‫שנה’’ל תשע’’ד‬
Name of Course:
Discourse Analysis
‫ניתוח השיח למורים לאנגלית‬
Course Code:
0990247
Name of Teacher:
Yisrael Smith
Teacher’s email:
yisyaqs@gmail.com
Number of Hours:
One semester, two hours a week
Type of Course:
Interactive lecture and workshop
Previous Requirements: Introduction to Linguistics
Course Objectives:
1.
Students will read professional literature on discourse
analysis and develop an appreciation for the complexities
and nuances of spoken discourse.
2.
Students will participate in exercises involving analysis of
actual conversation.
Content of Course:
Methods of Teaching:
1.
What is discourse?
2.
Speech acts
3.
Discourse and pragmatics
4.
Context and setting
5.
Discourse and social identity
6.
Conversation analysis
7.
Discourse analysis
8.
Discourse analysis as a tool for teachers
Class discussions based on required reading, experiential tasks, and
videos.
Course Requirements:
Students who choose to do the seminar option must also fulfill the
requirements of the lecture option.
Discourse Analysis – 1 –
Lecture Option:
Assessment:
1.
Active participation in all tasks and activities
2.
Assigned and selected readings
3.
Written examination
The seminar option is counted as a separate credit point and
therefore assessed independently of the lecture option. English
mastery will be taken into consideration in the assessment of these
requirements.
To pass the course, a grade of 60 or more is required in the final
Lecture Option:
exam. English Mastery is a major factor in assessing each of the
below:
20% –
Attendance and punctuality
30% –
Participation in class discussion, assignments and
reading
50% –
Examination
References:
(* = required reading)
* Bygate, M. (2002). Speaking. In R. B. Kaplan (ed.), The Oxford handbook of applied
linguistics (pp. 27-38). Oxford: Oxford University Press.
Cameron, D. (2001). Working with spoken discourse. London: Sage.
* Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching.
Cambridge: Cambridge University Press, pp. 2-30, 164-183.
Edwards, M., & Csizer, K. (2004). Developing pragmatic competence in the EFL
classroom. English Teaching Forum, 42(3), 16-21.
http://exchanges.state.gov/englishteaching/forum/archives/docs/04-42-3e.pdf
Discourse Analysis – 2 –
Eslami-Rasekh, Z. (2005). Raising pragmatic awareness of language learners. ELT
Journal, 59(3), 199-208.
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York:
Routledge, Chapters 2 and 8.
* Lynch, T. (2002). Listening: Questions of level. In R. B. Kaplan (Ed.), The Oxford
handbook of applied linguistics (pp. 39-48). Oxford: Oxford University
Press.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge
University Press.
* Paltridge, B. (2000). Making sense of discourse analysis. Gold Coast: Antipodean
Educational Evterprises, pp. 13-56, 81-100.
* Paltridge, B. (2006). Discourse analysis. New York: Continuum.
Riggenbach, H. (1999). Discourse analysis in the language classroom: Volume 1: The
Spoken Language. Ann Arbor: University of Michigan.
Sunderland, J. & Litosseliti, L. (2002). Gender identity and discourse analysis:
Theoretical and empirical considerations. In J. Sunderland & L. Litosseliti
(Eds.), Gender identity and discourse analysis (pp. 1-39). Amsterdam:
John Benjamins.
Discourse Analysis – 3 –