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Language Planning as a Sociolinguistic Experiment

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Acquiring Phonology: A Cross-Generational Case-Study

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The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

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The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


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



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