Discourse analysis for language teacher.
- 1. UNIVERSITY OF ARMED FORCES. ESPE SUBJECT: DISCOURSE ANALYSIS. STUDENT: LT. CORONEL LENÍN LÓPEZ. SEMESTER 2015-2016.
- 3. CONTENTS. O What is discourse analysis? O A brief historical overview. O Form and function. O Speech acts and discourse structures. O The scope of discourse analysis. O Spoken discourse: models of analysis. O Conversations outside the classroom. O Talk as a social activity. O Written discourse. O Text and Interpretation. O Larger patterns in text. O Conclusion.
- 4. What is discourse analysis? O Discourse analysis is concerned with the study of the relationship between language and the contexts in which it is used. O Discourse analysts study language in use: written texts of all kinds, and spoken data, from conversation to highly institutionalized forms of talk.
- 5. A brief historical overview O It raised of work in the 1960s and early 1970s, including linguistics, semiotics, psychology, anthropology and sociology. O Zellig Harris published “Discourse analysis ” in 1952. O In 1960s, Dell Hymes delivered a sociological perspective with the study of speech in its social setting. O Linguistic philosophers as Austin-1962, Searle- 1969 and Grice-1975 studied language as social action, reflected in speech-act theory and the formulation of conversational maxims, alongside the emergence of pragmatics.
- 6. A brief historical overview O 1973 Halliday influenced British discourse analysis. O 1975 Sinclair and Coulthard were important. O Gumperz and Hymes 1972 ethno methodological tradition, which emphasizes the research method of close observation of groups of people communicating in natural settings. O Goffman (1976; 1979), and Sacks, Schegloff and Jefferson (1974) is important in the study of conversational norms. O Van Dijk 1972 De Beaugrande 1980, Halliday and Hasan 1976 written language.
- 7. Form and function. O There are correspondence between grammatical form and communicative function. O Grammatical forms depends on a number of factors, some linguistic, some purely situational. O Discourse analysis consider different factors and tries to account for them in a rigorous fashion with a separate set of descriptive labels from those used by conventional grammarians. O The first fundamental distinction we have noted is between language forms and discourse functions
- 8. Speech acts and discourse structures. O Entities are often also called speech acts. O Communicative language teaching emphasizes the functions or speech acts that pieces of language perform overlaps the preoccupations of discourse analysis. O Discourses have beginnings, middles and ends. O Discourse analysis adds something extra to the traditional concern with functions speech acts.
- 9. The scope of discourse analysis. O Discourse analysis are interested in the organization of written interaction, and cover the study of spoken and written interaction. O The scope is written and printed words: newspaper articles, letters, stories, recipes, instructions, notices, comics, billboards, leaflets pushed through the door, and so on.
- 10. Spoken discourse: models of analysis. O The Birmingham model is a relatively simple and powerful model which has connexions with the study of speech acts, but it is not the only valid approach to analyzing discourse. O Sinclair and Coulthard consider native- speaker school classrooms a rigid pattern. Teachers and pupils spoke according to very fixed perceptions of their roles to conform to highly structured sequences
- 11. Conversations outside the classroom. O The classroom is a convenient place to start, as Sinclair and Coulthard discovered, but it is not the real world of conversation. O Conversations outside classroom settings vary in their degree of structure ness, free and unstructured. It differ in the kind of speech-act labels needed, the functions of the parts of individual moves, that discourse analysts have found it necessary to expand and modify the Sinclair-Coulthard model.
- 12. Talk as a social activity. O Because of the rigid conventions of situations as teacher talk and doctor-patient talk, we predict who will speak when, who will ask and who will answer, who will interrupt, who will open and close the talk, and so on. O In casual talk, and among equals, everyone will have a part to play in controlling and monitoring the discourse, and the picture will look considerably more complicated.
- 13. Written discourse. O Problems assocciated with spoken transcripts are absent. O What to say and how to say. O Norms or rules are important. O Grammar of English offers a limited set of options for creating surface links between the clauses and sentences of a text, or cohesion.
- 14. Text and Interpretation. O Markers are very much concerned with the surface of the text. O Cohesive markers create links across sentence. O Making sense of a text is and act of interpretation, depends on as much the readers bring to a text as the author puts into it. O Interpretation is a set of procedures and the approach to the analysis of texts that emphasizes the-mental activities involved in interpretation called procedural.
- 15. Larger patterns in text. O The clause-relational approach to text concerns itself with larger patterns which regularly occur in texts. O You have to consider a pattern emerging founded in texts of different subjects and contexts. O You must consider subordination and parallelism.
- 16. Conclusion. O Discourse analysis within linguistics, encompassing the analysis of spoken and written language over and above concerns such as the structure of the clause or sentence. O Considered the big question of discourse in its social setting. O Hallidayan model of language as social action. O Types of meaning in discourse related with the notion of register, the linguistic features of the text that reflect the social context in which it is produced. O The levels of language description as grammar, lexis and phonology, and the skills of language use as reading, writing, listening and speaking.