03

Discourse as
Spoken Interaction
Presented by: Nguyễn Thị Bích Diệp
3. Discourse as spoken interaction

3.1 3.2
Spoken interaction Talk and text

3.3
Hierarchies of action
3.1. Spoken interaction

The emphasis on the interactional and

practical nature of discourse is
naturally associated with a focus on
language use as spoken interaction.
Example: chatting with friends in class,
presenting about Discourse Analysis
3.2. Talk and text

A talk
3.2. Talk and text

A text
3.2. Talk and text
In your own words, define ‘talk’ and ‘text’

What are the differences between talk and text?

3.2. Talk and text
Talk Text

● Takes place in face-to-face ● Do not take place in face-to-face

conversations (except phone-call conversations
conversations)
● Be spontaneous ● Be read with or without
● Be not controlled and well - spontaneous parts
prepared ● Be controlled and well - prepared
3.3. Hierarchies of action
Discourse may be constituted by a complex hierarchy of different acts at
different levels of abstractness and generality (doing X by doing Y or doing X
while doing Y). This phenomenon occurs in grammatical structures,
semantic generality, and discourse operation.
3.3. Hierarchies of action
We involve accomplishing an action with:
❏ Making assertions
❏ Making accusations
❏ Replying questions
❏ Defending ourselves
❏ Being polite or
❏ Engaging in strategies of positive self-presentation
(Van Dijk, 1997, p.5)
3.3. Hierarchies of action
Example: Being polite
What hierarchies of action are involved in Being polite?
3.3. Hierarchies of action
Example: Being polite
• listening actively
• offering constructive criticism
• proposing contribution
• offering compliments
• facilitating engagement
• employing politeness strategies
3.3. Hierarchies of action
Example: Being polite
Use past simple tense when referring to present time to
increase politeness:
“Could you explain this for me?”
(more polite than “Can you explain this for me?”)
> Food for thought: why can past simple be used to increase
politeness?
3.3. Hierarchies of action
Example: Being polite
Variables in degrees of politeness
(i) the social distance of the speaker and hearer (D);
(ii) the relative 'power' of the speaker over the hearer (P);
(iii) the absolute ranking of impositions in the particular culture (R).
(Brown & Levinson, 1987)
> Past simple creates mental distance between the speaking and hearer
> increase politeness
 04
Discourse as
Social actions
Social actions: Intentional actions,
undergirded by human intention

Discourse, in this sense, becomes a

tool for individuals to enact social
actions, influencing and being
influenced by the social context in
which it occurs.
 EXAMPLE: discourse
FILL IN THE shape a shared understanding
students
BLANKS construct a world
a key aspect of social awareness

The ______________1 in the classroom helps _______________ 2 of the significance

of climate change. Through language, _______________ 3 collectively
_______________ 4 where environmental responsibility is _______________ 5.

The discourse1 in the classroom helps shape a shared understanding 2 of the

significance of climate change. Through language, students3 collectively construct
a world4 where environmental responsibility is a key aspect of social awareness 5.
Classroom Discussion on
Climate Change
 EXAMPLE: The teacher

FILL IN THE persuade

critically think
actively participate
BLANKS fostering environmental awareness

The discussion involves work from both the teacher and students:

● ________________1 designs the discussion to be functional, aiming to

________________2 students to ________________3 about the impact of human
activities on the environment.
● Students actively ________________4 in the discourse, providing their insights and
engaging in ________________5, thereby ________________6.

The discussion involves work from both the teacher and students:

● The teacher1 designs the discussion to be functional, aiming to persuade2 students

to critically think3 about the impact of human activities on the environment.
Classroom Discussion on
● Students actively participate4 in the discourse, providing their insights and engaging
Climate Change
in thoughtful dialogue5, thereby fostering environmental awareness6.
 EXAMPLE: share their perspectives

FILL IN THE active contributors

co-production of meaning
the cultural storehouse of meanings
BLANKS
As students ________________1 and engage in the discourse, they become
________________2 to the ________________3. The discussion continually adds to,
instantiates, and extends ________________4 related to climate change.

