Discourse Analysis for Language Teachers
2. Cultural factors
• The author emphasized that the main point is that macropatterns themselves do not seem to be lacking once reasonable general competence has been achieved, and that, where the macro-patterns are absent, there seem to be basic clause- and sentence-level problems that demand higher priority in teaching. The lower-order skills can be taught, the higher-order features can be practised through pair and group activities such as chaining and text-jigsaw activities,where the macro-level decisions can be discussed in the learners’ L1, or if in L2, then at least divorced from the immediate stresses of encoding the individual clauses and sentences.
Chapter 6 Written Language
Main Discuin learner writings • 2. Cultural factors • 3. Reading skills
1. Problems in learner writings
1.1e.g. P161(6.7) -General-specific pattern -Problem: digression 1.2e.g. P162(6.8) -clause-relational chaining activity -problem-solution pattern -topic sentence and segment starters were given -discussion on sequencing of segments and changes of text in L1 1.3e.g. P163 (6.9) -problem: misuse of signaling vocabulary disorients the reader
Thank you!
3. Reading skills
We cannot explain discourse patterning at the macro-level without paying due attention to the role of grammar and lexis; by the same token, we cannot foster good reading without considering global and local reading skills simultaneously. 1. Bottom-up vs. Top-down 2. Schema theory: content and formal 3. good listener and reader
2. Cultural factors
• The sorts of discourse features that direct intervention are likely to be discourse-signaling vocabulary, appropriate use of conjunctions and other linking words, and also a closer look at reference and ellipsis/substitution. There does seem to be some evidence that learners do not handle anaphoric reference at the text level, but again it is not always clear whether this is because some languages tolerate more repetition of the noun head rather than pronominalization, or that they use ellipsis for subsequent occurrences of the same entity after first mention, or whether local encoding stresses are once more to blame rather than cross-linguistic interference. e.g.(6.11)
2. Cultural factors
Questions: Are the writing of learners from cultures quite different from Western ones? Are there established norms of writing in other literate cultures that are different and might therefore be expected to interfere with the macro-level decision-making of the learner writing in English? Answer: what we find frequently in examining middle eastern, oriental and other learner data in English are the same problems noted in European data: that bad discourse organization often accompanies poor lexico-grammatical competence.
《语篇分析》教学大纲
《语篇分析》教学大纲课程名称：语篇分析授课教师：丁言仁教学对象：语言学方向（含翻译学方向）学生教学时间：春季学期课程类型：专业选修总学时：36学分：2教学目的：1）介绍关于英语语篇和语篇分析的基本概念、基本方法以及主要流派；2）培养学生分析英语本族语者文本和中国学生英语文本的结构、连贯和衔接以及其中存在的问题；3）提高学生组织口语和书面语文本的水平以及他们教授英语口语和写作的能力。
教学形式及要求：课堂讲课、讨论、学生报告、评议教学安排：Week 1: Discourse and SituationWeek 2: Organization of TextWeek 3: The Underlying OrganizationWeek 4: Functions of a ClauseWeek 5: Reference (1)Week 6: Reference (2)Week 7: Substitution (1)Week 8: Substitution (2)Week 9: EllipsisWeek 10: Conjunction (1)Week 11: Conjunction (2)Week 12: Lexical CohesionWeek 13: Discourse CoherenceWeek 14: Project Work: Analyzing Actual DiscourseWeek 15: Project Work: ReadingWeek 16-18: Project Presentation考核方法:出勤及课堂参与(10%) + 作业(10%) + 课程论文(40% + 40%)教材:丁言仁，2001，语篇分析，南京：南京师范大学出版社。
