




版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
ApplicationofDiscourseEnglishLearningI.tooftraditionalgrammar-translationmethod,teachersdolaunchonteachingfromthehierarchy,butstillputemphasisontheofdifficultofvocabularyteaching.kindofteachingmadebreakthroughoftraditionalteachingTherefore,studentsgetproperthinkingskillsthatshouldanalysis,ayoungbranchoflearninguphasundergonetremendousdevelopment,likeanystudyofignoredbyforlongtime,butnowadaysitaprosperousthatdealswithstudyapplicationofapproachestowritten,spokentooftraditionallinguistics,notonlyusethelexical,also“naturallyoccurring”languageuse.paper,inandiscourseandwhichtwotheoreticalpartformerwhichaofideas,thetooftheintothepresentedinfirst.theformerpartisthreechaptersfirstchapterprovidesathoroughdescriptionthetermitself,includingexamplesoffeaturessecondtheoriginsofdiscourseanalysis.theofpartprovidesofapplyingthetheoryofEnglishsuchgrammar,textemphasisisputtheinterpretationofwrittentext.Theofpaperonagroupofpolishof.Thisfocusesoninfactthattocheckimplementationoflexicalchainsin1
writtentexts,itisalsousefulinlongnewlydevelopeddiscourseanalysisaneffectivemethodusedinEnglish,hasmaximizedteachingeffectslearningofEnglishII.DefinitionofTheword„discoursefromLatin'which'conversation,speechHowever,discoursereferstoatoowideareaofhumanlife.Inthisthesis,onlyfromthevantageofis.noagreementitcomestotheuseofthetermsomeittotexts,othersclaimthatDiscourseastretchof(especiallyspoken)languagethansentence,coherentunitasornarrative.WhilethatdifferencesbetweenvarietyofdiscoursesindicatestheunityofasavitalelementofeachofAnd'text'almostinterchangeablyformerreferstothelatterthedynamicsoftheprocesses(Dakowska2001:81).wellshortmightberightfullyBeaugrandehassevencriteriawhichhavetofulfilledtoqualifywrittenoratextThese-grammaticalbetweenofasentenceforinterpretation;-theorderofstatementsanotherbysense.Intentionality-hastobeconsciously;Acceptability-indicatesthatproductneedstobesatisfactoryinthataudienceapprovesit;2
-somenewinformationtoindiscourse;Situationality-inwhichremarkimportant;-referencetoworldthetextorinterpreters'schemata;however,notalloftheabovecriteriaareperceivedasimportantinstudies,thereforesomeofthemonlycertaintheresearch.2.1Featuresitdifficultclarifywhatdiscourseis,itseemsreasonabletodescribefeatureswhicharemutualtoitlinks.Todoitdistinguishedthecompetenceofspeakertheordataofasparole(Saussure:1959:13-14).thisrelatestoforitconstitutestheimmediatelyaccessibledata,thelinguistproperisofeachcommunity,thelexicon,grammar,phonologyinindividualbyhisupbringinginsocietyandofwhichspeakshislanguagearesomeadditional:discoursebywhoseidentity,wellasidentityoftheissignificantforproperunderstandingofWhilelangueismoreisasetofconventionthatofcommunityseemby,whileparoleisconcreteuseofconventionbyanyone.messagestolangue2.2TypesofAtypeofmightbeaclassofwrittentext,whichrecognitionofwhichaidsitsconsequentlyproductionofpotentialresponseTheofwhichdistinguishesthreeofof3
argumentativediscourse.ThisdistinctionisitssuitabilityforwrittenproductmorethanforspokenWhilestegeranalysisliesoutsidedomainofcommunicativeproductsandleadstonew,detailedclassificationofoftexts.Andexaminedfeaturesofanddivideddiscourseintosixpublicdebate,However,itworthmentioningdiscoursealteritsforexample,caseofpresentingalecturestarttoquestionsthetypechangesintoevenaconversation.Thedivisiondiscoursetypesmentionedotherbythetypologies,nowadaysaofinterestinthisfieldfocusesdifferencesbetweenwritten(Renkema2.3Writtenandspokendiscoursearebetweenthem.fordifferencesbetweenandlikethethatincludeswhichkeepsofconveyedmessagewhilespeechonlytoair.Itisimpossibleconversationinwhichtorephrased.Butspontaneous,whichcausesmistakes,repetition,lesssentenceswheregrunts,stuttersormightbemeaningful.isbecausethespeakerthethatheisbeingto,whichenableshimtoregister.Anotheroforalvocabulary,slangandcontractedforms(ltheyareused.Intheofdoesnotoftenknowgoingtothethusreaders'specificwriterfrequentlyhasalmostperiodoftimetoconsidercontentofhissotoitcoherent,complexdivisiontoparagraphs,areofmakeeasier.Additionally,theoforwhichbeonlywrittenformbutneverinoral,owingtothelackofsuchareomitted,theywouldbe4
