Discourse Analysis for Language Teachers.

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OBJECT ORIENTED PROGRAMMING

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HERBARTIAN APPROACH

luonut Nathalie Coello

SS 5 Themes of Geography Research Paper

luonut Graham Lynch

1920s Era

luonut Tori Hawes

Conclusion

"Discourse Analysis for Language Teachers"

The chapter concludes with a reflection on these questions.

Halliday's perspective on language

For a more complete and applied understanding of the language.

He stresses the importance of incorporating these concepts into language teaching

As social action it is revealed as a key issue,

Stands out

And

Deepens the analysis of written discourse

Broader patterns in the text.

Including the relationship between text and interpretation

Speech as a social activity

Discursive.

Michael McCarthy

Historical overview of discourse analysis

Examines speech acts and structures.

Explore the interconnection between the form

function of language

Discourse Analysis for Language Teachers.

Conversations outside the classroom.

Sinclair and Coulthard's model

has complications

in informal contexts

analysis of

Patterns of interaction

Structured talking

Rank scale

ACT

referred as

acts

by

Coulthard

Sinclair

MOVE

EXCHANGE

TRANSACTION

Descriptive categories

Input and output

evaluated

in teaching/learning process

Accurate targets

in language teaching

Discourse analysis

allows to

Describe performances

Starter

before the elicitation

Initiating move

Gives background

Free and unstructured conversations

force

Sinclair-Coulthard model

to be improved

different

Speech-acts labels

to describe

What is happening

aparently

Have structure

Traditional Classroom

Not "real" conversation

Pupils

limited speakers

Teacher

evaluate answers

asks questions

Transactions

Heavily marked

easy to perceive

Patterns of

Rigidly defined

varied structuring

Spoken discourse: models of analysis

Sinclair and Coulthard's pattern

Exchange

New formula

depends on

Settings

Comment

A: Thanks

Follow-up

Answer

B: Six thirty

Response

Question

A: What time is it?

Initiation

Transactions with framing moves

Limited words

Used by everyone

Among others

"So"

Examples

Job interview

"Ok"

"Well now"

Telephone calls

Transaction

what is done

with language

Framing moves

plus

Question/answers

Frame move

function of

Utterances

Frame

Mini-hases set by words

set by words

"Right"

"Now then"

Birmingham model

captures patterns

offers

herarchical model

consists of

smaller unites

form

larger units

Reflection of

Functions of interaction

Describes talking

out the classroom

in the classroom

Conexions with

Speech acts

Capture the "Wholes"

Powerful

Simple

Concerned

Structure of discourse

Speech acts and discourse structures

• Beginnings, middles and ends.

Relationship between language and the contexts of its use.

Interested in the process.

Inverted verb and subject.

Informing speech act.

key features of the situation.

surrounding text

'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.

Larger patterns in text

This text talks about how the clause-relational approach examines common patterns in texts, such as problem and solution.

Highlights the importance

The reader's interpretation.

and create texts that facilitate

To understand textual relationships

That readers and writers be aware of these devices

These patterns, analyzed by

Hoey (1983)

Grammatical and lexical devices.

And are marked by

Are frequent in texts

Use an example of carrying a camera when traveling to show

response and evaluation

Problem

A sequence of situation

Text and interpretation.

The text explores the importance of cohesive markers in creating links in discourse

Winter and Hoey's analysis

is presented as an approach

Dynamic relational-clause.

An example is used about a python attacking a child

Besides

And the relationship between textual segments

To understand the structure and coherence of the text.

The interpretation of textual patterns is mentioned

To illustrate how the reader must contribute knowledge

And

make connections to understand the text

with a focus on reader interpretation

It highlights that

creating cognitive links to achieve coherence.

activating the reader's knowledge

Interpreting a text involves

Written discourse

It is necessary to consider

When preparing

Have

the opportunity

to reflect and reflect

about the message

and the way you say it.

The sentences

generally

so that they are not

expressions of

a natural and spontaneous conversation

they are well formed

Talk as a social activity.

When we have

a spontaneous dialogue

diagram will vary.

how people behave

cooperate

in the speech process

the use of adjacency pairs

Themes come and go

everyone can say something

turn taking

how it is managed

the closing of the conversation

the opening

a casual dialogue

Form and function

Discuorse analysis

Conventions

Rules

Roles

Interpretation of grammatical forms

factors

intonation

situation

British comedy duo, Eric Morecambe and Ernie Wise

How we interpret grammatical forms depends on a number of factors:

some purely situational

some linguistic

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.

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

1973

A brief historical overview.

Austin,Searle and Grice

Dell Hymes

Zelling Harris

Halliday

Structure of speech and writing

Social functions of language

British speech

Discourse analysts study language in use:

Spoken data

Written texts

It grew out of work in different disciplines

sociology

anthropology

psychology

semiotics

linguistics

Relationship between

contexts

language

Origin

1960

The scope of discourse analysis

Evaluate the descriptions on which the teaching is based.

whether in spoken

or written form

what happens in the classroom

the final products of our teaching

The teaching materials

Description and analysis of spoken interaction.

spoken

and

interaction.

Organisation of written interaction.

daily activities

that

develop in our lives