Transcript applied lec. 10

The Last Lectures is about: this
the end ofAnalysis
Applied Linguistic
1.Discourse
2.English Language Teaching (ELT)
Methods
3.Bilingualism and Multilingualism
4.Lexicography and Lexicology
5.Language Planning and
Implementation
6.Past, Present and Future Directions
1.Discourse Analysis
Approaches to Discourse
Analysis (113)
Discourse Mean? Is any types of Conversation)
in which people daily engage in comm.
2. Examples:
() greeting ()news () items() TV() newspapers.
()magazines ()internet()CNN()classroom()casual
()conversations()Lectures()markets()football
()games.
Is discourse important?
 Yes.
Very, because life or daily business without talking
is boring,
 This why AL interested in analyzing these discourses.
why? (1)To get the knowledge of the way we build
language (2) by analyzing conversations stories and
written texts
 McCarthy(2002:55) states that DA. Is relevant body of
works for Discourse Analyst studies texts if: written
and spoken texts, long or short: they relate these to(1)
Contexts and (2)situations like ( Advertising, comm.
Media) all need analysis.
DA..For Many Linguists as
Jawoski& Coupland(199) note:
 Is
beyond language in use. It extends to:
1. Social: by shaping social order and shaping individual’s
interaction with society
2. Political
3. Cultural formations.
What is discourse Analysis
?(P:115)
 Trappes-Lomax
(2206) sees it as:

The Linguistics
 Cognitive
 Social
Process in human interaction
in which history and culture
are embedded.
 Or it is a particular events in which these processes are acted.
 A product of that event specially in form of visible txt (spokenwritten)
Question:
How
discourse
analysis is a part of
AL?????
 3.2 What are the Approaches to
Discourse Analysis??P116
The following are approaches that related to AL and
Language education: are:
 Sociology.
conversational analysis
 Sociolinguistics
ethnography
interactional linguistics
Variation theory
 Philosophy.

Speech act theory+ Pragmatics

Linguistics
school
Structural
Birmingham
Functional
Systematic functional
linguistics
 Artificial Intelligence
The following slides is an illustration for each
APPROACH:
 3.3 Sociologyconversational Analysis
(CA)P:116
is about the details of everyday
interaction .
 It focus on: ()
class()gender()age()groups()culture…etc
 It deals with informal discourse(talk) not
formal.
Who invented CA??
1. Garfinkel’s ethnomethodology)1967)
2. Goffman/s frame analysis(1974-1981)

Domains of CA:
Turn talking
 Openings
 Closing
in conversation
 progress
3.3.1 Turn Talking(117) ??
Is a person sharing in speech.
Turn : is when some one starts speaking
It ends when another one starts to speak

There are rules control turn
talking as:
I.
II.
III.
IV.
Never overlap (avoid it) why? Let listener
hear you.
Speaker selection (Speakers permitted to
take his turn or they are chosen or
nominated)
Self Selection (speaker cuts in- then starts
speaking) if no one select him.
Contexts (the ways by wc speaker can get
to next turn)
Follw:
v. Use sentence like(by the way, if I
may come in, can I speak– etc)
VI. Use back channel comm. To tell
speaker that you are listening as
(huh, ehh, mmm…etc)
VI. Ways of predicting the
completion of conversation.
3.3.2 Adjacency Pairs (neighboring) P:117
That pairs turns depends on each others on (greeting
gets) (greeting back): e.g:
 good morning Moudi? first pair- parts
 Good morning Somayia (second: pair- parts
 How are you?
 I’m fine. Thank You.
These parts are controlled by cultural and social
contexts.
Some times comm. may
Breaks down(fails)
 McCarthy
calls it
1) (dispreferred sequences) what is it? E.g.
A. good morning
B. Drop dead.
Also, there is
2) solitary (isolate) routines as:
A. I have a terrible headache
B. Oh, I’m so sorry can I do anything
3) Converging(nearly same) pairs as:
A. I just loved that green sweater
B. Oh! So do I. isn’t it great?
By Pomerantz(1984)
This approach strong(socialogy bcoz:
1. it based on actual recorded data (naturally
occurring data.
2. It reject experimental method of collecting conv.
Data or set artificial interactive context.
follow
3. It helps DA to access the data offered
by daily life.
4. It is implication of it for Language
teachers, how? Helps them to access to
authentic spoken extract. Are there no
conversation in text books? There but not
resemble real conversations at all.
3.4 Sociolinguistic Approaches:
Ethnography & Variation Theory

