Research

“ on ELT
Discourse Analysis
Moh. Shofi Zuhri (0203510762)
A. Tenry Lawangen Aspat Colle (0203516060)
”
Novia Uswatun Hasanah (0203517069)
Indah Yuliarti (0203517096)
Nuki Nurazizah (0203517073)
 Discourse Analysis

Definition

• A variety of procedures for examining chunks of language, whether

spoken or written. (Allwright & Bailey, 1991)

• The analysis of spoken language used in classrooms among teachers

and learners.
 Unit of Analysis & Data Base
Unit of Analysis Data Base

• Interested in the way talk is • Transcripts : written record of

interaction in which the researcher
structured;
copies down, precise, the utterances
• Investigated concepts such of the participants
utterances, repair strategies, topic • Auditaped or video-taped
nomination and turn. interactions
 The Issue: Objectivity and Subjectivity

• the use of ‘low inference’ and ‘high inference’ categories of analysis.

• Low inference categories : things that can be counted or coded without

the observer having to gather very much.

• high inference : demand the observer make a judgment that goes well
beyond what is immediately visible.
 The Issues:
Quantitative and Qualitative
Data can be quantified: Data can be qualitative:

• when an observer counts the frequency of certain

• Prose Descriptions
• Photographic records
behaviors such as hand rising.
• Life histories
• when researcher uses learners’ test scores as an
• School records
outcome measure in a process-product study.
• Diaries
• Turn taking (amount of teacher/students talk), • Interviews
the frequency of use certain words. • Audio – and videotapes
• Transcripts
Ranks to Classroom Discourse
transaction

exchange

move

act
 Acts
• Acts are the
smallest and “…
lowest rank of Head
discourse”.
Head Pre-
• Acts are used “…to Act Head
initiate succeeding Acts Adjunct Post-
discourse activity
Act Head
or respond to
earlier discourse
activity”
• There are two kinds
of acts that
 Opening
Move Answeri
Moves consist of ng
Follow-

Move
acts and combine to
form exchanges. Up
Bellack (1996) and
Framing
Fanselow (1977)
identified ‘move’ Focusing
into five types.
They are called :
Exchange
exchange consist of

exchange
moves and combine to
form transaction boundary
teaching
 Informin

Teaching
exchange
g
directing
eliciting
 L2 Discourse
Analysis Page: 45

The Specific Areas

of L2 Discourse
Analysis

Structural Functional
Units Units

Communi Comprehe
Turn- Fragment Clarificati Confirmat
Utterance Turn cation Repetition Expansion Request nsion Repair Model
Units on ion Check
Units Check
Turn taking in the
second-language
classroom
• Turn-taking refers to the
process by which people in
a conversation decide who
is to speak next
• There are three reasons
why the study of turn taking
is significant in L2 research:
Classroom activities are determined by the
forces (usually the teacher, but also tacit
norms of classroom conduct) that govern
allocation of turns elaborating control over
proceeding, including topics and types of
activities, that co-occurs and coincides with
control over turn taking.
Under a rigid control situation of
teacher, learners will not able to
explore the ways in which speaker
change is effected through turn taking
in the target language. Consequently,
they can not practice vital skills
involved in interacting in the target
language.
The conversational turn-taking organization
provides ‘an intrinsic motivation for
listening’. In its turn-allocational techniques,
the turn-taking system for conversation
builds in an intrinsic motivation for listening
to all utterances in a conversation,
independent of other possible motivations,
such as interest and politeness.
Basic Principles of
Turn- Taking Transition

Basic Principles of
There are four

Turn-taking
basic principles of Distribution
Turn taking:

Prominence

Initiative
 Basic Principles of Turn-taking

Transition Particularly covers turn

progression.
Distribution Particularly deals with speaker
selection.
Prominence The status of a turn as attended-to-
action.
Initiative Correlates with voluntary (i.e.
actor-originated) participation in
the goings on.
 Prospective is the way the turn is linked
Turns can be classified (through turn-taking devices) to (the)
subsequent turn(s).
on the basis of their
functional distinction
by the dynamics of Retrospective is the way the turn is
speaker change in an linked (through turn-taking devices)
interaction. to (the) proceeding turn(s).

Concurrent is a turn that is taken

during a current turn which is related
The turns can be to that turn in a servicing sense.

classified into
four ways: Neutral is a turn which indeterminate as
prospective, retrospective, and concurrent, and
which is not implicative of prospective or
retrospective relations to its surrounding turns.
 Topic and Activity: The Structure of
Participation
Interaction can be characterized in two basic ways:
1. Activity (what it involves doing)
2. Topic (what it is about)
 Topic

 Topic can be described as orientation to what the talk is

about.
 Topic is clearly useful to analysts of discourse, and in
the absence of operational definitions it is regarded as a
‘pre-theoretical notion of what is being talked about’.
 Topic is at present used as a hypothetical construct with
fuzzy components and possibly a lot of surplus
meaning.
 Topic in second language classroom
 Topic as a unit of analysis : realized the topics
of lesson, and conversation.
 Topic as a unit of discourse analysis: consists of
same unit of analysis in which constitute the
existence of discourse
 Activity

 This orientation concerns what is being done and

how it is done.
 Activity orientation manifests itself through a focus
of attention on saying things in a particular,
previously agreed way (e.g. Using full sentences,
repeating particular questions or structures,
imitating an intonation pattern)
Repair

 Repair / replacement error is domain of

correction in which deals with the problems
of speaking, hearing , and understanding the
talk.
Three board macro-categories in the study
of repair
1.Medium –oriented ; focus on form or
function
2.Message –oriented : focus on
transmission of thought, feeling , and
information
3.Activity – oriented : the organization
and structure of the environment.
Tarina:
Do topic and activity depend each other? What is the reason?
Uli:
Can you explain more about “Adjunct Act”?
Hilmi:
Should repair only aim at meaning and understanding?
Aswar:
Can you give real example of repair of teacher’s error?
Risna:
Can you give the reason why study of turn taking is important in L2 learning research?
Hindria:
Is turn taking in discourse analysis same with interactional analysis?
Luluk:
Can you give me example in written turn-taking?