ambiguousasbedifferentofdivisionstraightforward,anditiscombineinofteacherexplainswrittenonblackboard,orwhenatobeoutduringhisspeech.III.DISCOURSEITSDEVELOPMENageneraltermforaofapproachestoanalyzingtheofwrittenofanalysisareintermsofpropositions,soon.Discourseanalysishasbeentakenupinavarietyofsocialsociology,anthropology,psychology,communicationstudiestranslationstudies,ofwhichissubjecttoitownassumption,dimensionsofanalysis,andmethodology.3.1StartinganalysisThetermdiscourseanalysisfirstgeneralusefollowingthepublicationofaofzellingharrisin1952reportingfromwhichhedevelopedinlateHowever,notoutcomprehensiveitnottreatedaseparatebranchstudy.ItisRobertE.Longacre,oneofKennethL.students,thatwastoitinadissertation.Inlate1960s1970s,withouttothiswork,aoftonewcross-disciplinediscourseanalysiswithofhumanitiesandsocialsciences,psycholinguistics,sociolinguisticsandoftheseapproaches,especiallyinfluencedbythesciences,dynamicstudyoforaltalk-in-interaction.5
Theofstudyofonlyresearch,alsoofresearchersofinquiry,In1960sand,enormouslyinfluencedof.Theofputemphasisofinformationinindicatedconnectionof.ScholarsofAmericanacontributiontoofInBritaintheexaminationwhichturnedtheofsocialoflangueResearchconveyed,butnopaidclosetheofpeopleparticipatinginaswellasparticulartoAmerican,onotherhand,focusedexaminingsmallcommunitiesandtheirdiscourseinfromthat,theyconcentratedconversationinspectinginadditiontoofwellasingivensituation.3.2Sphereofofanalysts.Theofofdiscourseanalysisnotonlycoverslinguisticissues,alsoconcernedwithothersuchas:computerstocomprehendproduceintelligiblealsoconcernedtoofpoliticsandfeaturesitspeculiarcommunicativeproducts.Moreover,educationalinstitutions,classroomthethatlearnerssuccessfullycomprehendoralwrittentexts,aswellenableslearnerstoparticipatereallifeconversationstoproducenative-likeproducts.Thisdomainofdiscourseanalysis,thismainlyondiscourseanalysisinEnglishclass.3.3Linkswithindiscourseintotwocontextual.Theformer,whichreferintheanalyzedtext,andthetooutsideworldandtheknowledgenotinproductitselfittodescribetheprocessingofcontextualwithout6
tothisisdevotedtorepresentationoflinksespeciallyinEnglishclass.Itclearfromanalysisofwrittenthatdiscoursetheyfocusonlyonofsinglesentence,butalsooftheirproduction.Thatiswhythetoteachingaforeignpaysmuchattentiontogrammaticallycorrectyetpaysufficienttoregularitiesonmoreglobalof(CookMcCarthySalkieIV.THEOFDISCOURSEANALYSISINLANGUAGETEACHINGANDLEARNINGEnglishaforeignreferstoEnglishtostudentswhosenativenotEnglishstudiesanacademicdisciplinewhichincludesofliteraturesinliteraturesfromtheAustralia,Canada,amongareas),linguisticsEnglishphonetics,,morphology,semantics,sociolinguistics(includinganalysisofwritteninlearningandteaching).istheanalysisofanalysistheinwhichgrammar,sentencetextinterpretationtoclass.attainacommandlearnersshouldeitherbeexposedtoitincircumstanceswithfrequency,orstudyshouldassumethatstudentshavesomecontactwithClassroomdiscoursebetheofsystematizingcodethatlearnersto7
