ApplicationofDiscourseAnalysistoEnglish英语专业毕业论文.pdf

《ApplicationofDiscourseAnalysistoEnglish英语专业毕业论文.pdf》由会员分享，可在线阅读，更多相关《ApplicationofDiscourseAnalysistoEnglish英语专业毕业论文.pdf（28页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Applica“on of Discourse Analysis to English Teaching and Learning I.lntr。dueti。nDue t。theinfluence。ftraditi。”algrammar-translation teaching meth。d,teachers d。n。tlaunch。nteaching from the hiearchy,structure and internal meaning but still put emphasis。nthe analysis of the difficult p。intsof grammar an

2、d v。cabularyteaching.This kind。fteaching meth。dhas n。tmade fundamental breakthrough of traditi。nalgrammar-translati。nteaching meth。d.Therefoe,students can n。tget the propethinkingmethods and skills that students sh。uld。btain.Disc。useanalysis,as a y。ungbranch。flearning sprung up in990s,has undergone

3、a tremend。usdevelopment,like any study of multi-disciplinary issues,it was denied and ign。edby s。mescholars for a long time,but nowadays it bee。”esa prosperous subject that deals with the study and applicati。”。fa ppr。achest。analyzewritten,sp。ken。signedlanguage.Contrary t。muchof traditi。nallinguistic

4、s,disc。urseanalysts n。t。nlystudy language use bey。ndthe I I 28 lexical,phrase and sentence b。unday,but als。pefert。analyze“natura”y。ccurring”languageuse.This paper,in general,is an int。ducti。”t。discourseand disc。urseanalysis,which is divided int。tw。parts:theoretical part and practical part.The former

5、 which presents a scholarly set。fideas,and the later is dev。tedt。theacc。unt。fthe study in。dert。supp。rtthe ideas presented in the fistchapter.the f。rmerpatis subdivided int。threechaptes.The first chapter provides a th。roughdescripti。”。fthe term disc。urseitse盹includingexamples of various types and fea

6、tures The sec。”d。”epresents the。riginsand development。fdisc。urseanalysis.And the last chapter。fthe。reticalpart provides the ways。fapplying the the。ryt。teachingand learning vari。usaspects of English language,such as gramma，text reading and comprehensio”,and the emphasis is put。nthe intepretationof wr

7、itten text.The practical part。fthis paper describes the study c。nducted。na gr。up。fp。”shlearners。fEnglish.This component focuses。nfinding lexical chains in texts.Despite the fact that the study aims t。checkthe percepti。nand implen冒entati。”。flexical chains in wittentexts,it is als。useful in understand

8、ing long speeches,the newly devel。ped2 I 28 disc。urseanalysis is an effective meth。dused in English teaching and learning,which has maximized teaching effects and learning achievements of English teaching ”.Definiti。n。fdisc。useThe w。rddisc。urse。riginatedfrom Latin dlscursus which den。tedconversation

9、,speech H。weve，disc。urserefers to a t。widearea。fhuman life.In this thesis，。nlyfrom the vantage p。int。flinguistics is disc。urseexplained There is n。agreementam。nglinguists when it c。mest。the use。fthe term disc。urse，becausesome use it in reference t。texts,while。thersclaim that Disc。urseis a c。ntinu。us

10、stretch of(especia”Y sp。ken)language lagerthana sentence，。ftenc。nstitutinga c。herentunit such as a sermon,argument,j。ke，。narrative.While Dak。wskan。ticesthat the diffeencesbetween variety of disc。usesindicates the unity of c。mmunicativeintentions as a vital element of each。fthem.And she suggests usin

11、g terms text and disc。urseaim。stintechangeablybet。keningthe formerefers t。thelinguistic product,while the latter implies the 3 I 28 entire dynamics of the processes(Dak。wska2001：创Acc。rdingt。c。k（990:7），币。，vels,as well as sh。rtc。nversati。”s。rgroans might be equa”y rightfu”y named disc。urses.Beaugrande

12、 98)has suggested seven criteria which have to be fulfilled t。qualifyeitheawritte”。rasp。kentext as a disc。urse.These include:c。hesi。”grammaticalelationshipbetween parts of a sentence essential for its interpetati。n;c。herence-the。rde。fstatements elates。nean。thebysense.Intentionality-the message has t

