UNIVERSIDAD NACIONAL EXPERIMENTAL“FRANCISCO DE MIRANDA
AREA CIENCIAS DE LA EDUCACIÓNAPRENDIZAJE DIALÓGICO INTERACTIVO
U.C ANÁLISIS DEL DISCURSO
PROFESORA: YOSELIS VENTURA OLIVET
SANTA ANA DE CORO, MARZO 2009
RHETORIC
Deals with
NarraTion
DescripTion
ConversaTion
OTHERS
The study of how different pieces of discourse are organized according to their
communicative function. It tells us how narration, descriptions, conversations and
other communicative functions are typically initiated, continued and ended.
Is a sample of “language” that occurs
in orally, written or signs, with an analysis purpose. It is generally a language unit with a
ditermine communicative
function.
It’s a continium of language (specially oral) longer than a sentence, generally
compound by a coherent unit.
Carter y Nunam (1992)
The speakers do not speak at the same time, they take “turns” to regulate their participation.
The information is not prsented at the same time, but it is organized hierarchically in paragraphs, sections and chapters, depending on the lenght
of the text.
Cassany (1994)
When people use language (orally or written) do not produce descontextualised clauses, but they are connected to a determine situation or context. As a consequence the organization of the discourse obyes the communicative function it has.
Widdowson, (1978)
Carter y Nunam (1992)
They reflect the real nature of the information.
They are linguistically reprsented through dates, time, and discourse markers such
as: First
Second FinallyNextNow
Inmediately At the same time
once Simultaneously, among others.
It shows measurements and spatial relationships through prepositional phrases
(in the box, out of the plane, in the center, to the left, next to, etc.)
or by using expressions such as ‘surrounding’, ‘not far away’, ‘at a 45º
angle’, ‘1mm directly above’.
They are called Cause-Effect in the natural Pattern in cases such as:
“BIRDS FLY BECAUSE THEY HAVE WINGS”
They are identified by Discourse markers such as:
Thus, because, as a result, so that, causing, since, as a consequence of, etc.
They are so-called because they reflect the logical interpretation that the writer or the speaker gives to the information they are
referring to. They are not determined by the real nature of the information but are chosen deliberately to make clear the relationships between the units of information that they
want to present.
They are linguistically presented through discourse markers such as:
First Second Third
Most important of primary importance
Less importantThe main interest
The most frequent; etc
When we compare we refer to the similarities of things that are basically alike by using expressions such as: in comparison, similarly, in like
fashion, as does X, so does X, is/are alike, in the same way, equal, etc.
When we contrast we relate differences with expressions such as: in contrast,
In contrast, on the other hand, however, neverthles, by way of
difference, is/are different, while, but, etc.
We establish an analogy when we refer to the similarities between objects, facts or
ideas that are basically different. It is expressed linguistically by:
Analogically, by analogy, by way of analogy.
They are Discourse Markers used to reflect something that was previously
said in the discourse. They’re
For example, for instance, as an example, a typical case of this, that is,
as can be seen in Figure 8 , see Fig. 5, to illustrate this, etc
NarraTion
CONVERSATION
INSTRUCTION
DESCRIPTION
DEFINITION
CLASIFICATION
ARGUMENTATION
Hatch, 1992
close
development
A beginning
Conversations have:
Greetings
Speakers interchange different kinds of
information.
Good-bye
It’s too late! Sorry I must leave,.
MISTAKES
variaTions
INCOMPLETE SENTENCES
Dialoges are characterised by:
I want to visit…I mean, why we don’t visit…
USE OF GENERAL AND REFERENTIAL WORDS
RULES VIOLATIONS
I wanna…
My institution, sorry, my intuition
He came?
Stuff, thing, over here, that one
Which meanings are clarified by the context or the paralinguistic features (sings, gestures, etc.), etc)
The Physical Descriptions of an object, a person, etc; They’re lenght, shape, high, volume, material,
etc.
PHYSICAL DESCRIPTIONS
DESCRIPTIONS OF FUNCTIONS OR PROCESSES
It has to do with the use or purpose of some advices and how their parts work separated and in isolation
FEELINGS DESCRIPTIONSS
It includes characteristics of the personality of a person: feelings, preferences, reactions, etc.
It describes our real or imaginery experiences or others’
It is characterised by the use of psat simple.
It includes the use of many adjectives, specially when the scene and the characters are presented.
The dialoges get the readers or listeners’ attention. The description of the atmosphere helps
reader/listener to understand the background of the story.
Te characters are presented, as well as the time and space, in order to get readers’ attention.
INTRODUCtIoN
PARTS
The problem (s) are presented following a chronological order.
development
At the end of the story, the problem is solved and the consequences are presented.
CONCLUSION
It is the text that indicates people to do or not to do something. Instructions can be direct or indirect.
DIRECT- Imperatives are used(switch it on)
INDIRECT- -Modal verbs are used(first, you must switch it on)
- Passive Voice( first, it is switched on)- A combination of both( First, it must be switched
on)
Language is direct
It is written as if it were said directly to the
listener or reader
Images, diaghrams are used to
facilitate the comprehen-
sion.
The use of unnecesary words
is avoided.
“Must” or “Must not” are commonly
used
When we argue, we establish, directly or indirectly, the relationship and ideas based on convincent reasons. The main reason could be convince te reader to agree with our ideas (like in politic
arguments)
Weston, (1999)
The case, ideas, or problems are presented
introduction
Te arguments that support the main topic are presented.
conclusion
development
PARTS
The points mentioned in the introduction are taken and the summary of the arguments are presented.
Weston, (1999)
Cassany, D. (1994) Enseñar Lengua.
Hatch, E. (1992) Discourse and Language Eduaction. Cambridge University Press.
Weston, A. (1994) Las Claves de la Argumentación. Barcelona: Ariel.
Widdowson, (1978) Teaching Language as Communication. Hong Kong. Oxford University Press.