As students share their perspectives1 and engage in the discourse, they become
active contributors2 to the co-production of meaning 3. The discussion continually
adds to, instantiates, and extends the cultural storehouse of meanings 4 related to
Classroom Discussion on climate change.
Climate Change
 EXAMPLE: Discourse is constitutive.
Discourse involves work.

FILL IN THE 1.
The co-production of meaning.

BLANKS The discourse in the classroom helps shape a shared understanding of the significance of
climate change. Through language, students collectively construct a world where
environmental responsibility is a key aspect of social awareness.

2.
The discussion involves work from both the teacher and students:

● The teacher designs the discussion to be functional, aiming to persuade students to

critically think about the impact of human activities on the environment.
● Students actively participate in the discourse, providing their insights and engaging in
thoughtful dialogue, thereby fostering environmental awareness.

3.
As students share their perspectives and engage in the discourse, they become active
Classroom Discussion on contributors to the co-production of meaning. The discussion continually adds to, instantiates,
Climate Change and extends the cultural storehouse of meanings related to climate change.
EXAMPL 1. Discourse is constitutive.
The discourse in the classroom helps shape a shared understanding of the

E significance of climate change. Through language, students collectively construct a

world where environmental responsibility is a key aspect of social awareness.

2. Discourse involves work.

The discussion involves work from both the teacher and students:

● The teacher designs the discussion to be functional, aiming to persuade students to

critically think about the impact of human activities on the environment.
● Students actively participate in the discourse, providing their insights and engaging
in thoughtful dialogue.

→ Fostering environmental awareness.

3. The co-production of meaning

As students share their perspectives and engage in the discourse, they become active
Classroom Discussion on contributors to the co-production of meaning. The discussion continually adds to,
Climate Change instantiates, and extends the cultural storehouse of meanings related to climate change.
1. Discourse is constitutive.
Language is constructive. It is constitutive of social life. Discourse builds objects,
worlds, minds and social relations.

2. Discourse involves work.

Discourse is often functional (Potter and Wetherell, 1987). It is designed to be
persuasive, to win hearts and minds.

3. The co-production of meaning

Discourse continually adds to, instantiates, extends and transforms the cultural
storehouse of meanings.
 05
Discourse functions in Social
practices
5. Discourse functions in social practices

5.1 5.2
Discourse functions in
Definition of Social practices Social practices

5.3
Examples
5.1. Definition of Social
practices
Social practice encompasses the larger social
dimension of language use. It moves beyond mere
acts of communication in interpersonal interactions.

(Van Dijk, 1997)

5.2. Discourse functions in
Social practices
The study of discourse as action show the social,
political or cultural functions of discourse within
institutions, groups, or society and culture at large.

(Van Dijk, 1997)

5.3. Example 1:
Conversation between teacher and
students

→ Social practices of teaching

5.3. Example 2:
An informal, everyday conversation
about body images may at the same
time be part of the complex social
practice of communicating certain
beauty standard, a practice which in
turn may contribute to the
prevalence of body shaming.
5.3. Example 3:
Public demonstrations combine
actions such as processions or
marches with the written word in the
form of banners or slogans and the
spoken word in chanted demands or
speeches4. This is a form of political
discourse that can influence public
opinion and bring about change.
> Political function of discourse
Conclusion
The exploration of discourse functions in social practices reveals that
language goes beyond mere communication in interpersonal
interactions; it plays a crucial role in shaping the larger social
dimension. Understanding discourse functions in social practices is
essential for effective communication and social cohesion.
REFERENCES

Van Leeuwen, T. (2016). Discourse as the recontextualization of social practice-a

guide. Methods of critical discourse studies, 137-153.

Van Dijk, T. A. (Ed.). (1997). Discourse as structure and process (Vol. 1). Sage.

Porter, J. and Wetherell. M. (1987). Discourse and Social Psychology: Beyond

Attitudes and Behaviour. London: Sage