1. 1. Discourse Analysis and Language Teaching Scarlett Espinoza Claudia Millafilo Aracely Rodrguez
2. 2. - 0. Introduction: The interface of discourse analysis and language teaching. - 1. Shared Knowledge: The basis for planning the teaching/learning continuum. - 2. Discourse in the language classroom: The basis for creating the context for language learning
3. 3. - 3. Discourse analysis and the teaching of the language areas - 4. Discourse analysis and the teaching of the language skills - 5. Conclusion
4. 4. Communicative approach Field of teaching Discourse Analysis Language for communication Language as communication Reference for teaching
5. 5. Discourse worlds Basic unit of analysis Sociolinguistic features Communicative approach Meaning Sentence Discourse or text Decision-making Communication strategies Communicative interaction
6. 6. Knowledge Knowledge of the world Communicative interaction Content knowledge Prior knowledge Discourse knowledge
7. 7. Language classroom A discourse community has a broadly agreed set of common public goals A discourse community has mechanisms of intercommunication among its members. A discourse community uses its participatory mechanisms primarily to provide information and feedback. Unique discourse community Swales (1990: 24)
8. 8. A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims. In addition to owning genres, a discourse community has acquired some specific lexis. A discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise.
9. 9. Phonology Rhythm Intonation CONTEXT
10. 10. Rhythm Intonation - Information managment - Social functions
11. 11. Grammar Form functions Discourse features of grammatical forms CONTEXT
12. 12. Vocabulary Dictionary Intended meaning CONTEXT
13. 13. Vocabulary Literal Figurative
14. 14. Transmitting ideas Spoken or Written language Productive Skills Interpreting texts Listening or Reading Receptive Skills Schematic knowledge Contextual knowledge
15. 15. Listening Different activities Metacognitively aware of the process Phonological signals Lexicogrammatical signals Content Organization Contextual Features Jigsa w
16. 16. Decode Interpret Figure out Activities Student involment with text Individual study Reader Awareness Contextual Clue Coherence and Cohesion Reading
17. 17. Coherence & Cohesion Readers background Knowledge Two types of Writings Narrative Genre Expository writing Reading Classroom
18. 18. Speaking Productive skill Faulty Production Not full command Different sociocultural rules appropiateness Background Knowledge Classroom Speech production strategies Awareness of the Medium
19. 19. - To provide language teachers with proper grounding in discourse analysis. - Professional training in pedagogical discourse. - Training in cross-cultural communication - Discourse-oriented curriculum should be focused on context, text types and communicative goals.