Discourse Analysis and Second Language Teaching Discourse Analysis and Second Language Teaching

Discourse Analysis and Second Language Teaching

  • 期刊名字:时代教育(教育教学版)
  • 文件大小:689kb
  • 论文作者:刘文
  • 作者单位:上海金融学院外语系
  • 更新时间:2020-11-22
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论文简介

时代教育NO.10TME EDUCATIONOctober 2008Discourse Analysis and Second Language Teaching刘文Abstract: This article aims to discuss a relatively new but practical theory in oral English analysis and its application in second languageteaching. It reviewed the related literature on discourse analysis and focuses on the necessity in the current trend of the aplcacion.Key words: discouse amalysis; pragmatics; speech aCts中围分类号:G642文献标识码:A文章编号:1672- -8181 (2008)10-0007-02Discourse analysis, which is a rapidly developed field in linguistics,Pragmatics, one of the important approaches of discourse anal-mainly focuses on language use and leaming and it provides a newysis, is concemed with the study of meaning as communieation by atheory and methodology for language teachers and learners to putspeaker (or witer) and interpreled by a listener (or reader). ht has,traditinally concentrated language knowledgei.e. pronunciation,consequently, more to do with the analysis of what people mean bygrammar, vocabulary) into practice and communicate with peopletheir utterances than the words or phrases in those utterances mightscesfully. This paper aims to explain the background theory ofmean by themselves (Yule, 1996). In discourse analysis. pragmaticsdiscourse analysis before demnonstrating the practical application ofstudies how speaker make meaning and make seruse of what is saiddiscourse analysis in second language teaching through presenting ain particular social seting and understand appropriate utterances inclassroom activity from the approach of pragmatics.relation to various situational contexts.Discourse and grammarDiscourse is a general term for examples of language use and aprinciple and conversational principles of polieness. Speech actresulh of an act of communication. There is a clear distinction be-theory, which was advanced by John Austin (1962), examines whattween discourse and grammar. Crammar refers to the rules a lan-it is that certain pieces of language are doing or what role they areguage uses to form grammatical units such器s clause, phrase andperorming (e.g apolugizing, requesing, promising, threalening. 20-sentence whereas discourse refers to larger units of language suchcepting, rejecting), and how it is that people draw upon theiras paragraphs, conversations and interiews (Richards, Platt & Platt,knowledge of the world in successful communicative exchanges.92.111). However, we can see that the two language terms. t a(Burme. Joyce & Collin, 1996) Cooperative prineiple refrs to thecertain extant, share some clase relationships. Firstly. discourse mayfour conversational maxims a speaker is polentially obeying in anbe composed of well-ormned granmatical sentences or it can haveinteraction: the maxim of quality (be true), the maxim of quantitysome grammarical mistakes. Secondly, discourse complies with the(be brie), the maxim of relevance (be relevant) and the maxim ofrules of grammar when it needs to but departing from them when itmanner (be clear). These principles combined with the gerrera!does nol. Finally, discourse, no matler what lengh itis or how itknowledge of the warld, make it possible for the receiver to get theconforms to the nules, should be evaluated by its communicationaliteral meaning of what the sender give and to find the hidden oreftets (Cook. 1989).indirec1 meanings. The politeness principles may be formulated as a2 The origins of discourse analysisseries of maxims: don't' impase, give optians and make your re-The first known study of discourse analysis in the Westermnceiver feel good.countries is found in Greece and Rome. Scholars have distinguished↓Speech Actsthe notion of grammar from rdhetoric, the forner being concemedIn order to praruce and receive a cuherent discounse andwith the rules of language and the ltter with how to do things withachieve a successful communication, we have to infer the realwords, to achieve efects, and com municate sccessfuly with peoplemeaning of what is said by considering the form and context. Thusin particular contexts (Cook. 1989). In twentieth century, lir quistsneressary knowledge of the‘'physical and social world" (Cook,have begun to study language in its full context, as part of suriety1989. p.35) as well as the knowledge of the people we are takingand the world. In 1952. Zellig Harris in an article "Discourse anal.th are very important. Then, we have to take speech act theoryysis" finsly came up with the term of "discorse analyis" andinto account.“initiated a search for lanpuage rules which would explain how sen~Speech act analysis asks not what form the ulterance tahes buntences were connected within a text by a kind of extended gram-what it does. We ofen come acruss those sentences like "Have youmar”(Cook, 1989). In the 1970s. discourse analysis became a con~evr--", "Would you mind.