UNIVERSITY OF ARMED FORCES.

ESPE

SUBJECT: DISCOURSE ANALYSIS.

STUDENT: LT. CORONEL LENÍN LÓPEZ.

SEMESTER 2015-2016.

Discourse Analysisfor Language

Teachers

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.

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.

A brief historical overviewO 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.

A brief historical overviewO 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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.