Discourse Analysis and Vocabulary
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This document discusses discourse analysis and vocabulary. It explains that discourse-organizing words help signal larger textual patterns and parcel up phrases and sentences. Examples of discourse patterns include problem-solution, claim-counterclaim, and doubt/uncertainty. Register and idioms also help organize discourse. Modality expresses certainty, possibility, volition, permission and obligation and conveys stance. Studying vocabulary in discourse looks at patterns across clauses/sentences and how certain words organize structure and register. Collecting vocabulary along discourse-functional lines can motivate word lists beyond traditional semantic fields.
Discourse Analysis and Vocabulary
- 1. Presented by: Areta Puspa Rizky Amelia Ulin Ni’mah Discourse Analysis and Vocabulary
- 2. Roles of discourse-organizing words 3.6 Signalling larger textual patterns Representing segments of text Parceling up phrases and whole sentences Signaling to the reader what larger textual patterns are being realized Discourse-organizing words are particular vocabulary that tend to cluster round certain elements of text patterns.
- 3. TOP-DWON: Once learners are conscious of a larger text-pattern, they can be brought to an awareness of the rich vein of vocabulary. BOTTOM-UP: Learners can bring together in their vocabulary records items that regularly occur in similar textual environments Function of discourse-organizing words
- 4. Examples: Problem-solution pattern Claim-counterclaim pattern Doubt or uncertainty pattern concern difficulty dilemma Drawback hamper hinder obstacle Problem snag change etc. claim assert state truth false in fact in reality agreed disputed Consensus etc. according to Apparently appears arguably believes claimed Considered could estimated Evidently etc. Functions: 1. to show how organizing words used to wrap round a long text. 2. to signal what larger textual patterns are being realized 3. to increase our awareness in realizing the pattern
- 5. TV Violence: No Simple Solution There is no doubt that one of the major concerns of both viewers and broadcasters is the amount and nature of violence on our television screens. The chief ‘lesson’ of all our viewing, reading and discussion is that there is no simple solution to the problem of violence on television.
- 6. TV Violence: No Simple Solution There is no doubt that one of the major concerns of both viewers and broadcasters is the amount and nature of violence on our television screens. The chief ‘lesson’ of all our viewing, reading and discussion is that there is no simple solution to the problem of violence on television.
- 8. 3.7 Register and Signalling Vocabulary Register is one of linguistic features of the text that reflects the social context in which it is produced. the context, author’s assumptions, style, et. Look at (3.17) and (3.18) page 83 Idioms are good to organize the discourse and to signal evaluation. Idioms in problem-solution pattern: In a fix up a gum tree To come up trumps to be up against a brick wall To have a crack at does the trick help students to tackle long texts.The importance of certain vocabulary items
- 9. 3.8 Modality Epistemic modalities • Certainty and possibility Root modalities • Volition, permission and obligation Carries important information about the stance and attitude of the sender to the message.
- 10. Verbs adverbs Appear Assume Doubt Guess Look as if Suggest Think Actually Certainly Inevitably Obviously possibly Modality is fundamental in the creation of discourse. “The cat sat on the mat”. “I suppose it’s possible the cat just may have sat on the mat”. Reader Activity 7 page 86
- 11. Conclusion: 1. The study of vocabulary in discourse is concerned with patterns in text generated by the vocabulary relations that are found over clause and sentence boundaries, the role of certain words in organizing discourses and signaling their structure and the relationship between the features of textuality and the register of the end product. 2. This helps us to motivate for the construction of word lists to supplement the traditional semantic-field orientation. Moreover, students can be encouraged to collect items along discourse- functional lines.
- 12. Reference: McCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.