IT IS A SIPNOSIS OF THE TEXT DISCOURSE ANALYSIS FOR LANGUAGE TEACHER

1. UNIVERSITY OF ARMED FORCES.
ESPE
SUBJECT: DISCOURSE ANALYSIS.
STUDENT: LT. CORONEL LENÍN LÓPEZ.
SEMESTER 2015-2016.

2. Discourse Analysis
for Language
Teachers

3. CONTENTS.
O What is discourse analysis?
O A brief historical overview.
O Form and function.
O Speech acts and discourse structures.
O The scope of discourse analysis.
O Spoken discourse: models of analysis.
O Conversations outside the classroom.
O Talk as a social activity.
O Written discourse.
O Text and Interpretation.
O Larger patterns in text.
O Conclusion.

4. What is discourse analysis?
O Discourse analysis is concerned with the
study of the relationship between
language and the contexts in which it is
used.
O Discourse analysts study language in use:
written texts of all kinds, and spoken data,
from conversation to highly
institutionalized forms of talk.

5. A brief historical overview
O It raised of work in the 1960s and early 1970s,
including linguistics, semiotics, psychology,
anthropology and sociology.
O Zellig Harris published “Discourse analysis ” in
1952.
O In 1960s, Dell Hymes delivered a sociological
perspective with the study of speech in its social
setting.
O Linguistic philosophers as Austin-1962, Searle-
1969 and Grice-1975 studied language as social
action, reflected in speech-act theory and the
formulation of conversational maxims, alongside
the emergence of pragmatics.

6. A brief historical overview
O 1973 Halliday influenced British discourse
analysis.
O 1975 Sinclair and Coulthard were important.
O Gumperz and Hymes 1972 ethno methodological
tradition, which emphasizes the research method
of close observation of groups of people
communicating in natural settings.
O Goffman (1976; 1979), and Sacks, Schegloff and
Jefferson (1974) is important in the study of
conversational norms.
O Van Dijk 1972 De Beaugrande 1980, Halliday and
Hasan 1976 written language.

7. Form and function.
O There are correspondence between grammatical
form and communicative function.
O Grammatical forms depends on a number of
factors, some linguistic, some purely situational.
O Discourse analysis consider different factors and
tries to account for them in a rigorous fashion with
a separate set of descriptive labels from those
used by conventional grammarians.
O The first fundamental distinction we have noted is
between language forms and discourse functions

8. Speech acts and discourse
structures.
O Entities are often also called speech acts.
O Communicative language teaching
emphasizes the functions or speech acts that
pieces of language perform overlaps the
preoccupations of discourse analysis.
O Discourses have beginnings, middles and
ends.
O Discourse analysis adds something extra to
the traditional concern with functions speech
acts.

9. The scope of discourse
analysis.
O Discourse analysis are interested in the
organization of written interaction, and
cover the study of spoken and written
interaction.
O The scope is written and printed words:
newspaper articles, letters, stories,
recipes, instructions, notices, comics,
billboards, leaflets pushed through the
door, and so on.

10. Spoken discourse: models
of analysis.
O The Birmingham model is a relatively
simple and powerful model which has
connexions with the study of speech acts,
but it is not the only valid approach to
analyzing discourse.
O Sinclair and Coulthard consider native-
speaker school classrooms a rigid pattern.
Teachers and pupils spoke according to
very fixed perceptions of their roles to
conform to highly structured sequences

11. Conversations outside the
classroom.
O The classroom is a convenient place to start,
as Sinclair and Coulthard discovered, but it is
not the real world of conversation.
O Conversations outside classroom settings
vary in their degree of structure ness, free and
unstructured. It differ in the kind of speech-act
labels needed, the functions of the parts of
individual moves, that discourse analysts
have found it necessary to expand and modify
the Sinclair-Coulthard model.

12. Talk as a social activity.
O Because of the rigid conventions of situations
as teacher talk and doctor-patient talk, we
predict who will speak when, who will ask and
who will answer, who will interrupt, who will
open and close the talk, and so on.
O In casual talk, and among equals, everyone
will have a part to play in controlling and
monitoring the discourse, and the picture will
look considerably more complicated.

13. Written discourse.
O Problems assocciated with spoken
transcripts are absent.
O What to say and how to say.
O Norms or rules are important.
O Grammar of English offers a limited set of
options for creating surface links between
the clauses and sentences of a text, or
cohesion.

14. Text and Interpretation.
O Markers are very much concerned with the
surface of the text.
O Cohesive markers create links across
sentence.
O Making sense of a text is and act of
interpretation, depends on as much the
readers bring to a text as the author puts into
it.
O Interpretation is a set of procedures and the
approach to the analysis of texts that
emphasizes the-mental activities involved in
interpretation called procedural.

15. Larger patterns in text.
O The clause-relational approach to text
concerns itself with larger patterns which
regularly occur in texts.
O You have to consider a pattern emerging
founded in texts of different subjects and
contexts.
O You must consider subordination and
parallelism.

16. Conclusion.
O Discourse analysis within linguistics, encompassing the
analysis of spoken and written language over and above
concerns such as the structure of the clause or sentence.
O Considered the big question of discourse in its social
setting.
O Hallidayan model of language as social action.
O Types of meaning in discourse related with the notion of
register, the linguistic features of the text that reflect the
social context in which it is produced.
O The levels of language description as grammar, lexis and
phonology, and the skills of language use as reading,
writing, listening and speaking.