AND VOCABULARY Bring a discourse dimention to teach vocabulary Not abandoning vocabulary teaching instead offering a supplement to conventional ID: 360342
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Slide1
DISCOURSE ANALYSIS
AND
VOCABULARYSlide2
Bring
a
discourse
dimention
to
teach
vocabulary
Not
abandoning
vocabulary
teaching
,
instead
offering
a
supplement
to
conventional
vocabulary
teaching
Using
traditional
and
recent
,
more
communicative
approaches
in
vocabulary
teaching
and
activitiesSlide3
Lexical
Cohesion
Repetiton
of
words
and
the
role
played
by
certain
basic
semantic
relations
between
words
in
creating
textuality
.
Reiteration
:
either
restating
an
item
in a
later
part
of
the
discourse
by
direct
repetition
or
else
reasserting
its
meaning
by
exploiting
lexial
relations
.
Hyponymy
(
rose-flower
/
chair-furniture
)
Synonymy
(
commence-begin
)Slide4
Reiteration
Is
extremely
common
in English
discourse
,
Adds
new
dimensions
and
nuances
to
meaning
,
Serves
to
build
up
increasingly
complex
content
.Slide5
Implications
for
language
pedagogy
Disturbing
the
lexical
patterns
of
texts
may
lead
to
unnaturalness
and
inauthenticity
at
the
discourse
level
.
Simplification
may
mean
unnatural
amount
of
repetition
.
Observing
lexical
links
in a
text
could
be
useful
for
language
learners
in
various
ways
.
Lexical
reiteration
supplies
learners
with
meaningful
,
controlled
practice
and
chances
to
improve
their
text-creating
and
decoding
abilities
by
providing
more
varied
contexts
for
using
and
practising
vocabulary
. Slide6
Lexis
in talk
Lexical
relations
can be
applied
to
spoken
data as
well
.
Relexicalisation
:
speakers
reiterate
their
own
and
take
up
one
another’s
vocabulary
selections
in
one
form
or
another
from
turn
to
turn
and
develop
and
expand
in
doing
so
. Slide7
The
connection
between
development
and
modification
and
reworking
of
lexical
items
used
before
makes
the
conversation
develop
coherently
.
In
this
way
,
neither
side
is dominant in
the
conversation
,
which
makes
the
conversation
a
joint
activity
(
ethnometodological
approach
to
D.A.).
Relexicalisation
of
some
elements
provides
aggrement
and
contribution
to
relevance
. Slide8
Conversation
classes
where
topics
are
pre
-set
may
be
very
suitable
for
this
kind
of
development
.
As
the
transition
from
superordinates
to
hyponyms
and
from
synonyms
to
antonyms
is a
common
feature
of
conversation
,
students
can be
equipped
to
use
this
skill
by
regular
practice
.
As
soon
as
the
necessary
vocabulary
is met,
language
learners
can be
encouraged
to
use
communicative
value
of
these
lexical
items
at an
early
stage
. Slide9
Textual
aspects
of
lexical
competence
Sometimes
our
expectations
as
to
how
words
are
conventionally
used
are
disturbed
when
the
writers
arrange
usual
lexical
relations
for
particular
purposes
of
the
text
.
The
depressing
feature
of
Allen’s
documents
is
the
picture
which
emerges
of
smart
but
stupid
military
planners
,
the
equivalent
of
America’s
madder
fundamentalists
,
happily
playing
the
fool
with
the
future
of
the
planet.
(
The
Guardian
, 13
November
1987: 15)Slide10
There
are
other
readjustments of
lexical
items
which
are
valid
in
particular
texts
only
.
Their
interpretations
may
not
correspond
to
dictionary
definitions
.
The
good
listener
/
reader
has
to
decide
when
words
are
being
used
as
synonymous
or
when
these
same
words
are
used
to
stress
the
difference
in
meaning-potential
. Slide11
Discourse-specific
lexical
relations
can be
called
instantial
relations
(J.
Ellis
, 1966).
Although
these
relations
frequently
found
in
texts
in
all
languages
,
the
problems
learners
encounter
with
such
uses
are
usually
psychologically-generated
.
Because
they
come
to
texts
with
the
expectations
that
the
words
have
fixed
relationships
with
one
another
. Slide12
Instantial
relations often
present
important
stylistic
features
in
text
:
Creative
lexical
usage
,
Devices
of
evaluation
or
irony
,
Particular
focus
.
By
definition
,
each
case
has
to
interpreted
individually
.
