1. The Last Lectures is about: this the end of Applied Linguistic 1.Discourse Analysis 2.English Language Teaching (ELT) Methods 3.Bilingualism and Multilingualism 4.Lexicography and Lexicology 5.Language Planning and Implementation 6.Past, Present and Future Directions

2. 1.Discourse Analysis Approaches to Discourse Analysis (113) Discourse Mean? Is any types of Conversation) in which people daily engage in comm. 2. Examples: () greeting ()news () items() TV() newspapers. ()magazines ()internet()CNN()classroom()casual ()conversations()Lectures()markets()football ()games.

3. Is discourse important?  Yes. Very, because life or daily business without talking is boring,  This why AL interested in analyzing these discourses. why? (1)To get the knowledge of the way we build language (2) by analyzing conversations stories and written texts  McCarthy(2002:55) states that DA. Is relevant body of works for Discourse Analyst studies texts if: written and spoken texts, long or short: they relate these to(1) Contexts and (2)situations like ( Advertising, comm. Media) all need analysis.

4. DA..For Many Linguists as Jawoski& Coupland(199) note:  Is beyond language in use. It extends to: 1. Social: by shaping social order and shaping individual’s interaction with society 2. Political 3. Cultural formations.

5. What is discourse Analysis ?(P:115)  Trappes-Lomax (2206) sees it as:  The Linguistics  Cognitive Process in human interaction  Social in which history and culture are embedded.  Or it is a particular events in which these processes are acted.  A product of that event specially in form of visible txt (spoken- written)

6. Question:  How discourse analysis is a part of AL?????

7.  3.2 What are the Approaches to Discourse Analysis??P116 The following are approaches that related to AL and Language education: are: Sociology. conversational analysis Sociolinguistics ethnography interactional linguistics Variation theory Philosophy. Speech act theory+ Pragmatics

8. Linguistics Structural Birmingham school Functional Systematic functional linguistics Artificial Intelligence The following slides is an illustration for each APPROACH:

9. 3.3 Sociology- conversational Analysis (CA)P:116  is about the details of everyday interaction.  It focus on: () class()gender()age()groups()culture…etc  It deals with informal discourse(talk) not formal. Who invented CA?? 1. Garfinkel’s ethnomethodology)1967) 2. Goffman/s frame analysis(1974-1981)

10. Domains of CA:  Turn talking  Openings  Closing in conversation  progress 3.3.1 Turn Talking(117) ?? Is a person sharing in speech. Turn : is when some one starts speaking It ends when another one starts to speak

11. There are rules control turn talking as: I. Never overlap (avoid it) why? Let listener hear you. II. Speaker selection (Speakers permitted to take his turn or they are chosen or nominated) III. Self Selection (speaker cuts in- then starts speaking) if no one select him. IV. Contexts (the ways by wc speaker can get to next turn)

12. Follw: v. Use sentence like(by the way, if I may come in, can I speak– etc) VI. Use back channel comm. To tell speaker that you are listening as (huh, ehh, mmm…etc) VI. Ways of predicting the completion of conversation.

13. 3.3.2 Adjacency Pairs (neighboring) P:117 That pairs turns depends on each others on (greeting gets) (greeting back): e.g:  good morning Moudi? first pair- parts Good morning Somayia (second: pair- parts  How are you? I’m fine. Thank You. These parts are controlled by cultural and social contexts.

14. Some times comm. may Breaks down(fails)  McCarthy calls it 1) (dispreferred sequences) what is it? E.g. A. good morning B. Drop dead. Also, there is 2) solitary (isolate) routines as: A. I have a terrible headache B. Oh, I’m so sorry can I do anything

15. 3) Converging(nearly same) pairs as: A. I just loved that green sweater B. Oh! So do I. isn’t it great? By Pomerantz(1984) This approach strong(socialogy bcoz: 1. it based on actual recorded data (naturally occurring data. 2. It reject experimental method of collecting conv. Data or set artificial interactive context.

16. follow 3. It helps DA to access the data offered by daily life. 4. It is implication of it for Language teachers, how? Helps them to access to authentic spoken extract. Are there no conversation in text books? There but not resemble real conversations at all.

17. 3.4 Sociolinguistic Approaches: Ethnography & Variation Theory  About how language creates communication in everyday life.. not in isolate sentence.  3.4.1 Ethnography: This approach led by: Hymes 1972, Saville 1989 concerned with situation and uses of pattern and function of speaking as activity

18.  These includes interactions such as conversation at a party or meals.  Hyms 1972 developed speaking grid of several parts: form from the first letters of the word (SPEAKING)  S SETTING P particip ation E End s A Act sequence K Key I instrumental ities N Norms G Genre

19. Why these grids are important?  Helped in knowing the close relationship between: speech events and their social and culture context.  3.4.2 Variation Theory (Labov 1972) he:  describes structure of spoken narratives wc is dominated in ELT. He and Waletsky 1967 put the following overall structure of fully narrative:

20. a) Abstract (summary of story) b) Orientation c) Compilation (sequences of events) d) Evaluation. e) Resolutionحل (protagonist) f) Coda(points about the narrative as a whole)

21. 3.5 Linguistic Approaches  3.5.1 Birmingham School In this class knowledge was typically نموذجيtransmit by: Pupil answer the teachers' questions. The analysis of the data led to the building of a typically classroom exchange structure known as IRF(Institution- Responses – Feedback) للحفظ

22. e.g: I T: Good morning pupil what is the color of the blackboard? R P: black F T: very good How this happened: a. Teacher begins with “good… b. The teacher chooses who speaks

23. follow c. Teacher reinforce an answer by repeating it d. The teacher gives feedback.

24. 3.5.2 S ystematic F unctional L inguistics SFL  SFL  CDA Both concerned with: Describing the relationship bw L. txt and social life. Why Functional describing L? to explains the nature and organization of

25. Language according to: What it has to do. e.g.: excuse me, do you know the way to..? this serves the function of asking for direction.

26. The main function of SFL is: On the analysis of text in relation to social in wc it occurs exactly spoken discourse. SFL: believes THAT language is organized to enable conversation to work.

27. 3.7 D & 1 st language education (P 120)  DA in applied L in the area related to ELT  Bcz language is a means of education.  And L as a goal of ed.  Scholars notes that: one of the goal of edu. Is to acculturate children to new registers and genres (both spoken& written)

28. Why these important to students? Help to develop:  Grammar  Sociolinguistics discourse.  Strategic competences.  Verhoeven 1997 claims: ()children bring to school standard non standard dialects() school gives them organized process of classroom talk that promote personal involvement, interaction and share meaning

29. 3.8 D & 2 nd Language education People aware of the importance of D in :  LT  Reading and writing  Intonation and spoken L  For evaluation students’ communicative competence.  2 nd LT has been understood in term of D

30. Defining LT in term of comm Competence leads to integrative view. As stated by Trappes,L 2006-152) The perspective of L as D affect part of syllabus. What are these perspectives: Are( learner needs)( syllabus aims and content) (task goals and procedures)

31. The procedure will specified in discourse terms  He adds: material will be selected and presented to meet criteria of communicative authenticity

32. The preparation of language teaching are:  Teachers training courses  Methodology  Textbooks all organized around language areas as:  Phonology  Grammar  Lexis and 4 skills

33. This approach has many disadvantages as a) Grammar &lexical presented separately b) 4 skills presented separately. c) Spoken and written media understood as discrete types than continuum points. d) Failure to attend to general features of interpretation and production. e) Pay less attention to text making features that are common to discourse of all types

34. 3.9 Importance of DA  Quiz (5)