Group 2

DISCOURSE
ANALYSIS
 WARM-UP
Word puzzle

1. W R I T T E N
2. O R G A N I Z E
3. P A T T E R N S
4. M O D A L I T Y
5. C O H E S I O N
1
WARM-UP
Word puzzle
Fill in the blanks

Language can be mainly divided into 2 main

aspects: spoken language and _ _ _ _ _ _ _
language. Spoken language involves speaking
and listening skills whereas the other involves
reading and writing skills.
WRITTEN
WARM-UP
Word puzzle
Choose the most suitable word

The Art History Department and the Youth

Association ................... a conference on
conservation on 23th December, 2021.

ORGANIZE ASSEMBLE
WARM-UP
Word puzzle
Question: What are they?

HINT

P_ TT_ _ _ S

PATTERNS
WARM-UP
Word puzzle
Choose the most suitable word

........ has 3 levels, and each level has its own

auxiliaries. For example, in the low level, it has
some words like could, maybe, might, possibly,
etc.

QUANTITY MODALITY
WARM-UP
Word puzzle
Fill in the blanks

Coherence & _ _ _ _ _ _ _ _ refer to the

structure and flow of the essay and its
paragraphs. They are also band descriptors in
IELTS Writing.

COHESION
DISCOURSE ANALYSIS
AND
VOCABULARY
2
 MEMBERS & CONTENT
01. 02. 03.
Introduction Textual aspects of
Lexis in talk
Lexical cohesion lexical competence
Vũ Quang Minh Thiện Trần Phương Minh Ngọc Nguyễn Ngọc Kim Ngân

04. 05. 06.

Vocabulary and Signaling larger Register & Signaling vocabulary
the organizing of text textual patterns Modality
Nguyễn Ngọc Kim Ngân Trần Phương Minh Ngọc Trần Lâm Minh Huy

3
 01.
INTRODUCTION
Vocabulary & Textual relationship

4
INTRODUCTION
Relationship

Communicative approaches have been applied in teaching and

learning  Vocabulary is taught in context.

Specific relationship:
- Vocabulary choice (text)
- Context (Ngữ cảnh thực tế): the situation in which the discourse
is produced.
- Co-text (Văn cảnh): the actual text surrounding any given lexical
item.
5
 EXAMPLE (GOAL)
• Co-text: There some verbs that commonly occur with it,
such as achieve/set/accomplish/score.
• Context: Using the image of Nelson Mandela to evoke
the life of a man who overcame difficulties in order to
achieve his goal.

6
INTRODUCTION
Coherence - Cohesion

Context has the connection to coherence (the ways the text makes
sense to reader/listener through the relevance and accessibility of its
order of concepts, ideas or theories).
Co-text relates to cohesion (the connection of sentences through
linguistic means - grammar and lexicon, which allows to achieve a
smooth text flow effect).
Vocabulary choice influences both coherence and cohesion.

7
INTRODUCTION
Cohesion

Grammatical cohesion

REFERENCE ELLIPSIS – SUBSTITUTION CONJUNCTION

Exophoric – Endophoric Elaboration – Extention –
Norminal – Verbal – Clausal
(Anaphoric – Cataphoric) Enhancement

Lexical cohesion 8
 02.
LEXICAL COHESION
Halliday and Hasan’s (1976)

9
LEXICAL COHESION Liên kết ngữ vựng

Exact repetition of words and the role played by certain basic

semantic relations between words in creating textuality.

EXAMPLE
• Cohesion: My husband is very handsome. He is a doctor.

• Lexical cohesion: Do you think she is beautiful?

Yes. She is so gorgeous.
10
LEXICAL
Liên kết ngữ vựng
COHESION
Categories

REITERATION
Either restating an item in a
later part of the discourse by
direct repetition or else
reasserting its meaning by
exploiting lexical relations.
COLLOCATION
Words that frequently
go together or regular
co-occurrence of items.
11
REITERATION
Nhấn mạnh
Either restating an item in a later part of the discourse by direct repetition
or else reasserting its meaning by exploiting lexical relations.
EXAMPLE
Do you think she is beautiful? Lexical relation
Yes. She is so gorgeous. Synonymy

Lexical relations are the stable semantic relationships that exist between words
and which are the basis of descriptions given in dictionaries and thesauri.

