Discourse Analysis and Conversation Analysis Diskurs und Konversationsanalyse

2004 ◽  
Keyword(s):  
Discourse Analysis ◽  
Conversation Analysis

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

Research into practice: The influence of discourse studies on language descriptions and task design in published ELT materials

2015 ◽  
Vol 48 (4) ◽  
pp. 506-530 ◽  
Author(s):  
Alex Gilmore
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
English Language ◽  
Language Teachers ◽  
Corpus Analysis ◽  
English Language Teaching ◽  
Genre Analysis ◽  
Discourse Studies

Discourse studies is a vast, multidisciplinary, and rapidly expanding area of research, embracing a range of approaches including discourse analysis, corpus analysis, conversation analysis, interactional sociolinguistics, critical discourse analysis, genre analysis and multimodal discourse analysis. Each approach offers its own unique perspective on discourse, focusing variably on text, context or a range of semiotic modes. Together, they provide foreign language teachers and material designers with new insights into language, and are beginning to have an observable impact on published English Language Teaching (ELT) materials. This paper examines the ways in which the four approaches with the strongest links to the ELT profession (corpus analysis, conversation analysis, discourse analysis and genre analysis) have found their way into language learning materials, and offers some suggestions on how discourse studies may influence ELT classrooms in the future.

CONVERSATION ANALYSIS AS A DISCOURSE ANALYSIS METHOD

2020 ◽  
pp. 40-46
Author(s):  
Elena Vasilievna Bastun ◽  
Tat'yana Aleksandrovna Ostrovskaya
Keyword(s):  
Discourse Analysis ◽  
Conversation Analysis ◽  
Analysis Method

What should we teach about the spoken language?

1994 ◽  
Vol 17 (2) ◽  
pp. 104-120 ◽  
Author(s):  
Michael McCarthy
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Conversation Analysis ◽  
Final Section ◽  
Spoken Language ◽  
Language Awareness ◽  
Spoken English ◽  
Core Set ◽  
Form Part ◽  
Oral Component

Abstract This paper sets out to address the problem of just what, from the vast amount of research now available into the spoken language, can and ought to form part of the oral component of a second or foreign language course. Exemplification is principally based on spoken English from the British Isles, but reference is made, where appropriate, to other modern languages. Structural, interactive, generic and contextual constraints are discussed in terms of their implications for teaching, and a core set of features are highlighted. Some results of discourse analysis and conversation analysis are argued as better treated within the domain of cross-cultural studies, and other features of spoken language usually considered within the domain of discourse analysis are proposed for inclusion within the lexico-grammatical areas of the syllabus. Methodological implications are discussed in the final section, where it is argued that traditional ‘presentational’ approaches to language teaching need to be rethought and supplemented by more inductive- and language awareness based activities.

scholarly journals Co-authoring desistance narratives: Analysing interactions in groupwork for addressing sexual offending

2019 ◽  
pp. 174889581986310
Author(s):  
Eve Mullins ◽  
Steve Kirkwood
Keyword(s):  
Discourse Analysis ◽  
Criminal Justice ◽  
Conversation Analysis ◽  
Sexual Offending ◽  
Social Identities ◽  
Video Recordings ◽  
Research Interviews ◽  
Desistance From Crime ◽  
Criminal Justice Practitioners

Research and theory suggest that desistance narratives and pro-social identities are key to the process of desistance from crime. However, little research has examined how desistance narratives and related identities are produced in contexts other than research interviews or how core correctional skills intersect with the development of these narratives or identities. This study applies discourse analysis and conversation analysis to transcripts of 12 video-recordings of groupwork sessions for addressing sexual offending, examining how desistance narratives and identities are produced, and how practitioner skills and conversational styles intersect with their production. The analysis illustrates how criminal justice practitioners help to co-author desistance narratives through subtle and explicit aspects of interaction, although certain orientations to risk may limit this potential.

Making visible an ideological dilemma in an interview narrative about social trauma

2008 ◽  
Vol 18 (2) ◽  
pp. 187-205 ◽  
Author(s):  
Greer Cavallaro Johnson
Keyword(s):  
World War Ii ◽  
Discourse Analysis ◽  
Narrative Inquiry ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Critical Discourse ◽  
World War ◽  
Social Trauma ◽  
The Social

This article builds on contemporary understandings that identity is accomplished interactionally and discursively through storyteller/interviewer engagement inside the telling of the story. It introduces a new notion of narrative inquiry through the concept of “transactional positioning” to achieve an imagined interaction between a listener outside the institutional interview context and a tale told in an interview narrative some time ago. Texts are arranged by a select listener in a pre-thought out way to imaginatively fill gaps between what the narrator said and what he could have said during the interview but did not. The intertextual activity on the part of the listener aims to expand, retrospectively, the positioning of the interviewee so as to make more visible his ideological dilemma, uncovered through conversation analysis and critical discourse analysis of an interview narrative about the social trauma of being an Italian-Australian interned during World War II.

Women, men, and type of talk: What makes the difference?

1996 ◽  
Vol 25 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Alice F. Freed ◽  
Alice Greenwood
Keyword(s):  
Discourse Analysis ◽  
Conversation Analysis ◽  
Equal Frequency ◽  
Conversational Context ◽  
Female Speech ◽  
Tag Questions ◽  
The Difference ◽  
The Individual ◽  
Individual Speaker

ABSTRACTIn a study of dyadic conversations between four female and four male pairs of friends, the use of the phrase you know and questions are examined within three types of discourse. Women and men are found to use these features with equal frequency; and all speakers, regardless of sex or gender, use them in comparable ways. Although these particular discourse features have been previously associated with a female speech style, the results of this study show that it is the particular requirements associated with the three types of talk that motivate their use, and not the sex or gender of the individual speaker. The problems of generalizing about the characteristics of female or male speech, outside of a particular conversational context, are discussed; and it is shown that a gendered style cannot be adequately defined by counting individual speech variables removed from the specifics of the talk context. (Gender, questions, tag questions, discourse analysis, conversation analysis)

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