Discourse Analysis and Vocabulary hakkapie com tw 0921

Discourse Analysis and Vocabulary 黃宏祿 hakka@pie. com. tw 0921 -776607

Discourse Analysis and Vocabulary l l l Vocabulary and the Organizing of Text Signaling Larger Textual Patterns Register and Signaling Vocabulary Modality Conclusion

3. 5 Vocabulary and the Organizing of Text

Vocabulary and the Organizing of Text: The Systems of Vocabulary Closed Systems Grammar Words Function Words Empty Words Discourse Systems Open Systems Lexical Words Content Words Full Words

Closed and Open Systems of Vocabulary l Closed Systems 1. Grammar Words Function Words Empty Words 2. 3. l 1. 2. 3. Open Systems (open-ended, creative) Lexical Words Content Words Full Words

Example (3. 9) l l Here I want to spend time examining this issue. First, I propose to look briefly at the history of interest in the problem, then spend some time on its origins and magnitude before turning to an assessment of the present situation and approaches to its solution. Finally, I want to have a short peek at possible future prospects. DISCOURSE-ORGANIZING WORDS issue—problem—assessment—solution

The Characteristics of Some Discourse -organizing Words in the Above Passage 1. 2. 3. 4. 5. this preceding text check-up issue anticipating problem-solving processes problem seeking for solutions assessment performing evaluation of the problem and providing solutions solution fulfillment of task

What Has the Passage Revealed So Far? status phenomenon lacking items topic unknown obscure subject matter, lexicalization field unknown obscure vocabulary content, lexicalization structure problem-solution text transparent tenor formal text transparent tense traditional application transparent

The Importance of Lexicalization and Signaling Device l Here I want to spend time examining this issue. First, I propose to look briefly at the history of interest in the problem, then spend some time on its origins and magnitude before turning to an assessment of the present situation and approaches to its solution. Finally, I want to have a short peek at possible future prospects. The text remains an unintelligible one. 1. If there is no lexicalization 2. If no signaling device is constructed ? ?

The Function of Discourseorganizing Words instructor writer instructor Discourse-organizing Words (sharing the qualities of words of both closed and open systems) argument lexicalization reader

The Size of Vocabulary VOC voc voc HOW BIG IS BIG ENOUGH? The training and practice of setting up a WEB is a good way to decide an appropriate size of vocabulary for further and future passage development.

What Is An Unintelligible Passage? 1. 2. One in which the author does not successfully deploy signaling device. One in which detect or comprehend what the author’s signaling device is. If the discourse-organizing words are seen as SIGNALS of the author’s intent, then the INABILITY to understand them or misinterpretation of them could cause problems—invalid communication.

Tasks for Teachers and Learners 1. 2. 3. Is it possible to delimit procedural vocabulary? What happens if the most common signaling words are not known by learners? If all languages have text-organizing vocabulary, can the teaching/learning process capitalize on transfer in some ways?

Nurture, Not Torture—Training. Writing Ability Reading Comprehension Vocabulary Building

The Role of Discourse-organizing Words (1) (2) Represent segments of text Parcel up phrases and whole sentences Text Discourse-organizing Words Prediction Comprehension Vocabulary Study

3. 6 Signaling Larger Textual Patterns

The Role of Discourse Organizers in Larger or Longer Text 1. 2. 3. Representing segments of text Parceling up phrases and whole sentences Signaling to the reader what larger textual patterns are being realized

The Illustration of the Function of Discourse Organizers in Larger or Longer Text Top-down Discourse-organizing Mechanism Teaching and Learning Prediction Reinforcement Comprehension Bottom-up

Teaching and Learning Tips for Textual Patterning l l TOP-DWON: Once learners are conscious of a larger text-pattern, they can be brought to an awareness of the rich vein of vocabulary BOTTOM-UP: Learners can bring together in their vocabulary records items that regularly occur in similar textual environments

