1. Discourse Analysis and Language
Teaching
Scarlett Espinoza
Claudia Millafilo
Aracely Rodríguez
2. - 0. Introduction: The interface of discourse analysis
and language teaching.
- 1. Shared Knowledge: The basis for planning the
teaching/learning continuum.
- 2. Discourse in the language classroom:
The basis for creating the context for language learning
3. - 3. Discourse analysis and the teaching of
the language areas
- 4. Discourse analysis and the teaching of
the language skills
- 5. Conclusion
4. Communicative approach
Field of teaching
Discourse Analysis
Language for
communication
Language as
communication
Reference for
teaching
5. Discourse worlds
Basic unit of analysis
Sociolinguistic features
Communicative approach
Meaning
Sentence
Discourse or text
Decision-making
Communication
strategies
Communicative
interaction
6. Knowledge
Knowledge of the world Communicative
interaction
Content knowledge Prior knowledge
Discourse knowledge
7. Language classroom
“A discourse community has a broadly agreed
set of common public goals”
“A discourse community has mechanisms of
intercommunication among its members.”
“A discourse community uses its participatory
mechanisms primarily to provide information and
feedback.”
Unique discourse
community
Swales (1990: 24)
8. “A discourse community utilizes and hence
possesses one or more genres in the
communicative furtherance of its aims.”
“In addition to owning genres, a discourse
community has acquired some specific lexis.”
“A discourse community has a threshold level of
members with a suitable degree of relevant
content and discoursal expertise.”
21. - To provide language teachers with proper
grounding in discourse analysis.
- Professional training in pedagogical
discourse.
- Training in cross-cultural communication
- Discourse-oriented curriculum should be
focused on context, text types and
communicative goals.