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Ppp discourse analysis for language teacher

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Ally Belalcazar

This document provides an overview of discourse analysis for language teachers. It defines discourse analysis as the study of language beyond the sentence level and how language is used in different communicative contexts. A brief history is given of the field, including contributions from speech act theory, functional linguistics, and ethnomethodology. Models for analyzing spoken discourse, such as question-answer sequences and conversations, and written discourse are described. The document also discusses how discourse analysis examines the form and function of language as well as interpretation of texts and recurring patterns. The conclusion emphasizes what can be learned about argument construction and social practices through discourse analysis.

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DISCOURSE ANALYSIS FOR LANGUAGE TEACHER Allison Belalcazar Pe単a
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
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.
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卒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.
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.
THE SCOPE OF DISCOURSE ANALYSIS. Discourse examines spoken and written texts from all sorts of different 叩reas. 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.
CONVERSATIONS OUTSIDE THE CLASSROOM Vary in real world the structures used in the coversations. Rank scale can be expressed as follows. Sinclair and Coulthard卒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.
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.
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.

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Ppp discourse analysis for language teacher

  • 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卒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 叩reas. 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卒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.