Par Avion

Air MailA I R

MA I L

DISCOURSE MODE AND SYNTAX

Presented by:Ahmad Ahlan, S.Pd.

Kuntum Trilestari, S.Pd.

Discourse AnalysisProf. Dr. Indawan Syahri, M.Pd.

Drs. Akhyar Burhan, M.Pd.

DISCOURSE

1c

Introduction

Describing language in terms of dichotomies

Oral versus Written Unplanned versus Planned Informal versus Formal Contextualized versus Decontextualized BICS versus CALP

WINTERTemplate

Oral versus Written 01 Language for academic life

Orale.q.Student – TeacherSpeakingListening

Written

WritingReading

02Unplanned versusPlanned

Spontaneous language

unplanned – revised – polished – planned

03Contextualized versus Decontextualized

Contextualized Oral Context

Based on shared

Decontextualized Written Lexicon and

syntax Information is not

necessarily share

04Informal versus Formal

Informal Oral Unplanned

Formal Written Planned

05BICS versus CALP

BICS(Basic Interpersonal Communication Skills)

CALP(Cognitive Academic Language Proficiency)

Differs in some respects from the others.

All have the same goal Each serves as a

heuristic

Features of Planned and unplanned language

Ochs (1979) identified six features:

1. Clausal or phrasal versus sentential organization

2. Left dislocation and topic-comment structures3. Nextness4. Parallelism5. Repair6. Conjoined versus embedded clauses

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1. Clausal or phrasal versus sentential organization

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UnplannedP: take a tape recorder an+that y’just

punch+an:: y’work on the tape recorder+an:: y’talk to the tape recorder.

C: mmhmm

P: and the other thing you you+when y’wanna+when y’wanna ask+that++just play a little of the tape+n listen to yerself talk+an talk back to it the second time+on the typewriter

PlannedTo solve writer’s block use a tape recorder as a partner. Tell the tape recorder what you want to write. Then play back this messag. As you listen, type out your message. Continue this process until the block disappear.

2. Left dislocation and topic-comment structures

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1. Uh, about money, uh he has a darn good job+makes good money.

2. ...y’know, things with the kids, they need this, they need that.

3. OK, let’s say like vacation++well, y’know+I haven’t taken a vacation+I can’t tell you how many years.

4. John he’s like about twice my age.

1. As for money, we don’t have to worry because he has a good job.

2. ...and then there are the children who need so many things.

3. A vacation is one example of what I would like to have..

4. John is about twice my age

Unplanned Planned

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3. Nextness

C: As I said+I can’t discuss-very few things can I discuss with him++”I don’t want to talk about it”+he walks outta the room.

P: All you do when you trap y’know an animal+they fight back+that you lie+get angry+ whatever.

C: There are very few things I can discuss with him. When I try, he says that he doesn’t want to talk about it and leaves the room.

P: Animals, when you try to trap them, fight back. If you try to trap a man, he will become angry, say that you lie, and so forth.

Unplanned Planned

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4. Parallelism: phonological, lexical, and syntactic

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Poetry is the ultimate example of effective parallelism (rhythm, rhyme, alliteration, and lexical, phrasal, and syntactic parallelism).

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5. Repair

In oral, repeating words or phrases is one way to give some correction (repair) for what the speaker has said.

In written text such repairs are edited.

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5. REPAIR

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6. Conjoined versus embedded clauses In some oral data, it is difficult to tell whether “and”

actually connects text or whether it serves some other system need, such as holding a turn againts interruption or continuing a turn when the addresses does not pick up his or her turn.

A planned written version would need to capture these functions in some other way: The “and” would probably be deleted, and subordinate or embedded clause constructions would be used to connect the clauses.

Features of involvement and detachment

Speech

Overlap, or Simultaneous

Writing

Literature shares The goal

Features of involvement and detachment

InvolvementRitual side of communication:1. Concreteness and imageability2. Personal quality3. Relationships highlighted4. Actions and agents

emphasized5. Feelings and thoughts6. Hedge and aggravated signal

used7. Feedback signals checked and

repairs used where needed

DetachmentTypes of complex structures1. Relative clauses2. Complement clauses3. Sequences of prepositional

phrases4. Nominalizations5. Attributive adjectives6. Passive voice7. Subordinate conjunctions8. Complex morphosyntax

Identifying BICS versus CALP

BICS shows the learner’s basic interpersonal communication skills

CALP reflects the learner’s cognitive academic language proficiency

Conclusion This chapter discuss about the use of language in term of

dichotomies of how to produce (speaking and writing) and accept (listening and reading) language unplanned or planned.

The terms of researchers, educators and sociolinguists, used in describing language, actually have the same goal but there is slightly difference based on the user understanding.

In oral language, the context is being concerned rather than the lexicon and syntax. While in written language, it shares literature comprehensibly and certain goal to be caught by the reader.

Reference

Hatch, Evelyn. (1992). Discourse and language education. Los Angeles: Cambridge University Press