-. ”, "Tell me about..”, and those ma-vergence point for a number of lngistis all over the world. Mort-terials are concemed with speech acts, "with what is done withover, it becomes psible, indeed esentil, w contemplate discourseord I中国煤化工of walisid" (Me.analysis from mutiple viewponts: lngustic, philosophical, cogni.action, so it is made withtive, social, anthropological, literary, historical, political, and ideo- somYHC N M H G. grting copration fromopical.he audieace and tmaintaining a gwxt relationship with them play a3 Pragmaticsmajor role. The conperation can range from simple atention to pro-_时代教育_NO.10TIME EDUCATIONOctober 2008viding informnation. in case of questions, and to performing somepeychology. Thus discourse.analysis takes diflrerent theoretical per-general action such as closing a window if the speaker asks thespectives and analytic appraches: speech act theory, interactionhearer to do s0. In all these cases, speech arcts must be planned bysociolinguistics, ethnopraphy of communication, pragmatics, canver-taking into account the relation between the speaker and the hearer.sation analysis and vanation analysis (Schifrin, 1994). AlhoughHence,“actions performed via utterances are generally calledeach approach emphasizes diferent aspects of language use, theyspeech acts (SA), and in Finglish, are commonly given more speeifeall view language as social interaction.lahels, such as apology, compliment, promise, or request" (Yule,6 Assessment2000. p.47).In order to obuain the feedback on students' progress andAnother important isue of SA is the speech act lasification.achievement, it is necessary to apply asessment in the course de-The philusopher Searl divided SA into five types: Declarative, Rep-sign and teaching proram. I will apply frnaive asessent atresentative, Expressive, Directive and Commissive (Richards et al,each sfage and summalive asses8mentt the end of the couse. In2002, p.430). To be specific, decarations relfer to speech acts thatthe formative asesment that aims to take into consideration the"change the world via their uteance" (Yule, 2000, p.53) such asamount of safolding the students need, I mainly use written ques-the announcement of ane couple ' marriage bhy the priest; Repreaen.tionnaire and oral interview to detemine whether they need moretalives are those speech acts that descnbe the states or eventsdireet insruction, more guided practice. And in summative as8e88-which speakers believe true or not like assertions or conclusions,ment that occurs at the end of this course to determine students'etc. (Yule, 2000); Expressives are speech acts that express the feel-progress in spoken English development, I will design a real worldings or atitudes of the speaker (Yule, 2000) such Bs apologies,interacion to set each student's achievemenl. The critena of thecomplaints or thanks, ete; Directives refer to speech acts which getassessment includes pronunciation accuracy, fluency, coherencelisteners to do somnething (Yule, 2000)such as suggestions, orders orrange of vocabulary, achievement of interaction, most importantly, Irequests, ete,; Comisives are thase kind of speech acts "commitwill pay great atention to the discourse sltalegics which involvethe spaker to dong something in the fuure”" (Richards el al, 2002,maintaining turn taking roles and rights, selecting appropriatep.430) like promises, threats or refusals, etc.speech act, obey ing cooperutive principles and politene8s, using ap-If we distinguish speech acts based on structure, we can getpropriate hackchanelling. etc.three basic sentence types: declarative, interrogative and imperative,References:which respectively correspond with the three general communicative[1] Buns,A., Joyce, H, SCollin, S. (1996) I sce what you mean:functions: statement, question and command/request (Yule, 2000).Using spoken discourse in the cssoom. Sydney: NCELTRThe relatiomship betwen the linguistic structure and the commu-(2| Celce -Murcia, M & Olshtain. E. (200. Discouse and context:nicative function let 5earl to furher distinguish speech acts into di-in language teaching. Cambridge: Cambridge Univesity Press.rect speech acts and indiret speech acts (Peccei, 2000. Generally[3] Cook, G. (1989). Discourse. Oxtford: Oxford University Press.speaking, if there is a diret relationship in between, we have a di-[4} Levinson, S. (2001). Pragrnancs. Beijing: Foreign Languagerect speech act. While, when there is an indirect rlationahi in be-Teaching and Resarch Prcss & Cambrndge Univeriy Press.tween, we get indirect speech acl. "Thus, a declarative used to[5] McCarthy, M. (1991). Discourse analysis for language teachers.make a statement is a direct speech act, but a declarative used toCambridge: Cambridge University Press.make a request is an indirect speech" (Yule, 2000, p.55). Obvioug-(6| McCarthy. M. (2002). Discourse Analysis for Language Teachers.ly, it is quite easy for listeners 1D get the real meaning fomm a direetShanghai: Shanghai Foreign Language Education Press.speech act. However, as Austin observed, the content of a locution-[7] Peccei, J S. (00), Pragnatics. Bejing Foreign Languageary act (what is said) is not always determined by what is meant byTeaching and Research Press & Roudedgethe sentence being uttered. People have 10 read or lislen between98] Richards, j.C, Plart, }& Platt, H. (1992aching and) Longmnanthe lines because of the lack of the unification of the ilocutionarydictionary of language applied lingustics. Harlow: Essex.meaning and the literal meaning. For example, if we ask someone to[9] Richards, J. C., Platt J.Plat H. (2002). Longrman Dictionary ofclose the window with such a delarative sentence "Please close theLanguage Teaching & Applied Linguistics. Beijing: Longuan &window ", the adressee will undoubedly understand whal ] meanForeign Language Teachingjust form the literal meaning. While if I make the same request in aand Reseatch Pressdiferent way with an inerogative sentence like "Would you mind[10] Riggenbach, H. (9991 Discouse analyis in the langugeclosing the window" or another delarative one but in凯indiretclassroom. Ann Arbor University of Michigan Press.way like "Oh, it's a litle bit cold inside the room", the real mean-[11] Shifrin, D. (1994). Approaches to Discourse. Oxford: Black-ing is beyond the liteal meaning but can be iferered. In addtion,well.Yule (2000) pointed out that the most frequently used types af indi-(12| Yule, G.1996. Pragmutics. Oxford: Oxford University Press.reet peech act in English have the form of an iterogalive an|13) Yu中国煤化工Shang Forign Lun-generally associated with greater polieness than diret speech act.guage E5 Conclusion作者简1YHC NMH G 201209The study of discourse analysis has developed ina variety ofdisciplines --- sociolinguistics, anthropology, sociology, and social-8-

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