The Intercultural Dynamics of Persuasion: A Translation Studies Perspective on Jordanian Academic Discourse

Abstract

This study investigates the persuasive strategies employed by Jordanian interlocutors within an academic setting, utilizing Aristotle's rhetorical triangle—ethos (credibility), logos (logic), and pathos (emotion)—as a framework for analysis. Data was collected through observation and memo-writing, allowing in-situ analysis of naturally occurring interactions between students and professors. The study reveals that distinct preferences emerge when students and professors employ all three rhetorical appeals. Professors tend to favor logos-driven strategies, emphasizing logical reasoning and evidence-based arguments. Students, conversely, lean towards pathos-driven approaches, appealing to emotions and shared experiences to achieve their persuasive goals. Furthermore, this research incorporates a translation studies perspective, recognizing that academic discourse in Jordan often involves navigating multiple languages and cultural contexts. This highlights how language can become a persuasion tool, adding complexity to the interplay of rhetorical strategies and cross-cultural communication. This study contributes to a deeper understanding of how cultural context shapes persuasive communication within academic settings, while also offering insights into the dynamics of rhetoric and translation in multilingual environments. Future research could explore the specific linguistic strategies employed within each rhetorical appeal and further investigate the interplay between cultural background and the interpretation of persuasive language. This research has pedagogical implications for enhancing communication skills in academic settings, particularly in multilingual and cross-cultural contexts.