Discourse Analysis Studies: The Contributions in Language Teaching

Desi Yanti Sinurat

English Departement
Faculty of Teacher Training and Education
Lancang Kuning University

Abstract:

This paper was created with the aim to focus the attention of the contributions of discourse analysis to
language learning. Most researchers today are concerned with discourse analysis as an alternative way
to distinguish the process of language cognition. In this discussion will arise how the functional
characteristics of sentimental element that acts as a signal for the listener in different contexts to
facilitate the integration of online information and discourse analysis is as a methodological tool used
to adjust the functional inquiry of the speaker, as well as the process of development as we are
discriminated by identifying responsible social attitudes and ideologies in observed linguistic patterns.
Most teachers have a tendency to teach languages separately with their use. So that the resulting
context is discussed is poorly understood and the time to practice the lesson has been less tangible,
and in life situations, students fail to use language and find it difficult to recognize the function speech
guided by the speaker.

Keywords: Discourse analysis, pragmatics, speech acts, functions, context, syllabus, structuralism,
methodology.

1. Introduction 1. The formal and functional

The approaches to communicating or aspect of language.
speaking can be shaped from multiple
The particular languages can be
directions. Language approaches exist both
summarised macro linguistic as biological,
linguistically and non-linguistically. But
cultural, and sociological an in a narrow
most people in the language are not
sense of phonology, morphology,
commensurate with the appropriate
semantics, in other terms the grammatical
wording. Therefore, in reality, it cannot be
properties. The starting of a more scientific
perfect for further understanding of the
approach to language could be observed in
language which is in accordance with the
structural approach. Structural linguist
structure of the grammar. For the structure
tried to find out the grammatical properties
of the language, we can find in the book of
of language: in other words, the formal
grammar, because the learning in the book
aspect of language, sound, words,
is very efficient and effective. So do not
sentences are explored from many points
waste time. The lesson in this book has
of views and by thousands of people and
become a very useful way. There are
consequently those studies met at a single
questions that are used to answer
point.
something that happened in nature.
Sentences which gratuity utters in order to
Communicate, are formal contracts and
they are groups of related words in which
grammar is the base. In fact, this common
thought and aim in language studies
cannot be ignored, but there is always a
need to go beyond these studies. In applied
linguistics, it is proved that grammar
teaching does not make people speak and
it any reflects the abstract side, so what is
beyond the from? Anticipate, it is ‘the
function’.
The functional study of language means,
studying how language is used. For
instance, trying to find out what the
specific purpose that language serves for
us, and how the members of a language
community achieve and react to these
purposes through speaking, reading,
writing and listening. About this, Simpson
says that “it is clear that the use of
language is part of a communication
channel that includes non-linguistic
behavior. Linguistic and non-linguistic
may be inseparable from the point of view
of the speaker and the hearer: hand me
over the pointing and the role of nudges,
winks facial expressions, the tone of voice,
and so on. In this respect, can easily be
considered as an example. When a person
asks the question, the other response, but
there are several ways of asking the same
question or there are a billion types of
questions. The essential issue to reclaim
here is that one has to ask the question
related a purpose.. anto Hamuddin (2012)
points out, a linguistic functionalist is one
who tries to determine how speakers
manage to reach their communicative ends
by means of a language and who is ready
to classify and Hierarchies facts
accordingly, even at the expense of formal
identities.
The structural study of language helps us
in understanding the functional approach.
To begin with, grammatical function of
language has to be studied, thus form and
function have to be compared. Since
grammar reflects the formal counterpart
when someone says “book” and “The book
there”, may only be a very slight
difference between the two. Whether one
says “book or the book, the responder
understands both, hence there is no need to
consider function in this perspective, but
what about the relationship between the
noun and the verb. For example “smile and
baby”. When these two words are
organized in two different ways they
reflect two separate meanings. One is
“baby smiles and the other “smiles baby”.
When these two constructions are used in
any context the meaning they convey to
the hearer is apparent.
Examples :
 1. The baby smiled to the achieved if the "smiling" and "baby"
balloon examples can be replaced on triangles
2. Mother smiled to the baby nonsense except formalism. More than the

