Discourse Cooperation Calse Supervisadae2 Nd2

UNIVERSIDAD NACIONAL EXPERIMENTAL “ FRANCISCO DE MIRANDA” APRENDIZAJE DIALÓGICO INTERACTIVO ÁREA CIENCIAS DE LA EDUCACIÓN SANTA ANA DE CORO MARZO DE 2010 LIC. YOSELIS VENTURA OLIVET

When people talk with each other, they try to converse smoothly and successfully. Cooperation is the basis of successful conversations.

García (2005)‏ The two main channels for language interaction Speech is a natural faculty, while written language must be learned formally Speech and writing should not be seen as two completely different and opposing channels of communication but rather as two ends of a coninuum

It is transient The speakers are bound to take turns to speak. Otherwise, they could not hear each other. As the listener is present, it is easier to have direct information of his understanding of the message. Speech tends to be redundant. (paraphrase and restatements)‏ It is ussually linguistically informal and less organized which is due to improvisation .

It is permanent, so it can be stored and carries more prestige. It is planned and can be analyzed and corrected after its production. The absence of paralinguistic features is somehow supplied by drawings, graphics, letter type, titles. It tends to avoid redundancy, so it becomes more grammatically structured and lex¡cally dense. It has to be more formal from the linguistic point of view because of its permanence.

Any real speech act requieres the cooperation from those who participate in communication. The speaker/writer should take all the necessary steps in order to the listener/reader understands what he/she means. That is the illocutionary force of his/her locutionary acts. PAUL PRICE (1975) proposed the theoretical principle for understanding how participants cooperate during communication.

It includes four maxims that govern “tacitly” human communication. They are not taken as RULES but as SUGGESTIONS Yes!!!

It recommends not to include much information than necessary. It suggests to be brief. If we are not, our listener/reader can be impatient or bored. E.g Discourse analysis studies how language is produced, in context, situation, including all the linguistic features that are involved in communication.

We shoul be as SINCERE a possible. Otherwise, we can loose our listener/reader attention or be taken as a fool. e.g. Linguistics is the most important science for human beings

Our messages shoul be as clear as possible. E.g. I love when you scream the words I always have wanted you to say. (I love you)‏

Providing the important information. We must say the most relevant information according to the contextual situation. e.g. (In a formal speech) A minister talking about his/her experience when visting South America.

However, (as everything depends on the context) there are some situations in which the speaker can violate the maxims (and sometimes it is necessary)‏ C O N S I D E R: Two close friends at the movie Teachers Two doctors speaking in front of the patient about his/he terminal health condition

Two close friends at the movie Teachers Two doctors speaking in front of the patient about his/he terminal health condition might violate the quality and the manner maxims. tend to violate the quantity maxim to reinforce their explanations and increase their students’ understanding. will violate the manner maxim by using technical vocabulary.

These are words, phrases, sentences, or paragraphs which are used for producing a special effect on the listener/reader. They take a different meaning from its signification, because it takes a different CONNOTATION. They are used frequently in our daily language: speeches, jokes, newspapers, etc.

An expression in which something is ocmpared to something else. The comparison is explicitly made by using funtion words such as: LIKE or AS E.g My hands are as cold as ice. Mary is as clown as Crostie Robert eats like a horse

Is an imaginative way of describing something to something else that has some qualities you want to express. It is similar to SIMILE , but in metaphor the comparison is implicit because the funtion words don’t appear E.g Tony is a rat. Mother Teresa is made of love

Is an exageration used in order to make something seem more impressive than it really is. E.g I’ve got millions of friends in my class. Henry’s car breaks down every minute. I always go to the beach.

They are used as subtle of humor. They imply saying the opposite of what we really mean. E.g What a nice surprise! You’re late again! I love when you snore all night I really love your annoying voice when singing

It consists on using the name of one thing to referring to another associated with, or suggested by the first one. E.g A home is what everybody needs to be happy. Man has invented technology Give me a hand and I’ll change the world

Calsamiglia, H. y Tuson, A. (2002). Las cosas del decir. Manual de análisis del discurso . Barcelona: Editorial Ariel. García de Díaz, Miriam (2005). Discourse analysis. Material de apoyo para la unidad curricular análisis del discurso. Universidad Nacional Experimental Francisco de Miranda. Departamento de idiomas. Falcón, Venezuela. Widdowson, H. (1978). Teaching language as communication . Oxford University Press: Hong Kong. Escavy, R. (s/f). El Principio de Cooperación y las Violaciones antagónicas. [Trabajo de investigación] . Universidad de Murcia. Disponible en: www.uv.es/perla/3%5B03%5D.Escavy.pdf- Frias, Xavier. (2001) Introducción a la Pragmática. [Libro en Línea] Disponible en www.romaniaminor.net/ianua/sup/sup/05.pdf- Van Dijk, T. (1994) Análisis crítico del Discurso. [artículo en línea]. Disponible en: www.geocities.com/estudiscurso/vandicjk_acd.html-39k-

QUESTIONS??? DOUBTS??? IS EVERYTHING CLEAR? DID YOU UNDERSTAND? Are you like TARZAN in New York?

Discourse Cooperation Calse Supervisadae2 Nd2

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