greatestopportunitytodevelopaboutthebyexposuretoauthenticinbytheteacher(Dakowska4.1Applicationofdiscourseanalysistoteachinggrammaritscontext,thequalityoftextalsorevealsingrammaticaldisguises.aofquestionsposedbydiscoursewithreferencetogrammargrammarteaching.WiddownsonoutthatinSamuelTaylorColeridgepoem“TheRimeoftheAncientMariner”(1789),themysteryoftheMarinerabruptappearanceissustainedanidiosyncraticoftense.ForinopeningColeridgedoesnotMarineroranancientbutinsteadhereaderatweddingfeat,using“itisanancientmariner”,ColeridgesimilarlythrowstheMarinerabruptlyintotheofthesituation:Nowwhereforestoppthoume?Thebridegroomdoorsareopenedwide,AndIthenextofkin;Thefeastismerrydin.BackliketemporaltennisballallThecouldbethatColeridgewithselectedtheseverbformsthefactisthatareintheofthepoem,shouldthatinconcretetextanimplicationofrelevance.classroomdiscourseanalysisseemstobethetosignificanceforcomprehensibleproducts,ofgrammaritemsinEnglishtheofoccurrenceandwhichnaturalusageofthetargetlanguage,asaslearnersnativetongue.Whileitisforeignlanguageawareofits8
grammaticallearnerscannotallowthemselvesmakesuchmistakes,andsophisticatedthelinguistictotheofgainsitisonlyforalsoforcomprehension,asadvantageofdeviceswhichtoofbutdisturbbyaspeakerisnotawareofoccurrence.EnglishwhichisfrequentlyusedinmanywrittenattentionbecauseofproblemsthatitmaycausetolearnersatvariousItisespeciallyimportantanoflearningEnglishlearnersfailtooverallturningattentioninformationingivenorsentence.Discourseanalystsanalyzedschematicallyofhowfromdifferentacquirethemlateronproduce.Thus,itsaidthatstudentsfaildistinguishdifferencebetweenheandshe,whilehavewithusinghis.awareofthedifficultiesinteachingsomeaspectsofgrammar,payattentiontotheintroductionofthenewmakingmistakes(McCarthyroleinproducingsophisticateddiscourse,whichstudentstopayattention,thatwordswhichsignalinternalrelationofofclaimsthatfortywordsphrases,whichmightbedifficultitcomestotheformoflanguage,whereand,or,but,then,whiletheytakemoremeaning.ThenotionscrucialforproperofexpectforlexicalalsosignificantforproducingnaturaldiscoursesupportthethatstudentsshouldpoundHowever,therestillalwaysoninitiatinglearnersintoignorethecomprehensionofwholetextsothatitthelearnersholisticreadingabilityandcommunicativeabilitydeveloping.Therefore,itisprovidelearnerswithwhichwouldememplifyofadvantageofanaphoricreference,ellipses,grammar9
which,ifnotareparticularlyforproficientcommunication.4.2toDifferentStrategiesIthasalsobeensettledwhatisessentialtobeinlearningisinbothform.Infailurescommunicationwhichresultinnegotiationofmeaning,forofmessagetolanguageacquisition.ofconcernsofanalystshasbeenthemannerwhichoughtbeintheprocess.Top-downbottom-upRecognizingdifferenttotextprocessingleadstoofoftowrittenproducts.Bottom-uparethatinvolvedinassimilatinginputfromsmallestofsoundsinlettersinmorefeatures.Thisartisticisfrequentlybylearnersturnattentiontodecodingwhichistheofgivenofwriting.thesamewaywhenbegaintoalanguage:firstthealphabet,thenwordsshortnextfinallyelaborateWhileitisconsideredtobeagoodofmakingunderstandawidernecessarytoenabletoproducecomprehensiblediscoursetop-downprocessingwithfeaturesoftext,graduallytoapproachalllevelsofcommunicativeproductsatotalwhoseelementsworkinitholistic.Notdoestheinformationintextreaderstoitalsorecipient'sformerknowledgeandexpectationswhichcomprehension.Itimportantmakeawareoftwowaysofdealingwithwrittendiscourseandtheybedependingbecomeacquaintedwithideaoftheytakeoftop-downwhile10
