Department: Master of Education
Module Description: This module covers aspects of written and spoken discourse, with an emphasis on issues which are of interest to language teachers. These include: observing and describing classroom language, assessing student interaction. The module develops a linguistic approach to the study of discourse and shows how this can sharpen our awareness of spoken and written interaction. The module considers the problems of introducing and handling a range of spontaneous discourses in the classroom. It considers the difference between form and function in language and examines the role of pragmatics in conversation, particularly in a cross-cultural setting. It thus allows teachers to reflect on how they use language in the classroom and how such issues are dealt with in teaching. It also considers how the research techniques of Discourse Analysis and Conversational Analysis can provide insights into the classroom. In the analysis of written texts, the module explores the different rhetorical devices used in writing in English and Arabic, and different written styles in English. It examines micro-analysis of issues of cohesion and coherence in texts as well as the macro organization of texts as genres. It also introduces students to Critical Discourse Analysis and critical literacy as a way of approaching the presentation of written texts in the classroom.
Abu-Ayyash, E.A.S. (2020). Context and culture via cohesive devices in higher education students’ and professional writers’ opinion articles. GEMA Online journal of Language Studies, vol. 20(1), pp. 106-120. Request item
Baker, P. (2009). Contemporary corpus linguistics. UK:Thoemmes.
Baker, P. & Ellece, S. (2011). Key terms in discourse analysis. London : Continuum
Brown, A. (2005). Sounds symbols and spellings. USA: McGraw hill higher education
Clifton, R. (2005). Discovering order. Lingua, vol. 115, pp. 1641-1665.
Romero-Trillo, J. (2012). Pragmatics and prosody in English language teaching. Springer.
Thornbury, S. (1997) About Language. Cambridge: Cambridge University Press.
Vandelanotte, L. (2009). Speech and Thought Representation in English. Germany:Mouton deGruyter.
Benati, A. (2009). Issues in second language proficiency. UK:Continuum.
Bhatia, V.K. (1993). Analysing genre. Essex: Pearson Education.
Blommaert, J. (2004). Discourse: a critical introduction. Cambridge: Cambridge University Press.
Brazil D. (1997). The communicative value of intonation in English. Cambridge: CUP.
Cameron, D. (2001). Working with spoken discourse. London : Sage.
Cutting, J. (2008). Pragmatics and discourse: a handbook for students. 2nd edn. New York: Routledge.
Foster P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, vol.19, pp. 1-23. Request item
Hatch, E. (1992). Discourse and language education. Cambridge: CUP.
Jarvis, J. and Robinson, M. (1997). Analysing educational discourse: an exploratory study of teacher response and support to pupils’ learning. Applied Linguistics, vol. 97, pp. 212-228. Request item
Jiang, X. (2012). A study of college English classroom discourse. Theory and Practice in Language Studies, vol. 2(10), pp. 2146-2152. Request item
Jones, R. (2012). Discourse analysis: a resource book for students. London: Routledge.
Kennedy, J. (1996). Classroom explanatory discourse: a look at how teachers explain things to their students. Language Awareness, vol. 5, pp. 26-39. Request item
Levinson, S. (1983). Pragmatics. Cambridge: Cambridge University Press.
O’Halloran, K.L. (2004). Multimodal discourse analysis. London: Continuum.
Paltridge, B. (2012). Discourse analysis: an introduction. London: Continuum.
Seedhouse, P. (1999). Task-based interaction. ELTJ, vol. 53, pp. 149-156. Request item
Teubert, W. (2010). Meaning, discourse and society. Cambridge: Cambridge University Press.
William, G. (2009). Reading a Second Language. UK:Cambridge University Press.
Yule, G. (2017. The study of language. 6th edn. Cambridge: Cambridge University Press.