当代西方翻译理论流派评述及代表人物(详)
翻译学必读1语文和诠释学派二十世纪之前的翻译理论被纽马克（1981）称为翻译研究的‘前语言学时期’，人们围绕‘word-for-word’和‘sense-for-sense’展开激烈的讨论，核心是‘忠实’，‘神似’和‘真理’。
典型的代表有John Dryden, Tytler等，而Barnard, Steiner等人则是在他们的基础上进一步发展。
2语言学派Jacobson(1959)提出意义对等的问题，随后的二十多当年，学界围绕这个问题进行了研究。
奈达（1969）采取了转换语法模式，运用“科学（奈达语）”的方法来分析他翻译《圣经》过程中的意义处理问题。
奈达提出的形式对等说、动态对等说和等效原则都是将注意力集中在受众一方。
纽马克信奉的是语义翻译和交际翻译，即重视翻译中的语义和交际方面。
3话语分析Discourse Analysis（critical discourse analysis批评话语分析functional discourse analysis功能语篇分析Discourse analysis theory话语分析理论Discourse Analysis for Interpreters翻译专业演说分析Pragmatics & Discourse Analysis语用学positive discourse analysis积极话语分析rhetorical or discourse analysis语篇分析Pragmatics and Discourse Analysis语用学Mediated discourse analysis中介话语分析二十世纪七十年代到九十年代，作为应用语言学领域的一个分支，话语分析经历了产生和发展壮大的过程，其理论背景来自M.K.Halliday（韩礼德）的系统功能语法。
今天，话语分析的方法已经逐步运用到翻译研究中。
House(1997)提出的翻译质量模型就是基于韩礼德的理论，他吸收了其中的语域分析方法；Baker(1992) 则为培养译员提供了话语分析和语用分析的范本；Hatim 和Mason(1997)将语域研究拓展到语用和符号学角度4目的学派目的学派于二十世纪七、八十年代在德国兴起，是从静态的语言学、语言类型学中剥离出来的。
话语分析教案1
Course outline
Introduction to discourse and discourse analysis Linguistic forms and fuctions The role of context in interpretation Topic and the representation of discourse content Reference in text and discourse „Staging‟ and the representation of discourse structure Information structure Coherence in the interpretation of discourse Applications of discourse analysis
A discourse is "a language or system of representation that has developed socially in order to make and circulate a coherent set of meanings about an important topic area." John Fiske(1987). Television Culture. New York: Methuen.
A particular unit of language (above the sentence);
E.g. 1 You can run a hou- whatcha- now whatcha you can run a house-you can run a house a- and do the job, which is important, y‟ can‟t y- a man can‟t do it himself, and a woman can‟t do it himself w- if y‟ want it to be successful. In most cases. E.g. 2 (From “The Colour Purple”, Alice Wharton) Jack is tall and kind and don't hardly say anything. Love children. Respect his wife, Odessa, and all Odessa Amazon sisters (Celie’s Diary) Problem: The units in which people speak do not always look like sentences. E.g. Colourless green ideas sleep furiously. Problem: The unit is a sentense but does not function.
短篇小说《罗生门》的语篇组织模式分析
短篇小说《罗生门》的语篇组织模式分析作者：郑辰来源：《青年文学家》2017年第33期摘要：语篇是根据作者的思维模式建构起来的，语篇模式是文章组织的宏观结构。
本文以M. Heoy的语篇模式为理论框架，研究了芥川龙之介的著名短篇小说《罗生门》中的语篇模式。
结果表明该小说中最常用的语篇模式是问题—解决模式。
关键词：罗生门；语篇模式作者简介：郑辰（1991.9-），女，汉族，天津人，硕士研究生，现就读于天津外国语大学研究生院英语教育专业。
[中图分类号]：I106 [文献标识码]：A[文章编号]：1002-2139（2017）-33--01一.引言语篇模式是语篇组织的框架依据，是语篇中各个部分的有机结合，是人们话语交际中共同遵守的语言规则和参照标准。
McCarthy认为语篇模式是篇章中各个段落有机组成在一起进而形成一个具有逻辑的完整结构，并且具有一些特定的特征，一种或多种模式反复出现致使其本民族的文化受到根深蒂固的影响，赋予其特定的文化特征。
这些特定模式由短语、小句、句子或句群以某些语言功能关系连接形成。
Hoey总结了语篇中的常见模式：问题—解决模式、一般—特殊模式、主张—反应模式、目标—实现模式、匹配模式、提问—回答模式、概括—具体模式、机会—获取模式等。
根据语篇的交际目的，作者需选择不同的语篇建构模式。
二.《罗生门》中出现的语篇模式1.“问题—解决”模式（Problem-Solution pattern）“问题—解决模式”由情景、问题、反应、结果或评价组成。
分析如下：小说开头描写的是一个仆人在罗生门下避雨，因为京都连年遭灾，衰败不堪，他因此丢了生计，无处可去，无计可施，此情景体现了小说的主要问题所产生的背景。
随后作者芥川龙之介提出了中心问题，即仆人的生存现状，并给出了解决办法——饿死或为盗：“既然为无法可想之事想方设法，就无暇选择手段。
如要选择，便只有饿死墙下或抛尸路旁。
而若不选择——仆人的思路兜了几圈之后，终于到了这一关口。
香港大学培养中学英语教师课程和教材名称
英语教学导论
Pedagogy教学法
Hedge, T, (2000) Teaching and learning in the language classroom, Oxford University Press.
