C5. Definitive Course Document and Course File s1

Subject Code ENGL519

Subject Title Discourse Analysis

Credit Value 3

Level 5

Pre-requisite / N/A Co-requisite/ Exclusion

Objectives The subject is designed to: 1. develop the students’ knowledge of the main concepts, categories and frameworks relating to written and spoken discourse, 2. develop the students’ ability to critically apply discourse analytical and pragmatic theories and frameworks to the learning and teaching of a variety of authentic written and spoken text types, 3. develop students’ critical understanding of the form, meaning and use of language and the principles involved in the interpretation of texts, both written and spoken; and 4. develop students’ awareness and knowledge of the contextual influences which affect English language in use. Intended Learning Upon completion of the subject, students will be able to: Outcomes Category A: Professional/academic knowledge and skills (a) demonstrate an understanding of the relationships between the contexts of use and linguistic features in written and spoken texts, (b) identify and describe the structural elements, textual patterns and organisation of written and spoken interaction, (c) demonstrate an understanding of the ways of describing meaning at word, clause and text levels; (d) become familiar with frameworks for describing conversational principles; and (e) identify and teach a variety of English discourse types. Category B: Attributes for all-roundedness (f) raise the awareness to analysis use of language in different contexts critically (g) construct text that can function appropriately in contexts to enhance communication skill Subject Synopsis This study area sets out to equip participants with a critical understanding of how connected meanings are conveyed in spoken and written English, and how the meanings vary according to the contexts in which they are used. The subject deals with a variety of discourses including those associated with the English language classroom in Hong Kong.

The following topics will be covered:  The relation between speech and writing  Fundamental concepts in pragmatics: deixis, speech acts and events, cooperation and implicature, politeness, and forms and functions of indirectness  Cohesion and coherence in spoken and written discourse  Information structure in texts  Genre analysis: analysis of lexico-grammatical features, analysis of text- patterning, and structural interpretation of text-genre  Analysis of classroom discourse for English language teachers Teaching/Learning Methodology Interactive lectures, seminars and group discussions, supplemented by use of of WebCT discussion and activities of analyzing texts.

Assessment Methods in Specific assessment % Intended subject learning outcomes to be Alignment with methods/tasks weighting assessed Intended Learning Outcomes a b c d e f g 1. Take-home 40%        assignment 1

2. Take-home 60%        assignment 2

Total 100%

The take-home assignments require students to carry out discourse analysis on authentic texts by adopting concepts and theories covered in the subject. The assignments also require the students to develop discussion on discourse analysis based on the observation and data obtained from the analysis of texts.

Student Study Class contact: Effort Required . Lecture 28 Hrs.

. Seminar 12 Hrs.

Other student study effort:

. Preparation for seminars and 28 Hrs. lectures

. Preparation for assignments 52 Hrs.

Total student study effort 120 Hrs.

Reading List and Bhatia, V. K. 1993. Analysing Genre: Language Use in Professional Settings. References London: Longman. Carter, R. and McCarthy, M. 1997. Exploring Spoken English. Cambridge: Cambridge University Press. Cheng, W. and Warren, M. 1999. Inexplicitness: what is it and should we be teaching it? Applied Linguistics Vol. 20/3, 293-315. Eggins, S. and Slade, D. 1997. Analysing Casual Conversation. London: Cassell. Grundy, P. 2000. Doing Pragmatics. Second edition. London: Arnold. Halliday, M. A. K. 1989. Spoken and Written Language. Oxford: Oxford University Press. Halliday, M. A. K. and Hasan, R. 1976. Cohesion in English. London: Longman. Hoey, M. 2001. Textual Interaction. Routledge: London. McCarthy, M. 1991. Discourse Analysis and Language Teaching. Cambridge: Cambridge University Press. Mey, J. 2001. Pragmatics: An Introduction. Second edition. Oxford: Blackwell. Sacks, H., Schegloff, E. A. and Jefferson, G. 1978. A simplest systematics for the organization of turn-taking in conversation. In J. Schenkein (ed.) Studies in the Organization of Conversational Interaction, 7-55. New York: Academic Press. Schegloff, E. A. and Sacks, H. 1974. Opening up closings. In R. Turner (ed.) Ethnomethodology: Selected Readings, 233-264. Baltimore: Penguin. Schiffrin, D. 1994. Approaches to Discourse Markers. Oxford: Basil Blackwell. Sinclair, J. McH. and Coulthard, R. M. 1975. Towards an Analysis of Discourse. Oxford: Oxford University Press. Stubbs, M. 1996. Text and Corpus Analysis. Oxford: Basil Blackwell. Swales, J. M. 1990. Genre Analysis. Cambridge: Cambridge University Press. Thomas, J. 199. Meaning in Interaction. London: Longman. Tsui, A.B.M. 1995. Introducing Classroom Interaction. London, New York: Penguin English. van Lier, L. 1996. Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman. Yule, G. 1996. Pragmatics. Oxford: Oxford University Press.

Prepared by Marvin Lam (4 Jun 2010)