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Rodriguez, Marti. Samiano, Beanca Jhanine. Taller, John Zeus.
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ObjectivesObjectives
To present activities that will practice the students inusing context clues to attain understanding of both
written and oral discourse
To identify the key elements that shape discourseanalysis
To be able to understand how discourse analysisoccurs in different everyday scenarios and how it is
used to attain comprehension betweencommunicators
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Go BackGo Back
ToTo
NurseryNursery
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Ako ay may lobo Jack and Jill
Ako ay may lobo
Lumipad sa langit`Di ko na nakitaPumutok na palaSayang ang pera koBinili ng loboSa pagkain sana
Nabusog pa ako
y Ako ay may _____
_________ sa _____
y Di ko na _______
_________ na pala
y ______ ang ____ ko
________ ng ______
y Sa _______ sana
_________ pa ______ ako.
Jack and Jill went
up the hill,
To fetch a pail of water
Jack fell down andbroke his crown,
And Jill came tumbling after.
Tralalalalalalalala.
y Jack and Jill went _________
y To _____ a ____________
y Jack ______ and ______________
y And Jill ________ ________after
Tralalalalalalalala..
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Discussion OutlineDiscussion Outline
Definition of DiscourseAnalysis
Four Major Key Elements
Interpreting discourse Cohesion
Coherence
The co-operative principle
Three Minor Key Elements
Speech event
Conversational Interaction
Background Knowledge
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Discourse AnalysisDiscourse Analysis
y It is how the language-users interpret
what other language-users intended to
convey.
y It is how language-users make sense ofwhat they read in texts, understand what
speakers mean despite what they say,
recognize connected as opposed tojumbled or incoherent discourse, and
successfully take part in a complex
activity called conversation.
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INTERPRET
ING
INTERPRET
INGDISCOURSEDISCOURSE
Major Key Element
y recognizing, making sense, and
interpreting messages by relying onlanguage-users linguistic competency
Examples:y Text message
Wer na u? D2 na me!
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y Newspaper headline
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y Notices
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Ungrammatical forms
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y Tagalog
Napunta ang tatlong dalagita sa may tabing
dagat tuwing alas tres ng hapon. Isang
araw, ang isang dalagita ay may nakitangnapakalaking bote.
Uy! Tingan niyo, may bote sa gitna nang
dagat, ang sabi ng dalagita.
Lumangoy sila ng mabilis papunta sa gitna
nang dagat upang makuha ang bote.
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Napunta (Pumumunta) ang tatlong dalagitasa may tabing dagat tuwing alas tres nghapon. Isang araw, ang isang dalagita ay
may nakitang napakalaking bote.Uy! Tingan niyo, (ninyo) may bote sa gitna
nang(ng) dagat, ang sabi ng dalagita.
Lumangoy sila ng(nang) mabilis papunta sagitna nang(ng) dagat upang makuha angbote.
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COHESIONCOHESION
Major Key Element
y Ties and connections which exist within texts
yy cohesive linkscohesive links - indicators
Example:My father once bought a Lincoln convertible. He
did it by saving every penny he could. That car
would be worth a fortune nowadays. However,he sold it to help pay for my college education.
Sometimes I think Id rather have the
convertible.
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Types ofCohesive LinksTypes ofCohesive Links
1.1. AnaphoraAnaphora
2.2. Lexical connectionLexical connection
3.3. General connectionGeneral connection
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TYPES OF COHESIVE LINKSTYPES OF COHESIVE LINKS
AnaphoraAnaphora
y Using of pronouns to maintain reference to
the same people and things through out (Yule,1985).
y a word referring back to the word used
earlier in text or conversation to avoid
repetition (www.oxforddictionary.com)
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y My father once bought a Lincoln
convertible. He did it by saving everypenny he could. That car would be worth
a fortune nowadays. However, he sold it
to help pay for my college education.
Sometimes I think Id rather have theconvertible.
y Father he he hey My my I
y Lincoln it
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TYPES OF COHESIVE LINKSTYPES OF COHESIVE LINKS
Lexical ConnectionLexical Connection
My father once bought a Lincoln convertible.He did it by saving every penny he could.Thatcar would be worth a fortune nowadays.However, he sold it to help pay for my collegeeducation. Sometimes I think Id rather have
the convertible.
y Lincoln convertible that car
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TYPES OF COHESIVE LINKSTYPES OF COHESIVE LINKS
General ConnectionGeneral Connection
y Pertains to number of terms which share
common element of meaning
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y My father once bought a Lincoln convertible.He did it by saving every penny he could.
That car would be worth a fortunenowadays. However, he sold it to help payfor my college education. Sometimes I thinkId rather have the convertible.
Money bought saving penny worth afortune sold pay
Time once nowadays
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COHERENCECOHERENCE
Major Key Element
y creating meaningful connections which are not
actually expressed by the words and
sentences or making sense of what a personreads or hears.
y Something that exists in people
y Arriving at an interpretation which is in line
with their field of experience of the way the
world it is.
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Paragraph without coherenceParagraph without coherence
My father bought a Lincoln convertible. The
car driven by the police was red. That
color doesnt suit her. She consists of
three letters. However, a letter isnt as fastas a telephone call.
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Paragraph with coherenceParagraph with coherence
y Throughout most of my school days, my eyes failed tofocus correctly when reading. Consequently, I saw
different symbols every time I read a sentence.As aresult, the printed page was a chaotic kaleidoscope ofconstantly changing letters that made no sense. For
example, when reading the last sentence I would see:
A tters made sense, or As le ter that made no ense,orLetters mad no sens, depending on how my eyesfocused on a sentence.After my eye problem wascorrected, my real problems began because it was
assumed that I could now read like everyone else. Thiswas a big mistake that overlooked the psychological
effects created by my visual disability. Most importantly,I was left doubting my understanding when readingunfamiliar material while teachers began to give me
increasingly complex material to read.