Harmer, J. (2001) The practice of English language teaching. Third edition. Longman/Pearson Education Ltd.
Scrivener, J. (2005) Learning Teaching: a guidebook for English language teachers, Macmillan.
Gower, Phillips and Walters (1995) Teaching Practice Handbook. Heinemann
Written discourse and the teaching of reading and writing
书面语篇与读写教学
Brown, D. and Yule, g. (1983) Discourse and analysis
Derewianka, B. (1991) Exploring how texts work.New York: Heinemann
香港大学教育学院英语语言文学系《中学英语教师》培养四年本科课程科目和教材清单
Name of courses
Name of core course books/reference books
First and second language acquisition
Cohesion and coherence
Reference
Reference is one of the most important types of cohesive ties, which is 'the act of using language to refer to entities' (Cutting 2000: 212). Halliday and Hasan (1976: 33) establish two basic types of reference:
Other types of cohesive ties
Cohesion can also be achieved by ellipsis and substitution. 'Ellipsis is the omission of elements normally required by the grammar which the speaker/writer assumes are obvious from the context and therefore need not be raise (McCarthy 1991: 43).' In ellipsis, a noun head, a verb head or a part of the clause can be left out. In 'He sings folk songs. I'll never forget the first he sang to me', the noun head 'folk song' is omitted in the second sentence. In 'Will you come to the party? ---Yes, I will', the verb head 'come' is omitted in the answer. In example 2, 'or his wife for the matter' replaces the full noun clause version 'or what his wife thinks about it for that matter'. Substitution is regarded as a halfway point between reference and ellipsis. Instead of being omitted, nouns, verbs and clause elements are substituted by 'one(s)', 'do', 'so/not', 'same', etc., as illustrated in examples (McCarthy 1991: 45):
课程与教学论（英语教育学）培养方案
学习年限： 2.5 年，分为两个阶段实施。 第一阶段（一年半）：课程学习，社会实践，教学实践，开题报告。 第二阶段（一年）：访学查阅资料，实验或调查研究，硕士论文撰写及答辩。
社会实践与教学实践： 社会实践和教学实践是加强硕士生能力培养的重要途径。社会实践一般安排在第 一学期末暑期进行，大致完成 40 学时的活动，由导师和教研室提出社会实践计 划，报院（系）审定。教学实践一般安排在第 2、3 学期，要求完成 40 学时的教 学、辅导、批改作业等工作，安排专人指导并写出考核评语。
Johnson, Robert Keith．1989. The Second Language Curriculum．Cambridge: Cambridge
University Press. Larsen-Freeman, D. and M. H. Long. 1991. An Introduction to Second Language Acquisition Research. London: Longman. Nunan, D. 1988. The Learner-Centred Curriculum: A Study in Second Language Teaching. Cambridge: Cambridge University Press. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Palmer, Parker J. 1998. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jessey-Bass Publishers. Connelly, F.M.& D.J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19(5):2-14. Polettini, A.F.F.2000. Mathematics teaching life histories in the study of teachers’ perceptions of change, in Teaching and Teacher Education. Vol.167, pp.765-783. Richards, J. C. 1998. Beyond Training. Cambridge: Cambridge University Press. Richards, J. C. and C. Lockhart. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press. Richards, J C and D. Nunan. 1990. Second Language Teacher Education. Cambridge: Cambridge University Press. Schon, D. (1987, September). Educating the reflective practitioner. Paper presented at the meeting of the American Educational Research Association, Washington, DC. http://hc /ot her/schon87.ht m Stern, H. H. 1983. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
语言学第九章discourseanalysis
话语分析在理论和方法上仍有待完善，其研究结果有时缺乏可操作性和可重复性。此外， 话语分析对语言使用者的主观意图和语境因素的依赖较强，可能导致研究结果的解释力
意、语用预设等方面的分析。
话语分析的基本方法
文本分析法
01
通过对文本的语义、语法和修辞等进行分析，探究话语的内在
结构和意义。
语境分析法
02
将话语置于特定的语境中进行分析，包括对话语产生和接受的
背景、参与者之间的关系等进行考察。
语用分析法
03
从语言使用的角度出发，探究话语的意义和功能，包括言外之
意、语用预设等方面的分析。
语言资源保护
通过话语分析，可以深入了解濒危语言的特征和 使用情况，为保护和传承这些语言提供支持。
3
语言服务
话语分析有助于提高语言服务的专业性和准确性， 例如翻译、口译、语音识别等领域。
跨文化交际与话语分析
文化交流
话语分析有助于深入理解不同文化背景下的语言使用，促进跨文化交流的顺利进行。
文化冲突与适应
话语结构分析
从宏观和微观两个层面探究话语的结构和组织形式 ，包括话题转换、句子间关系等方面的分析。
话语意义分析
从语义和语境两个角度出发，深入探究话语 的意义和功能，包括言外之意、语用预设等 方面的分析。
05
话语分析的应用领域
05
话语分析的应用领域
语言教学与话语分析
语言教学
话语分析在语言教学中具有重要作用，通过对语言使用和语境的深 入分析，有助于教师更好地理解语言结构和功能，从而提高教学质 量。
局限