Theachers
should
raise
an
awareness
that
such
uses
of
typical
vocabulary
are
often
readjusted
in
individual
texts
. Slide13
Vocabulary
and
Organisation
of textSlide14
Here I
want
to
spend
some
time
examining
this
issue
. First I
propose
to
look
briefly
at
the
history
of
interest
in
the
problem
,
then
spend
some
time on
its
origins
and
magnitude
before
turning
to
an
assessment
of
the
present
situation
and
approaches
to
its
solution
.
Finally
, I
want
to
have
a
short
peek
at
the
possible
future
prospects
.
These
words
stand
in a
place
of
segments
of
text
.
They
are
called
discourse
organising
words
because
they
organise
and
structure
the
argument
.
These
words
build
up
expectations
about
the
whole
discourse
.
They
operate
predictively
and
retrospectively
. Slide15
The Characteristics of Some Discourse-organizing Words in the
Passage
Above
this
preceding text check-up
issue
anticipating problem-solving processes
problem
seeking for solutions
assessment
performing evaluation of the problem and providing solutions
solution
fulfillment of taskSlide16
How
many
such
words
are
there
in a
language
like
English?
Winter
(1977-78)
vocabulary
3
Francis (1986)
anaphoric
nouns
Jordan (1984)
vocabulary
index
Slide17
Signalling
larger
textual
patterns
Besides
representing
segments
of
text
and
parcelling
up
phrases
,
discourse
organising
words
signal
to
reader
what
larger
textual
patterns
are
being
reliased
.
E.g
.
Problem-
solution
pattern
Claim-counterclaim
pattern
(
Hypothetical-real
)
Slide18
Headline
TV
Violence
: No Simple
Solution
Opening
sentence
There
is
no
doubt
that
one
of
the
major
concerns
of both viewers and broadcasters is the amount and nature of violence on out television screens. (main text)Closing sentenceThe chief ‘lesson’ of all our viewing, reading and discussion is that there is no simple solution to the problem of violence on television.
The
words
in
yellow
predict
(
solution
in
the
headline
,
concern
)
and
reinforce
(
solution
, problem)
the
problem-
solution
pattern
. Slide19
Discourse
organising
words
for
problem-
solution
pattern
Problem
Concern
,
difficulty
, dilemma,
drawback
,
hamper
,
hind
(er/
ance
),
obstacle, problem, snagResponseChange, combat, come up with, develop, find, measure, respo(d/se)Solution/resultAnswer, consequence, effect, outcome, result, solution, (re)solveEvaluation(in)effective, manage, overcome, succed, (un)successful, viable, workSee Jordan’s (1984) word list for claim-counterclaim pattern
p. 80Slide20
Register
and
signalling
vocabulary
Register
is
closely
related
with
lexical
selection
.
Lexical
choice
depends
on
Context (textbook, magazine, news report)Audience (cultured, educated, readers of popular press)Written or spoken styleIdioms are good metaphors for textual segments. Slide21
The Employment of Idioms
Restriction of idiom application:
It is not always easy to find natural
contexts in which to present idioms or
idiomatic expressions.
Characteristics of idiom application:
Idioms or idiomatic phrases are applied to (1) organize discourse, and
(2) signal evaluation.Slide22
Modality
Modality
is
generally
thought
to
belong
to
closed
class
of
modal
verbs
(
must
,
may, can, will, etc.) and treated as part of the grammar. However, there are a lot of words (nouns, verbs, adverbs and adjectives)having the same or similar meaninings with the modal verbs. E.g. Appear, assume, doubt, look as if, actually, certainly, possibly and nouns and adjectives related to them. Slide23
Means of Making Modality in English
Modal Verbs
Adjectivals
Participials
Nominal Modal Expressions
(
be able to, be going to…
)
Modal-like Adjectives
(
necessary, probable, certain, advisable…
)
Modal-like Adverbs
(
necessarily, probably, certainly, perhaps, maybe…
)
Parentheticals
(
I think, I believe, I’m sure…
)Slide24
Comparison of Neutral and
Modalized
Sentences
I suppose it’s possible the cat just may have sat on the mat.
The cat sat on the mat.Slide25
These
modality
words
carry
important
information
and
are
concerned
with
assertion
,
tentativeness
,
commitment
,
detachment and other important aspects of interpersonal meaning. Discourse analysts have presented that modality is crucial in the creation of discourse. Holmes (1988) shows that the larger vocabulary of modal lexical items is often under-presented in the teaching materials. Slide26
Tasks for Teachers and Learners
Is it possible to delimit procedural vocabulary?
What happens if the most common signaling words are not known by learners?
If all languages have text-organizing vocabulary, can the teaching/learning process capitalize on transfer in some ways?