ENG213CA1-REVISION

Question One
How distinct are endophoric from exophoric referring expressions. Provide an example under
each description in your answer.

Endophoric referring expressions are found within the language used.

They exixt in two categories:
1. Anaphora
 It refers to a procedure whereby the identity of someone or something is given at
the beginning, and thereafter the person or thing is referred to using a pronoun.

Eg. “I have known Mystic for two years now. The first time I met him, he was
staying with his friend Tiko in Lilongwe.”

2. Cataphora.
 The procedure for this type of referring expression is that we are given pronouns
first, and are kept in suspense as to the identity of the thing or person until later on
in the discourse.
Eg.
“She has never tried to defend her position in public. And it is for this reason that many
people do not understand her. The only person who can clear this is perhaps herself.
Almost everybody agrees that Sheila is indeed very difficult to understand.”
Exophoric referring expressions are those whose meaning is established by looking at facts
outside the language used.
Eg.
“Where shall I put it?”

Question Two
In what way does fusion of Discourse Analysis and modern language teaching surpass traditional
language teaching? Provide three points on Discourse analysis and two on Traditional language
teaching.

Traditional Language teaching

1. Traditionally, language teachers concentrated only on pronunciation, grammar
and vocabulary. It is most unfortunate that even now a few teachers still
follow this approach. However, this approach does not work effectively.
 2. In the Traditional Language teaching, other skills that learners need to
develop to become proficient communicators were left out. Therefore it was
very hard to produce competent communicators of language.
Fusion of Discourse Analysis and Modern Language teaching
1. Teaching should ensure integration of a number of skills.
-These are: Listening, Speaking, Reading, Writing, Critical thinking and
reasoning skills and sentence structure and language use.
2. Teachers should also teach the various aspects beyond language itself, which
have a bearing on the interpretation of meaning.
Eg. Paralinguistic features (non-verbal symbols used in communication),
like gestures, facial expression, and so forth.
3. Emphasis should be put on discourse markers. In both spoken and written
discourse, the speaker or writer produces not only strings of nouns, verbs and
adjectives, but uses form to provide structure.
 These forms have various functions. However, they generally show
relationship between ideas or information in a given text.
Eg. “Well” is a typical discourse marker in English.

Question Three
Describe three types of meaning relation in cohesive ties and provide two examples in each
case.

1. Co-referentiality
 This is a relationship of situational identity of reference. That is,
different items are used in such a way that they refer to the same thing
because of the situation they are used in.
Eg. Timo is my lovely brother. He took care of me when I was young.

-Have you ever seen a mango tree? It has lots of branches.

2. Co-classification
 It is a kind of meaning relation whereby the things, processes or
circumstances to which the two members (A and B) refer belong
to an identical class. However, each end of the cohesive tie refers
to a distinct member of the class.
 Eg. “Charles plays basketball. His girlfriend does too.”
-Singatiya is very argumentative. So is her husband.
3. Co-extension
 In this meaning relation, the two members of a tie refer to
something within the same general field of meaning.
Eg. Her liking for baboons equals mine. I too have fondness on
game, but actually on monkeys.
-Teach me how to sport petals on a flower. I can identify
leaves on my own.