discourse analysis materipresentasi
TRANSCRIPT
![Page 1: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/1.jpg)
DISCOURSE ANALYSIS
Dr. Susilo, M.Pd.
Universitas Mulawarman
2008
![Page 2: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/2.jpg)
Linguistics: Language Form Vs Language Function
![Page 3: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/3.jpg)
Language Form
• Communication ---- language
»Grammar
»Phonology
»Words
»Sentences
»Text
»etc
![Page 4: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/4.jpg)
Language form
• Telephone------ ?
• use one tea bag per person ---?
![Page 5: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/5.jpg)
Language Function
• Text
• Context
• Interlocutors/particiants
• Substance
• Paralanguage
• Co-text
• Situation
![Page 6: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/6.jpg)
Case 1
• A: Telephone?!• B: I am in the
bathroom!!!• A: Okay!!
• Context: in a house, a wife asking her husband to answer the telephone, the husband is taking a bath so the wife is going to answer the telephone.
![Page 7: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/7.jpg)
Case 2
Compare the contexts of these two different messages!
• First, it is in the context of serving a drink
• Second, it is in the context of answering the letter
For the perfect cup, use one tea bag per person and add freshly drawn
boiling water. Leave standing for three to five minutes before stirring
gently. Can be served with or without milk and sugar
Scott,Thanks for sending me the disk.Sandy Mckay
![Page 8: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/8.jpg)
Case 3
The university has got a park. It has got a modern tram system. He has got a swimming pool. I have got tickets for the theatre. Rio has got some beautiful beaches. She has got a good view from the window.
• Meaningful----yes• Unified ----No• Purposive ----No
Although it consists of several sentences, it is difficult to understand it as a whole.
![Page 9: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/9.jpg)
What is Discourse?
• “an instance of spoken and internal relationship of form and meaning (e. g. words, structures, cohesion) that are related inherently to an external communicative function or purpose and given audience and interlocutor” (Celce-Murcia and Olshtain, 2000).
![Page 10: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/10.jpg)
• “text and context, interacting in a way, which is perceived as meaningful and unified by the participants (who are both part of context and observers of it)” (Cook, 1992)
![Page 11: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/11.jpg)
Austin (1975):Speech Act
• Locution the physical act of producing an utterance
• Illocution an intention of the speakers through the utterance.
• Perlocution an effect through locution and illocution or what one does by saying it.
• In speech act theory, the illocution is the main focus.
![Page 12: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/12.jpg)
What is Discourse?
• stretches of language perceived to be meaningful, unified, and purposive
Key words:MeaningfulUnifiedPurposive
![Page 13: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/13.jpg)
DISCOURSE-BASED LANGUAGE TEACHING:
MORE CONTEXTUAL METHOD IN THE TEACHING OF ENGLISH AS A
FOREIGN LANGUAGE
![Page 14: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/14.jpg)
Why discourse-based?
• When language is used for communication, the co-participants typically employ one or more skills simultaneously: listening, reading, speaking, and writing.
• The language produced interactively by such co-participants is called discourse (language in use)
![Page 15: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/15.jpg)
What is the final goal of our teaching?
• To enable the students to use language for communication? Or
• To enable the students to know the language?
![Page 16: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/16.jpg)
Language is a means of communication
• To be able to communicate effectively and appropriately in various social and cultural context, the students need the so-called “ Communicative Competence”
![Page 17: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/17.jpg)
![Page 18: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/18.jpg)
Communicative Competence(Canale and Swain, 1980)
• Linguistics or Grammatical Competence
• Sociolinguistic Competence
• Discourse Competence
• Strategic Competence
![Page 19: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/19.jpg)
Linguistic or grammatical Competence
• A knowledge of spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics
![Page 20: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/20.jpg)
Pragmatic or sociolinguistic Competence
Knowledge of:• Illocutionary forces• Context of use• Verbal/ non-verbal communication(it enables a speaker to be “contextually
appropriate”—to know when to speak, when not, what to talk about with whom, when, where, and in what manner.
![Page 21: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/21.jpg)
Discourse Competence
• Being able to select, sequence, and arrange words, phrases, or sentences/utterances to achieve a unified spoken or written whole with reference to a particular message and context.
![Page 22: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/22.jpg)
Strategic Competence
• Know how to cope in an authentic communicative situation and how to keep the communication channel open.
• - achievement strategy: finding ways of compensating insecure or inadequate knowledge of English (ehhm, code-switching, body language)
• - reduction strategy (avoiding forms which she/he is uncertain)
![Page 23: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/23.jpg)
Listening in Discourse Perspective
• Top-down listening processing
• Bottom-up listening processing
![Page 24: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/24.jpg)
Top-down Listening Processing
• Schematic knowledge: content schemata---background
information of the topic
Formal schemata---how discourse is organized
with respect to different genre
![Page 25: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/25.jpg)
Bottom-up Listening Processing
• Prior knowledge of language system (grammar, vocabulary, pronunciation, etc)
![Page 26: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/26.jpg)
Listening Exercises• Recorded short segments from radio, TV news
broadcasts:- Extract gist/topic (first listening)- get details of news items (second listening)-what, where, when, who- Evaluate emotional impact of news items (third listening) * neutral report
* information makes us happy/sad* information worries us* information annoys us* etc.
![Page 27: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/27.jpg)
Reading in Discourse Perspective
• A discourse-oriented reading course should allow the students to negotiate their interaction with text by constantly being involved in making choices and decisions with respect to the text.
• The goal is to expose the learners to a variety of text, genre, content area, and style of writing.
![Page 28: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/28.jpg)
Reading Exercises
• Students understand the language (grammar, vocabulary,etc)
• Students understand the rhetorical problems (how the ideas are organized)
• Students should know the genre of the passage (types of text, topics, etc)
![Page 29: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/29.jpg)
Writing in Discourse Perspective
• Process approach (peer edition)
• Contrastive rhetoric
• Genre Approach
![Page 30: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/30.jpg)
Process Approach
• Teaching writing is not product-oriented
• It should be process-oriented—meaning that what the teacher should evaluate is not only the students’ final writing products, but also the process of making drafts from the beginning to the final drafts.
![Page 31: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/31.jpg)
Contrastive Rhetoric
• In terms of how ideas are organized in the composition, non-native speakers of English has different ways. This should be recognized by the teacher to anticipate the problems of rhetoric
![Page 32: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/32.jpg)
Genre Approach
• Genre consists of a class of communicative events, members of which share some set of communicative purposes.
• Choice of words, grammatical style, rhetoric in writing is dependent on the genre.
• The language of a letter will be different from that of advertisement, report, or TV news, etc.
![Page 33: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/33.jpg)
Speaking in Discourse Perspective
• Speech act: pragmatic perspective
• Grice”s Maxims: cooperative principles
![Page 34: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/34.jpg)
Grammar in Discourse Perspective
• Context-dependent options in grammar
- use of passive voice versus active voice
- use versus non-use of it clefts and wh- clefts
- use of existential “there” versus its non-use
![Page 35: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/35.jpg)
Implications on the teaching methodology
• Making the formal learning as “natural” as possible
• Using authentic materials in language classroom
![Page 36: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/36.jpg)
Foreign language teaching: Discourse Perspective
• The role of the teacher------reflective researcher
• The role of learners -------Autonomous learners
• The role of materials -------Authentic materials
![Page 37: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/37.jpg)
Any Questions??
![Page 38: Discourse analysis materipresentasi](https://reader035.vdocuments.us/reader035/viewer/2022062312/555ed7b6d8b42ab6408b47e6/html5/thumbnails/38.jpg)
. .
. Z z . . . z z . . . .