Based
Synonymy,
on knowledge
Antonymy, obtained
Hyponymy,
in The Meronymy,
introductionPrototypes
to the language
(Điển
study
dạng),
course,
Homophones
could you
list
& Homonyms,
some of lexical
Polysemy
relations?
(Đa nghĩa), Word play, Metonymy (Hoán dụ)
12
 REITERATION
Common lexical relations
Repetition Lặp từ

I have a pen. I also have an apple.

I love running. I want to become a long-distance runner

Synonymy Đồng nghĩa

Do you think she is beautiful? Yes. She is so gorgeous.

Antonymy Trái nghĩa

Many people are so happy. Meanwhile, I’m so sad.

13
 REITERATION
Common lexical relations
Meronymy Quan hệ chỉnh thể - bộ phận

She is building her body. Right now, she is working on her belly.

A part

Hyponymy Quan hệ tập hợp – thành phần

She likes flowers. Rose, marigold and red spider lily are all her
interests.

A type Superordinate (Thượng vị)

14
 REITERATION Notes

• We do not always find direct repetition of words, and

very often find considerable variation.

• Synonymy would be preferred for reiteration rather than

repetition.

15
COLLOCATION
Kết hợp từ
Words that frequently go together or regular co-occurrence of items.

EXAMPLE
It rains strongly.
It rains heavily.

Strong
Strong coffee Powerful coffee
Powerful
Powerful car Strong car
Car
Coffee
16
 IMPLICATIONS FOR LANGUAGE PEDAGOGY
- Disturbing the lexical patterns of texts may lead to unnaturalness
and inauthenticity at the discourse level.

- Observing lexical links in a text could be useful for language

learners in various ways.

- Lexical cohesion supplies learners with meaningful, controlled

practice and chances to improve their text-creating and decoding
abilities.
17
QUIZ
18
Quiz Find out what lexical relation is

She look glamorous in her new dress, doesn’t she?

Yes. She is charming.

SYNONYMY
19
Quiz Find out which word collocates with all the words given

1. fried, poached, fresh, frozen, grilled ________

2. summer, trendy, second-hand, warm ________

1. fish/egg 2. clothes/outfit
20
 03.
LEXIS IN TALK
Lexicalization - Relexicalization

21
 Ngôn từ LEXIS IN TALK
Definition

Lexicalization Ngữ vựng hoá

• Adding words, set phrases, or words patterns.

• Speakers reiterate their own and take up one

another’s vocabulary selections.

Develop and expand topics

22
 LEXIS IN TALK

• People don’t say “I agree” or “I disagree”.

• They tend to use some sort of lexical relation.
• Speakers do not just repeat the same items endlessly.

23
 Two women are talking about 'Bonfire Night', the night when many people in Britain have
large bonfires and fireworks in their gardens.

EXAMPLE
A: No, I don't think we can manage a large bonfire but the fireworks themselves er
we have a little store of. . .
B: Oh yes, they're quite fun, yes.
A: Mm yes, the children like them very much so I think as long as one is careful,
very careful (B: Oh yes) it's all right.
B: Mm.
A: But erm I ban bangers, we don't have any bangers (B: Yes) I can't stand those
(B: Yes) just the pretty ones.
B: Sparklers are my favorites.
A: Mm Catherine Wheels are my favorites actually but er you know we have
anything that's pretty and sparkly and we have a couple of rockets you know, to
satisfy Jonathan who's all rockets and spacecrafts and things like this.
24
NOTES Having a fairly rich vocabulary

Relating abstract notions to

Requirements
discourse skills
LEXIS IN TALK

Encouraging recognition of
these lexical relations

Using simple cue and response

Solutions
drills for pair work

Practicing using vocabulary in

context 25
 04.
TEXTUAL ASPECTS OF
LEXICAL COMPETENCE
Lexical readjustments

26
 TEXTUAL ASPECTS OF LEXICAL COMPETENCE

Textual aspect Definition

Sometimes our expectations as to how words are

conventionally used are disturbed when the writers
arrange usual lexical relations for particular purposes
of the text.

