Discourse analysis and language teaching
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Universidad Católica de la Santísima Concepción Facultad de Educación Discourse Analysis and Language Teaching Scarlett Espinoza Claudia Millafilo
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Transcript of Discourse analysis and language teaching
- 1. Discourse Analysis and Language Teaching Scarlett Espinoza Claudia Millafilo Aracely Rodrguez
- 2. - 0. Introduction: The interface of discourse analysis and language teaching. - 1. Shared Knowledge: The basis for planning the teaching/learning continuum. - 2. Discourse in the language classroom: The basis for creating the context for language learning
- 3. - 3. Discourse analysis and the teaching of the language areas - 4. Discourse analysis and the teaching of the language skills - 5. Conclusion
- 4. Communicative approach Field of teaching Discourse Analysis Language for communication Language as communication Reference for teaching
- 5. Discourse worlds Basic unit of analysis Sociolinguistic features Communicative approach Meaning Sentence Discourse or text Decision-making Communication strategies Communicative interaction
- 6. Knowledge Knowledge of the world Communicative interaction Content knowledge Prior knowledge Discourse knowledge
- 7. Language classroom A discourse community has a broadly agreed set of common public goals A discourse community has mechanisms of intercommunication among its members. A discourse community uses its participatory mechanisms primarily to provide information and feedback. Unique discourse community Swales (1990: 24)
- 8. A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims. In addition to owning genres, a discourse community has acquired some specific lexis. A discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise.
- 9. Phonology Rhythm Intonation CONTEXT
- 10. Rhythm Intonation - Information managment - Social functions
- 11. Grammar Form functions Discourse features of grammatical forms CONTEXT
- 12. Vocabulary Dictionary Intended meaning CONTEXT
- 13. Vocabulary Literal Figurative
- 14. Transmitting ideas Spoken or Written language Productive Skills Interpreting texts Listening or Reading Receptive Skills Schematic knowledge Contextual knowledge
- 15. Listening Different activities Metacognitively aware of the process Phonological signals Lexicogrammatical signals Content Organization Contextual Features Jigsa w
- 16. Decode Interpret Figure out Activities Student involment with text Individual study Reader Awareness Contextual Clue Coherence and Cohesion Reading
- 17. Coherence & Cohesion Readers background Knowledge Two types of Writings Narrative Genre Expository writing Reading Classroom
- 18. Speaking Productive skill Faulty Production Not full command Different sociocultural rules appropiateness Background Knowledge Classroom Speech production strategies Awareness of the Medium
- 19. - To provide language teachers with proper grounding in discourse analysis. - Professional training in pedagogical discourse. - Training in cross-cultural communication - Discourse-oriented curriculum should be focused on context, text types and communicative goals.