DISCOURSE ANALYSIS IN THE PREPARATION OF INTEGRATIVE ACTIVITIES FOR ENGLISH MAJOR SOPHOMORES IN A TERTIARY EDUCATIONAL CONTEXT (original) (raw)

Teachers’ Perceptions on the Implementation of Discourse-Based Activities in Teaching Writing Skills to English Majors - the Case of University of Foreign Languages, Hue University

Hue University Journal of Science: Social Sciences and Humanities

Discourse competence has been widely acknowledged as a crucial part of communicative competence (Canale & Swain, 1980; Usó-Juan & Martínez-Flor, 2006; Celce-Murcia, 2007). Given this fact, the communicative approach to EFL teaching inevitably involves developing learners’ discourse knowledge. Particularly, in teaching EFL writing skills, the integration of discourse knowledge and implementation of discourse-based activities plays an essential role as it allows learners to compose written products that are grammatically correct, logically organized, and culturally appropriate. This paper explores EFL teachers’ perceptions towards the application of discourse-based activities in teaching writing to English majors at University of Foreign languages, Hue University. Results obtained from the study unveils that the use of discourse-based activities is deemed to have valuable potentials for the overall development of learners’ writing skills, especially in terms of the organizational and ...

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.

The Dimension of Discourse in English Class of Higher Education

IJEFL, 2020

The research aims to describe the dimension of discourse and identity of English lecturers. This research is conducted with a qualitative approach and content analysis method. The data source is recordings of classroom interaction of English lecturers. The data are analyzed using the classroom discourse framework of Betsy Rhymes which focuses on dimensions, namely social context, interactional context, and individual agency. These dimensions are analyzed through the source of turn takings, contextualization clues, narration, and framing. The result shows that in social context, the lecturers negotiate the interaction by giving more turns to the students, applying all the contextualization clues to accompany the utterance and supporting the interaction with narration and frame all to support students' contribution. In interactional context, the lecturers include the experience of the students in all sources and use vernacular language. In individual agency, the lecturers include all students in a challenging and inclusive activity. The conclusion of the research is that the interaction in the classroom discourse dimension is influenced by the standard of education and the condition of students who lack confidence to speak English as the social context which influences the use of language in the class. However, the personal control of the lecturers to achieve the standard of education makes him/her manage the language use to provide context of interaction in order to make the students contribute to the interaction.

English Oral Discourse Competence of College Students: A Focus on Factors Assessment

Psychology and Education: A Multidisciplinary Journal, 2023

Although the Philippine government has made significant efforts to raise the level of English proficiency and oral discourse proficiency in the nation, most students still struggle with communication because they find it difficult to express themselves in oral presentations, lack a strong command of the English language, make grammatical mistakes, mispronounce words, and are uncomfortable speaking in front of groups of people. This study aimed to assess the level of English oral discourse competence of college students, particularly the Education English major students of Pangasinan State University (PSU), Lingayen campus, along with affective, social, teacher, and linguistic factors, respectively. The descriptive survey method was utilized to interpret the English oral discourse competence level of Education English major students and related factors. In this study, 100 out of 333 Education English major students were chosen through stratified random sampling. The respondents' oral discourse competence in English was evaluated using a survey questionnaire that had been adopted. The data were subjected to statistical treatment through average weighted mean, interpreted in terms of descriptive equivalent and descriptive interpretation. Based on the salient findings, most respondents have average competence in English oral discourse along affective, social, teacher, and linguistic-related factors. The respondents' oral discourse competence in English must be improved because it will help them in their academic work and future careers. Thus, the recommendation for learning intervention is to enhance their English oral discourse competence.

Teacher-Students Discourse in English Teaching at High School (Classroom Discourse Analysis)

IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW, 2015

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard's classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

Discourse Based English Course A SASTRA Experiment

The ability to communicate in English clearly and effectively is recognized as a prerequisite for all technology students in the context of the globally widening space in which they are to function. Most of the textbooks followed in various universities are developed around sentence-based grammatical structures. Linguistics has developed to accommodate the concept of discourse i.e., use of a structured, meaningful stretch of language in a context for a purpose. This concept when adopted by ELT experts results in a text-based language teaching and learning operating at the suprasentential level. SASTRA University, Thanjavur has been experimenting with such an approach to English language teaching and learning for the last five years. The present paper critiques the objective, the material, the methodology and the evaluation procedure adopted by the University, with a view to evolve a new national model of English language teaching.

Discourse Analysis of Teacher and Students in Pre-Intermediate English Class

European Journal of Language and Literature, 2021

This research will examine the classroom discourse and interactions between a teacher and students in an ESL class. It will analyze how discourse occurs and how it can facilitate language learning. The participants were adult university students or employees. Via live classroom observation and audio recording of classes, the data were collected. The findings suggest that the teacher controlled all students, and led all class activities and the teaching process. The teacher frequently used pronouns ‘you’, ‘we’, ‘I’ while teaching as well as words such as “perfect,” “correct,” and “very good” to motivate students in-class participation. Students mostly used the pronoun ‘I’ to answer the questions. Most of the questions were closed-ended, so students did not have a chance to elaborate or share their ideas. The discourse occurred in an “IRF” -- Initial, Response, and Follow up. Lack of coherence and cohesion were widely visible in classroom interaction and most of the sentences uttered ...

Discourse in English Language Education

Discourse in English Language Education, 2012

Discourse in English Language Education 'Discourse in English Language Education provides a solid introduction to the major concepts and issues in discourse analysis and its applications in language teaching and learning. Examples of realworld discourse in diverse international settings help to make the concepts and theories accessible. This text will be an important resource for advanced undergraduates and postgraduates in applied linguistics, language education, and TESOL. '

Discourse Approach to Teaching Language and Communication Skills

Armenian Folia Anglistika

The successful realization of speech acts is a challenge which supposes general sociocultural background knowledge about the types of speech acts and strategies that are applicable under certain circumstances and the appropriateness and relevance of the given speech act, etc. However, the necessity of such a comprehensive approach is not always understood and accepted in the process of teaching speech acts. There is a primitive tendency to identify speech acts with certain linguistic patterns. The investigation shows that discourse analysis can provide valuable material for efficient language teaching at different levels and in various spheres in courses of grammar, vocabulary, communication strategies, intercultural communication and socio-linguistics.

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.