Discourse analysis
By Kamil Wiśniewski, 2006
Table of contents
Introduction ................................
1 Definitions of discourse ..................
1.1 Features of discourse ...................
1.2 Types of discourse ................................
1.2.1 Written and spoken discourse ..............................
1.2.2 Discourse expressed formally and informally ......
2 Discourse analysis - its origin and development .......
2.1 Starting point of discourse analysis .........................
2.2 Sphere of interest of discourse analysts ..................
2.2.1 Spoken language analysis ..................
2.2.2 Written texts analysis ..........
2.3 Links within discourse ..........
3 The significance of discourse analysis in language teaching and learning ...
3.1 Application of discourse analysis to teaching grammar .............
3.2 Application of discourse analysis to teaching vocabulary ...........
3.3 Application of discourse analysis to teaching text interpretation ...............
3.3.1 Top-down and bottom-up text processing ..................
3.3.2 Types of text ............................................
3.3.3 Patterns in text ..................
INTRODUCTION
This paper is a result of a keen and long-lasting interest of its author in applied linguistics in combination with the factors that enable people to interpret sophisticated texts in both native and foreign language. All in all, although many coursebook authors try to include genuine texts in their publications, activities that accompany them are generally limited. Tasks that would not only check the understanding of the gist or key vocabulary, but also important details are scarce. The question is whether on the basis of discourse analysis theories it is possible to make it easy for foreign language learners to read texts with full comprehension. The reader of this diploma paper should bear in mind that following the authorities on discourse analysis the author of this work uses the terms `discourse` and `text` synonymously.
This paper is divided into two parts: theoretical, where a scholarly set of ideas is presented, and practical, devoted to the account of the study conducted by the author of this paper in order to either undermine or support the ideas presented in the first chapter. The former section is subdivided into three chapters. The first of them provides a thorough description of the term `discourse` itself, including examples of its various types and functions. The second one presents a historical background of how scholars became interested in the use of language, the manners in which they examined speech and writing, as well as it depicts the division of discursive devices. The last chapter of the theoretical part describes the ways of applying the theory to teaching various aspects of language, such as grammar or vocabulary, however, the emphasis is put on the interpretation of written texts.
The practical part of this paper describes the study conducted on a group of Polish learners of English. The focus of this component was brought to finding lexical chains in texts - a type of exercise which is not to be found in ordinary coursebooks. That variety of tasks was deliberately chosen so as to expand the knowledge of discursive devices to which most teachers pay close attention, namely linking words and phrases, by an additional set of useful tools. Moreover, in spite of the fact that the study was to check the perception and implementation of lexical chains in written texts, it might also be found useful in understanding long speeches, which makes them even more useful for learners. The assignments, together with the key of answers, which were used in the study are included in the appendices section
1. DEFINITION OF DISCOURSE
Since its introduction to modern science the term `discourse` has taken various, sometimes very broad, meanings. In order to specify which of the numerous senses is analyzed in the following dissertation it has to be defined. Originally the word `discourse` comes from Latin `discursus` which denoted `conversation, speech`. Thus understood, however, discourse refers to too wide an area of human life, therefore only discourse from the vantage point of linguistics, and especially applied linguistics, is explained here.
There is no agreement among linguists as to the use of the term discourse in that some use it in reference to texts, while others claim it denotes speech which is for instance illustrated by the following definition: "Discourse: a continuous stretch of (especially spoken) language larger than a sentence, often constituting a coherent unit such as a sermon, argument, joke, or narrative" (Crystal 1992:25). On the other hand Dakowska, being aware of differences between kinds of discourses indicates the unity of communicative intentions as a vital element of each of them. Consequently she suggests using terms `text` and `discourse` almost interchangeably betokening the former refers to the linguistic product, while the latter implies the entire dynamics of the processes (Dakowska 2001:81). According to Cook (1990:7) novels, as well as short conversations or groans might be equally rightfully named discourses.
Seven criteria which have to be fulfilled to qualify either a written or a spoken text as a discourse have been suggested by Beaugrande (1981). These include:
Cohesion - grammatical relationship between parts of a sentence essential for its interpretation;
Coherence - the order of statements relates one another by sense.
Intentionality - the message has to be conveyed