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.