answeringtrue-falsebenefitfrom1991).TypesEvidently,allhaveacertainfeatureincommon,istotheytosomeThismightbefulfilledinaof'stop'andfivepageslongnovelbothtextswhichmightthatyet,arecertaincharacteristicsthataboveexamplepresentsideainthealthough,listingseveralothertypesoftextsmightthatofaveryisnotvarietiesthatcanfoundinlanguagecoursebooks(CookCrystal1995).Differencesbetweenbemenuisusuallyeasytodocumentsornot.Allofthem,however,certainfeaturesotherslack,ifexplainedbyaqualifiedteachermightakindoftextalsoprovideinformationindirectlyvocabularygrammarthatcaninwhichfacilitateperceptionoftext.Havingwhatkindoflearnersaretoread,theybeabletopredictthecontentonbasistitle,oralistofvocabularythatappeartheWithteacher'sinstruction,suchabilitiesarequicklylearners'skillsofinterpretationtest(CookCrystal1995)textHavinggivenforkindsofassociationsbetweenwellasclausessentencesincomestoelaboratepatternsthatarevisiblethroughoutwrittencommunicativeproducts.Patterningintheirasitisbecauseofpatternswritingisinawayreaderstoeasilythewithpriorknowledge.Salkiethatthemajorityofuseofofapproachinformation.11
Amongmostfrequentlyinwrittenaresomesubdivisionslikeclaim-counterclaim,problem-solution,general-specificofrevealsthatproblem-solutionisfrequentlyaccompaniedbytwoadditional(inwordsWhileinsometextstheproblemmightbeinthesentence,instances,whenistofamiliarwiththebackground,itnotbeself-stated.bothdevicesproblem-solutionpatternsoftenoccurinwrittenproductsformermeans,forpatterning,whenencountered,hasbewithopinionof(McCarthy1991,Salkie1995).McCarthy(1991)out,ofisfixed,yettheoforparagraphsinaparticularofgivenarrangementwrittentextmightcontainseveraloccurringconsecutively,orinTherefore,problem-solutionpresentinamightbefilledwithwithinparagraphclaim-counterclaiminAsdiscourseanalystsmakingreadersawareofenablethemhaveproperofwrittencommunicativetointerpretationofwritteninbeastheactofgraspingthethatproductconvey.Itimportanttothatclearofwritingreliantnotwhattheputinit,butonareaderbringstoprocess.McCarthy(1991)outthatreadingisexactingactionwhichinvolvesofworld,experience,abilityinferaimsofandthereceptionoftext.ThesignificanceofanalysisforEnglishReadingFirstofall,discourseanalysiscanEnglishWewanttoinformationthetenorofanarticle.withtheawarenessofdiscourseanalysis,doteachersattentiontoreadingability,butlimited12
word,aphrase,sentence,Discourseofwhichattachesimportancetolanguageuse,enhancesstudentsabilitytounderstandofarticledistinguishesminorcandevelopstudentsintegratedcapabilities,suchasreasoning,analysisandjudgmentandcaneliminatetheproblemsinreading,studentsspeedupthereadingprocess.discourseconductivemakebecometeachingmethodinclassroombecomethinkpositively,fully,applythetheyacquirethroughunderstandingofanarticle.teachingmethodnotlearnerstolearnother,totheirincreasetothelifelessatmosphereThirdly,discourseanalysistotheSemanticassociationcontentinthebottomtheonlybyusingtheskillsthroughlogicalcansemanticaresimple,fullofprofoundanalysiscontributesanoverallunderstandingofcontentmakesyoucomprehendmainideaofthearticleandtheintentionoftheauthorwriting.4.Teachers’guidancetoInEnglishprocess,strivetopreserveintegritythecontentformofarticleitintoamessyfragmentedpointsWhiletheofdiscoursecanstudentstothetextinbutalsostimulatetheunderstandingofmicroscopicdetails.AsanEnglishinimplementationofstructure,shouldguidestudentstypicalpatternthebasisoflearning.Indiscourseofteaching,guidethestudentstohowparagraphsareeffectivelyThewillb
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 小自考汉语言文学中的比较文学研究与试题及答案
- 秘书证考试真实案例分析与试题及答案
- 病人出入院专科护理试题及答案
- 秘书证考试心理学应用试题及答案
- 小自考市场营销电话访问试题及答案
- 2024年公共事业管理自考概念难点试题及答案
- 院感锐器伤试题及答案
- 2024年小自考行政管理考试准备策略试题及答案
- 聲音传播与介质的关系试题及答案
- 小自考视觉传播设计创作灵感来源试题及答案
- 2024-2025学年二年级语文下册统编版第三单元基础达标卷(单元测试)(含答案)
- DB37T 4834-2025高速公路集中养护工作指南
- 2024年全国单招护理专业综合题库
- 2025年土木工程业务能力试题及答案
- (一模)2025年广州市普通高中毕业班综合测试(一)历史试卷
- 江门2025年广东省江门市新会区教育系统招聘事业编制教师188人笔试历年参考题库附带答案详解-1
- 2024年10月成都市金牛区人民政府西华街道办事处公开招考1名编外人员笔试历年典型考题(历年真题考点)解题思路附带答案详解
- 2024年四川公务员《行政职业能力测验》试题真题及答案
- 2025年福建鑫叶投资管理集团有限公司招聘笔试参考题库含答案解析
- 《围术期麻醉管理策略》课件
- (完整版)最新版线束标准
评论
0/150
提交评论