From the first example above, where the relationship of the affected person.

smiling perpetrator is the baby, while the Synthetically it is a 'subject-object'

smiley effect is the balloons. Then from relationship, so love and smile can be

the second example, the perpetrator of the easily applied to this triangle. Baby and

smiling act is the mother and the baby who smile symbols, baby referrals: very young

gets the effect of the smile. both concepts children, smiling sedans: happy

are a sign of a secure signal within a impressions in the face.

semantic consisting of a marker and which Thinking or reference: what listeners

are then connected with associative understand when baby and smile is said.

psychology bonds, known as the triangular There are some the question:

semiotics of Ogden and Richards made in

1923. 1. If the words we apply to the triangle

While the Palmer states that the view of way, then whether the results will be

Ogden and Richards sees its relationship achieved that we expect?

as a triangle, in which linguistic symbols 2. What is the relationship between these

and elements of words, sentences, elements?

references and others in the world of 3. What is the purpose or purpose of the

experience. Whereas thought and reference words they convey to the hearer?

is a concept, according to theory there is

no direct connection between symbols and From the above questions, to oppose or

references (between the language and the against the theory of Ogden and Richards

references), the connection is through it is impossible to answer his questions

thinking and referencing the concepts of quickly. Just in terms of semantics, just

our thinking. searching for the answer "for what it

means" in this semantic theory is the one

But for the opinion of Ogden and used the meaning of the word words that

Richards, the relationship of thought exists are spoken according to the purpose or

in the minds of people, but in the opinion purpose of certain events. The meaning of

