scholarly journals The Application of Discourse Analysis in English Intensive Reading Teaching

2019 ◽  
Vol 3 (4) ◽  
pp. 78
Author(s):  
Shousheng Pang
Keyword(s):  
Discourse Analysis ◽  
Language Use ◽  
Teaching Method ◽  
Reading Level ◽  
Discourse Structure ◽  
Starting Point ◽  
Intensive Reading ◽  
Specific Implementation ◽  
Reading Teaching

<p>This paper takes the discourse analysis teaching method as the starting point, interprets the necessity of discourse analysis in the teaching of English intensive reading and discusses the specific implementation and application of discourse analysis in the teaching of English intensive reading from the perspective of discourse structure, in order to improve the overall reading level of students, cultivate their comprehensive ability of language use and improve the effect of English intensive reading teaching.</p>

From intensive reading teaching to outcome-based teaching: An empirical study on English reading in China

2021 ◽  
pp. 002072092098351
Author(s):  
Di Qi ◽  
Azizah Rajab ◽  
Nur’ain Balqis Haladin
Keyword(s):  
Empirical Study ◽  
Reading Ability ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Extensive Reading ◽  
Efl Learners ◽  
English Reading ◽  
Data Collection And Analysis ◽  
Intensive Reading ◽  
Reading Teaching

Chinese EFL learners’ reading ability is one of the important cores for the cultivation of their English competencies. Taking the extensive reading course as an example, this paper integrated the OBE concept into the course teaching design. An empirical study was designed to explore whether the teaching model OBE can effectively improve students’ reading proficiency and students’ perspectives towards the Outcome Based teaching method. Finally, some suggestions for further research were proposed based upon the data collection and analysis.

Attitudinal stance towards the anti-extradition bill movement in China Daily and South China Morning Post

2021 ◽  
Author(s):  
Xiuling Cao ◽  
Danqi Zhang ◽  
Qianjun Luo
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
South China ◽  
Language Use ◽  
Critical Discourse ◽  
Appraisal Theory ◽  
South China Morning ◽  
China Daily

Abstract Based on Appraisal Theory and critical discourse analysis, this corpus-assisted study examines how China Daily (CD) and South China Morning Post (SCMP) used appraisal resources to express their respective stances towards the anti-extradition bill movement. The results show that both newspapers employed negative resources of Judgement and the predication strategy to convey their stance, but SCMP seemed more refrained in the use of appraisal resources. CD openly stated that any illegal actions should be punished, and SCMP also criticised these actions. Besides, CD emphasized the consequences brought by violence and attributed the breakout of the protests to the opposition camp’s political intention for their own benefit, whereas SCMP highlighted Hong Kongers’ widespread opposition to the bill. These differences in language use and stance might be explained by the different press systems they respectively belong to and related to their respective historical and socio-political contexts.

scholarly journals Research on Application-oriented Teaching System under the Background of "Internet +"

2019 ◽  
Vol 3 (2) ◽  
pp. 26
Author(s):  
Gang Chen ◽  
Chunzhi Zhang
Keyword(s):  
Teaching Method ◽  
The Internet ◽  
Teaching Model ◽  
Universities And Colleges ◽  
Teaching System ◽  
Network Information ◽  
Development Path ◽  
Starting Point ◽  
Research On Application ◽  
Internet Development

<p>With the popularity of network information technology, the Internet has gradually infiltrated to people's life and even changed their lifestyles. People use Internet thinking to solve all the problems they encounter. Therefore, people's life is inseparable from the Internet. In the field of education, the "Internet" also plays its role. Universities and colleges continue to improve the teaching system and form a student-led teaching method, which is consistent with the Internet development speed. Taking the diversified teaching model as the starting point, we will deeply study the development path of the application-oriented teaching system under the "Internet +".</p>

scholarly journals LANGUAGE VARIATIONS IN DEPOK: A STUDY OF LINGUISTIC LANDSCAPE AND DIALECTOLOGY

2019 ◽  
Author(s):  
Sri Munawarah ◽  
Frans Asisi Datang
Keyword(s):  
Local Government ◽  
Qualitative Study ◽  
Regional Variation ◽  
Language Use ◽  
Written Language ◽  
Linguistic Landscape ◽  
Language Varieties ◽  
Language Variety ◽  
Starting Point ◽  
Public Landscapes

Written languages are present in various media in public landscapes, such as notice boards, banners, or bumper stickers. Studying these simple signs is the starting point in observing how a language variety exists and interacts with other languages. It is interesting to study how the instances of written texts found in public landscapes can be an indicator of what language variety is actually used by the inhabitants of Depok. Based on its history and its geography, a hypothesis states that many speakers of Betawi language and Sundanese reside in Depok. The study is aimed at demonstrating the written language varieties found in Depok public landscapes based on written evidence which are compared with language varieties based on the regional variation (dialectology). This qualitative study used the sociogeolinguistic approach combining sociolinguistics, linguistic landscape, and dialectology (geolinguistics). The results show there are two language use distributions in Depok, the Sundanese and the Betawi language. From the landscapes, Betawi language is used in billboards, restaurant signboards, and local government banners. The study is useful for the local government in their efforts to confirm the identity of Depok people.