27
The Guardian, 13 November 1987: 15

EXAMPLE
The depressing feature of Allen’s documents is the
picture which emerges of smart but stupid military
planners, the equivalent of America's madder
fundamentalists, happily playing the fool with the
future of the planet.

28
SMART >< STUPID CLEVER
INTELLIGENT
not RECKLESS
UNINTELLIGENT

EXAMPLE
The depressing feature of Allen’s documents is the
picture which emerges of smart but stupid military
planners, the equivalent of America's madder
fundamentalists, happily playing the fool with the
future of the planet.

WHY?
29
 EXAMPLE
“Fierce and gentle WAVES
Loud and silent
The river doesn't understand itself Illustrate the feelings of a
So the waves reach for the ocean” woman in love

“Dữ dội và dịu êm

Sóng – Xuân Quỳnh

Ồn ào và lặng lẽ
Sông không hiểu nổi mình
Sóng tìm ra tận bể”
30
TEXTUAL ASPECTS OF LEXICAL COMPETENCE

There are other lexical readjustments which are valid

in particular texts only.

In this case:
Interpretations may not correspond to
dictionary definitions

Need to decide words used as synonymous or same

words to stress the difference in meaning-potential
31
 PROBLEM
Psychologically-generated  come to texts
with expectations that the words have fixed
relationships with one another

32
 TEXTUAL ASPECTS OF LEXICAL COMPETENCE

Understand the same

sentence differently
 Teachers should raise an
awareness that such uses of
typical vocabulary are often
readjusted in individual texts.

33
 TEXTUAL ASPECTS OF LEXICAL COMPETENCE

Discourse-specific lexical relations can be called instantial relations (J. Ellis, 1996).

Found frequently in spoken and written texts, probably a universal feature in all
languages.

Instantial relations often present important stylistic features in text:

+ Creative lexical usage;
+ Devices of evaluation or irony (a type of word-play);
+ Particular focus.

By definition, each case has to be interpreted individually.

34
CONCLUSION

Aspects
Particular
(Lexical
Items)
Context

35
 05.
VOCABULARY AND THE
ORGANIZING OF TEXT
Discourse organizing words
36
VOCABULARY AND THE ORGANIZING OF TEXT
Discourse organizing words have a broader textual function to signal to
the reader what larger textual patterns are being realized.

Vocabulary

Closed Systems Discourse Systems Open Systems

Grammar Words Lexical Words

Function Words Content Words
Empty Words Full Words
37
 EXAMPLE
W. J. Kyle, Annals of the GGAS, University of
Hong Kong, 1984, no. 12: 54-66

Here I want to spend some time examining this

issue. First I propose to look briefly at the history
of interest in the problem, then spend some time
on its origins and magnitude before turning to an
assessment of the present situation and approaches
to its solution. Finally, I want to have a short peek
at possible future prospects.

38
 VOCABULARY AND THE ORGANIZINGExample
OF TEXTanalysis

The characteristics of some discourse-organizing words in the passage

this  preceding text check-up

issue  anticipating problem-solving processes
problem  seeking for solutions
assessment  performing evaluation of the problem and providing
solutions
solution  fulfillment of task

39
VOCABULARY AND THE ORGANIZING OF TEXT Discourse-organizing words

Closed Open
systems systems

• Organize and structure the argument.

Conclusion

• Build up expectations about the whole discourse.