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Casual conversationCasual conversation
y Widdowson (1978)
y Her: Thats the telephone.
(She makes request of him to perform the action)
y Him: Im in the bath.
(He states the reason why he cannot comply with
request)
y Her: O.K.
(She undertakes to perform the action)
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COOPERATIVECOOPERATIVEPRINCIPLEPRINCIPLE
Paul Grice
y According to Grice, there are four
conversational implicatures that affect the
success of discourse
y Quantity, Quality, Relation, Manner
y They [discourses] are characteristically to
some degree at least, cooperative efforts;and each participant recognizes them, to
some extent, a common purpose or set of
purposes, or at least a mutually accepted
direction.
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QUANTITYQUANTITY
Maxims ofQuantity
1. Make your contribution as informative as is required
(for the CURRENT purposes of the exchange).
2. Do not make your contribution more informative than
is required.
Why follow the Maxims of Quantity?The hearers may be mislead that there is a reason for the
over-inclusion or too limited phrasing in discourse.
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Examples:
If you are assisting me to mend a car, I expect yourcontribution to be neither more or less than is required. If,
for example, at a particular stage I need four screws, I
expect you to hand me four, rather than two or six. (Logic
and Conversation, Grice)
Overinformation
NeighborA: My son is studying in [insert another school here
except forAteneo]. How about yours?
Neighbor B: My son is studying in the University of the
Philippines Manila, and is currently in a cum laude standing.
Furthermore, he has a rather ravishing girlfriend and chicks dig
him. Oh, and another thing
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Lacking information:
Mother:Where are you son?Are you on your wayhome? Did you already eat? How was the exam?
Child:Yes.
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QUALITYQUALITY
Maxims ofQuality
1. Do not say what you believe to be false.
2. Do not say for which you lack adequate evidence.
Why?
Principle:
Conversational truthfulness: Discourse is used toexchange information, and information is supposed to be as
informative and truthful as much as possible.
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Examples:
Are you cheating on me?
You are the only one Ive ever loved. Promise!
Girl: I love painting. Do you?
Courting Boy: Of course I do! (I think.)
I expect your contributions to be genuine and
not spurious. If I need sugar as an ingredient in the
cake you are assisting me to make, I do not expectyou to hand me salt; if I need a spoon, I do not
expect a trick spoon made of rubber. (Logic and
Conversation, Grice)
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RELATIONRELATION
Maxim of Relation: Be relevant.
What does it mean to be relevant?
To be relevant is to express an informative answer (even if
you dont explicitly say it) even if you violate maxims (particularlythe maxim of quantity).
Examples:
I expect a partners contributions to be appropriate to theimmediate needs of the transaction. If I am mixing ingredients in
the cake, I do not expect to be handed a good book, or even an
oven cloth. (Logic and Conversation, Grice)
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RELATIONRELATION Examples:
Bro 1: I was wondering when you would pay your debt Im
running out of cash, bro.
Bro II:Aw wait bro! I was watching Nurses in Bunny Ears
the other day, you should totally see it!
Bro I:Awright, Ill watch it later!
Bro II:And did you see Ghost Protocol yesterday?
Bro I: My grandmotherwas sicklast month dawg.
Bro II: Oh its cool, its cool
and the conversation goes on
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MANNERMANNER
Supermaxim of Manner: Be perspicuous.
Sub maxims:
Avoid obscurity of information.
Avoid ambiguity.
Be brief.
Be orderly.
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MANNERMANNER
Examples:
Nanay:Anak, pakikuha naman yung ano ko, nasa may ano (points in the
room). Kailangan ko sa ginagawa ko.
Anak: ????
I expect a partner to make it clear what contribution he is making andto execute his performance with reasonable dispatch. (Logic and
Conversation, Grice)
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SPEECH EVENTSSPEECH EVENTS
Minor Key Element
y Taking part in conversation
i.e. Debate, interview, various types of
discussionsy Variations/criteria are present
i.e. to specify the roles of speakers and
hearer/s, their relationships
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BACKGROUNDBACKGROUNDKNOWLEDGEKNOWLEDGE Schema vs.ScriptSchema:
General term for conventional knowledge structure; a.k.a. mentalimage of a concept.
Example:Train station Railroad tracks with trains, people waiting
for the train, benches, big wall clock
Hospital Nurses, white desks, doctors, beds, morenurses
Script:
A dynamic schema
Example:
Betting in the cockhouse, Surfing in the computer shop
Minor Key Element
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Example:
He decided to cope with the pressure in studying
alone by eating chocolates.
x
TheS
chem
ata in the statements are:The person may be a student.
He could be at home.
The Script gave us a mental image that
He is studying, then when he got tired he
ate some chocolates.
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CONVERSATIONALCONVERSATIONALINTERACTIONINTERACTION In a nutshell: TurntakingActs in a conversation
Terms:
Completion point usually in forms of nonverbal communication
to signal their turns are complete in talking. Ex. Pausing, pointing to
your friend, etc.
Conversational interaction expectations of conversational style
Rudeness and Shyness
Rudeness is when a person is not yet done and you interrupt hisspeech
Shyness is when one speaker keeps on waiting for a turn, missing the
completion points
Minor Key Element
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WORKSHOP ACTIVITIESWORKSHOP ACTIVITIES
y Get crosswise yellow pad
y 1st activity: 30 points.
y
2ndA
ctivity: 70 points.
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