About how language creates communication in everyday
life.. not in isolate sentence.
 3.4.1
Ethnography:
This approach led by:
Hymes 1972, Saville 1989
and uses
concerned with
situation
of pattern and
function
of speaking
as
activity
These
includes interactions such as conversation
at a party or meals.
Hyms 1972 developed speaking grid of several
parts: form from the first letters of the word
(SPEAKING)

S
P
E
SETTING particip End
ation
s
A
K
Act
Key
sequence
I
N
instrumental Norms
ities
G
Genre
Why these grids are important?
 Helped
in knowing the close relationship
between: speech events and their social and
culture context.
 3.4.2 Variation Theory (Labov 1972) he:
 describes structure of spoken narratives wc
is dominated in ELT. He and Waletsky 1967
put the following overall structure of fully
narrative:
a)
b)
c)
d)
e)
f)
Abstract (summary of story)
Orientation
Compilation (sequences of events)
Evaluation.
Resolution‫( حل‬protagonist)
Coda(points about the narrative as a
whole)
3.5 Linguistic Approaches
3.5.1
Birmingham School
In this class knowledge was typically
‫نموذجي‬transmit by:
Pupil answer the teachers' questions.
The analysis of the data led to the building of
a typically classroom exchange structure
known as
IRF(Institution- Responses – Feedback) ‫للحفظ‬
e.g:
I T: Good
morning pupil
what is the color of the blackboard?
R P: black
F T: very good
How this happened:
a. Teacher begins with “good…
b. The teacher chooses who speaks
follow
c. Teacher reinforce an answer by
repeating it
d. The teacher gives feedback.
3.5.2 Systematic Functional Linguistics
SFL
SFL
CDA
Both concerned with:
Describing the relationship bw L. txt and
social life.
Why Functional describing L?
to explains the nature and organization of
Language according to:
What it has to do.
e.g.: excuse me, do you
know the way to..?
this serves the function of
asking for direction.
The main function of SFL is:
On the analysis of text in relation to
social in wc it occurs exactly spoken
discourse.
SFL: believes THAT language is
organized to enable conversation to
work.
3.7 D & 1st language education
(P 120)
in applied L in the area related to
ELT
 Bcz language is a means of education.
 And L as a goal of ed.
 Scholars notes that: one of the goal of
edu. Is to acculturate children to new
registers and genres (both spoken&
written)

DA
Why these important to students?
Help to develop:
 Grammar
 Sociolinguistics discourse.
 Strategic competences.
 Verhoeven 1997 claims: ()children bring to
school standard non standard dialects() school
gives them organized process of classroom
talk that promote personal involvement,
interaction and share meaning
3.8 D & 2nd Language education
People aware of the importance of D in :
 LT
 Reading and writing
 Intonation and spoken L
 For evaluation students’ communicative
competence.
 2nd LT has been understood in term of D
Defining LT in term of comm
Competence leads to integrative view.
As stated by Trappes,L 2006-152)
The perspective of L as D affect part of
syllabus.
What are these perspectives:
Are( learner needs)( syllabus aims and
content) (task goals and procedures)
The procedure will specified in discourse
terms
He
adds: material will be
selected and presented to meet
criteria of communicative
authenticity
The preparation of language
teaching are:
 Teachers
training courses
 Methodology
 Textbooks
all organized around language areas as:
 Phonology
 Grammar
 Lexis and 4 skills
This approach has many disadvantages as
a)
b)
c)
d)
e)
Grammar &lexical presented separately
4 skills presented separately .
Spoken and written media understood as
discrete types than continuum points.
Failure to attend to general features of
interpretation and production.
Pay less attention to text making features
that are common to discourse of all types
3.9 Importance of DA
Quiz
(5)