Page 263 - DENG504_LINGUISTICS

Gowher Ahmad Naik, Lovely Professional University Unit 19: Discourse

Unit 19: Discourse Notes

CONTENTS
Objectives
Introduction
19.1 Linguistic Discourse Analysis
19.2 Definition of Discourse
19.3 Features of Discourse.
19.4 The Functions of Discourse Analysis
19.5 Types of Discourse
19.6 Discourse Analysis—Its Origins and Development
19.7 The Significance of Discourse Analysis in Language Teaching and Learning
19.8 Summary
19.9 Key-Words
19.10 Review Questions
19.11 Further Readings

Objectives

After reading this Unit students will be able to:
• Understand Discourse.
• Define Discourse.
• Explain the Features and Functions of Discourse.

Introduction
Discourse analysis (DA), or discourse studies, is a general term for a number of approaches to
analyzing written, vocal, or sign language use or any significant semiotic event. The objects of
discourse analysis - discourse, writing, conversation, communicative event, etc. - are variously
defined in terms of coherent sequences of sentences, propositions, speech acts, or turns-at-talk.
Contrary to much of traditional linguistics, discourse analysts not only study language use 'beyond
the sentence boundary', but also prefer to analyze 'naturally occurring' language use, and not
invented examples. Text linguistics is related. The essential difference between discourse analysis
and text linguistics is that it aims at revealing socio-psychological characteristics of a person/
persons rather than text structure.
Discourse analysis has been taken up in a variety of social science disciplines, including linguistics,
sociology, anthropology, social work, cognitive psychology, social psychology, international
relations, human geography, communication studies, and translation studies, each of which is
subject to its own assumptions, dimensions of analysis, and methodologies.
Although Harris had mentioned the analysis of whole discourses, he had not worked out a
comprehensive model, as of January, 1952. A linguist working for the American Bible Society,
James A. Lauriault/Loriot, needed to find answers to some fundamental errors in translating
Quechua, in the Cuzco area of Peru. He took Harris's idea, recorded all of the legends and, after
going over the meaning and placement of each word with a native speaker of Quechua, was able
to form logical, mathematical rules that transcended the simple sentence structure. He then applied
the process to another language of Eastern Peru, Shipibo. He taught the theory in Norman,
Oklahoma, in the summers of 1956 and 1957 and entered the University of Pennsylvania in the

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