话语分析在理论和方法上仍有待完善，其研究结果有时缺乏可操作性和可重复性。此外， 话语分析对语言使用者的主观意图和语境因素的依赖较强，可能导致研究结果的解释力
英语教学中的语篇分析读后感
英语教学中的语篇分析读后感英语作文1After reading about discourse analysis in English teaching, I was deeply enlightened and gained numerous valuable insights. The knowledge presented in the materials has truly transformed my perspective on teaching English.One particular case that stood out to me was the analysis of a complex narrative text. By carefully dissecting the structure, the use of transition words, and the overall organization of the story, I grasped a clear understanding of how to guide students to navigate through such intricate pieces. It became evident that pointing out the connections between paragraphs and highlighting the key themes helped students build a coherent mental map of the text.Another aspect that struck me was the newfound appreciation for certain analytical methods. The emphasis on identifying the author's purpose and the intended audience allowed for a more profound interpretation of the text. For instance, when analyzing a persuasive essay, understanding these elements enabled me to explain to students how the writer crafts arguments to sway the readers' opinions.In conclusion, this reading has not only enhanced my understanding of the subject matter but also equipped me with practical tools andstrategies to better assist students in their comprehension of English texts.I am now more confident in guiding them to unlock the hidden meanings and logical flow within various types of discourse.2After reading about discourse analysis in English teaching, I was deeply enlightened. It has become apparent to me that discourse analysis is not merely an academic concept but a powerful tool that can significantly enhance the quality of English teaching and students' language acquisition.I realized that discourse analysis plays a crucial role in improving students' comprehensive language application abilities. By analyzing the structure, context, and language features of a text, students can better understand the logic and coherence of the language, thereby improving their reading comprehension skills. For instance, when studying a narrative text, through discourse analysis, students can grasp the development of the plot and the characters' emotions more accurately, which enriches their understanding of the story.In my own teaching practice, I have made initial attempts to apply discourse analysis. I found that it helps students to have a more systematic understanding of grammar and vocabulary. Instead of memorizing grammar rules and vocabulary in isolation, they can understand how these elements function in a specific context. This has greatly enhanced their ability to use language accurately and appropriately.In conclusion, discourse analysis is an indispensable part of English teaching. It opens up new horizons for both teachers and students, enabling us to explore the beauty and complexity of the English language in a more profound way.3After reading about discourse analysis in English teaching, I have gained profound insights and numerous thoughts. The book has truly opened my eyes to the importance and complexity of this aspect in the field of language education.I realized that the current methods of discourse analysis in English teaching have certain limitations. For instance, in some cases, teachers overly focus on the grammatical structures and vocabulary within the text, neglecting the overall context and the cultural background it represents. This leads to students having a fragmented understanding of the language and failing to grasp the true meaning and purpose of the discourse.However, the reading also sparked my thinking on how to improve these shortcomings. We could combine various teaching methods to enhance the effect of discourse analysis. For example, using multimedia resources such as videos and audio clips to provide a more vivid context for students, or organizing group discussions to encourage them