DISCOURSE ANALYSISBYRON BENITEZ

WHAT IS DISCOUSE ANALYSIS?

• IT IS THE STUSY OF TE RELATIONSHIP BETWEEN LANGUAGE AND THE CONTEXT IN WHICH IT IS USED.

• IT IS THE ANALYSIS OF SINGLE SENTENCES IN AN SPECIFIC CONVERSATION OR DIALOGUE.

HISTORICAL OVERVIEW• IT IS STARTED TO WORK AROUND THE 1960S AND EARLY 1970S. IT IS USED FOR WRITTEN

TEXT, SPOKEN DATA, FROM CONVERSATION UNTIL INSTITUTIONALISED FORMS OF TALK.• THE FIRST PAPER ABOU IT WAS PUBLISHED BY ZELLIG HARRIS IN 1952. IN THE 1960S,

DELL HYMES INCLUDE A SOCIOLOGICAL PERSPECTIVE ABOUT THIS TOPIC; AND PHILOSOPHERS LIKE AUSTIN (1962), SEARLE (1969) AND GRICE (1975) ALSO HAD A LOT OF INFLUENEC IN THE STUDY OF THE LANGUAGE AS SOCIAL ACTION.

• HALLIDAY (1973) AND SINCLAIR AND COULTHARD (1975) WERE THE BIGGER INFLUENCE IN BRITISH STUDIES ABOUT DISCOURSE ANALYSIS. IN AMERICAN STUDIES THE MOST IMPORTANT STUDIES WERE DONE BY GUMPERZ AND HYMES (1972)

• TEXT GRAMMARIANS START TO BE STUDIED AROUN 1972 BY SEVERAL LINGUISTICS LIKE VAN DIJK (1972), DE BEAUGRANDE (1980), HALLIDAN AND HASAN (1976); HAVING ENORMOUS IMPACT IN THIS AREA

FORM AND FUNCTION

• A LOT OF DIALOGUES CAN HAVE AN “INCORRECT” GRAMMAR FORM ACCORDING TO WHAT THE SPEAKER WANT TO EXPRESS. MOSTLY WORDS CAN BE TWISTED IN ORDER TO BE A QUESTION OR A STATEMENT OR A COMMAND, ETC. GENERALLY, PHRASES TAN CAN BE READ AS A QUESTION ARE NOT, ACCORDING TO THE CONTEXT OR THE COMMUNICATION WAY OF THE SPEAKER.

SPEECH ACTS AND DISCOURSE STRUCTURES

• SPEECH ACTS ARE WHAT ARE THE LANGUAGE DOING OR HOW IT IS SUPPOSED TO BE THE REACTION OF THE LISTENER/READER ACCORDING TO CERTAIN TYPES OF DISCOURSE. ARE PHRASES DESIGNED TO CREATE AN SPECIFIC REACTION INTO THE LISTENER/READER. BUT, IN SPOKEN LANGUAGE WE CAN INFLUENCE THE UNDERSTANDING OF THE LISTENER USING A DIFFERENT INTONATION TO THE PHRASE, EVEN THOUGH, THE VERB AND SUBJECT ARE INVERTED OR USED IN AN INCORRECT WAY.

• THE MOST DIFFICULT PART ABOUT DISCOURSE ANALYSIS IS TO HAVE A PIECE OF LANGUAGE THAT CERTAINLY MAKER US FELL THAT WE ARE IN THE MIDDLE OF A CONVERSATION AND OBVIOUSLY WE ARE NOT GOING TO BE ABLE TO UNDERSTAND THE COMPLETE TOPIC BECAUSE WE HAVE SOME PARTS MISSED.

THE SCOPE OF DISCOURSE ANALYSIS

• THE PRINCIPAL REASON OF THIS STUDY IS TO INVESTIGATE ANY KIND OF SPOKEN AND WRITTEN INTERACTION AND NOTICE HOW NATURAL SPOKEN AND WRITTEN DISCOURSE SOUNDS AND LOOK; OUT OF THE PREJUDGMENTS THAT THE CONVENTIONAL TEACHING HAVE GIVE TO ALL OF US.

FRAMING MOVES AND TRANSACTIONS

• “FRAMING MOVES” AND “TRANSACTIONS” ARE HOW THE LINGUISTICS SINCLAIR AND COULTHARD CALLED THE INTERACTION BETWEEN PEOPLE IN ORDER TO HAVE AN SPECIFIC RESULT; LIKE THE INTERACTION BETWEEN TEACHER – STUDENT, OR BETWEEN A SHOPKEEPER AND A CUSTOMER.

• THE FRAMING MOVE IS THE WAY THAT THE SPEAKER LET THE LISTENER KNOW THAT HE OR SHE IS ABLE TO ANWER THE QUESTION OR THAT THE EXPLANATION HAVE FINISHED; AND THEN THE TRANSACTION (THE INTERACTION OF THE OTHER PERSON INVOLVED) STARTED.

