Discourse Analysis for Language Teachers Douglas A. Demo‚ Center for Applied Linguistics Download a PDF of this digest. What Is Discourse Analysis? Discourse analysis is the examination of language use by members of a speech community. It involves looking at both language form and language function and includes the study of both spoken interaction and written texts. It identifies linguistic features that characterize different genres as well as social and cultural factors that aid in our interpretation
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Richards - Regional Language Centre‚ Singapore. | Title | Competence and Performance in Language Teaching | SourceYear | Rel.sagepud.com at Victoria Univ of Wellington on January 3‚ 2011RELC Journal2010 | II. Summary and responses This article on the nature of competence and performance in language teaching is about the knowledge‚ beliefs and skills that language teachers make use of in their practice. A language teacher must master and combine certain dimensions of teaching knowledge and skills
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can be defined by the dominant discourses in society‚ such as gender and sexuality. Michael Foucault’s definition of discourse is more than just the ways of thinking and producing meaning through communication. The notion of discourse defined by Foucault have become closely associated with power and knowledge (Miller‚ 1990). Dominant discourse demonstrates how reality has been socially constructed. They can be found in many forms of media and communication. Discourses become dominant because they are
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Competence and Performance in Language Teaching Jack C. Richards Competence and Performance in Language Teaching Jack C. Richards cambridge university press Cambridge‚ New York‚ São Paulo‚ Mexico City‚ Tokyo‚ Singapore‚ Madrid‚ Cape Town‚ Dubai‚ Melbourne‚ New Delhi Cambridge University Press 32 Avenue of the Americas‚ New York‚ NY 10013-2473‚ USA www.cambridge.org © Cambridge University Press 2011 This book is in copyright. Subject to statutory exception and to the provisions of relevant
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Sociological Principle of Language Teaching and Language Learning Speech Act Theory A theory of language based on J. L. Austin ’s How to Do Things with Words (second edition‚ 1975)‚ the major premise of which is that language is as much‚ if not more‚ a mode of action as it is a means of conveying information. As John Searle puts it‚ "All linguistic communication involves linguistic acts. The unit of linguistic communication is not‚ as has generally been supposed‚ the symbol‚ word‚ or sentence
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Critical Discourse Analysis INTRODUCTION Naturism is an alternative discourse‚ as consciously and systematically proposes a vision of reality‚ an order of things and a logic of social relations that diverge from the hegemonic ideology. In this sense‚ this naturalism is political‚ if we understand the political and ethical proposal of interaction and social action. There arises the need for its exponents to adopt discursive strategies that allow them to justify it. Then drove the hypothesis
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Language is seen as mans most important gift. It is the basics of all creative thought. Without language‚ there will be no progress‚ no civilization and no culture. English is important in Nigeria because it is the language that builds a bridge across the barriers created by the existence of many languages. Irrespective of its significance in our educational system‚ the English language‚ to all intents and purposes‚ appears indispensable in all aspects of our national development. Politically‚ it
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LANGUAGE AND CULTURE SESSION TEN LANGUAGE AND POWER (2): POWER BEHIND DISCOURSE Main points in this session: 1. Power behind discourse: Standard language 2. Power behind discourse: discourse types as ‘effects of power’ 3. Power and access to discourse The idea of ‘power behind discourse’ is that the whole social order of discourse is put together and held together as a hidden effect of power. Fairclough (1989) = three aspects of ‘power behind discourse’‚ i.e. of hidden effects of power:
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Communicative Language Teaching Approach The Definition Of CLT Communicative Language Teaching (CLT) originated from the changes in the British Situational Language Teaching approach dating from the late 1960s (Richards & Rodgers‚ 2001). Stemming from the socio-cognitive perspective of the socio-linguistic theory‚ with an emphasis on meaning and communication‚ and a goal to develop learners’ “communicative competence”‚ Communicative Language Teaching (CLT) approach evolves as a prominent
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Critical Discourse Analysis Social communication is increasingly becoming a subject of scientists’ discussions from different disciplines‚ as well as ordinary language users. In contemporary social sciences‚ especially in linguistics‚ we see a clear shift to discourse. Discourse allows us to talk about use of the language‚ as well as the language as a socio-cultural activity. In this sense‚ discourse‚ on one hand‚ reflects the social reality‚ on the other hand‚ it shapes it‚ therefore participate
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