Ling 100 Wrkshop

8/3/2019 Ling 100 Wrkshop

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Rodriguez, Marti. Samiano, Beanca Jhanine. Taller, John Zeus.


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ObjectivesObjectives

To present activities that will practice the students inusing context clues to attain understanding of both

written and oral discourse

To identify the key elements that shape discourseanalysis

To be able to understand how discourse analysisoccurs in different everyday scenarios and how it is

used to attain comprehension betweencommunicators


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Go BackGo Back

ToTo

NurseryNursery


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Ako ay may lobo Jack and Jill

Ako ay may lobo

Lumipad sa langit`Di ko na nakitaPumutok na palaSayang ang pera koBinili ng loboSa pagkain sana

Nabusog pa ako

y Ako ay may _____

_________ sa _____

y Di ko na _______

_________ na pala

y ______ ang ____ ko

________ ng ______

y Sa _______ sana

_________ pa ______ ako.

Jack and Jill went

up the hill,

To fetch a pail of water

Jack fell down andbroke his crown,

And Jill came tumbling after.

Tralalalalalalalala.

y Jack and Jill went _________

y To _____ a ____________

y Jack ______ and ______________

y And Jill ________ ________after

Tralalalalalalalala..


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Discussion OutlineDiscussion Outline

Definition of DiscourseAnalysis

Four Major Key Elements

Interpreting discourse Cohesion

Coherence

The co-operative principle

Three Minor Key Elements

Speech event

Conversational Interaction

Background Knowledge


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Discourse AnalysisDiscourse Analysis

y It is how the language-users interpret

what other language-users intended to

convey.

y It is how language-users make sense ofwhat they read in texts, understand what

speakers mean despite what they say,

recognize connected as opposed tojumbled or incoherent discourse, and

successfully take part in a complex

activity called conversation.


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INTERPRET

ING

INTERPRET

INGDISCOURSEDISCOURSE

Major Key Element

y recognizing, making sense, and

interpreting messages by relying onlanguage-users linguistic competency

Examples:y Text message

Wer na u? D2 na me!


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y Newspaper headline


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y Notices


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Ungrammatical forms


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y Tagalog

Napunta ang tatlong dalagita sa may tabing

dagat tuwing alas tres ng hapon. Isang

araw, ang isang dalagita ay may nakitangnapakalaking bote.

Uy! Tingan niyo, may bote sa gitna nang

dagat, ang sabi ng dalagita.

Lumangoy sila ng mabilis papunta sa gitna

nang dagat upang makuha ang bote.


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Napunta (Pumumunta) ang tatlong dalagitasa may tabing dagat tuwing alas tres nghapon. Isang araw, ang isang dalagita ay

may nakitang napakalaking bote.Uy! Tingan niyo, (ninyo) may bote sa gitna

nang(ng) dagat, ang sabi ng dalagita.

Lumangoy sila ng(nang) mabilis papunta sagitna nang(ng) dagat upang makuha angbote.


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COHESIONCOHESION

Major Key Element

y Ties and connections which exist within texts

yy cohesive linkscohesive links - indicators

Example:My father once bought a Lincoln convertible. He

did it by saving every penny he could. That car

would be worth a fortune nowadays. However,he sold it to help pay for my college education.

Sometimes I think Id rather have the

convertible.


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Types ofCohesive LinksTypes ofCohesive Links

1.1. AnaphoraAnaphora

2.2. Lexical connectionLexical connection

3.3. General connectionGeneral connection


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TYPES OF COHESIVE LINKSTYPES OF COHESIVE LINKS

AnaphoraAnaphora

y Using of pronouns to maintain reference to

the same people and things through out (Yule,1985).

y a word referring back to the word used

earlier in text or conversation to avoid

repetition (www.oxforddictionary.com)


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y My father once bought a Lincoln

convertible. He did it by saving everypenny he could. That car would be worth

a fortune nowadays. However, he sold it

to help pay for my college education.

Sometimes I think Id rather have theconvertible.

y Father he he hey My my I

y Lincoln it


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Lexical ConnectionLexical Connection

My father once bought a Lincoln convertible.He did it by saving every penny he could.Thatcar would be worth a fortune nowadays.However, he sold it to help pay for my collegeeducation. Sometimes I think Id rather have

the convertible.

y Lincoln convertible that car


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General ConnectionGeneral Connection

y Pertains to number of terms which share

common element of meaning


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y My father once bought a Lincoln convertible.He did it by saving every penny he could.

That car would be worth a fortunenowadays. However, he sold it to help payfor my college education. Sometimes I thinkId rather have the convertible.

Money bought saving penny worth afortune sold pay

Time once nowadays


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COHERENCECOHERENCE

Major Key Element

y creating meaningful connections which are not

actually expressed by the words and

sentences or making sense of what a personreads or hears.

y Something that exists in people

y Arriving at an interpretation which is in line

with their field of experience of the way the

world it is.


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Paragraph without coherenceParagraph without coherence

My father bought a Lincoln convertible. The

car driven by the police was red. That

color doesnt suit her. She consists of

three letters. However, a letter isnt as fastas a telephone call.


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Paragraph with coherenceParagraph with coherence

y Throughout most of my school days, my eyes failed tofocus correctly when reading. Consequently, I saw

different symbols every time I read a sentence.As aresult, the printed page was a chaotic kaleidoscope ofconstantly changing letters that made no sense. For

example, when reading the last sentence I would see:

A tters made sense, or As le ter that made no ense,orLetters mad no sens, depending on how my eyesfocused on a sentence.After my eye problem wascorrected, my real problems began because it was

assumed that I could now read like everyone else. Thiswas a big mistake that overlooked the psychological

effects created by my visual disability. Most importantly,I was left doubting my understanding when readingunfamiliar material while teachers began to give me

increasingly complex material to read.