13、o be c。nveyeddeliberately and c。nsciously;Acceptability-indicates that the c。mmunicativeproduct needs t。besatisfact。yin that the audience approves it;Informativeness-s。menew information has t。beincluded in the disc。use;Situati。”ality-circumstances in which the remark is made are important;4 I 28 lnt

14、ertextuali句eferencet。thew。rid。utsidethe text or the interpreters schemata;N。wadays,h。wever，”。ta”。fthe ab。vementi。nedcriteria are perceived as equa”y important in discourse studies,therefore s。me。fthem are valid。nlyin certain meth。ds。fthe reseach.2.唱Features。fdisc。useanalysis As it is difficult t。una

15、mbigu。uslyclarify what a disc。useis,it seems reas。nablet。describefeatures which are mutual t。allit links.T，。d。itth。ughly,Saussure distinguished the language c。mpetence。fthe speakeandthe actual phenomena。rdata。flinguistics(utterance)as langue and parole(Saussure叫959:13-14).F。”。wingthis divisi。n disc。

16、urserelates m。ret。parole,for it c。nstitutesthe immediately accessible data,the linguists proper。bjectis the langue。feach c。mmunity,the lexic。”，grammar,and ph。n。logyimplanted in each individual by his upbringing in s。cietyand。nthe basis of which he speaks and understands his language,while langue is

17、abstract.Here are s。meadditional traits:disc。urseis always produced by s。mebodywh。seidentity,as we”as the identity of the interprete的is5 I 28 significant for the proper undestandingof the message.While langue is m。reimpersonal.Furthermore,langue is a set。fc。nventi。nthat members of a speech c。mmunity

18、seem t。abide by,while parole is the c。ncreteuse。fc。nventi。nnot sp。kenby any。”e.C。”sequently！，。nlydisc。usemay convey messages thanks t。languewhich is its framew。由2.2 Types。fdisc。urseA type of disc。usemight be characterized as a class。feither written。rsp。kentext,which is frequently casually specified，

19、”c。gniti。nof which aids its peception,and c。nsequentlyp。ducti。”。fp。tentialresp。nse(C。k990:156).The Organ。nm。delis。”e。fsuch divisi。ns,which distinguishes three types of disc。urse:informative type。fdisc。urse,narrative disc。urse,argumentative disc。use.This distinction is due t。itssuitability for writte

20、n c。mmunicativeproducts m。rethan f。sp。ken。nes.While stegers analysis lies outside the domain of wittenc。mmunicativeproducts and leads t。theemergence。fa new,m。redetailed classification。fkinds of sp。kentexts.And stegeexaminedfeatuesof vari。ussituati。nsand divided disc。useint。sixtypes:Pesentation,messa

21、ge,report,public debate,c。”versationand interview.H。weve，itis w。rthmentioning that。raldisc。urse6 I 28 might alter its character,for example,in the case。fpresenting a lecture when students start t。askquestions the type changes int。aninterview,or even a c。nversati。”The p。ssibledivisi。nof disc。usetypes

22、 menti。nedab。，ved。n。texhaust。therdivisi。nsdid by the typologies,n。wadaysa shift of interest in this field presently focuses。nsimilaitiesand differences between written and sp。kendisc。urse(Renkema 2004:64).2.3 Written and sp。kendisc。useThere are als。therdistinctions between them.Except for。bvi。usdiff

23、erences between speech and writing like the fact that writing includes s。memedium which keeps record of the conveyed message while speech is connected。nlyt。air.It is imp。ssibleha c。”versationin which eveysentence is t。berephrased.But talking is sp。”tane。us,which causes mistakes,repetiti。”，s。metimesl

24、ess c。heentsentences wheeeven grunts,stutters。rpauses might be meaningful.This is because the speaker usually knows the fact that he is being listened t。，whichenables him t。adjustthe registe民Anotherfeature。f。raldiscourse is that nonsense v。cabu lay,slang and contracted forms”ve,they”）aeused.7 I 28 I

25、n c。ntrast,the author of a text d。esn。t。ftenkn。wwho is g。ingtoeadthe text,thus he cann。tadjust t。readersspecific expectati。ns.The writer frequently has aim。stunlimited peri。dof time to c。nsiderthe content of his w。ks。as t。makeit m。rec。herent,by using c。mplexsyntax.Hence neat message。rganization,divi

