A Diachronic Comparative Study of Climate Change Discourse in China Daily and the New York Times: Analyzing the Evolution of Discursive Strategies
ABSTRACT This study explores the diachronic evolution of climate change discourse in China Daily and The New York Times, focusing on the linguistic strategies used to construct narratives around carbon emissions and greenhouse gases from 2013 to 2025. Utilizing Usage Fluctuation Analysis in combination with Critical Discourse Analysis, the study reveals distinct patterns in the framing of climate change reflecting the respective political, cultural, and ideological contexts of China and the United States. CD predominantly adopts a solution‐oriented narrative, emphasizing proactive actions and national responsibility, with consistent references to terms like “reduction,” “carbon neutrality,” and “net‐zero.” In contrast, NYT exhibits greater variability in its discourse, using terms like “trap,” “violate,” and “human‐caused” to evoke a sense of danger and moral accountability. The fluctuations in the UFA graphs for both media outlets highlight key political events, such as the U.S. withdrawal from the Paris Agreement and China's carbon neutrality pledge, which significantly influence the discourse. This research contributes to the understanding of how media constructs the climate change agenda, offering insights into the role of media in shaping public perceptions and policy attitudes toward climate action.
Authors
- Y. Liu (ORCID: https://orcid.org/0009-0002-0885-5145)
- Wenjie Zhang (ORCID: https://orcid.org/0000-0001-8195-9560)
- Xinxin Zhou (ORCID: https://orcid.org/0000-0002-0288-3412)
- Jianbin Zhu
Institutions
- Foshan University (CN)
- Guilin University of Aerospace Technology (CN)
- Guilin University of Technology (CN)
Publication Details
- Journal
- Sociology Compass
- Published
- 2025-11-01
- DOI
- https://doi.org/10.1111/soc4.70140
- Primary Topic
- Climate Change Communication and Perception
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Division of Graduate Education