2. CONTENT
◦ 1What is Discourse Analysis?
◦ 1.1 Abried historical overview
◦ 1.2Form and Funtion
◦ 1.3 Speech acts and discourse structures.
◦ 1.4 The scope of discourse analysis.
◦ 1.5 Spoken discourse: models of analysis.
◦ 1.6 Conversations outside the classroom
◦ 1.7 Talk as a social activity
◦ 1.8 Written discourse.
◦ 1.9 Text and interpretation.
◦ 1.10 Larger pattern in text.
◦ 1.11 Conclusion
3. What is discourse analysis?
◦The analysis of language 'beyond
the sentence‘
◦A language unit with a definable
communicative function such as
conversation or a poster.
4. A BRIEF HISTORICAL OVERVIEW
◦ Discouse analysis is concerned with the study of the relationship betwen language and the
contexts in which it is used.
◦ It studies the language in use.
◦ Austin and grice studied languag as social action, reflectec in speech-act theory.
◦ BRITISH DISCOURSE: Was influenced by M.A.K Hallyday´s functional approach to language
◦ AMERICAN DISCOURSE. Is dominated by work within the ethno methodological tradition.
◦ Prague school contribute to show the links between gramar and discourse.
◦ Discourse is not enterely separate from the study of gramar and phonology.
5. FORM AND FUNCTION
◦ The relationship between language form and discourse functions, which are the raw material of
language teaching, while the overaim is to enable learners all o use language functionally.
◦ SPEECH ACTS AND DISCOURSE STRUCTURES
◦ The dialogue is structured in the sence that it can be coherentely interpreted and seems to be
propressin somewhere.
6. THE SCOPE OF DISCOURSE ANALYSIS.
◦ Discourse examines spoken and written texts from all sorts of different áreas.
◦ It is not a discipline which exists on its own
◦ SPOKEN DISCOURSE MODELS OF ANALYSIS
◦ Question and answer sequence can be called a transaction, captures the feeling of what is being
done with language.
◦ In question and answer form there are exchanges that consist of three moves: opening move,
answering move, and follow-up move.
7. CONVERSATIONS OUTSIDE THE
CLASSROOM
◦ Vary in “real world” the structures used in the coversations.
◦ Rank scale can be expressed as follows.
◦ Sinclair and Coulthard´s model is very useful for analyzing patterns of interaction where talk is
relatively tightly structured
◦ TALK AS A SOCIAL ACTIVITY
◦ Turn- taking rights are exercises with people taking turns at talk.
◦ Talking is more casual, and among equals everyone will have a part to play.
8. WRITTEN DISCOURSE
◦ Insights of written discourse analysis might be applicable, in specificable ways, to language
teaching.
◦ Writers has usually had time to think about what to say and how to say it, and the sentences are
usually well formed.
◦ TEXT AND INTERPRETATION
◦ Interpretation can be seen as a set of procedures and the approach to the analysis of texts that
emphasizes the mental activities involved in interpretation can be broadly called.
◦ Patters in text reoccur time and time again and become deeply ingrained as part of our cultural
knowledge.
9. LARGER PATTERN IN TEXT
◦ The sequence situation-problem-responce-evaluation may be varied,
but we do normally expect all the elements to be present in a well-
formed text.
◦ They are extremely common in texts.
◦ CONCLUSION:
◦ What we can learn from a discourse analysis is how specific actors
construct an argument, and how this argument fits into wider social
practices. More importantly, we can demonstrate with confidence
what kind of statements actors try to establish as self-
evident and true.
◦ The levels of language description as grammar, lexis and phonology
and the skills of language use as Reading.