Operate predictively and retrospectively.
•
40
 THE SIZE OF VOCABULARY
No official document
 Depending on the purpose of the writing

41
QUIZ
42
Quiz
The bold words refer to the segments backward or forward?
Which one do they refer to?

I am always being asked to agree with the proposition that the British are the
most anti-intellectual people in Europe. What other European language
contains that withering little phrase 'too clever by half? Where else do thinkers
squirm when they are called intellectuals? Where else is public support for the
institutions of intellectual culture - the universities and the subsidized arts - so
precarious?
Behind these questions lies a deep-seated inferiority complex in the post-
imperial British middle-classes about the parochial philistinism of their culture,
...
Michael Ignatieff, The Observer, 25 February 1990:17
Backward Forward 43
Quiz
The bold words refer to the segments backward or forward?
Which one do they refer to?

The issues which emerge have beset the personal social

services for generations - accountability, relationships with
voluntary bodies, what their role is, for example, but the
context is different.
New Society, 28 August 1987: ii

Backward Forward
44
 06.
SIGNALLING LARGER
TEXTUAL PATTERNS
Segments of text

45
 SIGNALLING LARGER TEXTUAL PATTERNS

Definition
Signaling larger textual patterns is the way that the
writer/speaker has a tendency to add a list of
related words to signal to the audience what larger
textual patterns are being realized.

46
 47

EXAMPLE
SIGNALLING LARGER TEXTUAL PATTERNS
Problem-solution patterns
Problem problem, concern
Response respon(d/se), develop
Solution/Result (re)solve, effect
Evaluation (in)effective, viable

Claim - counterclaim patterns: claim, assert, state, truth, false,

in fact, in reality, etc.
48
SIGNALLING LARGER TEXTUAL PATTERNS

49
 SIGNALLING LARGER TEXTUAL PATTERNS

Benefits
• An awareness of the rich vein of vocabulary that regularly realizes
it.
• Learners’ vocabulary records items occurring regularly in similar
textual environments.
• Building up a rich, textually-based lexicon.

 Help students hone their linear reading skills, read for main idea,
read for details,... (part 5)
50
 07.
REGISTER & SIGNALING
VOCABULARY
51
REGISTER & SIGNALING VOCABULARY Ngữ vực & Ngữ hiệu
Definition

REGISTER Tone of a piece of writings

It should be appropriate for the task and

target reader

E.g. a letter of application is written in formal register

52
REGISTER & SIGNALING VOCABULARY
Components of register

What Activities / main topic Field

Participants &
THREE Who relationships + target Tenor
reader
Means (way the text is
How created, e.g. email, Mode
face-to-face talk, …)
53
The relationship between vocabulary and register
needs to be brought out when studying textual
signaling.
Lexical choice within the identified clusters will
depend on the context (field) (e.g. textbook,
magazine, news report, etc.), the author's
assumptions about the audience (tenor) (e.g.
cultured / educated readers) whether the style is to
be read as 'written' or 'spoken' (mode).

54
EXAMPLE

THREE
ANSWER CLUE / NOTE
COMPONENTS

Field Greeting & travel R u back ( Are you back), How was it?

Tenor Informal, close friends Hi. R u…, C u l8r?

• the use of abbreviations & ellipsis (leaving words

Written, Online
out)
Mode chatting platform
• more like speech than conventional (formal)
writing
55
EXAMPLE

THREE
ANSWER CLUE / NOTE
COMPONENTS
Academic publishing Technical terms (spring issue, disk copy, production
Field & accounts purposes, word processing program)
Very formal with a safe The use of highly indirect & modalized language, i.e.
Tenor distance should, could
Rather informal medium but in the form of a formal
56
Mode E-mail
letter)
 NOTE
However, discourse-signaling words
(vocabulary items used in context)
need not necessarily be only rather
'dry' labelled academic words. If
anything, we have to consider the
three factors to identify it precisely
based on the context.
57
The underlined parts seem to appear in everyday dialogues, but in this case they
turn up on an advertisement, seeming quite more formal than we might think of
them.  (you'll wish you hadn't and quite frankly, it will look awful).
 They create a pseudo conversational register.
58

