Discourse Analysis for Language Teachers.
The scope of discourse analysis
Organisation of written interaction.
daily activities
that
develop in our lives
spoken
and
interaction.
Evaluate the descriptions on which the teaching is based.
The teaching materials
what happens in the classroom
and
the final products of our teaching
whether in spoken
or written form
A brief historical overview.
Origin
1960
Relationship between
language
contexts
It grew out of work in different disciplines
linguistics
semiotics
psychology
anthropology
sociology
Discourse analysts
study language in use:
Written texts
Spoken data
Halliday
British speech
Social functions of language
Structure of speech and writing
Zelling Harris
Dell Hymes
Austin,Searle and Grice
Form and function
British comedy duo, Eric Morecambe and Ernie Wise
1973
They started one' of their shows in 1973 with a short dialogue :
This raises a number of problems for anyone wishing to do a linguistic analysis of it
Eric was playing with a grammatical structure that seems to be ambiguous:
'Have we got a show for you!' has an inverted verb and subject.
How we interpret grammatical forms depends on a number of factors:
some linguistic
some purely situational
Interpretation of grammatical forms
factors
situation
intonation
Discuorse analysis
Roles
Rules
Conventions
Talk as a social activity.
When we have
a casual dialogue
a person can meet
different types of
levels of formality,
circumstances,
for example
waiter/wife-customer
, worker-boss relationships.
events, etc.
a spontaneous dialogue
diagram will vary.
how it is managed
the opening
the closing of the conversation
Themes come and go
everyone can say something
turn taking
how people behave
cooperate
in the speech process
the use of adjacency pairs
Written discourse
When preparing
Have
The sentences
generally
they are well formed
so that they are not
expressions of
a natural and spontaneous conversation
the opportunity
to reflect and reflect
about the message
and the way you say it.
It is necessary to consider
Grammatical rules and cohesion
Text and interpretation.
The text explores the importance of cohesive markers in creating links in discourse
with a focus on reader interpretation
It highlights that
Interpreting a text involves
activating the reader's knowledge
and
creating cognitive links to achieve coherence.
An example is used about a python attacking a child
To illustrate how the reader must contribute knowledge
And
make connections to understand the text
Besides
The interpretation of textual patterns is mentioned
And the relationship between textual segments
To understand the structure and coherence of the text.
Winter and Hoey's analysis
Dynamic relational-clause.
Larger patterns in text ^
This text talks about how the clause-relational approach examines common patterns in texts, such as problem and solution.
Speech acts and discourse structures
'functions'
• Request.
• Instruction.
• Exemplification.
Speech
Speech acts.
• Have you ever . . . ?",
• Tell me about the time you . . . ?",
• I hear you once . . . ?", "Didn't you once . . . ?
• You've . . ., haven't you.
Interested in the process.
Inverted verb and subject.
Informing speech act.
surrounding text
key features of the situation.
• Beginnings, middles and ends.
Relationship between language and the contexts of its use.
Spoken discourse: models of analysis
Concerned
Structure of discourse
Birmingham model
Simple
Powerful
Conexions with
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Speech acts
Capture the "Wholes"
Describes talking
in the classroom
out the classroom
captures patterns
Reflection of
Functions of interaction
offers
herarchical model
smaller unites
form
larger units
larger units
consists of
smaller unites
Sinclair and Coulthard's pattern
Frame
Mini-hases set by words
set by words
"Now then"
"Right"
Frame move
function of
Utterances
Transaction
Framing moves
plus
Question/answers
what is done
with language
Transactions with framing moves
Examples
Telephone calls
Job interview
"Well now"
"Ok"
Limited words
Used by everyone
"Right"
"Ok"
"So"
Among others
Exchange
consists of
Question
A: What time is it?
Initiation
Answer
B: Six thirty
Response
Comment
A: Thanks
Follow-up
New formula
depends on
Roles
Settings
Conversations outside the classroom.
varied structuring
Traditional Classroom
Roles
Rigidly defined
easy to perceive
Patterns of
Initiation
Response
Follow-up
Transactions
Heavily marked
Not "real" conversation
Teacher
asks questions
evaluate answers
Pupils
limited speakers
Free and unstructured conversations
aparently
Have structure
different
Speech-acts labels
to describe
What is happening
force
Sinclair-Coulthard model
to be improved
Starter
Initiating move
Gives background
before the elicitation
Descriptive categories
Exchange
Discourse analysis
allows to
Describe performances
Accurate targets
in language teaching
Input and output
evaluated
in teaching/learning process
Rank scale
TRANSACTION
EXCHANGE
MOVE
ACT
referred as
Speech acts
acts
by
Sinclair
Coulthard
Sinclair and Coulthard's model
analysis of
Patterns of interaction
Structured talking
has complications
in informal contexts
"Discourse Analysis for Language Teachers"
Michael McCarthy
Historical overview of discourse analysis
Explore the interconnection between the form
And
function of language
and
Examines speech acts and structures.
Discursive.
The scope of discourse analysis is defined,
that
Ranges from spoken discourse to
Models of analysis and conversations outside the classroom.
Stands out
Speech as a social activity
And
Deepens the analysis of written discourse
Including the relationship between text and interpretation
And
Broader patterns in the text.
Halliday's perspective on language
As social action it is revealed as a key issue,
He stresses the importance of incorporating these concepts into language teaching
For a more complete and applied understanding of the language.
The chapter concludes with a reflection on these questions.
