Written Discourse Analysis and Its Application in English Language Teaching

2016 ◽  
Author(s):  
Ali Alsaawi
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Written Discourse

scholarly journals Bridging the Gap Between Discourse Analysis and Language Classroom Practice

2019 ◽  
Vol 12 (8) ◽  
pp. 79
Author(s):  
Maha H. Alsoraihi
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Social Contexts ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Teaching Learning

This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence.

scholarly journals Students’ Understanding on Spoken Discourse in The Context of English Language Teaching (ELT) at University

2021 ◽  
Vol 5 (1) ◽  
pp. 265
Author(s):  
Dias Andris Susanto ◽  
Masitoh Oktavia ◽  
Lina Tri Astuty Beru Sembiring
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Research Approach ◽  
English Language Education ◽  
Study Program ◽  
Spoken Discourse ◽  
Key Terms

Abstract. This is a case study on students’ understanding towards a subject of discourse analysis at English language education study program at University in Indonesia. The goal of this study is to describe the definitions, the examples, and the applications of spoken discourse analysis on their context of English language teaching (ELT). The writers used qualitative research approach to analyze these data through implementing Atlas.ti8 which is known as the tool of analyzing the field qualitative data. The sample was the students of 7th grade semester consisting 30 people. In collecting the data, we used online direct interview in the classroom and by time they replied the questions on the time using the google form by Microsoft. In analyzing the data, we used atlas.ti.8 online to draw the result of the research as followings; that students’ understanding about the definitions of spoken discourse analysis have some various key terms like; -a research method of spoken language, -knowledge of language, how language used, study of language, and study of the texts. Then, its examples are; they can picturize as; speaking on the phone, conversation, interview, putting markers, turn taking, group of discussion, using advertisement, people interaction, joke, speech, also transferring information. Moreover, its applications are such as; communicating with teachers/parents, interacting with students/people, go to the market, baby crying, ceremony, and communicating with friends. The conclusion is that spoken discourse analysis has been understood by students even though it is not easy to define, giving example and declaring the application in the real context English language teaching. Keywords: students’ understanding, spoken discourse analysis, ELT

Building Academic Language Through Innovation

2018 ◽  
pp. 215-235
Author(s):  
Brandy C. Judkins ◽  
Zoe Falls
Keyword(s):  
English Language ◽  
Academic Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Instruction ◽  
Language Teachers ◽  
English Language Teaching ◽  
Limited Time ◽  
Written Discourse ◽  
Context Specific

Academic language instruction, exposure, and proficiency are increasingly the focus of research, curricula, and pedagogy within the field of English language teaching. Yet, academic language is more than lexicon, encompassing context-specific and content-driven spoken and written discourse in a large range of registers, each with its own quirks, features, and discourse patterns. We must, then, engage students in developing and practicing academic language in authentic communicative experiences—experiences we may have limited time to add to the curriculum. Thus, innovative approaches to these experiences are needed. Consequently, the aim of this chapter is to present one such innovative approach: incorporating making, tinkering, and collaborating into the classroom. Direct connections between communicative language teaching and the theoretical grounding of making in the classroom are highlighted, in addition to specific pedagogical advice and examples that empower language teachers to purposefully teach with a maker's mind.

scholarly journals Filler Utterances of Instructors in ELT Context

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Aloisius Wisnu Mahendra ◽  
Barli Bram
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Analysis Method

This study investigated filler utterances produced by English instructors teaching a general English course considering that fillers play crucial roles in English language teaching (ELT) contexts. Data, consisting of 981 filler utterances, were collected from recorded teaching sessions conducted by female and male English instructors at the Language Institute of Sanata Dharma University, Yogyakarta, Indonesia. The collected data, in the form of transcribed texts containing instructors’ filler utterances, were examined with the discourse analysis method. The findings showed that the female instructors produced more types of fillers with the total of 639 utterances and the male ones 342. Fourteen types of phrase fillers uttered by the female instructors were as follows: actually, alright, and then, anyway, I guess, I mean, I think, okay, right, so, well, ya (yes), you know, and you see. Thirteen kinds of phrase fillers identified among the male instructors’ utterances were alright, and now, and then, anyway, I guess, I mean, I think, okay, right, so, well, ya (yes), and you know. The frequently identified fillers shared benefits in terms of introducing topics, getting the students’ attention, giving instructions, searching for words, and emphasizing and confirming ideas. 

