Language and power in academic discourse: a critical discourse analysis of thesis defence in a Ghanaian University

Abstract

Language use in academic discourse has received considerable attention from researchers over the years. These researchers have shown how language is used as a tool to communicate effectively and to enact power. The study investigated and examined the language used and its functions in thesis defence, using Conversation Analysis (CA) and Critical Discourse Analysis (CDA) as analytical frameworks. The investigation and examination of the language used and its function was done using self-transcribed transcripts of the interaction between panel members and candidates of thesis defence organized by the Department of English of the University of Cape Coast. The study also examined the use of language as an effective tool for enacting and recognizing power in the thesis defence. Findings revealed that panel members mainly used interrogatives, declaratives and imperatives to examine candidates on their knowledge of the research topic area and to seek confirmation/disconfirmation from them whereas candidates mainly used declaratives and, less frequently, phrasal units to offer explanations to the questions asked them as well as to agree/disagree to question and comments made by panel members. The analysis also revealed that panel members signaled power more with their linguistic choices such as address forms, questions, imperatives and modal auxiliary verbs, while candidates used some address forms and hedging devices to show their subordination to panel members. The study has implications for academic discourse, postgraduate thesis defence pedagogy and serves as an impetus for further research.