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Discourse analysis is the study of language in use and how speakers interact in connected discourse. It was introduced by Zellig Harris who was interested in studying both linguistic and non-linguistic behavior. Discourse analysis considers how context, including language, society and culture shape language use and the differences between spoken and written language which can be seen in elements like explicitness, complexity, contextualization and spontaneity.
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Introduction to Systemic Functional Linguistics
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Functional linguistics claims that language use is functional, with the main function being to make meanings. These meanings are influenced by social and cultural context. Language use involves a semiotic process of choosing meanings. Jakobson identifies six communication functions associated with the communication process: referential, aesthetic, emotive, conative, phatic, and metalingual. Halliday sees language as a social/cultural phenomenon. He identifies seven functions language serves for children: instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational. Systemic functional linguistics analyzes language in terms of context, semantics, lexico-grammar, and phonology-graphology. It sees three types of meanings encoded simultaneously
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Form and function.
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The document outlines the key aspects and perspectives on language functions. It defines language and its functions. Language functions are processed both socially and biologically. There are various proponents of language functions cited. Language functions can be studied from general/micro and meta/macro aspects. General functions include physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. Metafunctions include the ideational, interpersonal, and textual functions. The document concludes that language allows for flexible communication and that the study of language functions is constructive across various disciplines.
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According to Eggins (1994, p.7), systemic functional linguistics claims that language and context are interrelated. To understand how people use language, it need to consider the contexts of language use: the context of culture (Genre) and context of the situation (Register).
FEEL FREE TO USE IT!
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Discourse analysis examines patterns of language beyond individual words and how people organize what they say based on typical structures. It looks at the relationship between language and social/cultural contexts, and considers communicative competence as the ability to use language appropriately in different situations based on social and cultural settings. Discourse analysis draws together concepts like textual competence, discursive competence, generic competence, and social competence to describe how language allows people to respond to recurring and new communicative situations and take part in social interactions.
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- The student teacher was satisfied that they could include some of their own ideas while still meeting the requirements of their guide teacher and school program.
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This document provides context about the student teacher's practice teaching placement. It describes the institution as a private Catholic school that was founded in 1878 and now includes kindergarten through high school. It has a religious mission and offers extracurricular activities. The classroom where the student teacher will teach has about 33-39 students between ages 16-19 who are generally at an equal English level. While most students seem engaged, some have behavioral or attention issues. The student teacher analyzed how the institutional context and student characteristics, like enjoying conversation practice, will influence lesson planning to create meaningful learning experiences.
Workshop 1
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Sdl planificacion 2015
practice III, almondale. valle noble. SDlL dgdg lesson plan. The gingerbread man book. I will show all the stahges that this lesson contains, as weell as procedures, the aim, aids time and interaction inside the classroom.
Assignment 2 c rubric.
The document is a rubric evaluating an assignment submitted by Pamela Añazco and Claudia Millafilo. According to the assessor Scarlett Espinoza:
While the points made in the assignment were clear, some lacked relation to the terminology discussed in the Discourse Analysis course. Specifically, the purpose or function of the interview analyzed was clear but not explained in relation to course content like social function. The terminology used and its relation to the course concepts were not enough and there was no deeper analysis.
The language use was accurate with no grammatical mistakes, but sentences were simpler and used common conjunctions rather than more complex structures.
The format was clear and organized, making it easy
Peer evaluation.
This document contains a peer evaluation of four groups (Groups A, B, C, and D) based on several criteria: level of content, development, grammar and mechanics, and style. For each group, the evaluator provides comments on how well they met each criteria and showed their understanding of concepts discussed in class. Group C was praised for their strong ideas and use of connectors to coherently join ideas. Minor errors were noted for Groups B and D.
Ppt discourse analysis
The document discusses the interface between discourse analysis and language teaching. It argues that discourse analysis provides the basis for creating learning contexts and teaching language areas and skills. A discourse-oriented curriculum focuses on context, text types, and communicative goals to provide teachers with proper grounding in discourse analysis and training in pedagogical discourse and cross-cultural communication.
Discourse summary
This document discusses the importance of discourse analysis in language teaching. It notes that since the 1970s, the focus of language teaching has shifted from grammatical structures to communication. Discourse analysis provides a basis for decisions about language teaching and learning. Whereas language teaching used to focus only on sentences, more recent approaches examine discourse and texts. This requires considering sociolinguistic features and shared knowledge between participants. The document also discusses strategies for the four language skills - speaking, writing, reading and listening - and emphasizes incorporating contextual clues and background knowledge. It concludes that the main challenge is providing teachers proper grounding in discourse analysis to connect theory and practical classroom activities.
Ppt paper final
This document provides an overview of a study on age at immigration and second language proficiency among foreign-born adults. The study draws on perspectives from linguistics, psychology, sociology, and economics. It analyzes 1990 U.S. Census data to examine the relationship between English proficiency and age at immigration, length of residence in the U.S., country of origin, education levels, and other factors. The results provide some support for declining proficiency with increased age at immigration, though not a clear critical period, as well as the influence of education and other social factors on second language acquisition.
Cmap chapter 3
Discourse and pragmatics analyze meaning in relation to context, including what is said and understood during speech acts like giving orders, requests, or warnings. Analysis of discourse is influenced by pragmatics because interpretation depends on language used within the specific context of a situation, which can vary based on cross-cultural factors, politeness, gender, and face-threatening acts. Successful communication in a language requires understanding context, discourse, and how conversational implicature allows inference of a speaker's intended meaning.
Cmap chapter 2
This document discusses discourse communities and speech communities. A discourse community is a group that shares activities, goals, values and beliefs, and mechanisms of communication. A speech community shares a common language. Discourse is also influenced by social factors like social class, social network, gender, and ideology, which help determine social identity and how language is used both spoken and written. These social constructs can influence language variety, language choice, and how people express themselves.
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C-map Chapter 1
- 1. Discourse Analysis (DA) Was introducedby Zellig Harris Who wasinterestedinstudying Linguistic behaviour Non-linguistic behaviour Which is : The study of the language in useHow they interact Connected discourse Which has Linguistic features Will be determined by a Pragmatics Communicative competence Discursive competence Context Which considers Language Society Culture Which will shape a specific Couldhave implicationsif itis Spoken language Written language Whose differences can be seen in Explicitness Grammatical complexity Contextualization Spontaneity Nominalization Lexical density These patternswill construct certain PerformanceWhichis related to a