A Tool for Discourse Analysis and Visualization

2013 ◽  
Vol 5 (2) ◽  
pp. 55-71 ◽  
Author(s):  
Costin-Gabriel Chiru ◽  
Stefan Trausan-Matu
Keyword(s):  
Discourse Analysis ◽  
Intrinsic Structure ◽  
Fine Grained ◽  
Construction Of Knowledge ◽  
Cultural Paradigms ◽  
Starting Point ◽  
Social Construction Of Knowledge ◽  
Before And After ◽  
The Difference ◽  
Polyphonic Model

In this paper the authors present a system that combines the cognitive and socio-cultural paradigms in the field of discourse analysis in order to analyze both texts written by only one author (for example narrations) and those written collaboratively (chat conversations, blogs, wikis, forums). The novelty of their approach is that the majority of the existing applications are oriented on analyzing only one of these two types, an adaptation being necessary for the analysis of the other type. Another advantage of the presented system is that since it is centered on a dialogistic polyphonic model considering topics as inter-animated voices, it could show the difference between coarse- and fine-grained coherence in discourse, therefore allowing the analysis of a text from two different viewpoints: a) its intrinsic structure and cohesion and b) how well this text fits in a stream of texts (whether it is or not cohesive with the texts before and after it). The dialogistic polyphonic model was used as a starting point for a method for analyzing collaboration and social construction of knowledge in groups and communities using textual interactions, and for several implemented systems for providing computerized support to the analysis method through visualizations and feedback generation.

The interactional making of a “true transsexual”: Language and (dis)identification in trans-specific healthcare

2019 ◽  
Vol 2019 (256) ◽  
pp. 21-55 ◽  
Author(s):  
Rodrigo Borba
Keyword(s):  
Discourse Analysis ◽  
Gender Identity ◽  
Mental Disorder ◽  
Diagnostic Criteria ◽  
Language Use ◽  
Knowledge Systems ◽  
Identity Performance ◽  
Interactional Analysis ◽  
In Trans

Abstract Can the transsexual subject speak in their own terms? This is the question this article addresses. Grounded on a Foucauldian genealogical approach to discourse analysis and on Goffmanian-inspired interactional analysis, it investigates how knowledge systems that pathologise transsexuality as a mental disorder get gradually embodied (and spoken) in consultations at a Brazilian gender identity clinic. The analysis follows the interactional history a trans woman had with the clinic’s psychologist and traces the intertextual links that connect various consultations in time. This series of encounters constitutes a socialisation trajectory during which the trans client is led to speak a language that is not hers in order to frame an identity performance within the diagnostic criteria for the identification of “true transsexuals”. The article, thus, contributes to three areas for the study of transgender and language: (1) it investigates how transsexual people are led to speak a language that is not their own (the problems of agency and trans-autonomy); (2) it points to the centrality of studying how others speak to transsexual people – a gap identified by Don Kulick but which remains under-investigated; and (3) it highlights the importance of language use for the design of trans-positive and trans-affirmative healthcare practices.

Rites of rivalry

2002 ◽  
Vol 3 (1) ◽  
pp. 61-106 ◽  
Author(s):  
Marcel Bax
Keyword(s):  
Discourse Analysis ◽  
Characteristic Feature ◽  
Language Use ◽  
Indirect Communication ◽  
Significant Issue ◽  
Primary Stage ◽  
Linguistic Communication ◽  
Modern Times ◽  
Linguistic Strategies ◽  
Over Time

The indirect conveyance of functional meaning is a conspicuous and thoroughly studied characteristic of contemporary linguistic practice. Even so, in addition to seeming “something natural” indirect language use appears to be a universally spread phenomenon, and both factors may have caused students in the fields of pragmatics and discourse analysis to generally overlook the significant issue of whether or not indirectness was a characteristic feature of earlier forms of linguistic communication as well and, if such is the case, how in bygone eras non-literal meanings were imparted. The overall lack of historical and diachronic perspectives on indirect language use implies that there are to date no theories explaining its origin and development over time. In this article, I shall argue that currently prevailing modes such as conventional and inferential indirectness are historically speaking rather recent innovations, and that in pre-modern times indirect pragmatic meaning was established in a markedly different fashion. Taking the mediaeval pre-combat dialogue and some of its earlier manifestations as my focal material, I will try to establish that ritual interaction, more particularly the time-honoured altercation rite, marks a primary stage in the development of indirect communication. Considering the conceptual links between ritual behaviour and indirect language use, I will contend that oral ritual is a precursor of the now prevailing linguistic strategies for being indirect.

scholarly journals An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School

2020 ◽  
Vol 15 (02) ◽  
pp. 98
Author(s):  
Xuequan Pan ◽  
Zhixin Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Teaching Experiment ◽  
Senior High School ◽  
Teaching Approach ◽  
School Students ◽  
English Reading ◽  
Reading Teaching

English Reading skill is one of the most important skills for senior high school students who learn English as a foreign language (EFL). However, the present ELF teaching method is still teacher-centered which neglects students’ learning interest and their participation in the process of teaching. In 1990s, Western scholars proposed multi-modal theory which suggests that semiotic resources (sound, images, video, animation, motion, color, facial expressions, etc.) can be used to stimulate different senses of students so as to improve their learning efficiency. The present study is intended to apply the multi-modal approach to EFL reading teaching in senior high school and tries to find out whether the multimodal teaching can stimulate students’ interest in English reading and improve their reading proficiency. In this study, with students of a high school in Anhui in China as the research subjects, an English reading teaching experiment was carried out. The analysis of data collected from reading tests and questionnaires indicates that the application of multi-modal teaching approach in high school EFL reading teaching can stimulate students’ interest in English reading and improve students’ English reading proficiency, and that most students take a positive attitude towards multimodal teaching approach.

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