An analysis of foreign language lesson discourse : with special reference to the teaching of English in Tunisian secondary schools (original) (raw)
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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.
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.
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.
2017
In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of sociogeographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-Western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.
Improving Teaching by the Knowledge of Discourse in English Schools
Most language learners have spent a long period of time in English classes for learning, but just few learners obtained their aims. Among the most remarkable schools, functionalists have claimed that all simple words, phrases, sentences and conversations have been reacted to context. This paper has described the nature of discourse andconcluded some problems between instructors and learners that make unwilling learners and finally, it has suggested some tips to immature instructors. How to persuade learners and prevent from abandon their class.
Discourse Analysis and Instructional Flexibility: A Pragmatic Grammar
1994
A case study investigated the pragmatics of language classroom communication, using an analytical framework developed in an earlier study with 30 expert language teachers at the junior high school level. The case study subject was also an expert teacher. Analysis focused on the teacher's transformations of intention in language instruction, based on the immediate teaching situation, to classroom learning processes. In the study, the teacher was interviewed using a semi-directed standard protocol to obtain task-centered retrospective verbalizations, and also using a simulation protocol to obtain concurrent verbalizations. Following this, classroom interaction was observed. Verbalizations were analyzed for specific indicators, including task domains, connectors establishing pragmatic links,-organizers, and concepts. The analysis of teacher transformations from intention to actualization is presented in narrative form, with examples of teacher verbalizations. A variety of transformation types was found. Implications for use of this methodology and the results are discussed. Contains 53 references. (MSE)
The Qualitative Report An Analysis of the English Class Discourse in the Iranian High Schools
One of the decisive factors of students' success in second language learning is employing interactive strategies related to Bakhtin's notion of dialogic discourse. Following Bakhtin's conceptualization of discourse (1981), monologic and dialogic patterns can be considered as the opposing ends of the teacher's discourse continuum. Given this, the current research intended to find out whether the Iranian high school teachers maintain a monologic discourse in their classes or a dialogic one. To accomplish this goal, a comprehensive exploration of the related literature carried out to identify the features differentiating monologic and dialogic discourse, which proved to be around thirteen. Afterwards, based upon the enumerated characteristics of the two discourse patterns, structured interviews were conducted with ten high school English teachers. Moreover, one case study was conducted to boost the reliability of interview's findings in which a teacher's classes were observed, video-taped, transcribed, and analyzed for recognizing the type of discourse pattern used by the teacher. The analysis of the findings from both interviews and the case study using grounded theory and conversation analysis revealed that the teachers used a monologic discourse pattern in their classes. Implications are provided in terms of the Iranian EFL context.