Type of Credit: Elective
Credit(s)
Number of Students
This course is designed for graduate students so as to introduce them to the theories and
practices of discourse analysis, as well as its applications to language teaching. The
skills acquired in this course can prepare students for linguistic research or language
related research. Final grade will be based on class work, contribution to discussion,
presentations, and final paper.
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 patterns. Follow-up topics on discourse analysis will cover
discourse markers, evaluation, stance and classroom discourse.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
Course Schedule & Requirements
Instructor Weeks - Contents
尤雪瑛
Judy H. Y. Yu
7/4 - Introduction to the course
- McCarthy (1991) Chapter 1 What is discourse analysis?
鍾曉芳
Siaw-Fong
Chung
7/9 - Norén et al. (2022). Young students’ treatment of synthetic voicing as
an interactional resource in digital writing
7/11 - Copland (2012). Legitimate talk in feedback conferences
尤雪瑛
Judy H. Y. Yu
7/16 - McCarthy (1991) Chapter 2 Discourse analysis and grammar
7/18 - McCarthy (1991) Chapter 3 Discourse analysis and vocabulary
7/23 McCarthy (1991) Chapter 6 Written language
7/25 - Review
鍾曉芳
Siaw-Fong
Chung
7/30 - Paltridge, Brian (2006). Corpus approaches to discourse analysis
8/1 - Fung & Carter (2007). Discourse markers and spoken English
8/6 - Material Design & Mini Teaching
8/8 - Belmonte (2009) Positioning the reader
8/13 - Research Proposal
8/15 - Flowerdew (2003) A combined corpus and systemic-functional
analysis...
8/20 - Final Presentations I
8/22 - Final Presentations II
8/26(Mon) - Submit Final Paper to Research Building mailbox by noon
(12pm)
Group work (10%)
Project of activities (20%)
Contribution to discussion (10%)
Presentations (10%)
Final paper (50%)
References:
Belmonte, M. I. A. (2009). Positioning the reader: A study on the use of interactive
textual patterns in English written newspaper editorials and articles of opinion.
English Text Construction, 2(1), 48-69. https://doi.org/10.1075/etc.2.1.03alo
Copland, Fiona. 2012. Legitimate Talk in Feedback Conferences. Applied Linguistics,
33(1). 1–20.
Flowerdew, L. (2003), A Combined Corpus and Systemic-Functional Analysis of the
Problem-Solution Pattern in a Student and Professional Corpus of Technical
Writing. TESOL Quarterly, 37: 489-511. https://doi.org/10.2307/3588401
Fung, L., & Carter, R. 2007. Discourse markers and spoken English: Native and learner
use in pedagogic settings. Applied linguistics, 28(3), 410-439.
McCarthy, Michael. 1991. Discourse Analysis for Language Teachers. Cambridge:
Cambridge University Press.
Norén, Niklas, Helen Melander Bowden & Ann-Carita Evaldsson 2022. Young students’
treatment of synthetic voicing as an interactional resource in digital writing.
Classroom Discourse. 13:3, 241-263, DOI: 10.1080/19463014.2020.1814367
Paltridge, Brian (2006). “Corpus approaches to discourse analysis”, Discourse Analysis:
An Introduction (155-177). Chapter 7. Bloomsbury Academic.
Wang, Zhan & Ming Ming Chiu. 2023. Multi-discourse Modes in Student Writing:
Effects of Combining Narrative and Argument Discourse Modes on
Argumentative Essay Scores. Applied Linguistic. amac073, 1–22.
https://doi.org/10.1093/applin/amac073