Discourse Analysis in the Reading Class

Datos Bibliográficos

ID10816632
AutoresAmy Lezberg, Amy Kirle Lezberg, Ann Hilferty
Año1978
Volumen12
Número1
Páginas47
Fecha de publicación1978-03-01
Open AccessNo
TipoARTICLE
RevistaTESOL Quarterly (JOURNAL)
Identificadores de la revistaISSN: 0039-8322 • E-ISSN: 1545-7249
EditorialJSTOR (PUBLISHER)
DOI10.2307/3585790
OpenAlexW2005767839
IdiomaEN
Citas recibidas5
Referencias citadas1

Generally, successful intermediate and advanced students emerge from their ESL classes with strong control of grammar and syntax, and a certain familiarity with idiomatic and colloquial usage. Often, however, these students continue to experience difficulties with English because they limit themselves to literal decoding and coding of language according to structure and semantics. Yet at no level of ESL can a student rely on syntax and vocabulary alone, even when aided by intuition, without regularly misunderstanding language situations. Discourse Analysis can be useful to teachers and students in overcoming such problems. Unlike transformational and structuralist analyses of language, Discourse Analysis focuses on linguistic units above the rank of clause and on their sequences, and takes into consideration situational context and existential meaning. The results of studies in Discourse Analysis by scholars in psychology, sociology, and linguistics are particularly applicable in the language classroom, most obviously in refining teacher/student interaction, in teaching the ability to participate in discourse, and in analyzing discourse in writing. This paper describes two specific applications of Discourse Analysis: (1) at the intermediate level, providing tools for the teacher and (2) at the advanced level, providing tools for the student. Although Discourse Analysis is emphasized as pedagogy in the first instance and as class content in the second, it functions as both at each level

Class (philosophy) · Discourse analysis · Epistemology · Linguistics · Reading (process) · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology

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