of Ogden and Richards, it is not explained these words is the small sentence or

or focused on how that meaning is context in which they are used. As an

illustration of brown and Yule states: in
recent years, the idea of linguistic strings
(a Sentence ) can be fully analyzed
regardless of 'context'. This question has
been seriously questioned. If Grammar
wants to criticize delivery in Language.
Whatever in the delivery of Language or
words in accordance with the term of
actual Grammar. And what we do when
asked "what is certain intention
acceptable?" and whether we are prepared
to build some circumstances where the
sentence can be used properly.
Sometimes in the delivery of a word or
phrase, there is a different delivery
according to the purpose or purpose of the
speaker. As pointed out by Alberto, the
main point about "function" that
essentially separates them from all other
important units. Here the meaning of
"function" the purpose of language usage,
but this term cannot be equated with
"usefulness" only. This should be
considered in the context of learning in
discourse analysis.
3. Formal and functional
paradigms in discourse.
To begin a discourse then we need to
define the term in the discourse that we
will pass on. For word processing:
discourse analysis examines how language
comprehension is considered in a text,
social, and psychological contexts, so
meaningful and understandable to them
that it can be used. Brown and Yule state:
an appropriate discourse analysis of
language analysis is used, and therefore
language analysis is not limited to the
unexplained linguistic form of purpose and
function that everyone's mind has
accepted.
For Fairclough: There is a reciprocal
relationship between language and society.
Language is part of society, the linguistic
phenomenon is a social phenomenon of a
special kind and a social phenomenon is a
linguistics phenomenon. Schiffrin
expressed his opinion: a language
definition is the use of a language
consistent with its function in general.
Discourse is seen as a system in which
certain functions are realized which are of
great concern. The definition of
functionalist discourse makes analysis
away from the structural basis of orderly
and needy focus. In contrast, in speech
patterns, it is used for certain purposes in
certain contexts and how the results of the
capture and understanding have been
conveyed. Communicative-based
strategies tend to use various analytical
methods as well as quantitative methods
derived from the social, scientific
approach, and how to interpret the more
humanist to replicates the purpose of the
speaker itself. Therefore language users
need grammar to deliver a sentence.
There is a language that cannot be
understood directly, so it takes time to
understand the intentions of the language
conveyed. Hence the need for
assessment of discourse analysis.
Widdowson states: we can now use label
discourse analysis to refer to
investigation of the way sentences are
applied communicatively. In the execution
of the social action, the discourse is
defined roughly by the user of the
sentence. For another opinion Stubbs says:
discourse analysis is a very ambiguous
term. I will use in this book to refer to a
linguistic analysis by naturally delivering
spoken or written lectures. This directly
refers to attempting to study the organizing
of language over sentences, and for that,
we need to study larger linguistic units,
such as exchange of conversations or
written texts. Thus discourse analysis can
be understood in the language used in
social, especially in interacting dialogue
between the speakers.
And Coulthard also argues: to characterize
the structure of discourse in terms of
functional, must be in accordance with the
problem of grammatical realization, and
there are 4 main types of declarative,
imperative, interrogative, and without
feeling and realize it too diverse. Because
of how a listener interpreted the true intent
which is conveyed ?. It does not mean that
discourse is learning about the use of
sentences. The sentence is the path to a
goal. As shown by the crystal: discourse is
a term used in linguistics to refer to a
an
continuous textual language more widely
than sentences. In general, discourse is a
unit of behavior that has a pre-theoretical
the
status in linguistics, it is a series of
speeches which is a speech event which is
recognizable
The core of the previous discussion of the
purpose of studying discourse analysis is
to eliminate the structure of the
conversation that occurs in the context it
should be. Coulthard argues for the
importance of discourse in language
learning that the main consequence in
discourse analysis is the relationship
between discourse, speaker, and listener
and for whom the discourse produced. It
can be concluded that how the speaker
takes over the role of the speaker in which
in this discourse social role influences the
choice of discourse in terms of who speaks
when what they are talking about and how
the non-verbal signals are, and whether the
discourse matches the social relations
conditions among the participants. Of each
question and answer can be the starting
point of the analysis.
Example:
(Two friends are talking at the cafe after how to respond differently from each
school.) other. First, that should be done is to
understand the grammar and vocabulary
A: Are you coming to the cinema with us
used in building sentences that form a text.
tomorrow?
But Nunan argues: we are more in need of
B: I don't think so. understanding, because every
understanding is different, because every
From the existing answers in mind, there
grammatical is unusual, so it is obviously
are different ways of asking and answering
not a grammar that explains the
Speaker 'A' can utter his question in
peculiarities of its text. Something
different ways, such as:
sentences that form text need to be
1. Would you like to come to the cinema grammatical. But grammatical sentences
tomorrow? alone will ensure that the text itself makes
sense. What makes them unique and
2. Is tomorrow okay for cinema?
different is the purpose and function.
3. Cinema, tomorrow?
Here are some example sentences and their
4. We are going to the cinema tomorrow.
functions.
Will you come?
Examples:
In the same way, speaker 'B' can respond Functions:
in different ways. ı. Give me that book!
ORDER
1. No, I am not going to come with you.
2. Pass the salt, please.
2. I can't stand it. REQUEST
3. Take the second on the left.
3. I hate cinemas!
INSTRUCTION
4. No, I will not. 4. Come round on Monday to Jimmy's

5. Tomorrow is impossible. INVITATION

As in the example above, there are
several ways to ask questions and how to
respond. But the examples above is a
partial example, in fact, there are many
other examples. But each question and
5. Try to relax!
SUGGESTION
Functionally these lessons cannot be
separated from topic "forms" such as tone
stress, and the intonation is in its
functional learning. The wording of the
phrase reflects the way the message is
delivered. In this case, we need to learn the
functions of syntax, morphology, and
To better understand the functional value
of communication, the following examples
can be:
Example 1:

