DISCOURSE

THEORY
REPORTER: JAMICA B. CAPILOS
COURSE: MAED-ENGLISH
SUBJECT: INTRODUCTION TO GRAMMATICAL THEORIES
PROFESSOR: DR. BERNADITA MARGATE
 The Discourse Theory was conceptualized
by Evelyn Hatch. It is among the theories that
came into birth and developed rapidly in the past
five decades with the emergengence of second
language acquisition researches worldwide.
 The discourse theory has resulted from a
theory of language use.
The theory emphasizes that language
development should be viewed within the
framework of how the learner discovers the
meaning capacity of language by taking part in
communication.
Definition of Terms
Discourse
•It is the technical term for “conversation”
• it is derived from the Latin word “discursus”
which means running to and from, and denotes
written and spoken ommunication.
Discourse Theory
• Language can be learned by communicating
with the target language speaker
•Learners discover the potential meaning of
language by participating in communication
• Communication is treated as the matrix of
linguistic knowledge.
such that if we want to acquire a second
language, the main ways to learn is by making a
lot of interaction with the the target language
speaker
• Even for the first language
acquisition to be successful,
interaction rather than exposure is
required.
 Levels of Language
Phonology: word sounds

Morphology: word parts and meanings

Semantics: word meanings and use

Syntax:Complete sentences and sentence structure

Discourse: Multiple sentences (paragraps, stories,

chapters, books)
 Communicative Competence
It is defined by Canale and Swain (1980) in terms of the
following components:
•grammatical competence: words and rules
•sociolinguistic competence: appropriateness
•strategic competence: appropriate use of communication
strategies
In 1983, Canale refined the above model, adding discourse
competence
•Discourse competence is defined as the ability to understand
and produce the range of spoken, written and visual texts that
are characteristics of a language
DEL HYMES' description of communicative
competence reflects the principles of the
Discourse Theory.

Communicative competence includes the

following :
•knowledge of the grammar and vocabulary
•knoledge of rules of speaking
•knowledge of how to use and respond to different
types of speech acts and social conventions
•knowledge of how to use lnguage appropriately
Discourse Theorists:
“Language acquisition will successsfuly
take plce when language learners “know”how
and when to use the language in various settings
and when they have successfully “cognized”
various forms of competence (lexis, morphology,
syntax and phonology) and pragmatic
competence (e.g,, spech acts). A language
learner needs to “know” conversational
strategies to acquire the language.”
 Discourse Analysis

It is defined as the
analysis of language beyond
the sentence.
 Main Principles of the Discourse Theory

a. In second language acquisition, the rules of grammar

are acquire in a natural order. This is largely influenced
by the learner's age, context of learning and learner'r L1
background.

b. When communicating with a non-native speaker , the

native speaker adjust his discourse to negotiate meaning
with the speaker.
c. The strategies and means used in discourses and the
adjusted language input will influence the speed and
order of second language acquisition in the following
aspects:

1. The learner learns the grammar of the L2 in the same

order as the frequency order of the various features in
the input. It means the first structures that the L2 learner
acquires are those that he/she is exposed to most
frequently.

2. The learner acquires commonly occuring formulas

and then later analyzes these into their component
parts.
3. The learner is helped to construct
sentences vertically. Learner utterances are
constructed by borrowing chunks of speech
from the preceding discourse.

d. The natural order of second language

acquisition is the result of the learner's
learning to make discourse interactions
(how to hold conversation)
 Modes of Discourse

1. Exposition
2. Narration
3. Description
4. Argument/Persuasion
RELEVANCE OF DISCOURSE THEORY ON SLA

A. It shows how written, visual and oral texts give more

depth to the text when the context is understood more
deeply in the relevant circumstances in the social
context.

B. Instructional dialogue should be closely linked to the

particular scenario in a classroom. Th ethoughts and
connections between teachers and students during
process of taching and learning acquisition develop
the rigorous nature of pedagigy
C. Ideas and concepts will be mutually
understood . It calls for a variety of teaching
methods and teaching conditions specific to that
classroom.
 CLASSROOM IMPLICATIONS OF THE
DISCOURSE THEORY

A. Encourage interaction among learners

B. Be aware of the rules of conversation
C. Create situations that will allow interaction
and communication
Reference:

https://www.slideshare.net/jehancacherokim/the-discourse-theory