This document discusses critical discourse analysis (CDA) and the relationship between discourse and knowledge. It contains several key points: 1) CDA aims to explicitly relate discourse and knowledge, but both are complex phenomena studied across many disciplines. 2) The relationships between discourse and knowledge have philosophical, linguistic, psychological, sociological, and anthropological dimensions. 3) Several aspects of the discourse-knowledge interface are discussed, including epistemological foundations, cognitive theory, linguistic forms, knowledge management, and the social/cultural dimensions of language. 4) A multidisciplinary approach is needed to fully describe the interface between discourse and knowledge.

1. CRITICAL DISCOURSE
ANALYSIS
Discourse Knowledge and interface
Shaharniza binti Bujang Saili
GS45572

2. Part 2 Chapter 5
Discourse - knowledge interface
One of the major challenges of Critical Discourse Analysis
(CDA) is to make explicit the relations between discourse and
knowledge.
Both discourse and knowledge are very complex phenomena
studied in virtually all disciplines of the humanities and
social sciences.
Thus, we may expect that also a theory of their relationships
has philosophical, linguistic, psychological, sociological and
anthropological dimensions.

3. This multidisciplinary project systematically investigates
the relations between discourse and knowledge:
Epistemological foundation
Cognitive theory
Linguistic and discourse form
knowledge management
Linguistic is define as aform of social
cognition

4. Epistemological foundation
Nature of human knowledge
Study of nature and scope of knowledge and justified belief
It analyze the nature of knowledge and how it relates to similar notions such
as truth, belief and justification.
Chapter 5 /pge85

5. Cognitive theory
Concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT)
which is used to explain mental processes as they are influenced by both intrinsic
(environment) and extrinsic (personal) factors, which eventually bring about
learning in an individual.
Consist of typology of knowledge

6. Linguistic and discourse form knowledge
management
Linguistic and discourse investigate structure (text/talk)
Give assumption/implication/evident etc – global meaning/local meaning
Thus, language users need social and cultural knowledge in order to establish
local coherence, to derive global topics, to know what parts of sentences or
propositions are asserted and which ones are presupposed,
and so on.

7. Linguistic is define as a form of social
cognition
Cultural
aspect
need to investigates especially for public
discourse in education, science and
media
Social
dimension

8. CONCLUSIONS
In this chapter it has been argued that CDA and discourse
studies in general need a detailed theory of the role of
knowledge in discourse production and comprehension.
Current work on knowledge in several disciplines often
ignores the results of research in other disciplines. Against
this background, this chapter has pleaded for a broad,
multidisciplinary theory of knowledge in order to be
able to describe in detail the interface between
discourse and knowledge.

9. Part 3 Chapter 14
Visual and Verbal Communication: Changing
Patterns in the Printed Media
two levels at which interdisciplinarity in CDA
the relation between CDA and critical approaches
taken in other disciplines or subdisciplines – does
not belong to a single discipline
CDA has an interest in phenomena such as
communication patterns in public institutions,
media discourse, the constitution of individual

10. GRAMMAR OF VISUAL DESIGN-
KRESS AND VAN LEEWEN
Spoken language is always accompanied by paralinguistic. Include of –
intonation/facial impression/gesture/posture
Language and visual communication can both be used to realize the
“same” fundamental systems of meaning that constitute our culture,
but each does so by its own specific forms, does so differently, and
independently
Semiotic landscape

11. “Old Visual Literacy”
– dominated by writing
– passage from childhood images to adult
texts
“New Visual literacy”
– complex mix of text, images, sound
– largely not taught in schools (?)
– applies to all life stages
– threat to old visual literacy

12. The world represented visually in the new media
is different from the world represented on the
pages of print media
How newspaper reporting and publication may
in fact ideological attitude.
Verbal text elaborate the meaning of image.
Semiotic landscape

13. Part 2 Chapter 8
Text and discourse in the technologies social
organization

14. Part 2 Chapter 8
Identities in flux: Arabs and jews in Israel