semantics for understanding what is being "Gary: It's cold, isn't it?
said and what is meant in every language Brian: Yes, it is not very warm . . .
that is delivered.
From the above example, it is required
It's time to set an example of a
that the listener must agree with the
conversation where the function of the
ultimate pause is true. Sometimes the main
interrogative is studied. Everything must
clause is true, for example: in
be explained, the purpose is to examine the
conversation, both conversations know
function of the interrogative. But the
that today is cooler but this tag is not really
following conversations will give us a
a request for information, but an invitation
good chance to see how the language items
for a freshener to boast.
may change different contexts because
Example 2:
their grammatical structure is the same the
(Sue and Ellen are at a jazz concert. They
next example should also be accepted as a
surprisingly see that Tom is dating with
tool that emphasizes the importance of the
Janet.)
context in the teaching of a foreign
Sue: He is Tom, is he?
language.
Ellen: Yes, he is.
Each question and answer can be the
Eastwood argues about this tag: in this tag,
starting point for discourse analysis. As the
it asks the listener to agree that the
recognized opinion, question and answer
statement is true, and also suggests that the
play an important role in building accurate
speaker only learn, be aware and remind
and functional communication in both
the information.
written and unwritten format. Therefore in
this article, it is suggested for functional
Example 3:
analysis in the question and answer pattern
(At the meeting room, Heutenant Gary
from the discourse perspective will give a
tries to express his ideas about the new
better understanding of the functional
electronic defense system, but the colonel
interpretation of communication.
orders.)
4. Functional analysis of examples
Conversation. Colonel: Sit down, will you?
Lieutenant Gary: No, i won't!
 Colonel does not ask this question to Analysis of Conversation between Andy
expect confirmation or rejection of and Brian. Andy has some problems, but
information, but is used as a command. she does not want to tell it to Brian, on the
The Colonel also tried to give a message other hand, Brian insists on learning it and
that if Lieutenant Gary was not sitting, asks the question. The purpose of asking
something bad would happen. these question are:
Example 4: ı. Make Andy talk.
(The servant asks Mr. Robert for a drink at 2. Receive a confirmation or denial from
breakfast.) Andy.
Servant: Will you take coffee or tea for In this case Brian tries to guess the
problem and express his thoughts by
breakfast. sir?
declaring a declarative question. As a
Mr. Robert: I’ll have coffee with little result, he gets the information and answers
in the end.
sugar in it, please.
The information which Mr .Robert
Example 6:
supply is one of the choices represented by
(Two girls are waiting for their dad's
the servant and it is asked to get the
arrival at the train station.)
necessary information from Mr. Robert.
Andy: It's five o'clock.
Example 5:
Claire: What did you say?
(Andy and Brian are in the office on a hot
Andy: I said it was five o'clock.
Monday morning.)
Claire: I'm sorry, but I'm afraid I cannot
Andy: Bah! What a day!
hear you!
Brian: Then you think the work is hard?
Andy: that's five!
Andy: No, I didn't mean that.
Function: In this example, the message 'at
Brian: So you admit something,! is
five' is repeated several times for
difficult?
clarification of meaning.
Andy: Oh, no . . .no.
Example 7:
Brian: Well. Weren't you satisfıed with the
Birling: Well, when he comes back, you'll
increase in your salary yesterday?
probably suck it up. And you can promise
Andy: Of course not. It was yesterday.
that we '' try not to get out of trouble for
You know that I came over that problem.
the next few months.
Brian: Yes, I know. Would you please start
They both laughed.
talking? What's the matter with you?
ERIC entered
Andy: Nothing, but the room. It's too hot
Eric: What's the joke? Start telling stories?
inside.
Birling: No, Want another glass port?
Function: Sarcasm.
Example 8:
Mrs. Birling (worried): Have you ever
been to her room?
Birling: Yes. And I called the two
landings. It must be Eric we hear out right
then and there.
Mrs. Birling: Silly boy! Where can he
also?
Birling: I cannot imagine it. But he liked
the strange weird atmosphere, and though
we did not need him here
Functions: Search information, ask for
someone's place and satire.
Example 9:
Pickering: Forgive the real question,
Higgins. Are you character good in which
women are noticed? (a)
Higgins (moodily): Have you ever met a