• THE MODEL OF THIS TYPE OF CONVERSATION CAN ALWAYS HAVE THE SAME PATTERN: ASK (T), ANSWER (P) AND COMMENT (T)

• THESE THREE BASIC MOVEMENTS WERE CALLED BY SINCLAIR AND COULTHARD LIKE: THE OPENING MOVE, THE ANSWERING MOVE AND THE FOLLOW UP MOVE

OUTSIDE THE CLASSROOM

• WHEN YOU ARE NOT TALKING WITH A TEACHER OR A STRANGER, THE MODEL OF SPEAKING CAN CHANGE ACCORDING TO HOW POLITE YOU MUST BE TO INTERACT WIT THE OTHER PEOPLE, WHEN IT IS NOT JUST A MATTER OF ANSWERING QUESTIONS, INTERACTING WITH PEOPLE CAN BE DIFFICULT FOR POEPLE WHO ARE NOT WELL RELATED WITH LINGUISTIC RESOURCES OF THE LANGUAGE HE OR SHE IS USING.

TALK AS A SOCIAL ACTIVITY

• IN A SOCIAL CONVERSATION, BOTH OR MORE PEOPLE FEEL EQUAL TO EACH OTHER, RATHER THAN IN A CONVERSATION BETWEEN TEACHER – STUDENT OR DOCTOR – PATIENT, WHEN ONE OF THEM HAS THE DIRECTION OF THE CONVERSATION.

• EVEN THOUGH, UNDERLYING PATTERNS OR BAHAVIOURS ARE FOUND IN SOCIAL CONVERSATION, MAINLY FOCUSED IN WHOM IS THE PERSON WE ARE TALKING TO; AND WHAT IS THE KIND OF DEFERENCE OR IMPORTANCE THAT WE HAVE TO GIVE TO THEM.

WRITTEN DISCOURSE

• IN THE WRITTEN DISCOURSE, WE CAN FIND LESS PROBLEMS TO UNDERSTAND IT DUE TO THE GRAMAR, SPELLING AND COHERENCE WERE THOUGHT PREVIOUSLY, EVEN THOUGH, THE WTITTEN DISCOURSE HAS SOME SIMILARITIES IN WHIC GENERALLY, WE EXCLUDE WORDS BECAUSE THEY ARE ALREADY UNDERSTOOD BY THE READER BY PREVIOUS SENTENCES. THE NAME FOR THIS IS “COHESION” WHICH IS ONLY THE COHERENCE THAT THE READER BY HIM/HER SELF GIVE TO THE SENTENCE ACCORDING WITH PREVIOUS SENTENCES OR THE CONTEXT IMPLIED IN THE SENTENCE.

TEXT AND INTERPRETATION

• TO INTERPRETATE A READING IT IS BASIC TO UNDERSTAND IT AND TO BE ABLE TO SEETHE MARKERS, THE COHESIVE MARKERS ARE WHICH CREATES LINKS BETWEEN SENTENCES AND PAIR AND CHAIN TOGETHER ÍTEMS THAT ARE RELATED.

• INTERPRETATION CAN BE PROCEDURAL, WHEN THE READER INTERACT WITH THE READING, MAKE QUOTATIONS AND HAVE FEELINGS BASED IN HIS /HER REAL EXPERIENCES.

• ALSO INTERPRETATION CAN BE THROUGH RECOGNIZING TEXTUAL PATTERNS, LIKE: PHENOMENON – REASON, CAUSE – CONSEQUENCE, INSTRUMENTAL – ACHIEVEMENT OR CLAUSE – RELATIONAL, WHICH ARE MOSTLY RELATED WITH MATCHING AND LOGICAL SEQUENCING, THAT ARE USED BY THE READER TO GIVE SENSE TO THE READING AND NOT SEE THEM LIKE SEPARATE SENTENCES.

• YOU CAN ALSO FIND TYPES OF PARALLELISM THAT ARE USED TO MAKE THE READER MAKE CORRELATIONS OR COMPARISONS BETWEEN SENTENCES.

LARGER PATTERNS IN TEXT

• THE MOST IMPORTANT LARGE PATTERN IN READING IS THE PROBLEM – SOLUTION PATTERN; IT IS WHEN THE FIRST PART OF THE READING EXPOSES A SITUATION, THEN GIVES A PROBLEM RELATED WITH THIS SITUATION, THEN A SOLUTION FOR THE PROBLEM AND FINALLY THE EXPLANATION ABOUT HOW GOOD THE SOLUTION WILL BE.

CONCLUSION

• IN THE PAPER GIVEN TO US FOR THIS EXPOSITION, THERE ARE SOME EXAMPLES ABOUT WAYS TO MAKE A DISCOURSE ANALYSIS, IT IS KIND OF INCOMPLETE THOUGH, DUE TO IT HAD MISSED A LOT OF DIFFERENT TYPES OF MEANING IN THE DISCOURSES AND THEIR RELATIONSHIP WITH THE READER; EVEN THOUGH, IT GIVES US A CLEAR IDEA ABOUT WHAT DISCOURSE ANALYSYS MEANS AND WHAT WE CAN DO IN ORDER TO PUT IT IN PRACTICE TO IMPROVE THE RELATIVENESS OF THE LEARNER WITH THE LANGUAGE