Discourse Analysis Implications for Pedagogy 1 1 Language

Discourse Analysis Implications for Pedagogy 1 1. "Language practitioners" can know how discourse is structured in a given context. Clarifies what "genres" are. 2. Teachers can present models of the relevant genres to students and "explain the underlying features of the text types" Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 67.

Discourse Analysis Implications for Pedagogy 2 3. Familiarity with models such as the IRF technique in "traditional teacher-fronted classrooms" can raise the awareness of new (and experienced) teachers and help them see this technique probably will not give them what they want in terms of language acquisition. Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 67.

Discourse Analysis Implications for Pedagogy 3 4. Teachers can use DA to inform their evaluations of their learners' performance in terms of how close they fit with "real-world discourse". 5. Teachers can teach the systematic features of discourse: openings, closings, discourse markers, common adjacency pairs. Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 67.

Discourse Analysis Implications for Pedagogy 4 6. Producers of pedagogical grammars, learners dictionaries, [and textbooks] can make materials more representative of real language use. Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 67.

Discourse Analysts' Questions: 1 1. Who are the participants in the discourse? a. What is their relationship? Are they equals? b. Are there differences in power or knowledge? c. What are their goals? Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 54.

Discourse Analysts' Questions: 2 2. How do we know what writers/speakers mean? a. What does text mean in this context? b. What factors help us interpret text? c. What do we need to know about context? d. What textual clues are present? Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 54.

Discourse Analysts' Questions: 3 3. How is this discourse structured/organized? a. Does this discourse represent a specific (typical) genre? b. In what order are ideas presented? c. How is coherence maintained? d. What cohesive devices are used?

Written vs. Spoken Discourse Features [AND FORMALITY] 1. Detachment or distancing of writer from reader Use of impersonal pronouns Use of passive voice (more than usual) Absence of 'you' and 'I' Avoidance of "affective/emotional vocabulary" 2. Formality of vocabulary 3. Lexical density

Formality Continuum: Spoken and Written Discourse Informal spoken English Casual conversation: cosy chat with a close friend Letter to an acquaintance E-mail to a friend Formal written English Job interview Conversation with manager at work Written academic article Public speech Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 55.

Disciplines and Approaches to Discourse Analysis 1. Sociology Conversation Analysis 2. Sociolinguistics Ethnography Variation Theory 3. Linguistics Birmingham School Systemic Functional Linguistics Critical Discourse Analysis Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 56 -63.

Conversation Analysis 1. How do people take turns in conversation? 2. How do people open and close conversations? 3. How do people launch new topics, close old ones, shift topic, etc? 4. How is it that conversation generally progresses satisfactorily from one utterance to the next? Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 58.

Turn-Yielding Signals 1. A drop of pitch. 2. A drawl on the final syllable or final stressed syllable of a final clause. 3. The termination of hand gestures. 4. The use of stereotyped expressions such as you know, or something, and but uh. 5. A drop in loudness. 6. Completion of a grammatical clause. Carroll, David W. 2008. Psychology of Language, 5 th edition. Singapore: Thomson Wadsworth, p. 230.

Expected Sequences (How do you respond? ) Preferred Sequences: Greeting Compliment (US / Traditional Chinese) Apology Invitation—acceptance (or decline) Dispreferred Sequences: Declining an offer

Hymes's (1972) SPEAKING Model S P E A K I N G setting / scene participants ends act sequence key instrumentalities norms genre Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, p. 60.

Sinclair-Coulthard or 'Birmingham' Model of Spoken Interaction (Sinclair & Coulthard, 1975) TRANSACTION EXCHANGE MOVE ACT Mc. Carthy, Michael. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press, p. 22. Sinclair, J. Mc. H. & R. M Coulthard. 1975. Towards an Analysis of Discourse. Oxford: Oxford University Press.

Explicitness: Written vs. Spoken Discourse: "…is usually so tied to its immediate context…, speakers usually have even less need to [explicitly] refer [verbally] to everything that is in the context and can take for granted that listeners will know what is being referred to [because of linguistic context and non-linguistic (environmental) clues]". Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, pp. 63 -64.

Explicitness: Written vs. Spoken Discourse Written Texts: "…are often produced at one time and place to be read at another" [and so explicit references may be necessary]". . Mc. Carthy, Michael, Christian Matthiessen, & Diana Slade. 2010. Discourse Analysis. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2 nd edition, Chapter 4, pp. 53 -69. London: Hodder Education, pp. 63 -64.