I, Henry, take you, Joylene,
to be my wedded wife,
to have and to hold from this day forward;
for better, for worse,
for richer, for poorer,
in sickness and in health,
to love and to cherish
till death us do part.
• This is a wedding vow, a highly ritualized
promise.
• The field is matrimony (marriage); the
tenor — despite the fact that the
participants know each other— is very
formal, in public occasion; The mode is
spoken, or, better, recitation, since it
involves the speaking of a written text.
• It is in the form of written language but it
is actually more like spoken language.
 This in turn demonstrates the powerful
influence of context on language in use, not
the language itself.
59
1. Charles is at home now.
2. Charles may be at home now.
3. Charles should be at home now.

How are these sentences

different?

60
SIGNALING VOCABULARY

Charles is at home now.

- A statement of fact
- It is believed to be true
 Indicates a high degree of certainty
61
SIGNALING VOCABULARY

Charles may be at home now.

- More speculative
- An assessment of possibility
 A statement of fact as above
61
SIGNALING VOCABULARY

Charles should be at home now.

- Can be a statement of what is probably true

- An expectation (a statement of what is desirable or necessary)

62
 08.
MODALITY
Holmes (1983) & Hermeren (1978)

63
MODALITY Thể thức từ
Definition

In linguistics & philosophy, • Modal verbs (might, may,

modality is generally used to could, can, should, must, …)
discuss the degree of • Used to say whether is the
possibility of actions in any subject of speculation
situation.  definite knowledge.

64
ALTERNATIVE EXPRESSIONS FOR MODAL VERBS

Modal expressions with “be”

Prepositional phrases with “for”

for certain / for definite / for sure
64
ALTERNATIVE EXPRESSIONS FOR MODAL VERBS

Other verbs with modal uses

a. To express possibility

65
ALTERNATIVE EXPRESSIONS FOR MODAL VERBS

Other verbs with modal uses

b. To express obligation

66
ALTERNATIVE EXPRESSIONS FOR MODAL VERBS
Some adverbs with modal use

67
EXAMPLE
Inevitably, objections will be raised to the promotion of the motor cycle as
the savior of our environment. It is dangerous: it can be but three-fifths of
all serious motor cycling accidents are caused by cars. So, by transferring
some drivers from cars to motor cycles, the risk can immediately be
reduced. Department of Transport statistics have shown that a car driver is
nine times more likely to take someone else with him in an accident than a
motor cyclist, so riding a motor cycle is actually making a contribution to
road safety.

Cambridge Weekly News, 22 September 1988:11

68
SEMI-MODALS

Include: dare, need, ought to and used to

• Sometimes called non-typical / marginal modal verbs.
• Behave grammatically like lexical verbs; in some ways they
behave like modal verbs.

69
SEMI-MODALS

Example
• I dare not tell her what’s happened. (as with core modal
verbs, negative formed without auxiliary do)
• Marie didn’t dare say anything to them. (as with lexical
verbs, negative formed with auxiliary did)

70
MODAL PERFECTS

Refer to the past when used with the Perfect (have + Vpp)

Speculate about Talk about past Talk about

events in the past events when we possibility in the
/ imagine the are not sure present and
opposite had whether they future (a form of
happened happened or not Future Perfect)

71
MODAL PERFECTS
Examples

Other verbs with modal uses

• You shouldn’t have loved him that blindly!
• I suppose I could have left my diary at home. I can’t find it.
• They should have got to the station by the time I come.

72
CONCLUSION
Modality (Modal verbs) (alternatives) carry an
important meaning about the stance and / or the
attitude of the sender / speaker towards the
message / situation / state they are aware of.

→ Teachers should raise Ss’ awareness of using

appropriate modal verbs in any situation. It also
requires the understanding of them as speakers /
writers of the contexts.

73
 THANK YOU
FOR
YOUR ATTENTION