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LING-558 Discourse Analysis for Language Teachers
Fall only
Using insights from several discourse/pragmatic perspectives, this course focuses on spoken communication with a special emphasis on how these perspectives can be effectively used to examine second language communication. A primary aim will be to elucidate how native speakers of English typically use a range of discourse structuring cues to signal focus, information status, interpersonal involvement, etc. A second aim will be to consider how insights gained from discourse/pragmatic analysis might be effectively applied to second language learning and pedagogical issues. The overall goal will be to develop analytical skills for the purposes of research and teaching.
We will consider how various discourse approaches can clarify our understanding of second language communication patterns, including cross-cultural communication breakdowns, as well as inform daily classroom teaching practices, assessment measures and materials development. Throughout the semester, we will be involved in analysis of videotaped discourse, with special emphasis on classroom discourse and native speaker-non-native speaker interaction.
Students will be expected to participate in both small group and short individual projects. The final research project will be a paper, approximately 15 pages in length, which reflects original research.
No previous work in discourse analysis or pragmatics is required. This class meets the discourse area distribution requirement.
Credits: 3
Prerequisites: None
Sections:
LING-558-01 Discourse Analysis for Language Teachers
Fall only
Using insights from several discourse/pragmatic perspectives, this course focuses on spoken communication with a special emphasis on how these perspectives can be effectively used to examine second language communication. A primary aim will be to elucidate how native speakers of English typically use a range of discourse structuring cues to signal focus, information status, interpersonal involvement, etc. A second aim will be to consider how insights gained from discourse/pragmatic analysis might be effectively applied to second language learning and pedagogical issues. The overall goal will be to develop analytical skills for the purposes of research and teaching.
We will consider how various discourse approaches can clarify our understanding of second language communication patterns, including cross-cultural communication breakdowns, as well as inform daily classroom teaching practices, assessment measures and materials development. Throughout the semester, we will be involved in analysis of videotaped discourse, with special emphasis on classroom discourse and native speaker-non-native speaker interaction.
Students will be expected to participate in both small group and short individual projects. The final research project will be a paper, approximately 15 pages in length, which reflects original research.
No previous work in discourse analysis or pragmatics is required. This class meets the discourse area distribution requirement.
Credits: 3
Prerequisites: None
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