IL_L7_DiscourseAnalysis_S（课堂PPT）

1、.1Introduction to LinguisticsLecture 7Discourse Analysis.2Overviewo Discourseo Discourse Analysisn Coherencen Cohesiono Summary.3Discourseo What? A stretch of meaningful, authentic language data. A text. Something whole.o Where? In speech or writing o Why? Technical and scientific advances, audio/vi

2、deo-recorders, computers, concordancing, and a concern with real life rather than abstract idealised language used by no one.4What is Discourse Analysis o A linguistic or psychological investigation of the characteristics of texts (Emmitt and Pollock 1997, p.107)o also called text linguistics.5Disco

3、urse/Text types or genreso We can to a large extent recognise these intuitively and have mental schemata/definite expectations which greatly assist processingo Look at the various Images. What written text types are these?o What features distinguish them?o How about oral types: an aside, joke, anecd

4、ote, talk, lecture, speech, oration?.6Coherenceo Since these texts are whole they have coherence. Coherence is a macro feature.o Coherence concerns the global unity of the text and the factors which render it meaningful and unified (Cook 1989, p.4) and evoke the feeling that the text hangs together

5、and makes sense (McCarthy 1991, p.26).7Coherenceo Not perhaps an inherent property of a spoken or written text but a mental entity which is present when the listener or reader is able to form roughly the same text representation as the text originator. (Gernsbacher and Givon 1995, Preface vii).8How

6、do we process discourse?o We start to do this top-down not bottom-up using our existing knowledge of text type and of the world. o What would you expect to see/hear in a TV weather forecast? o Our expectations and awareness make understanding much easier.9Coherence o As the example of short conversa

7、tions in Pragmatics showed:We must look beyond the formal rules operating within (and across) sentences, and consider the people who use the language and the world in which it happens. (Cook 1989, p.13).10How can we analyse discourse?o There are six key concepts that help us to assess whether a text

8、 has coherenceo genreo contexto top-level structureo organisational structureo audience / reader o purpose.11Genreo Genre may be a factual e.g. a report o or expressive/imaginative e.g. a novelo Which of the images provided examples of these?.12Written genreo Written genre may be divided into 4 type

9、so narrativetelling a storyo proceduralgiving instructionso expositorysetting out an argumento explanatory giving reasonso Which can you see on the images?.13Spoken genreoSpoken genre may be roughly divided into two typesoobservation/commentorecount (cf. Narrative but often more personal, disorganis

10、ed, informal)oListen and identify the following spoken text types.http:/ http:/ Where is it to be found e.g. (written) in a newspaper, an academic journal, a comic ; (spoken) at a ceremony, in a party .15Top-level structureo Shows how the text is pre-organised in the mind of the writer/speakero A co

11、at hanger for ideas reflecting pre-utterance psycholinguistic activity. o A tree trunk supporting branches/leaves .16Top level structureso Four possible structures o comparisonso cause and effecto problems and solutionso lists and descriptionso Which ones can you note on the images?.17Useso Comparis

12、ons - common in argumentative speech/writing, also advertisementso Cause and effect - common in narrative and expository factual textso Problems and solutions - in non-fictional scientific/social-scientific textso Lists and descriptions - chronological ordering, also text simplification e.g. note-ta

13、king. In expository, informative texts.18Organisational Structureo The second type of structure is more familiar and concern the organisational structure on the paper. Each has a characteristic structure o How about an email, a memo, a newspaper report?o This structure can also be seen functionally

14、e.g. a narrative has situation, events, problem, solution, evaluation .19Audience and Purposeo All real-life writing has an audience or intended reader. What you write/say and how you write/say it will depend on who the writing/speech is for, your relationship with them and the knowledge you share w

15、ith themo You also write (or speak) for a purpose or reason, e.g. to inform, persuade, encourage etc. These are called functions.o Vital for teaching! .20Coherence and Cohesiono In our seminar we shall look again at coherence, which is a macro level featureo We will also look in detail at cohesion,

16、which is a micro level one.21Cohesiono Cohesion concerns the range of surface devices or building blocks of discourse (Nunan 1993, p.59) which create formal links across stretches of language data so threading the text together, e.g. referencing words such as pronouns (he, it), connectors (however,

17、because), verb harmony etc.22Coherence and Cohesiono However, the presence of cohesive devices is neither a necessary nor sufficient condition for the creation or identification of coherent discourse (Widdowson, 1979).23Discourse: Key featureso Not interested in individual sentences o Interested in

18、the meaning of language in useo Interested in appropriacy, who can say what to whomo Interested in cultural settingso Interested in differences between spoken and written codes.24BibliographyoCook, G. (1989). Discourse. Oxford: Oxford University PressoCoulthard, M. (1985). An introduction to discourse analysis. London: Longman.oEmmitt, M. & Pollock, J. (1997). Language and Learning: An Introduction for Teaching 2n