Discourse Analysis
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This document discusses discourse analysis and provides details about the topic that was submitted for a paper. It defines discourse analysis as the study of language beyond individual sentences and examines the relationship between text and context. It outlines two main types of discourse - spoken and written. The document also describes various approaches to discourse analysis, including interactional analysis, analysis of context and function, analysis of the tools used, and textual analysis. It provides examples of discourse analysis research topics and emphasizes the importance of understanding genre, framing, and other textual elements.
Discourse Analysis
- 1. Name :- Gohil Devangiba Aniruddhsinh Roll No. :- 14 Email Id :- [email protected] Paper No. :- 12 (English Language Teaching) Topic :- Discourse Analysis Submitted To :- Department Of English M.K.B.University
- 2. The study of discourse is the study of language independently of the notion of the sentence. This usually involves studying longer (spoken and written) texts but, above all, it involves examining the relationship between a text and the situation in which it occurs. So, even a short notice saying No Bicycle can be studied as discourse. Discourse has two types:- 1) Spoken and 2) written Discourse
- 3. Ways and Means Discourse Analysis Rules and principles Pragmatics (speech act theory and politeness theory) Conversation analysis Contexts and Cultures:- Ethnography Interactional Sociolinguisti cs Functions and Structures:- Systemic – Functional Linguistics (SFL) Birmingham school discourse analysis Text-linguistics Power and Politics:- Pragmatics and sociolinguistics approaches to power in language Critical discourse analysis
- 4. Approach, Focus, and Method 1) Interaction “a dynamic process, involving the negotiation of meaning between speaker and hearer, the context of utterance (physical, social, and linguistic) and the meaning potential of an utterance” (Thomas, 1995, p. 22). The interactional workings of intention and effect are central to speech act theory; Grice’s maxims “are essentially ground rules for the interactive management of intentions”
- 5. 2) Context
- 6. 3) Function the kind of communicative functions that are typically realized in it (in church, praying; in the classroom, eliciting, replying, and evaluating) and we can recognize a function by the kind of contexts required for its performance (sentencing: the end of a trial, judge speaking, prisoner being addressed; marrying: wedding ceremony, bride or groom addressing officiating person).
- 7. 4) Instrumentalities Where the focus of research is on instrumentalities, issues of “quantity” come to the fore. A register is a variety of language (like a dialect), a genre is a type of speech event.
- 8. 5) Text The essential idea is that discourse analysts deal with meanings. They are interested only in forms and they are or should be interested in forms as conveyors of meaning. How you think about text will surely determine how you think about context, function, instrumentalities, and interaction. It will also have a profound impact on decisions about method
- 9. Doing CDA A deeper Understanding of Texts:- Genre Framing Foregrounding Topicalization Agent-patient relationship Textual form
- 10. Discourse and first language education Education generally must acculturate children to new registers and genres, both spoken and written, developing their grammatical, sociolinguistic, discourse, and strategic competences along the way (Verhoeven, 1997). RESEARCH EXAMPLES Critical discourse analysis of literate Identities across Contexts: Alignment and Conflict (Rebecca Rogers) The point was to demonstrate in which changes in social identity styles or social languages are transformed within domains between the form and function of language- moving from linguistics resources to social languages
- 11. "LANGUAGE, POWER, AND PARTICIPATION, USING CRITICAL DISCOURSE ANALYSIS TO MAKE SENSE OF PUBLIC POLICY" BY Haley Woodside This word emphasizes the analysis of text, discourse practices in policies related , specifically, to reading instruction in education. conclusions Conclusion