DISCOURSE ANALYSIS IS STUDY OF

RELATIONSHIP BETWEEN LANGUAGE AND

THE CONTEXT IN WHICH IT IS USED.
1. A BRIEF HISTORICAL REVIEW

1. ZELLIG HARRIS (1952) DISTRIBUTION OF LINGUISTICS ELEMENTS AND THE LINKS BETWEEN TEXT AND ITS SOCIAL
SETTING.
2. DELL HYMES (1964) SOCIOLOGICAL PERSPECTIVE, SPEECH IN ITS SOCIAL SETTING/
3. AUSTIN (1962) SCARLE (1969) GRICE (1975) STUDY OF LANGUAGE AS SOCIAL ACTION, SPEECH-ACT THEORY
CONVERSATIONAL MAXIMS AND PRAGMATICS (STUDY OF MEANING IN CONTEXT)
4. HALLIDAY (1973) INFLUENCE BRITISH DISCOUSE ANALYSIS, SOCIAL FUNCTION OF LANGUAGE ANT THEMATIC AND
INFORMATIONAL STRUCTURE OF SPEECH AND WRITING.
5. SINCLAIR AND COULTHARD (1975) IMPORTANT IN BRITAIN DESCRIPTION OF TEACHER – PUPIL TALK, BASED ON
HIERARCHY OF DISCOURSE UNITS. DOCTOR – PATIENT INTERACTION, INTERVIEW, MONOLOGUES,ETC.
6. GUMPERZ AND HYMES (1972) AMERICAN DISCOURSE , OBSERVATION OF GROUPS OF PEOPLE COMMUNICATING
IN NATURAL SETTINGS . STORY TELLLING, GREETING RITUALS, AND VERBAL DUELS.
7. GOFFMAN (1976,1979) SACKS, JEFFERSON(1974) CONVERSATIONAL NORMS, TURN TAKING, SPOKEN
INTERACTIONS.
2. FORM AND FUNCTION

THE DISCOURSE CAN BE INTERPRETED ACCORDING TO THE FORM AND THE FUNCTION OF THE
UTTERANCES.
THE GRAMMATICAL FORM AND THE COMMUNICATIVE OF THE UTTERANCES CAN CHANGE THE
MEANING. THERE ARE VARIABLES THAT CAN CHANGE THE UTTERANCES, FOR EXAMPLE:
• THE TONE CONTOUR ( THE DIRECTION OF THE PITCH, WEATHER IT RISES OR FALLS)
• THE VOICE (PITCH LEVEL)
EXAMPLE: DID I MAKE A FOOL OF MYSELF
FORM AND FUNCTION MUST BE SEPARATED TO UNDERSTAND WHAT IS HAPPENING IN
DISCOURSE.
3. SPEECH ACTS AND DISCOURSE STRUCTURES

SPEECH ACTS: WHEN WE SAY THAT A PARTICULAR BIT OF SPEECH OR

WRITING IS A REQUEST, AN INSTRUCTION OR AND EXEMPLIFICATION,
WE CONCENTRATE IN HOW THE LISTENER OR SUPPOSED TO REACT.
• WE CAN INTERPRET THE SPEECH ACTS IN A FORM WHEN IT IS WRITTEN
BUT IN A DIFFERENT FORM WHEN IT IS SPOKEN.
• THE CONTEXT OF THE SITUATION MUST BE ANALYZED FIRST.
4.-THE SCOPE OF DISCOURSE ANALYSIS

• DISCOURSE ANALYISIS IS INTERESTED IN THE DESCRIPTION AND

ANALYSIS OF THE WRITTEN AND SPOKEN INTERACTION.
• IT GOES BEYOND A SIMPLE INTUITION , PREJUDGMENT OF
GRAMMAR ASPECTS, VOCABULARY OR INTONATION PATTERNS.
• THIS STUDY IS DEEPER AND CONCENTRATES IN NATURAL
DISCOURSE.
5. SPOKEN DISCOURSE: MODELS OF ANALYSIS

ONE FORM OF ANALYZING IS THE FRAMING MOVE AND TRANSACTIONS

• FRAMING MOVE REFERS TO THE WORDS USE IN ORDER TO INTERACT IN
CONVERSATIONS , FOR EXAMPLE: OKAY, RIGHT, SO, ETC.
• THE TWO FRAMING MOVES, TOGETHER WITH THE QUESTION AND
ANSWER SEQUENCE THAT FALLS BETWEEN THEM ARE CALLED
TRANSACTIONS.
• IT IS GIVEN IN CLASSROOMS.
6. CONVERSATIONS OUTSIDE THE CLASSROOM

THE REAL CONVERSATIONS ARE NOT IN THE CLASSROOMS, RATHER THEY ARE
OUTSIDE THEM. REAL SITUATIONS
CONVERSATIONS OUTSIDE THE CLASSROOM VARY IN THE DEGREE OF
STRUCTUREDESNESS. THE DIFFERENCE IS THE KINDS OF SPEECH –ACT LEVELS
7. TALK AS A SOCIAL ACTIVITY

PEOPLE IS INTERESTED IN HOW COOPERATE TO THE DISCOURSE OR

CONVERSATION RATHER THAN BUILDING ELABORATE MODELS OF
STRUCTURES AS WOULD BE GIVEN IN A CLASSROOM.
• THE FLOW OF THE CONVERSATION IS NATURAL ACCORDING TO THE CONTEXT.
• APPARENTLY, THERE IS NOT ORGANIZATION BUT IT IS HOW TAKES A SOCIAL
ACTIVITY WITH A REAL CONVERSATION.
8. WRITTEN DISCOURSE

THE WRITER HAS TIME TO THINK WHAT TO WRITE.

• THE SENTENCES ARE USUALLY WELL FORMED.
• THERE ARE SOME GRAMMATICAL REGULARITIES OBSERVABLE FOR WRITING
SENTENCES, PARAGRAPHS AND TEXTS.
• COHESION IS ONE OF THE REGULARITIES TO BE SEEN WHEN WRITING TEXTS.
• EXAMPLE: CARLOS IS MY BROTHER. HE IS 28 YEARS OLD. THE COHESION HERE IS
CARLOS AND HE.
• BESIDES THIS PHRASES HAVE COHERENCE BECAUSE THE SECOND SENTENCE IS
GIVING INFORMATION ABOUT CARLOS.
9. INTERPRETATION AND TEXT
INTERPRETER IS MAKING SENSE OF A TEXT.
IT DEPENDS AN WHAT A READER UNDERSTAND AND WHAT THE AUTHOR PUT IN THE TEXT

THE INTERPRETATION CAN BE SEEN AS A SET OF PROCEDURES

THE READERS HAS TO :

MAKE INFERENCES
ASSES CONSTANTLY
PERCEIVE THE GOALS AND AIM OF THE TEXT
MAKE A MENTAL WORK TO PERCEIVE THE COHESIVENESS AND COHERENCE OF THE TEXT
10. LANGUAGE PATTERN IN TEXT

- LARGER PATTERNS MAY BE FOUND IN TEXTS AND ARE OBJECTS OF INTERPRETATION

- LARGER PATTERNS LIKE PROBLEM – SOLUTION ARE CULTURALLY INGRAINED, BUT IT

IS FOUND IN SEQUENCE OF TEXTUAL SEGMENT.

- THE SEQUENCE, SITUATION – PROBLEM – RESPONSE – EVALUATION MAY BE VARIED