26、si。nt。paragraphs,layout aeof vital importance t。makecomprehensi。neasier.Additionally,the。ganizationof tables,formulas，。chartswhich can be potrayed。nlyin written form but nevet”。raldiscouse,。wingt。thelack of c。ntextexpression such as n。wand here are。mitted,since they w。uldbe ambigu。usas texts might b

27、e read at different times and places.This kind of division is quite straightforward,and it is possible t。c。mbinethe tw。inthe case。fa less。”，whena teacheexplainss。methingwritten on the blackb。ard，。rwhen a speaker prepares detailed”。testo be read out during his speech,”I,DISCOURSE ANALYSIS ITS ORIGINS

28、 AND DEVELOPMEN Disc。useanalysis is a general term for a number of 8 I 28 approaches t。analyzingthe use of wittenand sp。kenlanguage.The。bjects。fdisc。urseanalysis are vari。uslydefined in terms of c。herentsequences。fsentences,P。p。siti。ns,speeches and s。”.Discouseanalysis has been taken up in a variety

29、 of s。cialscience disciplines,including linguistics,s。ci。t。gy,anthr。p。t。gy,cognitive psycho I。gy,c。mmunicati。”studiesand translati。nstudies,each of which is subject t。忧。wnassumption,dimensi。ns。fanalysis,and meth。dol。gy.3.唱Startingp。int。fdisc。useanalysis The temdisc。urseanalysis first came int。genera

30、luse following the publication。fa series of papers by zelling harris beginning in 1952 and rep。ting。”w。kfrom which he developed transformati。”algrammar in the late 1930s.H。wever,because he had not worked out a c。mprehensivemodel,it was n。ttreated as a separate branch of study.It is R。bertE.L。”gacre，

31、。”eof Kenneth L.Pikes students,that was able t。disseminateit in a dissertation.In the late 1960s and 1970s,and with。utreference to this prior work,a variety of。therapproaches t。anew cross-discipline。fdisc。useanalysis began t。developc。ncurentlywith m。stof the humanities and s。cialsciences,and related

32、 t。ther9 I 28 disciplines,such as psych。”nguistics,s。ci。linguisticsand pragmatics.Many of these approaches,especially those influenced by the social sciences,fav。ra more dynamic study。f。raltak-in-interaction.The emergence of this study is aesultof n。t。nlylinguistic reseach,but als。fresearchesengaged

33、 in。thefields。finqui町，particularlyIn960s and 1970s,pragmatics enormously influenced the development of this study The Prague Sch。Iof Linguists,wh。putthe emphasis。n。ganizati。nof informati。”inc。mmunicativeproducts indicated the c。，”ectionof grammaanddisc。urse.Scholars of British and American have made

34、 a significant c。ntributiont。theev。luti。”。fdisc。urseanalysis.In Britain the examinati。”。fdisc。urse,which。nceturned t。wadsthe study。fthe s。cialfuncti。ns。flangue Research conveyed,but n。haspaid cl。seattenti。nt。theint。”ati。n。fpe。pieparticipating in talks as we”as mannesparticulat。circumstances.American

35、，。nthe。therhand,focused。nexamining small c。mmunitiesand their disc。usein genuine circumstances.Apart from that,they c。ncentrated。nc。nversati。”analysisinspecting narativesin additi。nto talks 10 I 28 and the behavior of speakers as we”as patternsepeatingin given situati。n.3.2 Sphere。finteest。fdisc。urs

36、eanalysts.The ange。finquiry。fdisc。urseanalysis not。nlyc。verslinguistic issues,but is als。c。”cernedwith。thematters,such as:enabling c。mputerst。c。mprehendand produce intelligible texts.Disc。urseanalysts are as。c。ncernedt。theworld of politics and features of its peculiar c。mmunicativeproducts.M。re。ve，e

37、ducati。”alinstitutions,classro。mlanguage and the language that enables learners t。successfully c。mprehendb。thoral and written texts,as we”as enables learners t。participatein real life c。”versati。nsandt。producenative-like c。mmunicativeproducts.This is the domain of disc。urseanalysis,and this disserta

