Featured Linguist!

Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



Donate Now | Visit the Fund Drive Homepage

Amount Raised:

$34328

Still Needed:

$40672

Can anyone overtake Syntax in the Subfield Challenge ?

Grad School Challenge Leader: University of Washington


Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


New from Cambridge University Press!

ad

Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Query Details


Query Subject:   Critical Discourse Analysis and Teaching
Author:   Hamed Azizinia
Submitter Email:  click here to access email

Linguistic LingField(s):  Discourse Analysis
Pragmatics
Writing Systems

Query:   In TEFL area, I work on a project and a M.A. thesis these days. My
colleagues and I demonstrate the relationship between discursive structures
and ideological structures in formal sample speeches through Fairclough’s
(1989,1995) Critical Discourse Analysis (CDA) model. This process is
performed in Persian that is our native language.

On the other hand, we’ve decided to use the results of this critical
analysis in teaching English. Since we have seen lots of shortcomings in
our subjects’ essays (our subjects are upper-intermediate learners of
English) which all came from their ignorance of using discursive
structures, we tried to show the importance of main discursive structures
and their lacks in our subjects’ writings. Here, we want to provide a
connection between our CDA results and their pedagogical application in
writing but we cannot agree on the methodology for providing this goal.

Please, tell us:

What methodology can we use here? And, How can we indicate this connection
systematically?
LL Issue: 16.3197
Date posted: 07-Nov-2005



Back

Sums main page