Type of Credit: Elective
Credit(s)
Number of Students
This course is to introduce students to the study of discourse analysis and its application to English teaching.
能力項目說明
A general review of discourse studies will be the focus of the class in the first few weeks, which characterizes the nature of discourse analysis and relationships between sentence structure and discourse grammar. Follow-up topics on discourse analysis will cover coherence, discourse structure, information distribution and topic continuity. Finally, traditional grammatical issues concerning the use of conjunctions, subordination and tense-aspect will be reexamined from the discourse perspective.
|
|
Tentative Schedule
1. Linguistics and language teaching
Hughes and McCarthy, 1998
Larsen-Freeman, 2000
Richards and Rodgers, 1995
2. What is discourse analysis
McCarthy, 1991 Chapter 1
3. Discourse analysis and grammar
McCarthy, 1991 Chapter 2
4. Discourse analysis and vocabulary
McCarthy, 1991 Chapter 3
5. Discourse analysis and phonology
McCarthy, 1991 Chapter 4
Spoken language
McCarthy, 1991 Chapter 5
6. Written language
McCarthy, 1991 Chapter 6
Mid-term report: Application of DA to grammar/vocabulary instruction
7. Discourse community
Olshtain & Celce-Murcia, 2001
Anton, 1999
8. Markers and marked structures
Schleppegrell, 1996
Bardovi-Harleg, 1990
9. English Tense
Riddle, 1986
Randriamasimanana, 1987
10.Iconicity
Givon, 1987
Ji, 2007
11. Coherence
Johns, 1986
Final project discussion: Application of DA to teaching the four skills
12. Academic writing
Hyland, 2008
Du Bois, 2007
13. Spoken discourse analysis (I)
McCarthy and Carter, 2002
Jung, 2003
14. Spoken discourse analysis (II)
Mauranen, 2004
Wichmann, 2000
15. Final project presentation
|
Requirement |
|
1. Participating in discussion and oral report 2. Designing teaching activities 3. Conducting a teaching project
Tentative Evaluation System:
|
|
Textbook |
|
McCarthy, Michael. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press. Supplementary readings.
|