Available: http://www.ling.lancs.ac.uk/staff/norman/norman.htm 12 Gumperz, J J (1982) Discourse Strategies Cambridge: CUP 13 Halliday, M A K (1994) An Introduction to Functional Grammar London: Edward Arnold 14 Halliday, M A K (2002) Linguistic Studies of Text and Discourse London: Continuum 15 Hoey, M (1991) Patterns of Lexis in Text Oxford: OUP 16 Homer, W B (1988) Rhetoric in the Classical Tradition New York: St Martin's Press 17 Hutchinson, T (1997) Life Lines Pre-intermediate (Student’s Book) Oxford: OUP 18 Jaworski, A and Coupland, N (2000) The Discourse Reader London: Routledge 19 Josep M Cots (2006) Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching ELT Journal, Volume 60, number 4, pp 336-345 http://eltj.oxfordjournals.org/cgi/content/short/60/4/336 20 Lagemann, E (2000) An elusive science The troubling history of educational research Chicago: The University of Chicago Press 79 21 Roger, R (2004) An Introduction to Critical Discourse Analysis in Education New Jersey: Lawrence Erlbaum Associates, Inc 22 Salkie, R (1997) Text and Discourse Analysis London: Routledge 23 Thompson, G (1996) Introducing Functional Grammar London: Arnold 24 United States Information Agency (1994) An Outline of American History U.S.A 25 Wodak, R and Meyer, M (2001) Methods of Critical Discourse Analysis London: Sage 26 Wood, L A and Kroger, R O (2000) Doing Discourse Analysis Sage 27 www.americanrhetoric.com/speeches/mlkatimetobreaksilence.htm ... regards “language as social practice” and takes consideration of the context of language use to be crucial Language is a social practice means that language is a part of society, language is a. .. in language teaching and learning I hope to find the answer during the application of CDA approach in the analysis of the speech “Beyond Vietnam – A Time to Break Silence” by Martin Luther King. .. choice for the MA thesis because first and foremost, CDA regards language as a social practice – language is a part of society, language is a social process, and language is a socially conditioned