2. It is cponcerned with the study of the
relationship between language and the context in
which is used.
Discourse analysis has grown into a wide-
ramging and heterogeneous discipline which
finds its unity in the description of language
above th sentence and an interest in context and
cultural influences which affect language use.
WHAT IS DISCOURSE
ANALYSIS?
3. Grammatical forms and phonological forms are
unrealiable indicators of funtions.
Discourse analysis is not entirely separtate
from the study of grammar and phonology but
is more interested in a lot more than linguistic
forms.
Some examples are: questions, excalmations,
statements, commands.
FORM AND FUNCTION
4. The dialogue is structured in thge sense that it can be
coherently interpreted and seems to be progressing
somewhere.
Discourse analysis adds something extra to the
traditional concern with functions/speech acts.
SPEECH ACTS AND
DISCOURSE STRUCTURES
5. Discourse analysis is not only concerned with the
descriptions and analysis of spoken interaction
Discourse analysis is interested in the organization of
written interaction in newspapers, stories, recipes, letter,
notices, leaflets and others
The aim is to come to a much better understanding of
exactly how natural spoken and written discourse loos
and sounds.
6. Birmingham model is simple and powerful which has
connexions with the study with the study of speech
acts.
Sinclair and Coulthard found in the language of
traditional native-speaker school classrooms a rigid
pattern, where teachers and pupils spoke according to
very fixed perceptions of their roles and where the talk
could be seen to conform to highly structured
sequences.
SPOKEN DISCOURSE:
MODELS OF ANALYSIS
7. Classrooms are not real world of conversation.
Classroom is a particular place where teachers ask questions
and pupils have very limited rights as speakers and teacher
evaluate them.
Conversations outside classrooms setting vary in their
degree of structuredness and conversations that seems to be
free also have structure.
Rigid conversations are relative easy to predict but where
talk is more casual, everyone will have a part to play in
controlling and monitoring the discourse.
CONVERSATIONS
OUTSIDE THE
CLASSROOM
8. Sentencs are usually well formed in a way that
the utterances of natural, spontaneous talk are
not.
As with spoken discourse, i we do find such
regularities, and if they can be shown as
elements that have different realisations in
different languages.
WRITTEN DISCOURSE
9. Cohesive markers create links across sentence boundaries
and pair and chain together items that are related.
Reading in text is far more complex because we have to
interpret he ties and make sense of them
The ionterpretation of realtions between textual segments is
a cognitive act on the part of the reader.
The apoproach to text analysis that emphasises the
interpretative acts involved in relating textual segments
such as phenomenon-reason, cuase-consequence,
instrument-achievement
TEXT AND
INTERPRETATION