to explore and analyze the discourse from different perspectives.In conclusion, I am filled with anticipation for the optimization ofdiscourse analysis methods in English teaching. I believe that with continuous exploration and innovation, we can help students better master the English language and improve their comprehensive language skills.4After reading about discourse analysis in English teaching, I have gained profound insights. I have come to realize that the way of discourse analysis can significantly influence students' interest in learning English.For instance, when the analysis is presented in an engaging and interactive manner, such as through stories, videos, or real-life examples, it can capture students' attention and ignite their enthusiasm. I have witnessed how a teacher used a popular English movie scene to analyze the discourse, and the students were completely immersed in the class, actively participating and eager to learn more.However, on the contrary, I have also observed cases where improper discourse analysis led to students' loss of interest. When the teaching approach was too theoretical and dry, filled with complex grammar explanations and mechanical analysis, students appeared bored and disinterested. They struggled to connect with the content and found the learning process monotonous.In conclusion, effective discourse analysis in English teaching is crucial for stimulating students' interest. It should be creative, relevant, and tailored to the students' needs and interests. Only by doing so can we trulyenhance the quality and effectiveness of English teaching and help students develop a genuine love for the language.5After reading about discourse analysis in English teaching, I was deeply impressed by its significant value in cultivating students' critical thinking.The analysis of discourse allows students to go beyond the surface meaning of the text. For instance, when reading a news article, they can explore not only the stated facts but also the underlying intentions and possible biases. This helps them develop the ability to question and evaluate the information presented.Take a class discussion on a literary work as an example. Through discourse analysis, students were guided to notice the author's choice of words, sentence structures, and the overall organization of the text. They started to think about why certain themes were emphasized and how different elements contributed to the overall message. This process encouraged them to form their own opinions and defend them based on the textual evidence.In another case, when analyzing a scientific report, students were asked to identify the assumptions made and the possible limitations of the research. This kind of exercise pushed them to think critically and not accept everything at face value.In conclusion, discourse analysis in English teaching is not just about understanding the text but also about nurturing students' ability to think independently and critically. It equips them with essential skills to navigate the complex world of information and make informed judgments.。
语篇分析与话语分析(讲稿)
语篇分析与话语分析从文献上看，学者们对text，discourse和discourse analysis或对“语篇分析”和“话语分析”的使用没有一致的看法，这是因为大家对这些术语的内涵和外延没有一致的或比较一致的观点。
因此，有些学者在使用这些术语时做了界定，有些则不做区分、互换使用。
在中国的英语界，语篇分析和话语分析这两个术语都是译自discourse analysis。
通过查阅相关资料，下面简单区分三种不同的discourse analysis。
1.三种discourse analysis根据Guy Cook的观点，可以根据不同的目标、研究方法、理论来源、研究重点等把discourse analysis分为三种：英美学派（the British-American school）, 以法国哲学家福柯（Michel Foucault）的理论为基础的学派，批评话语学派（critical discourse analysis）。
⑴英美学派①研究重点：语言和语言的使用，从历史发展的角度看，研究重点从语言结构的使用（如上下文语境和情景语境）逐渐向图式、体裁（如文化语境）转移，但语言使用始终是研究的重点。
②所做的discourse analysis: 从功能语言学（如Halliday,1994）角度看，英美学派所做的discourse analysis不是一种“说明性活动”（interpretive activity），而是一种“解释性活动”（explanatory activity）。
⑵福柯学派①研究重点：话语秩序（order of discourse）、意识形态（ideology）、社会关系（social relationships）、社会联盟(social practices)等有关社会实践和社会变革问题。
②所做的discourse analysis: 相对于英美学派所做的discourse analysis，在我国，属于福柯学派的研究比较少，尤其在语言学、应用语言学和外语教学界。