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DOCUMENT RESUME ED 208 675 FL 012 593 AUTHOR Kramsch, Claire J. TITLE Discourse Analysisand Second Language reaching. Language in Education: Theory and Practice, No. 37. INSTITUTION Center for AppliedLinguistics, Washington, D.C.; ERIC Clearinghouseon Languages and Linguistics, Washington, D.C. SPONS AGENCY National Inst. ofEducation (ED), Washington, D.C. REPORT NO ISBN-0-87281-158-1 PUB DATE Oct 81 CONTRACT 400-77-0049 NOTE 104p. AVAILABLE FROMCenter for AppliedLinguistics, 3520 Prospect St., NW, Washington, DC20007 ($7.00). EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Classroom Communication: Communicative Competence (Languages): Debate: *Discourse Analysis; Discussion; Elementary Secondary Education; French; German; Language Acquisition: Language Usage: Morphology (Languages); Postsecondary Education; Pragmatics; *Second Tinguage Instruction: Sociolinguistics; Speech Skills: .reacher Role IDENTIFIERS Conversational Management; Expanded Speeca; Hesitation (Speech) :Speech Acts ABS'AACT Concentration on the formal features of language and on developing speaking skills in a second language fails toprovide the language student with the necessary level of conversational ability. The concept of communicative competence has resulted in a new emphasis on the nature of interaction and the rules ofdiscourse. Interest has shifted from studies on language structure to studies on social interaction, the meaning of utterances, and the functions of speech. This paper explores how rec'nt advances in sociolinguistics and discourse analysis can aid one's understanding of the roles and privileges of teachers and students engaged in verbal interaction and how verbal behavior can be cLnged or acquired for greater conversational competence.' Areas discussed include:(1) latural discourse (speech acts, pra:matics, turn taking, moves, topic), (2) natural discourse and first and second language acquisition. (3) classroom discourse, and (4)practical applications (including exercises for developing skills for participating in debates and discussions). Excerpts from English, French, and German language conversations are cited throughout. The appendices present hesitation and expansion strategies in conversation and some conversational management strategies used by French and German native speakers. (JK) *************************************Ipswwwessassewo.*********** Reproductions supplied by EDRS are the best that can be made from the original document. 4141********************************************************************* Co ea CZ) (NI O LANGUAGE IN EDUCATION: THEORY AND PRACTICE LU 37 N U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION THIS 'PERMISSION TO REPRODUCE EDUCATIONAL RESOURCES INFORMATION BY MATERIAL HAS BEEN GRANTED CENTER (ERIC) This document has been reproduced as C41, receivedt rOM the person or organization Originating it Minor changes have b en OldrIP to improve reproduction quality. Points of view or opinions stated in this dot.0 TO THE EDUCATIONALRESOURCES ment do not net essarily represent official NIE INFORMATION CENTER (ERIC)" position or Polit Discourse Analysis and Seconl Tanguage Teaching Claire J. Kramsch O Published by Center for Applied Linguistics Prepared by tE) ERICClearinghouse on Languages and Linguistics This publication was prepared with funding from the National' Institute of Education, U.S Department of Education under contract no. 400-77-0049. The opinions expressed in this report do not necessarily reflect the positions or policies of NIE or ED. Kramsch, Claire J. Discourse analysis and second language teaching. (Language in education ;37) Bibliography: p. 1. Language and languages--Study and teaching. 2. Discourse analysis. I. Title. II. Series. P53.K72 401'.41 61-39548 ISBN 0-87281-158-1 AACR2 October 1981 Copyright 0 1981 By the Center for Applied Linguistics 3520 Prospect Street NW Washington DC 20007 Printed in the U.S.A. LANGUAGE IN EDUCATION: THEORY AND PRACTICE ERIC (Educational Resources Information Center) isa nationwide network of information centers, each responsible for a given educational level or field of study. ERIC .s supported by the National Institute of Education of the U.S. Department of Educa- tion. The basic nbiective of ERICis to make current develop- ments in educational researcn, instruction, and personnel preparation more readily accessible to educators and members of related profe4Sions. -. ERIC/CLL. The FRIC Clearinghouse on Languages and Linguistics (FRIC/CLL), one of the specialized clearinghouses irthe ERIC system,is operated by the Center for Applied Linguistics. FRIC/CLL is specifically responsible f6r the collection and dis- semination of information in the general area of research and application in languages, linguistics, and language teaching and learning. LANGUAGE IN EDUCATION: THEORY AND PRACTICE. In additio,1 to processing information, FRIC/CLL is also involved in information synthesis and analysis. The Clearinghouse commissions recognized authorities in languages and linguistics to write analyses of the current issues in their areas of specialty. The resultant doc- uments, intended for use by educators and researchers, are pub- lished under the title Language in Education: Theory and Practice.