Chapter 9.

Discourse
 Topic
• http://www.grammar-
quizzes.com/adv_discourse.html

• Record 5 minutes of English conversation

and transcribe.

• Topic: the most important(valuable) thing

in your life
Pearl: Hello, my name is Pearl Lee. How can I help you today?

Koo: I'd like to book an air ticket.

Pearl: Sure, I am happy to assist you. Where are you going to?

Koo: I am going to Pyongyang on Dec 25.

Pearl: What time are you departing?

Well, I have to arrive there at least before 10 a.m local time.

Koo: Pearl: All right, let me check the flight schedule. How about Air Koryo arriving in Pyongyang at
9:15 am?

Koo: Urr, can you see a next flight schedule?

Pearl: Wait for a second, okay, I have Air Koryo, departing at 8:30 am and landing at 10 am.

Koo: Emm, I will book a previous one.

Pearl: Not a problem, then I will hold it for you. What's your name?

Koo: Bon Jean Koo

Pearl: Okay, thank you. Please confirm that you are departing Chunchon on Dec 25, 7:30 am and arriving
Pyongyang at 9:15am.
T : Hyunho, where did you go last summer vacation?

S1 : I went to Jeju-do with my family.

T : You did? good! How was your trip to Jeju-do?

S1 : It was not so pleased there. We had too much rain, my goodness!

T : I understand how you felt, Hmmm. Anyone else? About last summer.

S2 : There were much interesting memories this summer.

T : Oh, really? There were many interesting memories, many.

S2 : Ok, I have many interesting memories about this summer.

S3 : Me, too. I also have many interesting memories this summer.

T : Oh, that’s great! Such as...?

S3 : I went to Dong-nam-a with my family and had great fun!

T : Oh, I see what you mean, hahaha. Like Thailand? Vietnam? Hur?
 Goals of this chapter
• see how discourse analysis changes the
way we think of language learning.

• understand how the way teachers

communicate with learners can affect
learning
 What is discourse?
• The study of the relationship between
language and its contexts of use

• Concerned with speaking

• I might say, I wanted to ask you a

question.
 Background to teaching discourse(1)

• Exchange structure:
 based on L1 class
 classroom discourse (transaction)
 discourse markers (okay, so, right, now,
anyway, then)  fillers
 question-answer sequence
 pupil responding to teacher’s direction
 pupil listening to information from
teacher (I-R-F)
 Background to teaching grammar(2)

• Conversational analysis:
 participants in a conversation work hard

 taking turns (whum, yeah, right, mm)

 adjacency pairs (greetings/congrats)

 dispreferred sequence (declining)

 Background to teaching discourse(3)

• SETT procedure (Self-Evaluation of

Teacher Talk)

• Managerial mode

• Materials mode

• Skills and systems mode

• Classroom context mode

 Principles for teaching discourse
• Help learners achieve discourse skills.

• Make language dialogues & classroom

activities as natural as possible.

• Use recordings of spoken language.

• Make sure your learners to use their own

discourses both in and out of class.