Query Details
| Query Subject: |
Critical Discourse Analysis and Teaching
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| Author: | Hamed Azizinia | |
| Submitter Email: | click here to access email | |
| Linguistic LingField(s): |
Discourse Analysis
Pragmatics Writing Systems |
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| 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? |
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| LL Issue: | 16.3197 | |
| Date posted: | 07-Nov-2005 | |
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