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Casual conversationCasual conversation

y Widdowson (1978)

y Her: Thats the telephone.

(She makes request of him to perform the action)

y Him: Im in the bath.

(He states the reason why he cannot comply with

request)

y Her: O.K.

(She undertakes to perform the action)


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COOPERATIVECOOPERATIVEPRINCIPLEPRINCIPLE

Paul Grice

y According to Grice, there are four

conversational implicatures that affect the

success of discourse

y Quantity, Quality, Relation, Manner

y They [discourses] are characteristically to

some degree at least, cooperative efforts;and each participant recognizes them, to

some extent, a common purpose or set of

purposes, or at least a mutually accepted

direction.


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QUANTITYQUANTITY

Maxims ofQuantity

1. Make your contribution as informative as is required

(for the CURRENT purposes of the exchange).

2. Do not make your contribution more informative than

is required.

Why follow the Maxims of Quantity?The hearers may be mislead that there is a reason for the

over-inclusion or too limited phrasing in discourse.


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Examples:

If you are assisting me to mend a car, I expect yourcontribution to be neither more or less than is required. If,

for example, at a particular stage I need four screws, I

expect you to hand me four, rather than two or six. (Logic

and Conversation, Grice)

Overinformation

NeighborA: My son is studying in [insert another school here

except forAteneo]. How about yours?

Neighbor B: My son is studying in the University of the

Philippines Manila, and is currently in a cum laude standing.

Furthermore, he has a rather ravishing girlfriend and chicks dig

him. Oh, and another thing


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Lacking information:

Mother:Where are you son?Are you on your wayhome? Did you already eat? How was the exam?

Child:Yes.


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QUALITYQUALITY

Maxims ofQuality

1. Do not say what you believe to be false.

2. Do not say for which you lack adequate evidence.

Why?

Principle:

Conversational truthfulness: Discourse is used toexchange information, and information is supposed to be as

informative and truthful as much as possible.


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Examples:

Are you cheating on me?

You are the only one Ive ever loved. Promise!

Girl: I love painting. Do you?

Courting Boy: Of course I do! (I think.)

I expect your contributions to be genuine and

not spurious. If I need sugar as an ingredient in the

cake you are assisting me to make, I do not expectyou to hand me salt; if I need a spoon, I do not

expect a trick spoon made of rubber. (Logic and

Conversation, Grice)


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RELATIONRELATION

Maxim of Relation: Be relevant.

What does it mean to be relevant?

To be relevant is to express an informative answer (even if

you dont explicitly say it) even if you violate maxims (particularlythe maxim of quantity).

Examples:

I expect a partners contributions to be appropriate to theimmediate needs of the transaction. If I am mixing ingredients in

the cake, I do not expect to be handed a good book, or even an

oven cloth. (Logic and Conversation, Grice)


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RELATIONRELATION Examples:

Bro 1: I was wondering when you would pay your debt Im

running out of cash, bro.

Bro II:Aw wait bro! I was watching Nurses in Bunny Ears

the other day, you should totally see it!

Bro I:Awright, Ill watch it later!

Bro II:And did you see Ghost Protocol yesterday?

Bro I: My grandmotherwas sicklast month dawg.

Bro II: Oh its cool, its cool

and the conversation goes on


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MANNERMANNER

Supermaxim of Manner: Be perspicuous.

Sub maxims:

Avoid obscurity of information.

Avoid ambiguity.

Be brief.

Be orderly.


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MANNERMANNER

Examples:

Nanay:Anak, pakikuha naman yung ano ko, nasa may ano (points in the

room). Kailangan ko sa ginagawa ko.

Anak: ????

I expect a partner to make it clear what contribution he is making andto execute his performance with reasonable dispatch. (Logic and

Conversation, Grice)


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SPEECH EVENTSSPEECH EVENTS

Minor Key Element

y Taking part in conversation

i.e. Debate, interview, various types of

discussionsy Variations/criteria are present

i.e. to specify the roles of speakers and

hearer/s, their relationships


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BACKGROUNDBACKGROUNDKNOWLEDGEKNOWLEDGE Schema vs.ScriptSchema:

General term for conventional knowledge structure; a.k.a. mentalimage of a concept.

Example:Train station Railroad tracks with trains, people waiting

for the train, benches, big wall clock

Hospital Nurses, white desks, doctors, beds, morenurses

Script:

A dynamic schema

Example:

Betting in the cockhouse, Surfing in the computer shop

Minor Key Element


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Example:

He decided to cope with the pressure in studying

alone by eating chocolates.

x

TheS

chem

ata in the statements are:The person may be a student.

He could be at home.

The Script gave us a mental image that

He is studying, then when he got tired he

ate some chocolates.


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CONVERSATIONALCONVERSATIONALINTERACTIONINTERACTION In a nutshell: TurntakingActs in a conversation

Terms:

Completion point usually in forms of nonverbal communication

to signal their turns are complete in talking. Ex. Pausing, pointing to

your friend, etc.

Conversational interaction expectations of conversational style

Rudeness and Shyness

Rudeness is when a person is not yet done and you interrupt hisspeech

Shyness is when one speaker keeps on waiting for a turn, missing the

completion points

Minor Key Element


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WORKSHOP ACTIVITIESWORKSHOP ACTIVITIES

y Get crosswise yellow pad

y 1st activity: 30 points.

y

2ndA

ctivity: 70 points.

Ling 100 Wrkshop

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