man with a good character in which the
woman is concerned? (b)
Pickering: Yes: very often.
Function:
(a) Sarcasm and confirmation. (Doubt?)
(b) Sarcasm and confirmation.
Example 10:
(John is in a hurry and asks for a request.)
John: Can I borrow a bicycle?
Jack: of course
Function: Request polite but informal.
Example 11:
(Customers and shop owners speak at the
boutique.)
Store owner: will you try this one?
Customer: Oh, no thanks. I want to buy
this one.
Shopkeeper: Sure.
Function: Request polite.
Example 12:
Taxi man: Can I drive you and women
anywhere, sir?
(They begin to split)
Liza: Oh, Freddy, taxi. That very thing.
Freddy: But, shit, I have no money.
Function: Permission. (Informal) / (Offer?)
Example 13:
Beatrice: Ay, put it, William. What is the
problem? Say that the cat eats it.
Ernest (undecided): should I?
Beatrice (elbow elbow): Ay, come on.
Function: Suggestion. (Doubt?)
Example 14:
Blackmore: Will you come with me? (A)
Mrs. Holroyd (after a reluctant pause):
Where? Blackmore: To Spain: I can have a
job there, in a decent place. You can bring
children.
(The figure of people who sleep soundly
restless they see it.)
Blackmore: will you? (b)
Mrs. Holroyd: when will you go?
Blackmore: Tomorrow, if you like.
Function:
(a) the Offer. (Invitation?)
(b) Offers and Doubts.
Example 15: teaching, original material preparation, and
Liza: Do my clothes include! For me or to improved communicative testing.
Colonel Pickering? 5. Contributions of discourse
Higgins (back in the room as if the analysis to language teaching.
question is a climax of irregularity):
5.1. Emphasis on Language Teaching as
What's the use of the devil against
Communication
Pickering?
From the traditional point of view, the
Liza: He might want them for the next girl
purpose of teaching language as a
you'll try.
communication is to teach a formal
Function: The question represents two
perspective. It is also suggested that
choices, and Higgins must provide a clear
grammar can get learners to speak
answer. It has an information retrieval
accurately in the target languages. For
function.
example, the method of grammatical
From the example above reflects that
translation. The teacher usually gives
ideas in language interpretation are
detailed explanations of the ins and outs
necessary and understand the
grammars and hints used to focus on forms
communicative value of all languages. In
and words that are not flexible. But
addition, it is also suggested that the
indirect methods, the communicative value
functional value of communication is
of language begins to be more attention
determined by various circumstances such
than the form and grammar are taught
as setting, speaker mood, listener, and
inductively. The students usually never
purpose. Only plays a key role in natural
experience explicit grammatical rules. A
verbal communications, but also in
syllabus is based on a topic or situation.
language classes. The functional approach
Linguistic rules are used as a means of
to language explanation is directed by
communicating meaning in certain
some question and answer patterns that
situations. In the lingual Audio approach,
make communication meaningful more
linguistic structures are not considered to
precise for purpose and accurate in class.
be extinct from their usefulness. The cost
The syllabus formation serves as the best
is more naturally occurring in the context.
starting point to emphasize the need for
The main purpose of this method is To
meaningful teaching. The syllabus is also
Teach the language for communicative
functional not only in terms of course and
purposes. In addition, in the cognitive code
interactive objectives, but also paves the
approach as B Hamuddin says: grammar-
way for student-centered language
translation is a cognitive code assumption students must be trained accordingly.
in conscious learning that everyone can Therefore, teachers must turn this principle
achieve, that all arrangements can be into action by using a functional syllabus
learned and that conscious knowledge in their language class.
must be readily available. The cognitive 5.2 Using functional syllabus and its
approach studies pharmaceutical language contributions to communicative teaching.
acquisition of rules. As a result of the emergence of Applied
It is possible to duplicate the above Discourse Analysis in Educational
example. Because this method is primarily Linguistics, the need to use functional
concerned with grammar, students can syllabus has emerged. About this
learn the rules of grammar and when it Cunningsworth claim, "In the functional
happens: To adapt this knowledge in syllabus, functions are selected and