An Example of Bottom-up and Top-down Procedures WEB DESIGN CONTENT, AUDIENCE, STYLE STRUCTURE FORMAT TOPIC DISCUSSING DETAIL SEQUENCING REGISTER STATING POINT CHOOSING SELECTION TEXT VOCABULARY TOPIC-DEPTH DECIDING LEXICAL SELECTION VOCABULARY OUTCOME CATEGORIZATION IDENTIFYING

3. 7 Register and Signaling Vocabulary

3. 7 Register and Signaling Vocabulary l Register: A set of features of speech or writing characteristic of a particular type of linguistic activity or a particular group when engaging in it (Formal Eng. , Technical Eng. , Religious Eng. Journalistic Eng. Academic Eng. Etc. ) l Vocabulary Lexical choice depends on (1) CONTEXT (2) AUDIENCE (3) STYLE

The Employment of Idioms 1. 2. Restriction of idiom application: It is not always easy to find natural contexts in which to present idioms or idiomatic expressions. Characteristics of idiom application: Idioms or idiomatic phrases are applied to (1) organize discourse, and (2) signal evaluation.

3. 8 Modality

3. 8 Modality l MODALITY: Category covering indications either of a kind of speech act or of the degree of certainty with which something is said l l l Epistemic Modality 認識情態 Alethic Modality 真勢情態 Root Modality (Deontic Modality) 義務情態

Means of Making Modality in English 1. 2. 3. 4. 5. 6. 7. Modal Verbs Adjectivals Participials Nominal Modal Expressions (be able to, be going to… ) Modal-like Adjectives (necessary, probable, certain, advisable… ) Modal-like Adverbs (necessarily, probably, certainly, perhaps, maybe… ) Parentheticals (I think, I believe, I’m sure… )

Examples of Modal Application 1. 2. 3. 4. 5. 6. 7. He left at once. (declarative) Leave at once! (imperative) He can’t have left. (epistemic) You can’t h leave now. (deontic) You must leave. (obligation) You can leave if you like. (permission) He has apparently left. (alethic)

Comparison of Neutral and Modalized Sentences 1. 2. I suppose it’s possible the cat just may have sat on the mat. The cat sat on the mat.

Difference between Modal Auxiliaries and Modal Expressions The difference plays a part in the expression of politeness. l Modal Auxiliaries: either inherently subjective or objective You must wear evening dress to the reception. l Modal Expressions: predominantly inherently objective You have to wear evening dress to the reception.

Relative Politeness and the Number of Modal Expressions (Zhao Caixiang 2002: 355) 1. 2. 3. 4. 5. 6. Stop Writing. It is necessary for you to stop writing. It may be necessary for you to stop writing It may possibly be necessary for you to stop writing. I imagine it may possibly be necessary for you to stop writing. I would imagine it may possibly be necessary for you to stop writing. INDIRECTNESS LESS POLITE MORE POLITE

APPENDIX: MODALITY AND SUBJUNCTIVE MOOD IN ENGLISH (1) TIPS FOR THE TEACHING OF SUBJUNTIVE MOOD (1) (2) (3) Were l

APPENDIX: MODALITY AND SUBJUNCTIVE MOOD IN ENGLISH (2) The interchange of Mandarin MODAL ADVERBS and English MODAL AUXILIARIES in SUBJUNCTIVE MOOD structure. MODAL ADVERBS IN MANDARIN MODAL AUXILIARIES IN ENGLISH 早就 老早 應該 也許已經 可能已經 就會 將會 SHOULD WOULD COULD MIGHT

THE END Thank you for your attention. Your comment will be highly appreciated.

REFERENCES Zhao Caixiang. “An Analysis of Modality and Politeness”. 第六屆全國功能語言學討論會論文集. 上海: 外語教育 2002 施家煒(譯). Scollon, R. Intercultural Communication (A Discourse Approach) 北京: 社會科學文獻. 1995. 王福祥. 話語語言學概論. 北京: 外語教學與研究. 1994. 索振羽. 語用學教程. 北京: 北大出版社. 2000.