This document discusses discourse analysis and vocabulary. It explains that discourse-organizing words help signal larger textual patterns and parcel up phrases and sentences. Examples of discourse patterns include problem-solution, claim-counterclaim, and doubt/uncertainty. Register and idioms also help organize discourse. Modality expresses certainty, possibility, volition, permission and obligation and conveys stance. Studying vocabulary in discourse looks at patterns across clauses/sentences and how certain words organize structure and register. Collecting vocabulary along discourse-functional lines can motivate word lists beyond traditional semantic fields.

1. Presented by:
Areta Puspa
Rizky Amelia
Ulin Ni’mah
Discourse Analysis and Vocabulary

2. Roles of discourse-organizing words
3.6 Signalling larger textual patterns
Representing segments of
text
Parceling up phrases and
whole sentences
Signaling to the reader
what larger textual
patterns are being realized
Discourse-organizing
words are particular
vocabulary that tend
to cluster round
certain elements of
text patterns.

3. TOP-DWON: Once learners
are conscious of a larger
text-pattern, they can be
brought to an awareness of
the rich vein of vocabulary.
BOTTOM-UP: Learners can
bring together in their
vocabulary records items
that regularly occur in
similar textual
environments
Function of discourse-organizing words

4. Examples:
Problem-solution
pattern
Claim-counterclaim
pattern
Doubt or uncertainty
pattern
concern
difficulty
dilemma
Drawback
hamper
hinder
obstacle
Problem
snag
change
etc.
claim
assert
state
truth
false
in fact
in reality
agreed
disputed
Consensus
etc.
according to
Apparently
appears
arguably
believes
claimed
Considered
could
estimated
Evidently
etc.
Functions: 1. to show how organizing words used to wrap round a long text.
2. to signal what larger textual patterns are being realized
3. to increase our awareness in realizing the pattern

5. TV Violence: No Simple Solution
There is no doubt that one of the major
concerns of both viewers and
broadcasters is the amount and nature of
violence on our television screens.
The chief ‘lesson’ of all our viewing,
reading and discussion is that there is no
simple solution to the problem of
violence on television.

6. TV Violence: No Simple Solution
There is no doubt that one of the major
concerns of both viewers and
broadcasters is the amount and nature of
violence on our television screens.
The chief ‘lesson’ of all our viewing,
reading and discussion is that there is no
simple solution to the problem of
violence on television.

8. 3.7 Register and Signalling Vocabulary
Register is one of linguistic features of the text that reflects the
social context in which it is produced.
the context, author’s assumptions, style, et.
Look at (3.17) and (3.18) page 83
Idioms are good to organize the discourse
and to signal evaluation.
Idioms in problem-solution pattern:
In a fix up a gum tree
To come up trumps to be up against a brick wall
To have a crack at does the trick
help students to tackle long texts.The importance of certain vocabulary items

9. 3.8 Modality
Epistemic modalities
• Certainty and possibility
Root modalities
• Volition, permission and obligation
Carries important information about the stance
and attitude of the sender
to the message.

10. Verbs adverbs
Appear
Assume
Doubt
Guess
Look as if
Suggest
Think
Actually
Certainly
Inevitably
Obviously
possibly
Modality is fundamental in the creation of discourse.
“The cat sat on the mat”.
“I suppose it’s possible the cat just may have sat on the mat”.
Reader Activity 7 page 86

11. Conclusion:
1. The study of vocabulary in discourse is concerned with patterns in
text generated by the vocabulary relations that are found over clause
and sentence boundaries, the role of certain words in organizing
discourses and signaling their structure and the relationship between
the features of textuality and the register of the end product.
2. This helps us to motivate for the construction of word lists to
supplement the traditional semantic-field orientation. Moreover,
students can be encouraged to collect items along discourse-
functional lines.

12. Reference:
McCarthy, M. 1991. Discourse Analysis for Language
Teachers. Cambridge: Cambridge University Press.