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Article published In:
Functions of Language
Vol. 29:3 (2022) ► pp.300–327

Self-denigration in academic discourse

The case of the Iranian doctoral defense

| Shahid Chamran University of Ahvaz
| Shahid Chamran University of Ahvaz

Using the methodology of Grounded Theory, this study aims to identify and analyze the perceptions and functions of self-denigration in dissertation defenses. The data comprises transcripts of two focus group discussions and the disputation sections of a corpus of 53 applied linguistics doctoral defense sessions gathered from 14 Iranian state universities between 2019 and 2021. The findings suggest that self-denigration depends to a great extent on the role of the participants in a disputation, and it is used before or after a criticism or a response to criticism. The analysis of the data revealed that self-denigration as a sign of respectfulness and modesty in a defense contributes to social decorum, diffidence, coercive self-deprecation, contrived modesty, or flamboyance. This study highlights the importance of self-denigration in the oral academic discourse of EFL defense sessions and has pedagogical implications for oral academic literacy practices.

Keywords: Academic discourse, Politeness, Self-denigration, Grounded theory, Doctoral defense, EFL
Article outline
  • 1.Introduction
  • 2.Politeness & face at defenses
  • 3.What is denigration?
  • 4.Method
    • 4.1Data and participants
    • 4.2Analytical procedures
  • 5.Analysis of doctoral defense sessions
    • 5.1Examiners’ talk-in-interaction
    • 5.2Supervisors’ talk-in-interaction
    • 5.3Doctoral candidates’ talk-in-interaction
  • 6.Participants’ perceptions of self-denigration
    • 6.1Social decorum
    • 6.2Diffidence
    • 6.3Coercive self-deprecation
    • 6.4Contrived modesty
    • 6.5Flamboyance
  • 7.Discussion
  • 8.Conclusion
  • Acknowledgements
  • References
Published online: 1 November 2022
DOI logo
https://doi.org/10.1075/fol.22021.may
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