Date post: | 07-Aug-2015 |
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What is a discourse?
• language-in-use• Form vs. function• Context: Sally & Bob are friends.
They were in a café, just the two of them.
Text Form Function
Sally: I loved you.
-d, past tense, “to feel great affection for (someone)”
Statement ?
Bob: You love me?
Sally: I loved you.
Bob: You love me!
Discourse
• Form grammatical, lexical, phonological• Function interpretation of
intention• Complementary
Form can be selected to express different functions
Function can be interpreted from the form
What is Discourse Analysis?
• The study of the language-in-use Language-in-use contextual
• Discourse analysis relationship between language and
the contexts• Context
written texts of all kinds, and spoken data, from conversation to highly institutionalised forms of talk.
Speech Acts
• What is the speaker doing with the speech?• What are the expected reaction of the listener?• Sally: I loved you.
What is Sally doing when she said “I loved you.”? What is the expected reaction of Bob?
• But… One sentence is not enough to really decide
what it means. Context ? –Yes, but… Structure? – more definitive meaning of the
whole speech acts.
Discourse Structure
1)Sally: We’ve been friends for a long time, Bob. 2)Bob: Yeah. You’re right. 3)Sally: You know what?4)Bob: What?5)Sally: I loved you. 6)Bob: Did you really?7)Sally: I loved you. 8)Bob: You love me?9)Sally: I loved you. 10)Bob: You love me!11)Sally: No, I don’t. 12)Bob: C’mon. That can’t be true. You love me. 13)Sally: I don’t know. Maybe. We’ll see. Anyway…
beginning
middle
end
Spoken Discourse
• Birmingham Model (Sinclair & Coulthard, 1975; Sinclair & Brazil, 1982)• Initiation – Response –
Follow-up
Now, let’s practice!
• What are the speech acts?1. Request for information2. Checking understanding of the concept of
‘time’3. Verbal trap
• What makes them different?
What makes them different?
• Participants, roles, settingExchange 1 Exchange 2 Exchange 3
Initiation What time is it? What time is it? What time is it?
Response Five Past Six. Five Past Six. Five Past Six.
Follow-up Thanks! Good! Clever Girl! No it isn't, and you know it isn't; it's half past and you're lateagain!
Participants
Roles
Setting
Speech Act Request for information
Checking understanding
Verbal trap
Complete Birmingham Model
1)Sally: We’ve been friends for a long time, Bob. 2)Bob: Yeah. You’re right. 3)Sally: You know what?4)Bob: What?5)Sally: I loved you. 6)Bob: Did you really?7)Sally: I loved you. 8)Bob: You love me?9)Sally: I loved you. 10)Bob: You love me!11)Sally: No, I don’t. 12)Bob: C’mon. That can’t be true. You love me. 13)Sally: I don’t know. Maybe. We’ll see. Anyway…
beginning
middle
end
exchangemove
act
transaction
Complete Birmingham Model
Act
Move
Exchange
Transaction
• For quite tightly structured interaction, e.g. classroom, doctor-patient
• But, for more informal, casual, and spontaneous contexts? Complications…
• Let’s see the next example of interaction
• Can you identify the exchanges, the moves, and the acts?• Where
are the initiation, response, and follow-up?• Any
complications?
Spoken Discourse
• Complications in unstructured interaction• natural data – out of class
interaction, friends’ talk
Spoken Discourse
• Ethnomethodologists – American phenomenon Natural data Not to build a model, but to observe how
people behave and how they cooperate in the management of discourse
Some interests:o how pairs of utterances relate to one another
(adjacency pairs)o how turn-taking is managedo how conversational openings and closings
are effectedo how topics enter and disappear from
conversationo how speakers engage in strategic acts of
politenesso face-preservation, etc.
Written Discourse
• Text Surface level Markers – the linguistic signals
of semantic and discourse functionso E.g. in English the -ed on the verb
is a marker of past tenseo E.g. cohesive marker (it, itu,
sebelumnya)
Written Discourse
• Interpretation deeper level Procedural – mental activities for the receiver to understand the text
Textual – the patterns in the texto Eg. Clause-relational approach (logical sequencing: phenomenon- reason, phenomenon-example, cause-consequence, instrument-achievement, problem-solution; matching)
Examples
• Can you identify the logical sequence? Phenomenon-
reason Cause-
consequence Instrument
achievement Problem-
solution
Process of doing discourse analysis
Text
Signal (Surface Level)
Supporting Evidence
Interpretation (Deeper level)
Computer-Mediated Discourse
• Is it written or spoken discourse?• Medium vs. Situation
influencing factors (Herring, 2007)
Herring, 2007
Medium SituationSynchronicity of participation Participation structureMessage transmission Participation characteristicsPersistence of transcript Purpose Size of the message buffer Topic or themeChannels of communication Tone Anonymous messaging Activity Private messaging, filtering, quoting
Norms
Message format Code
Recommended book/article
• Schiffrin, D., Tannen, D. & Hamilton, H. (2001). The handbook of Discourse Analysis. Oxford, UK: Blackwell Publishers. Examples of discourse analysis research Download at en.bookfi.org
• Lazaraton, A. (2002). Quantitative and qualitative approaches to discourse analysis. Annual Review of Applied Linguistics , 22, pp. 32-51. Summary of notable discourse analysis
research Download at F-Learn
References
• McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge, UK: Cambridge University Press. Most material of this ppt Download at en.bookfi.org
• Herring, S.C. (2007). A Faceted Classification Scheme for Computer-Mediated Discourse. Language@Internet, 4(1). Google it, the author provided it.