* Tht series includes practical guides for classroom teachers, extensive state-of-the-art papers, and select3d bibli- ographies. The material ir this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Depart- ment of Education. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their Judgment in professional and technical matte's. Prior to pub- lication, the manuscript was submitted to the American Council on the Teaching of Foreigi Languages fo'' critical review and deter- mination of professional competence. This publication has met, such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either ACTFL or NIF. This publication is not printed atthe expense of the Federal Government. This publication may be purchased directly from the Center for Applied Linguistics. It also will be *announced in the rreTc. monthly abstract journal Resources in Education (RIE) and will he available from the ERIC Document Reproduction Service, Computer Microfilm International Corr., P.O. Box I'M, Arlington, VA 22210. See RIE for ordering information and ED number. For further information on the ERIC system, FRIC/CLL, and Center/Clearinghouse publications, write to ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 3520 Prospect St., N.W., Washington, D.C. 20007. *From 1974 through 1977, all Clearinghouse publications appeared as the CALERIC/CLL Series on Languages and Linguistics. Although more papers are being added to the original series, the majority of the ERIC/CLL information analysis products wilt be included in the Language in Edu:.:ation series. CONTENTS Natural Discourse Classroom Discourse 13 Teaching Natural Discourse in the Classroom 17 P'actical Applications 27 Developing Conversational Readiness 27 Learning Conversational Management 33 Debates and Discussions 54 Appendix 1. Hesitating and Expanding 62 Appendix 2. SoLe Conversational Management Strategies Used by French and German Native :7oeakers 66 Notes 90 Bibliography 92 What is this? This is a book. Good! Where is the book? It is on the table. These are correct English sentences. They are correct in their grammar and jrtheir usage. Yet the facts that (1) it is obviously a book the teacher is pointing to and (2) the book is lying on the table, visible to everyone, make it extremely unnatural for the teacher to ask these questions. The students give a response that satisfies the teacher, because they take this rightly as a grammatical exercise andonot as a conversa- tional exchange. Usually a question such as "What is this?" is either a request for information ("What is this "--"I don't know," or "This is our new textbook"), or a request for a definition ("What is this?"--"It is a new textbook for teaching English built around a functional-notional syllabus"), or else an expression of surprise or disapproval ("What is this?" said while pointing to a book chewed up by the dog). Here, in this particular classroom context, the function of the question is clearly to have the students just name the object as a "book" (rather than a iivre or a Buch) and realla,means "Give me the English word for...." If most of the quAtions and answers .,xchanged in the traditional language claSsroom pertain to the formal aspects of the language (vocabulary, grammar, syntax), then most of the skills develop; by the students are grammati- cal, not conversational. Grammar is concerned with the formal properties of the language, conversation or discourse with its functional properties--with what the speaker uses the language for. 'Although formed of grammatically correct sentences, most of the exchanges in language classes are highly unnatural in terms of discourse rules. The concept of communicative competence, which has recently become so influentiar in language teaching, has resulted in a new emphasis on the nature of interaction and the rules of discourse. Concentrating on the formal features of language, generations of language teachers have attempted to develop "speaking skills" by drilling syntactically correct sentences into their students. The disappointment at the resulting lack of conversational ability (Valette 1973, Rivers 1973) has shifted the
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