Application of Discourse Analysis to English 英语专业毕业论文

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