scholarly journals DISCOURSE ON MEDIA: Bringing Hot News into ELT’s Classroom Discussion

2017 ◽  
Author(s):  
Budianto Hamuddin
Keyword(s):  
Discourse Analysis ◽  
Social Practice ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Classroom Discussion ◽  
Discursive Practice ◽  
Class Discussion ◽  
The Media

Status: Post Print in ISOL 2 Unand, 2015This paper presents a perspective in managing English language teaching (ELT) situation into more interesting in Discourse Analysis class. It aims to introduce and give a brief explanation on how to analyze the recent hot news or current issues in the media using DA approach and bringing the students into a deeper Discussion on ELT situation. The idea of analyzing a discourse of hot news and brought into ELT classroom, promising an advantageous and benefits for both students and lectures. For learners, Discourse Analysis uses to show and introduce how to examine news in the media in some levels; text, discursive practice, social practice and various ways of analyzing media depends on what sort of discourse being presented. Whereas for the lecturers, the idea of bringing hot news into ELT classroom, can be used as a strategy to empower the students more active in proposing or counter opinion in a forum of class discussion as well as teaching the class to be more aware and critical regarding to the news posted in the media.

scholarly journals NEOLIBERALISM, CONSUMERISM, AND ENGLISH LANGUAGE TEACHING: A DISCOURSE ANALYSIS OF AN ENGLISH TEXTBOOK OF JUNIOR HIGH SCHOOL PEKANBARU

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Melgis Dilkawaty Pratama
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intended Curriculum ◽  
Comprehensive Guidance

This study investigates the ideologies underlie in the English textbook of Junior High School in Pekanbaru. Those ideologies act as intended curriculum of English language teaching.However, some ideologies are contrary to the intended curriculum stated. Consequently, the English language teaching will bring wrong message to the students’ mindset. The design of this study is discourse analysis which emphasizes on linguistic and socioeconomic views. This study revealed that the English textbook used neoliberalism and consumerism as the ideologies which is contradictive to the intended curriculum stated. Therefore, the use of this English textbook needs the comprehensive guidance of teachers in interpreting and explaining the content to the students.

scholarly journals Examining a News Discourse of a Female Politician in Indonesia: Fairclough's Model of Critical Discourse Analysis and its Implication in English Language Teaching

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Wulandari Santoso
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
News Media ◽  
English Language ◽  
Language Teaching ◽  
Thinking Skills ◽  
English Language Teaching ◽  
Critical Discourse ◽  
News Article ◽  
News Discourse

<p>As one of the most important sites in which particular agenda are articulated and disseminated, news media play important roles in reproducing power relations and ideologies. Drawing on Fairclough’s approach of three-dimensional model within the paradigm of Critical Discourse Analysis (CDA) and of the qualitative research, this study aims to identify the ideology enacted in a news article which reports the appointment of Susi Pudjiastuti as the Indonesian minister of maritime affairs and fisheries. It does so by analysing the textual, the discursive, and the social practices of the news discourse. Underpinned by the results of the analysis, this research also investigates the integration of CDA in English classrooms in Indonesia. The results of this study reveal that the patriarchal ideology is enacted in the news through (1) the construction of language use in comparing the qualifications of Susi with Indroyono Soesilo as the coordinating minister for maritime affairs; (2) the use of direct and indirect speech constituted intertextuality; (3) the enquiry of socio-political contexts surrounding the news discourse in relation to women’s participations in politics. Based on these findings and Cot’s framework, this research also attempts to design a reading task using the news article by constructing consciousness-raising questions, so that students can enhance their critical thinking skills and their ability to reveal hidden meanings in discourse. The implications of the research both in the theoretical importance and in the English language teaching are also discussed with reference to intercultural issues.<strong></strong></p><strong>Keywords: </strong> critical discourse analysis, news discourse, ideology, patriarchy

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