Discourse Analysis and Grammar Instruction

1990 ◽  
Vol 11 ◽  
pp. 135-151 ◽  
Author(s):  
Marianne Celce-Murcia
Keyword(s):  
Discourse Analysis ◽  
Native Speakers ◽  
Grammar Instruction ◽  
Sentence Level ◽  
Speakers Of Other Languages ◽  
Native Speakers Of English ◽  
State Of Affairs ◽  
Context Free

Only relatively recently has discourse analysis begun to have an impact on how English grammer (i.e., the rules of morphology and syntax) is taught to non-native speakers of English. In fact, a majority of teachers of English to speakers of other languages still conceive of grammer, and thus teach grammer, as a sentence-level phenomenon (if and when they teach it). This state-of-affairs reflects a rather counterproductive view of grammer since, as Bolinger (1968; 1977) has long argued, there are relatively few rules of English grammer that are completely context-free.

scholarly journals NEGOTIATING SOCIAL IDENTITY THROUGH QUESTIONS IN CASUAL CONVERSATIONS: A CRITICAL DISCOURSE ANALYSIS

2017 ◽  
Vol 6 (2) ◽  
pp. 311
Author(s):  
Zulfa Sakhiyya
Keyword(s):  
Discourse Analysis ◽  
Social Identity ◽  
Critical Discourse Analysis ◽  
Native Speakers ◽  
Critical Discourse ◽  
Negotiation Of Identity ◽  
Emerging Patterns ◽  
Native Speakers Of English ◽  
A Site ◽  
Two Stages

Questioning is a potential means to establish identity in social interaction, and thus it helps position oneself in relation to others. However, this relationship between question and social identity remains relatively under-explored in the theoretical territory (Kao & Weng, 2012; Tracy & Naughton, 1994). This paper contributes to this area of inquiry by employing critical discourse analysis in investigating the construction and negotiation of social identity through questions. Data are drawn from four sets of casual conversations I conducted with two native and two non-native speakers of English. Two stages of analysis are carried out. Firstly, I present and distribute the questioning patterns that emerge from the conversation. Secondly, I analyse the questioning process and its relation to the negotiation of social identity. Findings and discussion reveal that social identity is multiple: as a site of struggle and subject to change. The negotiation of identity through questions is evident from the emerging patterns of the length of interrogative form, repetitive questions, and the intensity of social control.

scholarly journals USING YOUTUBE AS MEDIA FOR TEACHING PRONOUNCATION

2019 ◽  
Author(s):  
fitria ainur rohmah sukmawati ◽  
FITRIA AINUR ROHMAH SUKMAWATI
Keyword(s):  
Native Speakers ◽  
Real Life ◽  
College Entrance ◽  
Reading And Writing ◽  
Entrance Exams ◽  
Class Time ◽  
College Entrance Exams ◽  
Limited Class ◽  
Speakers Of Other Languages ◽  
Native Speakers Of English

There are many things that English teachers need to fit into their limited class time—grammar, vocabulary, speaking, listening, reading, and writing. Pronunciation often gets pushed to the bottom of the list. Many teachers say there’s just not enough time to teach pronunciation. Students often think it isn’t that important—after all, it won’t be tested on their college entrance exams! But if students need or want to speak English understandably, pronunciation is important. The days when learners only needed reading and writing skills in English are past. Depending on where you teach, many or all of your students will need to speak and understand English in real life to communicate with both native speakers of English and speakers of other languages. Even if students’ grammar and vocabulary are strong, if their pronunciation isn’t easy to understand, their communication will fail. We owe it to our students to give them the tools they’ll need to be able to communicate successfully in English.

scholarly journals "To ELF or not to ELF?" (English as a Lingua Franca): that's the question for Applied Linguistics in a globalized world

2012 ◽  
Vol 12 (2) ◽  
pp. 249-284 ◽  
Author(s):  
John Robert Schmitz
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Native Speakers Of English ◽  
Anglo American ◽  
State Of Affairs ◽  
Globalized World

The realization that there are today more nonnative speakers than native speakers of English in the world with institutionalized and nativized varieties as well as their own specific communicative, cultural and pragmatic competencies has led to the rethinking of present-day practices in teaching, teacher preparation, and the writing of textbooks. Jenkins' publications (2000, 2003) dealing with the phonology of English and material for teaching English as an international language along with her book English as a Lingua Franca (ELF) (2007) call for the disengagement of the language from Anglo-American native speaker norms. This line of research presents serious questions for Applied Linguistics (AL) and English Language Teaching (ELT) that will, if implemented, entail major changes in that endeavor. The winds of change may indeed be beneficial for some and a threat to others. I argue in this paper for an open mindset with respect to the issues and to the new state of affairs in this globalized world today.

scholarly journals Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks

2020 ◽  
Vol 30 (2) ◽  
pp. 281-296
Author(s):  
Zulma Xiomara Rueda García ◽  
Encarna Atienza Cerezo
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
World Market ◽  
Critical Discourse ◽  
Native Speakers Of English ◽  
Sociocultural Characteristics ◽  
Critical Perspectives

As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.

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