Discourse in English Language Education

Cover......Page 1
Discourse in English Language Education......Page 2
Title Page......Page 3
Copyright Page......Page 4
Table of Contents......Page 5
List of figures and tables......Page 11
Acknowledgements......Page 13
1.2 Defining Discourse Studies and Discourse Analysis......Page 16
1.4 Discourse Analysis may focus on any sort of texts......Page 17
1.7 Discourse Studies focuses on language in its contexts of use......Page 18
1.8 Discourse is intertextual......Page 19
1.9 Discourse and communication......Page 20
1.10 Discourse and communicative competence......Page 21
1.11 Organisation of the book......Page 23
1.13 Further reading......Page 24
2.2 A functional perspective on child language acquisition......Page 25
2.3 Systemic Functional Linguistics......Page 26
2.4 Register......Page 28
2.5 Lexicogrammar......Page 29
2.5.1.2 Rank hierarchy......Page 30
2.5.1.3 Clauses......Page 31
2.5.1.5 Relational process clauses......Page 32
2.5.1.9 Existential process clauses......Page 33
2.5.3 Features related to mode and the textual metafunction: cohesion, theme and thematic development......Page 34
2.7 A text in a similar, yet different, register......Page 35
2.7.1 Field and the ideational function......Page 36
2.7.3 Summary of analysis of the iris text......Page 37
2.8 Conversation as register......Page 38
2.9 Sinclair and Coulthard’s model of classroom interaction......Page 40
2.10 Speech and writing......Page 42
2.12 Appraisal......Page 44
2.13 Critique......Page 45
2.14 Application to pedagogy......Page 46
2.16 Further reading......Page 47
3.1 Introduction......Page 48
3.2.1 Definition, forms and functions......Page 49
3.2.2 Definite reference......Page 50
3.3.2 Ellipsis......Page 52
3.4 Conjunction......Page 53
3.5 Lexical cohesion......Page 54
3.6 General nouns and signalling nouns......Page 56
3.7 Cohesive chains......Page 58
3.8 Cohesive harmony......Page 59
3.9 Cohesion, coherence and texture......Page 60
3.10 Patterns of lexis in text: Hoey’s model of (lexical) cohesion......Page 61
3.11 Tanskanen’s approach to lexical cohesion......Page 62
3.12 Propositional relations......Page 64
3.13 Parallelism......Page 67
3.15.1 The case for cohesion......Page 68
3.15.2 Ties, chains and bonds......Page 69
3.15.3 Lexis......Page 70
3.16 Conclusion......Page 71
3.17 Questions for discussion......Page 72
3.18 Further reading......Page 73
4.2 Theme in grammar and discourse......Page 74
4.3 Theme in declarative clauses......Page 75
4.4 Theme and rheme......Page 76
4.6 Theme in other declarative patterns......Page 78
4.8 Interrogative themes......Page 79
4.9 Imperative themes......Page 80
4.11 Elliptical themes......Page 81
4.13 Multiple themes......Page 82
4.14 Anticipatory it......Page 83
4.15 Theme in clause complexes......Page 84
4.16 Thematic development in texts......Page 85
4.17 Hypertheme and macrotheme......Page 89
4.18 Application to pedagogy......Page 90
4.19 Questions for discussion......Page 92
4.20 Further reading......Page 93
5.3 Form and function......Page 94
5.5 Performatives......Page 95
5.7 Indirect speech acts......Page 96
5.9 Speech act taxonomies......Page 98
5.10 Speech act taxonomies in language teaching......Page 99
5.11 Cross-cultural and Interlanguage Pragmatics......Page 101
5.12 Instructed Pragmatics......Page 102
5.13 Methods for researching speech acts......Page 103
5.14.1 My earlier critique......Page 104
5.14.2 Grundy’s critique......Page 106
5.15 Application to pedagogy......Page 107
5.16 Questions for discussion......Page 108
5.17 Further reading......Page 109
6.2 The Cooperative Principle......Page 110
6.3 Implicature......Page 111
6.4.1 Flouting the quantity maxim......Page 112
6.4.3 Flouting the maxim of relation......Page 113
6.6 Hedges......Page 114
6.8 Violating the CP......Page 115
6.9 Limitations of Grice’s theory......Page 116
6.10.1 Quantity......Page 119
6.10.3 Relation......Page 120
6.11.2 Brown and Levinson’s model of politeness......Page 121
6.12 House and Kasper’s model of FTA realisations......Page 124
6.13 ‘Post-modern’ approaches to politeness......Page 125
6.14 Application to pedagogy......Page 128
6.15 Questions for discussion......Page 130
6.16 Further reading......Page 131
7.2 Methodology and transcription system......Page 132
7.3 Turn-taking......Page 134
7.4 Rules for turn-taking......Page 135
7.6 Conditional relevance......Page 136
7.7 Preference organisation......Page 137
7.8.1 Pre-expansions......Page 138
7.8.2 Post-expansions......Page 140
7.9 Topic management......Page 141
7.9.3 Topic shift......Page 142
7.9.4 Topic termination......Page 143
7.10 Stories......Page 144
7.11 Repair......Page 145
7.11.4 Other-initiated other-completed......Page 146
7.12 Institutional talk......Page 147
7.13 CA across cultures......Page 148
7.14 Critique......Page 149
7.15.2 CA and teaching and learning......Page 150
7.17 Further reading......Page 152
8.2 Genre and register......Page 153
8.3.2 Communities of practice......Page 154
8.3.5 Genre as a flexible concept......Page 156
8.3.6 Genre relations......Page 157
8.3.7 Intertextuality......Page 159
8.3.8 Intercultural nature of genres......Page 160
8.4.1.1 Key concepts......Page 161
8.4.1.2 Application to pedagogy......Page 163
8.4.2.1 Key concepts......Page 165
8.4.2.2 Application to pedagogy......Page 168
8.4.3.1 Key concepts......Page 169
8.4.3.2 Application to pedagogy......Page 171
8.5 Critique......Page 172
8.6 Application to pedagogy: general principles......Page 173
8.8 Further reading......Page 174
9.2 What is Corpus Linguistics?......Page 175
9.3 Some fundamental insights about discourse from the corpus perspective......Page 176
9.4.1 Word frequency......Page 177
9.4.3 Colligation......Page 178
9.4.5 Semantic preference......Page 179
9.5 Multidimensional analysis......Page 180
9.6 Corpus-assisted Discourse Analysis......Page 182
9.7 Corpora and context......Page 183
9.8 Move analysis......Page 184
9.9 Small corpora......Page 185
9.10 Learner corpora......Page 186
9.11.1.1 Dictionaries......Page 187
9.11.1.4 Specialised indirect applications......Page 188
9.11.3 Language education and lexical priming......Page 189
9.12.1 Criticisms of Corpus Linguistics as an approach to language......Page 190
9.12.2 Criticisms of corpus applications to Language Education......Page 191
9.14 Further reading......Page 192
10.1 Introduction......Page 193
10.2.3 van Dijk......Page 196
10.3.1 Language and power......Page 197
10.3.3 Identity......Page 198
10.4 Methods and toolkits for CDA......Page 199
10.5 CDA and Systemic Functional Linguistics......Page 202
10.6 CDA and Corpus Linguistics......Page 203
10.8 Critique......Page 204
10.9.1 Critical Language Awareness......Page 205
10.9.2 Some examples of the application of Critical Language Awareness......Page 206
10.11 Further reading......Page 211
Answers to objective questions......Page 212
Notes......Page 214
References......Page 217
Index......Page 237