Discourse Analysis

1. SPOKEN
LANGUAGE
LogoType

2. Introduction
According to Brown (2000) described “Speaking is an
interactive process of constructing meaning that
Involves producing, receiving and processing informatio
n”.
In the past, teach speaking as a repetition of drills or
memorization of dialogues.
On the other hand, nowadays teaching speaking should
improve students’ communicative skills to express the
mselves and learn how to follow the social and cultural
rules appropriate in each communicative circumstances
.

3. Types of speech
 Telephone cells (business and priv
ate)
 Service encounters (shops, ticket
offices, etc)
 Interviews (jobs, journalistic, in offi
cial settings)
 Classroom (classes, seminars, lec
tures, tutorials)
 Rituals (church prayers, weddings
, etc)
 Monologues (speeches, stories, jo
kes)
 Language-in-action (talk accompa
nying doing: fixing, cooking, asse
mbling, demonstrating, etc)
 Casual conversation (strangers, fri
ends, intimates)
 Organizing and directing people (
work, home, in the street)
Adjacency pairs
• There is a relation between
acts, and that conversation
contains frequently occurring
patterns
• The utterance of one speaker
makes a certain response of the
next speaker
• The first part creating and
expectation of a particular
second part

4. Examples
Mike : Hi, Kate.
Kate : Hi, Mike. What are you doing now?
Mike : I’m reading a book.
“What are you doing now?” requires the addres
see to provide an answer in the following turn. If a
nswered, completes the adjacency pair.
“I’m reading a book” means satisfies the pair
If Jane answer for example “I’m allergic to fish”
means it fails to complete the pair.
In a conversation:
Utterance
Response
Expected
Answer
A question Has the preferred
response of an answer
An offer An acceptance
An invitation An acceptance
An assessme
nt
An agreement
A proposal An agreement
A greeting A greeting
A complaint An apology

5. Exchanges
If in adjacency pairs requires initiation and
response, while in exchanges parts it requir
es follow up moves .
It is worth looking at some common follow-
up moves in eliciting exchanges in everyda
y talk. While speakers outside classrooms
do not usually behave like teachers and ev
aluate the quality of one another’s utteranc
es (in terms of correctness, fluency, etc) th
ey often evaluate or react to its content.
We might compare what can sometimes ha
ppen in the classroom with what is likely to
happen in the real world.
In the classroom:
Teacher : Now Yayu, you ask Piter.
Yayu : What did you do at the weekend?
Piter : I went to Saumlaki.
Teacher : Good. Now Piter you ask Nino....(
etc)
In the real conversation:
Yayu : What did you do at the weekend,
Pit?
Piter : I went to Saumlaki.
Yayu : Oh, really? what did you do there?
....(etc)

6. Follow-up moves of this latter kind might
include: how nice, that’s interesting, oh
dear, how awful, lucky you, oh no, I see,
did you, right. These evaluations can also
occur in the responding move in informing
exchanges.

7. TURN-TAKING
Conversation analysis has also examined how people t
ake and manage turns in spoken interactions. The basi
c rule in English conversation is that one person speak
s at a time , then he may nominate another speaker, or
another peaker may take up the turn without being nom
inated ( Sacks et al 1974; Sacks 2004 ).

8. TURN-TAKING IN CONVERSATION
A point in conversation wherea change
of turn is possible.
A Transition Relevance Place ( TRP )
:01
Example :
A : Yes, Tell, Tell me what it // is you want.
B : // umm. Um, may I first of all request
the introduction please?
An interruption
02
Example :
A : But no more. Yeah =
B : what happened to them ?
An Overlap
03 How people take turns
at talk

9. SPECIFIC DEVICES FOR TURN-TAKING
A drop in pitch or use of
grammatical tags
If I may. Mr. Chairman; I wonder if I
might say something : Can I just
come in here ? Hang on a minute;
shut up will you ? I can’t get a word in
- Back channel responses : mm, ah
-ha, yeah, no, right, sure..
Example
Head movement , eye
contact, gestures..

10. TRANSACTION
Right, Now, So, Okay,.........
Hello, what’s new ? Anyway , I must go .....
Examples
Boundary makers
marking out opening
s and closings in
conversation
Manage the longer
stretches of talk

11. WHAT IS A TOPIC?
A stretches of talk bounded by
certain topic, and / or transaction
markers.
As titles for the ‘ subject matter ‘
of speech events.
The reason for talk.

12. CONVERSATION

13. The interactive features of topics
The use of marker :
( by the way, incidentally, I
meant to ask you, talking
of X)
Opening topics
(still, anyway, so
there we are)
Closing topics
(sound awful, it was all
rather unsettling, quite
strange, really)
Summarizing a stretch
of talk

14. INTERACTION AND TRANSACTIONAL TALK
Interactional is a kind of action that occ
urs as two or more objects have an eff
ect upon one another
Transactional Talk is for getting busine
ss done in the world, in order to produc
e some change in the situation that per
tains.
In the transactional of setting, people often en
gage in international talk.
Ex 1: At the chemist’s shop :
Customer : can you give me a strong pan kille
r for an abscess
Assistant : (laughing) oh dear! Well, we’ve got
….
Successful conversation
Ex 2 : A university porter registering some new
ly arrived students at their campus accommod
ation :
Porter : So, Foti… and Spampina… … (write t
heir names), are you Italian Art?// I’m study Ita
lian Art, only part time, of course, I love it, I lov
e Italian Art
Assistant : (looking bewildered) Excuse me?
Broken conversation

15. Stories, Anecdote, Jokes
Joke is a thing that someone
says to cause amusement or
laughter
Anecdote is a short amusing
or interesting story about a
real incident or person
Stories is an account of imaginary
or real people and events told for
entertainment

16. The Labov mention
the elements of
narrative :
Evaluation means making the
story worth listening to/reading,
either by directly telling one’s
audience
• Abstract are short statements of what the story is going to be
about
Ex : (‘I must tell you about an embarrassing moment yesterday’)
• Orientation sets out the time, place and characters for the reader
or listener
Ex: (‘you know that secretary in our office, well, last week…’)
• Complication event are the main event that make the story
happen
Ex(‘the xerox machine caught fire’)
• Resolutions are how the events short themselves out
Ex(‘and she got £2,000 compensation’)
• Coda provides a bridge between the story world and the moment
of telling
Ex( and ever since, I’ve never been able to look at a mango without fee
ling sick

17. CONCLUSION
Spoken discourse types are
useful for language teachers
and material writers who want
to create systematic speaking
skills programmes and whose
goal is to design activities that
will generate output as close
as possible to naturally
occurring talk.
Complete naturalness is probably
impossible in the classroom, but
the feeling that one is engaging in
an authentic activity is important to
the learner, as is the feeling that
one is being taught authentic and
naturally occuring structures and
vocabulary to use in simulations of
real-life talk.

18. Thank you