Discourse Approach to Teaching Language and Communication Skills (original) (raw)
Related papers
Discourse Analysis and Second Language Teaching. Language in Education: Theory and Practice, No. 37
1981
ABS'AACT Concentration on the formal features of language and on developing speaking skills in a second language fails to provide the language student with the necessary level of conversational ability. The concept of communicative competence has resulted in a new emphasis on the nature of interaction and the rules of discourse. Interest has shifted from studies on language structure to studies on social interaction, the meaning of utterances, and the functions of speech. This paper explores how rec'nt advances in sociolinguistics and discourse analysis can aid one's understanding of the roles and privileges of teachers and students engaged in verbal interaction and how verbal behavior can be cLnged or acquired for greater conversational competence.' Areas discussed include: (1) latural discourse (speech acts, pra:matics, turn taking, moves, topic), (2) natural discourse and first and second language acquisition. (3) classroom discourse, and (4) practical applications (including exercises for developing skills for participating in debates and discussions). Excerpts from English, French, and German language conversations are cited throughout. The appendices present hesitation and expansion strategies in conversation and some conversational management strategies used by French and German native speakers.
Bringing discourse analysis into the language classroom
Links & Letters, 1996
The aim of this article is to argue in favour of adopting the point of view of discourse analysis in order to describe and explain how language is actually used. After pointing out that discourse should not be considered as one more leve1 in the description of language but rather as ...
A SUMMARY OF A SECOND CHAPTER FROM THE BOOK “DISCOURSE ANALYSIS FOR LANGUAGE TEACHERS” By McCarthy, M (1991) Analyzed and Summarized by AHMAD S. HALAHALA, 2024
This paper discusses on the familiar terms which are common in Language teaching such as clause, pronoun, adverbial, conjunction, and so on are used in the familiar way found in chapter two of the book Discourse Analysis for Language Teachers. An attempt was done to relate them to a probably less familiar set of terms such as theme, rheme, reference, anaphoric and so on, in order to make the link between grammar and discourse. The importance of grammar in language teaching shall not be undermined and thus on the contrary, this chapter takes as a basic premise that without a command of the rich and variable resources of the grammar offered by a language such as English, the construction of natural and sophisticated discourse is impossible.
The contribution of Discourse Analysis in developing students' Communicative Competence
2015
The concept communicative competence was basically coined by Dell Hymes in the late of 60s and the beginning of 70s as a reaction to the Chomsky's view of competence and performance. The use of this term changed the view of many scholars and linguists towards the learning theories and teaching methods hence launched a revolution in language teaching and linguistic theory. A rigorous analysis of discourse (natural speeches, professional documentations, political rhetoric, interviews or focus group materials, internet communications, newspapers and magazine, broadcast media, etc.) in its context is needed to develop communicative competence. Therefore, the burning question is how one can develop communicative competence through discourse analysis? Before answering this question, the key concepts of the question need to be defined first. So, what does communicative competence mean? And what does discourse analysis mean? Communicative competence (CC) is viewed in terms of form and function.
Bulletin of Science and Practice, 2020
The article discusses the role of discourse in foreign language teaching by studying previous investigations in the field of discourse analysis and communicative approach–based language teaching. Moreover, it presents an analysis of some authentic examples of target language use to prove the role of discourse to prevent possible miscommunication.
AN OVERVIEW STUDY OF THE SIGNIFICANCE OF DISCOURSE ANALYSIS IN LANGUAGE
This paper deals with illustrating in detail discourse analysis concentrating on the basic principles and mechanisms upon which it functions. The study is an attempt to illustrate theoretically what basically discourse is how it is used in language analysis as means of showing the structure and the message of various spoken and written texts. The study reveals that discourse analysis is widely used in the analysis of both written and spoken piece of language showing mainly all related linguistic components and structure of that piece, and the message or purpose for which it is used in various communicative situations.For many years, 'discourse' has been a fashionable term. In scientific texts and debates, it is used indiscriminately, often without being defined. The concept has become vague, either meaning almost nothing, or being used with more precise, but rather different, meanings in different contexts. But, in many cases, underlying the word 'discourse' is the general idea that language is structured according to different patterns that people's utterances follow when they take part in different domains of social life, familiar examples being 'medical discourse' and 'political discourse'. 'Discourse analysis' is the analysis of these patterns. The current paper attempts at clarifying this aspect of language starting with the scope of definition, i.e. what discourse analysis is moving to the basic principles and other related issues concerned with it. The paper discusses in detail the data and the material that discourse is concerned with providing some theoretical backgrounds including some related studies which show how certain passages can be analyzed according to the principles and tools of discourse analysis. The paper ends with a conclusion and cited references. Definition of Discourse Analysis:-Van Dijk (1997) states that discourse analysis was founded in the 1960s at the same time with the emergence of other disciplines in the humanitarian and social sciences. Later on, discourse analysis started to be more systematic and there were new trends towards the study of discourse analysis. Riley(1985) explains that it is somehow a new emerged discipline and, therefore, there is no doubt that when discussing issues about discourse we can find certain ambiguities, inconsistencies and to a certain extent some contradictions. It can be argued that such difficulties are due to lack of precision concerning the definition of some of the basic concepts on the one hand and due to the inadequacy of the analytical tools which are used on the other hand. Stubbs (1983, p.1) states that " we cannot restrict our view of meaning and information to matters of logic as many linguists have tried to do ". In fact, there are many factors which interact to determine the acceptability and appropriateness of utterances used in different social contexts; not only their logic or their truth values. The most frequent definition of discourse is " language above the sentence " (ibid). But such overlap or ambiguity can be avoided according to Leech (1983, p. 38) when there is a