1. Discourse Analysis and Language Teaching Scarlett Espinoza
Claudia Millafilo Aracely Rodrguez
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. Discourse analysis and the teaching of the language
areas - 4. Discourse analysis and the teaching of the language
skills - 5. Conclusion
4. Communicative approach Field of teaching Discourse Analysis
Language for communication Language as communication Reference for
teaching
5. Discourse worlds Basic unit of analysis Sociolinguistic
features Communicative approach Meaning Sentence Discourse or text
Decision-making Communication strategies Communicative
interaction
6. Knowledge Knowledge of the world Communicative interaction
Content knowledge Prior knowledge Discourse knowledge
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. 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. Phonology Rhythm Intonation CONTEXT
10. Rhythm Intonation - Information managment - Social
functions
11. Grammar Form functions Discourse features of grammatical
forms CONTEXT
12. Vocabulary Dictionary Intended meaning CONTEXT
13. Vocabulary Literal Figurative
14. Transmitting ideas Spoken or Written language Productive
Skills Interpreting texts Listening or Reading Receptive Skills
Schematic knowledge Contextual knowledge
15. Listening Different activities Metacognitively aware of the
process Phonological signals Lexicogrammatical signals Content
Organization Contextual Features Jigsa w
16. Decode Interpret Figure out Activities Student involment
with text Individual study Reader Awareness Contextual Clue
Coherence and Cohesion Reading
17. Coherence & Cohesion Readers background Knowledge Two
types of Writings Narrative Genre Expository writing Reading
Classroom
18. Speaking Productive skill Faulty Production Not full
command Different sociocultural rules appropiateness Background
Knowledge Classroom Speech production strategies Awareness of the
Medium
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.