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Cavite State University

shall provide excellent, equitable and
CvSU Vision relevant educational opportunities in
The premier Republic of the Philippines the art, sciences and technology
university in the historic Cavite through quality instruction and
recognized for excellence in the CAVITE STATE UNIVERSITY responsive research and development
development of globally
competitive and morally upright
Carmona Campus activities.
It shall produce
individuals Market Road, Carmona, Cavite professional, skilled and morally upright
individuals for global competitiveness.
(046) 430-3509/cvsu.carmonacaampus@gmail.com
www.cvsu.edu.ph

DE CANO, DHAREN P. 11/9/2019

1801-00346 BSE ENGLISH 2A

BSEE 110 STYLISTICS AND DISCOURSE ANALYSIS

INSTRUCTOR: MR. FED MENDOZA

REACTION PAPER # 7: DISCOURSE ANALYSIS AND LANGUAGE TEACHING

ELITE OLSHTAN AND MARIANNE CELCE-MURCIA

I. SUMMARY
 Unique discourse community consisting of a group of people sharing
knowledge, beliefs, values, physical environment, objectives and interests.
 Enable learners to be able to communicate, even at a limited scope, using the
target language in order to give learners real opportunities to experience and
practice communication.
 Concerned with intended meaning and sequential relationships transmitted
within context, while pragmatics is concerned with the interpreted meaning
from linguistic processing and social interaction.
 It helps learner to interact with texts by involving them in making choices with
respect to the reading text to become independent readers.
 It has two main types of processes when applying language for
communication: the transferring ideas and intentions to an interpreting and
analyzing the text produced by an interlocutor.

II. REACTION
The notions of the author in discourse analysis and language teaching
focus on the utilization of discourse analysis in second language teaching and
learning. In line with it are the examples and how teachers will be able to enhance
their teaching methods through factual language application both inside and
outside of the classroom. They also emphasize how the learner can grasp language
through exposure over various types of discourse. However, it shows that the
learners ability to develop language competency is only limited. This is because of
the confined number of hours that the teachers and students have; limited
opportunities to interact with native speakers. Minimal exposure to the different
factors such as character, speech events, and discourse type that arise outside the
classroom also affects the language acquisition. Having the limited time available
for learners to practice their target language, teachers should maximize
opportunities for student participation. So, classroom research maybe one of the
 approach that the teachers should consider to monitor both the quantity and
quality of students' productivity.

III. CONLUSION
Generally, educators can use discourse analysis not only as a research
method for analyzing their own instruction process on the other hand it can be an
avenue for studying synergy among learners. Through discourse analysis the
learners can scrutinize what language is and by what method is used to acquire
communicative target in various situation. Hence discourse analysis can support to
construct second language learning settings that precisely reflects how speech is
practiced and inspire learners toward their goal of competency in another
language.