Name : Nur Qalbi Rustan

Reg. Number :20400116033

Class/Semester : PBI 1-2/ VI
Date : Thursday, April 11th, 2019

Task 3: Understanding the Concepts of Discourse, Discourse Analysis and English

Language Teaching

Linguistic is never considered as a science that is statistical in nature, it is permanent,

but it is always considered to be dynamic and always open to make a new discipline from
combining between linguistics and other disciplines.

Last meeting, we study about the reason why we study discourse analysis. There are
three important reasons for the study of discourse analysis, such as academic, practical, and
pedagogical reason.

The title symbolizes the content, to understand the content, we must understand the
title.

To understand the concept of discourse analysis to simply the English language

teaching, there are two things that must be understood, namely, the historical development
of discourse analysis and the theoretical explanation for the concept of discourse analysis.

1. The Genesis of Discourse Analysis

Genesis based on online dictionary, is the origin or the beginning of something. We

must study where the discourse analysis come from, so that when we study the other
interdisciplinary that combine with discourse analysis, we can have understood where the
studies come from.

To understand the origin of the discourse analysis we do not see other approaches
other than the linguistic approach. That linguistics itself undergoes change, from the change
of linguistics, we see the origin of discourse analysis. Nowadays, in general, linguistic theory
has undergone three stages of development they are traditional grammar, structuralism and
functionalism.

2. Traditional Grammar Theory

This theory began to be used in the late 18th and early 19th century first introduced
to the European countries such as Rome and Greek. According to Smith in 2003, the tradition
of grammar theory is the study of the structure as well as the formation of words
(morphology) and sentence (syntax), usually without much reference to sound and meaning.
So we can say that the traditional method provides an approach to the process of learning
the language which focuses on the use of words and word formation in the form of sentences
regardless of the pronunciation aspects and other aspects including the depth of meaning.

In modern linguistics, grammar is known as a whole system or component in the

language. So, the component of the grammar is in sound, in words, in grammar, in meaning,
and in process or culture. Whereas in the traditional method there are only two components,
which are words and arrange several words.

The principle of traditional grammar reflects the prescriptive view that one dialect or
variety of a language is to be valued more highly that others and should be the norm for all
speakers of the language. Therefore, Smith states that traditional grammars include
prescriptive rules that are to be followed and proscriptive rules of usage other rule beside
the standard ones to be avoided.

Early error analysis occurs because this method requires the learner to follow the
Language standard. when the student answers the question, and the answer is not in
accordance with the language standard, the language is corrected by the teacher. So the more
mistakes in learning, the more students will understand the lesson because the teacher takes
an important role in the learning process.

Chomsky's criticism says that the traditional method theory is considered to have
deficiencies. Not strong enough to improve students’ language skills.

The method that emerges from the traditional method is GTM. The most intensive
country using GTM is Japan. So even though there are many criticisms it cannot be denied
that this theory is the way to form a structuralism and functionalism theory.