Universidad Autónoma de Chiriquí

Master in English with Emphasis on Methodology – Structure of American

English Executive Summary

Title of the article: Discourse

Participant: Angie Araúz.

What I SUMMARY
remembered:
The interaction
in the Discourse represents the contextual significance of grammar, it is
classroom
between
focused on obtaining the meaning behind the utilization of specific
teacher and forms and the situations in which they occur, constituting a valuable
learners is one
of the most source of corpora materials for l2 learners. There is a resurgent
important aspect of discourse analysis in teaching, and that is its focus on the
ways for
learners to speaking aspect, previously discourse was taught with fictional
gain input in grammar sentences isolated from the real occurring situations and
the language
they are trying the authentic dialogues were relegated to recordings or transcripts.
to learn. Nowadays the paradigm of language teaching has shifted towards
What I reinforced a focus on authentic corpora (core), an example of these real
The teacher classroom’s exchanges are transactions. They refer to discourse
can construct
genuine markers that signal how speakers monitor what they hear in real
opportunities time using expressions such as: Ok, then, anyways, to emphasize
to maximize
the learning the ending of a conversation. In addition, transactions entail three
chances
situations to be aware of when exchanging language in a
What I learned classroom. First, question and answer sequences, second,
Conversation students responding to instructions, third, students listening for
analysis
information, all of these constitute the formation of real discourse
corpora in the class. Nonetheless, there are several aspects to
address when teaching discourse such as: the approach of
discourse usage either of the management of material used
Important throughout the activities in the classroom or skills centered modes
aspects…
(language practice and language skills), all related to the teacher´s
intent, material being relegated to the use of corpora to illustrate
The IRFpatterns specific structures of the language to be taught ; managerial
are impactful in
such a way that
concerning how students formulate utterances for classroom
they influence application. Lastly, skills focus that aims to increase registration for
colloquial
vocabulary purposes. Another aspect to consider when talking
structures.
about discourse is conversation analysis that refers to the
colloquial use of dialogue to communicate with a more pragmatic
Reducing the
teacher’s talking register which entails connotations unfamiliar with academic
time (TTT) is not standards, backchannels and expressions for monitoring. For
all in order to
instance, implementing discourse in a language class ought to be
allow the IRF but
to promote a constrained by the context of the learning environment, contingent
communicative to the principles of teaching discourse. These principles of teaching
environment for
the learners to discourse calls for the teacher to learn to observe the discourse
apply their prior process in the classroom; to plan lessons that enable natural
and subsequent conversations and genuine communication between peers and the
knowledge
throughout the teacher. Furthermore, the teacher ought to promote that the
recurrent learner’s dialogue outcome retains blackchannels and
practice.
transactions meaningful and useful in real life conversations. On
the other hand, recorded audios (radio, tv shows, podcasts or even
The use of SETT to
the teacher´s own recordings) and role plays performed by the
monitor the
different mode that learners, are as well resources that diminishes the stress that
occur in the
speaking spontaneously may carry.
classroom.
Other discussed principles encourage the teacher to build up an
environment where real world discourse is approachable and
where the learners are exposed to the L2, therefore, for them to
feel engaged yet confident to express his ideas throughout
conversation.

Conclusively, we can attest that discourse analysis is one of the

cornerstones of language instruction. Thus,as teachers we must
collect authentic dialogues to prepare students for the real
world .
Magister Yessenia González D.