The document discusses several key concepts related to theory development including: 1) Theories go beyond description to establish causal relationships between phenomena and help explain objects of study. 2) Different forms of relevance - thematic, interpretive, and motivational - must be considered in problem-oriented approaches like discourse analysis. 3) Theories require not being verifiable, solving more problems than alternatives, and passing tests, while philosophy previously required verifiability. 4) Interdisciplinarity is important for accurately solving problems, forming new knowledge, and addressing complex social issues.

1. Shaharniza Binti Bujang Saili
Arabic Discourse Analysis
BBA5202
GS45572

4. CONCEPT OF THEORY
•Going beyond a mere description and making it possible to
substantiate
•Re-construct the object of theory as well as to establish
causal relation between specific phenomena
•For instance : “understanding” and “explaining”

5. Concept of theory
• Explaining
(eklaren) -
• Understanding
(verstehen)
-Wilhelm Dilthey-
Different
between:
•Natural science
•Social science
(humanities &
human science)

6. THEORY REQUIREMENT
-KARL POPPER-
Need not to be verifiable
Solve more problem than any alternative theory
Must have subject to test
Must have passed them successfully
Opposite point, generally Philosophy did not accept any
theory unless it was verifiable

7. INTERELATIONS OF PROBLEM, THEORY,
AND RELEVANCE
-ALFRED SCHUTZ-
• NOT ALL INDEPENDENT FROM ONE ANOTHER BUT DIRECTLY INTERRELATED
• THE INTERRELATION DETERMINE EVERY THEORETICAL STUDIES
• FOR A PROBLEM-ORIENTED AND REFLEXIVE APPROACH SUCH AS DISCOURSE
ANALYSIS THIS DIFFERENTIATION OF RELEVANCE LEVEL
Problem Theory Relevance

8. Form of
relevance
Thematic R Interpretations R Motivational R
According to Schutz Thematic Relevance (TR) characterized
by the fact that the study topic :
“ to make an object a problem ”
Mean nothing else than to conceive as it questionable
Any interruption or modification which necessitates
discontinuing the idealizations of ‘and so on’ and ‘again and
again,’

9. Form of
relevance
Thematic R Interpretations R Motivational R
According to Schutz :
Deals with question
“ something to do” with the thematic objet (problem)
The relevance of a specific method is decided on this level

10. Form of
relevance
Thematic R Interpretations R Motivational R
According to Schutz :
Focus on the question – problematic possibilities
“at what point should I content myself with the finding of the
study”
Distinguish between “in order to” and “because” motives
After having made the choice of the dominant object to be
realized, all other motivational will be experienced as imposed

11. DEVELOP INTEGRATED THEORETICAL
FRAMEWORK
Clarification of the basic theoretical assumption
Development of conceptual tools
Define of categories-to denote specific phenomena

12. CORNERSTONE OF CDA
DISCOURSE, IDEOLOGY, AND POWER
• Root of CDA lie in classical rhetoric, text linguistics and socio-linguistic
as well as in applied linguistic and pragmatic.
• Relation between power, hierarchy, gender, and sociological variable
relevant for explain and interpretation of text.
• Prominent issue : organization – gender – racism – media
discrimination - political –
• Aim of CDA is to investigate critically social inequality

13. INTERDISCIPLINARY
-KNAP AND LANDWEER-
1. A historical argument
– clear differentiation and specialization of individual.
- To solve individual problem very accurately and comprehensively
2. An argument related to the sociology
- Competition and careers often determine the progress in individual sectors of
traditional canons of discipline
3. An epistemological argument
- Theory formation and validation increasingly prove in constructing new knowledge
4. Argument relating to the content
- Cooperative and interdisciplinary research project become more important –the
more social relations are
5. Political argument
- Critical thinking and acritical practise point to new forms organization as well as
application of knowledge