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Discourse analysis ppt
- 1. Discourse Analysis Approaches toDiscourse Analysis Spoken and Written Discourse Professor: Dr. Salimi Presented by: Mojgan Azimi February 2017
- 2. Introduction What is discourse? “Stretchesof language perceived to be meaningful, unified and purposive.” (cook, 1989) Discourse Features: Stretch of language longer than a sentence Meaningful and coherent communicative and purposive Written or spoken
- 3. Discourse Analysis isthe analysis of language in its social context. It involves real text not invented, constructed, artificial text. It works with utterances not independent sentences. Questions investigated by Discourse Analysis: Who are the participants in the discourse? What is their relationship? • Are there differences in power or knowledge between the participants? What are their goals ? What does the text mean? What knowledge of context is needed?
- 4. Approaches to DiscourseAnalysis
- 5. Sociology:CA An approach tothe study of social interaction in everyday life situation. Focus on conversation. Concerned mainly with dialogic, spoken discourse of a fairly informal character. It addresses : How to take turns in conversation How to open and close conversation How to launch new topics ,close old one and shift topics How conversation gradually progress from one utterance to the next
- 6. Turn-taking Based on socialinteraction in conversation. It starts with occasion when speaker speaks and ends when another speaker takes a turn Two possible way to get the turn: •Be chosen or nominated by current speaker •If no-one is directly selected, they may speak of their own choice (self-selection)
- 7. One aspect ofturn taking that shows the listener follows speaker is back channel response :(Mmm,uhuh,sure.right) . Another important aspect of turn-taking is the way interlocutors predict one another’s turns ,mechanism such as completing or overlapping the speaker’s utterance: A) I had much trouble answering the questions B) The exam was really hard
- 8. Patterns in Turn-taking •Adjacency pairs: a pair of turns that mutually affect one another ( greeting–greeting, compliment–thanks, apology–acceptance ) • Solidary routines (for example, A: I have a terrible headache, B: Oh, I’m sorry, can I do anything?) • converging pairs (for example, A: I just love that green sweater, B: Oh, so do I, isn’t it great!)
- 9. Sociolinguistic Approaches: Ethnography Ethnography isconcerned with ‘the situation and uses, the patterns and functions, of speaking as an activity in its own right. A central theme: speech event Hymes (1972) Speech events include interactions such as a conversation at a party or ordering a meal, etc.
- 10. Components of Communication Hyme’sSPEAKING grid emphasizes the contextual dimensions that determine our use of language. One important part of the grid is genre which says there are different text-type with their own different internal structures which accord with different social goals.
- 11. Sociolinguistic Approaches:Variation Theory Developed byLabove(1972) Major contribution to the analysis of discourse is description of the structure of spoken narratives Overall structure of narrative of personal experience is: Abstract Orientation Complication Evaluation Resolution Coda
- 12. Linguistic Approaches:Structural-functional The BirminghamSchoolDeveloped by Sinclair et. al (1975) The focus was on the classroom discourse Considering teachers’ question and pupils’ answer ,unit of pattern was identified (discourse markers that indicates boundary for starting sth new, such as: then, right, now) which they called Transaction. Next level of pattern consists of question-answer- feedback which is called Exchange. Next level represents single action such as questioning, answering and feeding back which is called move. Finally there are local, micro-actions such as: nominating a student to speak or acknowledging
- 13. ‘IRF Model’ A typicalexchange in the teacher-fronted classroom is the ‘eliciting exchange’, which has three moves, an initiating move, a responding move and a follow-up move: T: How do we use a thermometer? Jennie. INITIATING MOVE P: Put it in your mouth. RESPONDING MOVE T: You put it in your mouth. FOLLOW-UP MOVE
- 14. Linguistic Approaches:Systemic Functional Linguistics(SFL) SFL is one variety of functional linguistics Its focus is on analysis of texts considering the social context in which they occur The similarity between CA and SFL: Both describe the relationship between language and its social context The difference between CA and SFL: SFL focuses on the way language is organized to enable conversation to function CA focuses on social life and sees conversation as a key to that
- 15. Spoken and Written Discourse Discourseanalysis shows that Spoken English does have consistent structure likeWritten English Spoken and Written discourse have different lexical density defined as rate of occurrence of lexical item (content words such as, sun, confuse, tiny) against grammatical items (for example, he, was, on). Spoken discourse typically has a far lower lexical density
- 16. Differences Between Informaland Formal Spoken Discourse
- 17. One Important Aspectof Difference Between Spoken and Written Discourse: Grammar Written discourses relies on text-activated context and therefore it is more structured and formal Spoken discourse relies on immediate context and has less need to refer to everything (Elipses) Absence of auxiliary A: Anybody want soup? B: No thank you. (Understood: ‘Does anyone want soup?) Absence of pronoun and article A: Nice restaurant. B: Yes, it is, isn’t it. (Understood: ‘It’s a nice restaurant.’) A discourse grammar, since it derives its description from real contexts of use rather than from isolated or invented sentences, will necessarily be interested in the spoken–written divide wherever it is relevant.
- 18. Lexical Patterns inSpoken Language A. Repetition: used for signaling and confirming an agreed meaning. Ex:Speaker 1: California was really beautiful. Speaker 2: It’s a beautiful place. B. Relexicalization: ability to retrieve synonyms and antonyms quickly. Ex: A)Well, it is hard isn’t it. B)It’s not easy to go forward. Repetition and relexicalization are part of the speaking skill, and in the case of relexicalization (that is, the ability to retrieve synonyms and antonyms quickly), present a considerable challenge to second language learners.
- 19. Corpus Linguistics andVariation in Discourse Corpus linguistics uses large collections of both spoken and written natural texts (corpora or corpuses, singular corpus) that are stored on computers. Corpus linguists believe that external evidence, looking at language use, is a better source for description. Broadly, corpus linguistics may be performed in two ways: quantitative and qualitative. The quantitative approach usually looks for the largest corpus possible (up to 100–600 million words at the time of writing), from as wide a range of sources as possible. Computationally analyzed data tell about the frequency of occurrence of words, phrases, collocations or structures. In a qualitative approach, for example, a spoken corpus frequency list might show an unexpectedly high frequency for words such as absolutely, exactly and brilliant compared with a written corpus frequency list.
- 20. Implications for PedagogyDiscourseanalysis enables language practitioners to precisely delineate in syllabuses and materials the different genres of language with which learners will need to engage, and to select and evaluate discourses that are relevant to particular learners’ needs. It helps teachers to explain the underlying features of the text types associated with different types of writing.( academic paper, business letter) It may serve to raise awareness of the nature of teacher–learner interaction. It can help teachers consider their own interaction practices in a more systematic manner and offer a context for learners to engage in the genuine interaction. It provides teachers with more insight to evaluate learners’ performance in the class in terms of its proximity to or distance from real-world discourse. CA offers the possibility of systematic teaching of features, such as the language of openings and closings, discourse markers and common adjacency pairs. Discourse analysis provides the descriptive information which pedagogical grammarians and lexicographers require to produce more
- 21.