practice, they are 'difficult in manipulating ordered according to their usefulness to the
language for communicative purposes. The leader, to what extent they meet the
result, therefore, is the failure when communicative needs of leader ... Some of
communicating. the advantages of the functional syllabus
Toward the end of the 1970s, teachers are learning objectives can be identified in
changed their direction to teach the terms that make sense to leaders itself. "As
language as communication. Studies in Cunningsworth stated above, in the
Discourse Analysis (text, context, original functional syllabus, functions are selected
text, speech analysis function) and and sorted in such a way as to meet the
pragmatics (speech acts, psycho needs of leaders. Here, a structure is used
pragmatics, prerequisites, pragma as a tool for delivering messages
linguistics) paved the way for such change accurately and effectively to the listener.
to occur. It has become clear that leaders In this case, the goal of the teacher is to
must have a form with a function to make the student aware of what use bodies
provide accuracy and fluency in the target in real life situations.
language. As Widdowson mentions, The application of the functional
"Knowing language does not mean syllabus brings many advantages in
understanding, speaking, reading and language teaching. Some of them are:
writing sentences, it means knowing how a. The main purpose of the functional
sentences are used to communicate syllabus is to encourage students to
effectively." Since the goal is to accept the communicate in a foreign language.
language of the communication tool, the Thus, student-centered language
 teaching can contribute to achieving testing, contrary to discrete point
this goal. By reducing the teacher's testing, tries to take this into account
dominance in the classroom, by testing the ability of students to
student-centered language teaching appear in communicative situations,
increases the level of student using various sources and
participation in the classroom. In combinations of skills and abilities if
this regard, it is important to note required. Again as Cunningsworth
that teachers should give praise and mentions, communicative testing
encouragement to the positive assesses larger and more complex
aspects of the student's work. language pieces, using global tests
b. The functional syllabus utilizes the (such as cloze and dictation, and
Graduated Materials and gives relies on a more subjective
students the opportunity to assessment of the tester assisted by
experience natural language from the Deccan description checklist of
various sources. The text of selected performance descriptions. again that
newspapers, magazines, radio and the results of such applications in
television programs gives students language testing rely on more
an opportunity to read and hear the realistic data that paves the way for
actual language. Thus, students further advancement in foreign
become aware of functions such as language abilities of the learner.
advertising, speech, apology, etc. At present, it is good to state that
c. Functional language teaching also such tests and assessment
allows communicative testing. As procedures receive many awards
suggested by Bachman, "Language from teachers and students. Thus,
Testing almost never happens in teachers are given the opportunity to
isolation, it is done for a particular test the students' knowledge from
purpose and in a specific context." different directions by utilizing four
When students are given a test, their appropriate skills as per the
knowledge of the subject area is objectives.
tested. There can be no doubt that 6. Conclusion
linguistic items (words, phrases, During the execution of this paper, it is
sentences) can arrive at different hypothesized that every single utterance is
meanings when used in different valid and has a function in the language
contexts. Thus, communicative
under certain circumstances because it is
produced for purposes if it is deemed
inappropriate to the context. Thus, the
importance of focusing on the functional
interpretation of the language in the
context of the teaching situation is the
focus on emphasis. It is observed that the
same form can come to different meanings
in different contexts.
Thus, to avoid pragmatic difficulties in
language teaching, language discourse
must be carefully studied by teachers and
students. The study of form and function
should not be separated, but too much
structuralism should not overshadow
functional studies. Languages should not
be used separately with their use.
This study proves the main emphasis of
this paper: The form and function are two
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