38、ti。nmainly focuses。nthe discouseanalysis in English class.3.3 Links within disc。urseLinks within disc。usestudies are divided int。twogroups:f。rmaland c。ntextual.The former,which refer t。factsthat are pesentin the analyzed text,and the latereferst。the。utsidew。ridand the kn。wledgewhich is n。tincluded i

39、n the c。mmunicativeproduct itself(C。k990:14).Since it is”。tII I 28 easy to describe the processing of c。ntextuallinks with。utreferingt。particulapsych。t。gicalinquiries,theef。e,this section is dev。”dt。representati。nof formal links especially in English class.It is clear from the analysis of written la

40、nguage that when pe。piep。ducedisc。ursethey f。cusnot。”ly。nthe c。rectness。fa single sentence,but als。nthe geneal。u尬。meof theiproduction.That is why the approach t。teaching a foreign language pays much attention t。creatinggrammatically c。rrectsentences,yet does n。tpay sufficient attention to regulariti

41、es。”m。reglobal level of disc。urse(C。k990,McCarthy 99唱，Salkie1995).IV.THE SIGNIFICANCE OF DISCOURSE ANALYSIS IN LANGUAGE TEACHING AND LEARNING English teaching as a f。reignlanguage refers t。teachingEnglish to students wh。senative language is n。tEnglish.English studies is an academic discipline which

42、includes the study。fliteratueswittenin the English language(including literatuesfrom the U.K.,U.S.,Australia,12 I 28 Canada,am。ng。therareas),English linguistics(including English ph。”etics,phonology,syntax,morph。logy,semantics,progmatics),and English s。ciolinguistics(including disc。urseanalysis of w

43、ritten and sp。kentexts in the English language,English languae learning and teaching).This papeismainly ab。utthe discourse analysis。fEnglish language teaching and learning.In detail,disc。useanalysis of English teaching and learning explores the ways in which grammar,v。cabulary,sentence and text inte

44、rpretati。nare applied t。Englishclass.T。attaina g。d c。mmand。fa foreign language,learneSsh。uldeither be exp。sedt。itin genuine circumstances and with natural frequency，。rpainstakingly study lexis and syntax and teachers sh。uldassume that students have some c。ntactwith natural input.Classro。mdisc。ursese

45、ems t。bethe best way of systematizing the linguistic c。dethat learners are t。acquire.The geatest。pp。rtunityt。store,develop and use the kn。wledgeab。utthe tagetlanguage happens by exp。suret。authentic discousein the tagetlanguage pr。videdby the teache（Dak。wska200:86).4.1 Application of disc。urseanalysi

46、s t。teact巾，ggrammar Although language may appear fitting t。itscontext,the 13 I 28 quality of text als。evealsthemselves in many grammatical disguises.Thee aea numbe。fquesti。ns p。sedby disc。urseanalysts with reference t。grammarand grammateaching.Widd。wns。”P。ints。utthat in Samuel Taylor C。leridgesp。em“

47、TheRime of the Ancient Marine俨789),the mystey。fthe Mariners abrupt appearance is sustained by an idi。syncraticuse。ftense.F。instance,in the。peninglines,c。leridged。esn。tsay:there are ancient Marine。rtheearrived an ancient marine的butinstead he immediately place the reader at the wedding feat,using“it i

48、s an ancient mariner”,c。leridgesimilarly throws the Mariner abruptly int。themiddle。fthe situati。n:N。wwherefore st。ppstth。ume?The bridegro。”唱sd。rsare opened wide,And I am the next。fkin;The guesrs are met,the feast is set:MaYst ear the merry din.Back and f。rthlike a temporal tennis ball but all adding

49、 t。his14 I 28 enigma.The suggesti。”c。uldbe made that c。leridgewas caelesswith the c。mp。sitionand selected these verb forms at random.H。wever,the fact is that they are in the disc。use。fthe p。em,and we sh。uldec。gnizethat everything in a concrete text carries an implication of relevance.Similarly,class

50、ro。mdisc。urseanalysis seems t。bethe best way t。sh。wits significance hproducingcomprehensible communicative products,realizati。”。fgrammar items in English teaching,the frequency。f。ccurrencein speech and writing which enables teaching m。enatural usage。fthe target language,as well as learnersnative t。n