MODULE 8 WEEKLY ASSIGNMENT 1

Module 8 Weekly Assignment

Molly A. Simon
Department of M.A TESOL, Campbellsville University
TSL 670: Discourse Analysis
Dr. Eduardo L. Trindade, Ph.D.
April 30th, 2023
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Module 8 Weekly Assignment

As a teacher of English as a Second/Foreign Language, having the ability to do Discourse

Analysis is extremely beneficial towards understanding how language is used in context (Chen &

Chen, 2015). Discourse Analysis is the study of language in use and provides teachers with tools

to analyze and understand language use in different contexts, such as academic writing or

workplace communication. This course has covered a range of topics related to Discourse

Analysis, including different approaches, context, social identities, and discourse markers.

By applying the concepts of Discourse Analysis to classroom practice, we as teachers can

help students develop their language skills more effectively. One way to apply Discourse

Analysis in the classroom is to use it to analyze academic writing. As a teacher of South Korean

students, I see that struggle with academic writing in English, as it differs from Korean writing in

terms of structure and expectations. Through analyzing academic texts and identifying common

language patterns and structures, I can provide students with a better understanding of how to

write academically in English (Flowerdew, 2000). This approach can be applied to teaching

various forms of writing, such as business emails and reports, not just teaching students from

different cultures.

Another way to apply Discourse Analysis in the classroom is to use it to teach

conversational English. As I have experienced, South Korean students struggle with

conversational turn-taking due to cultural differences in communication styles. Through

analyzing conversational interactions and identifying discourse markers, such as backchanneling,

I can provide students with practical strategies for engaging in natural and fluent conversations in

English. This approach can be applied to teaching various conversational situations, such as job

interviews and socializing with native English speakers (Hyland, 2009).

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Furthermore, Discourse Analysis can be beneficial for teaching grammar and vocabulary.

By analyzing the language used in different contexts, teachers can identify the most common

patterns of grammar and vocabulary use. This knowledge can be utilized to create targeted

language teaching materials and activities that specifically teach learners how to use language in

real-world situations (Luo, 2017).

In reference to our textbook, for ESL teachers to understand the concepts presented in

Gee's book "An Introduction to Discourse Analysis: Theory and Method" (4th ed.) is essential

for effective teaching. It is important to be able to grasp and analyze the discourses used in

different social and cultural contexts. This can help teachers understand the language demands

their students face. With this knowledge, teachers can design materials that are more appropriate

to the specific discourses their students need to learn, such as academic language or workplace

discourse (Gee, 2014). Additionally, analyzing social languages can help teachers understand the

power dynamics in their classrooms, especially in multicultural settings. It is also helpful to

recognize how students' identities are constructed and negotiated through language, as this can

help create a more inclusive and supportive learning environment (Gee, 2014). Understanding

intertextual links between texts can be used to teach reading and writing skills in a more

integrated and holistic manner (Gee, 2014) . Lastly, analyzing the material and social practices

that support particular discourses can help teachers design more authentic and engaging

classroom activities (Gee, 2014). By having a solid understanding of discourse analysis, ESL

teachers can enhance their ability to design effective instructional materials and create a

supportive learning environment for their students.

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References

Chen, C. C., & Chen, H. T. (2015). Using discourse analysis to enhance EFL learners' language

proficiency. International Journal of Learning, Teaching and Educational Research, 12(2), 40-54.

Flowerdew, J. (2000). Discourse community, legitimate peripheral participation, and the

nonnative-English-speaking scholar. TESOL Quarterly, 34(1), 127-150.

Gee, J. P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). Routledge

Hyland, K. (2009). Teaching and researching writing: Applied linguistics in action. Longman.

Luo, J. (2017). Discourse analysis and English language teaching. ELT Journal, 71(1), 115-118.

Swain, M. (2006). Languaging, agency and collaboration in advanced second language

proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and

Vygotsky (pp. 95-108). Continuum.