discourse analysis and vocabulary 黃宏祿 hakka@pie.com.tw 0921-776607

Discourse Analysis and Vocabulary

黃宏祿hakka@pie.com.tw

0921-776607

Discourse Analysis and Vocabulary

Vocabulary and the Organizing of Text

Signaling Larger Textual Patterns

Register and Signaling Vocabulary

Modality Conclusion

3.5Vocabulary and the Organizing of Text

Vocabulary and the Organizing of Text: The Systems of Vocabulary

Vocabulary

Closed Systems Discourse Systems Open Systems

Grammar WordsFunction WordsEmpty Words

Lexical WordsContent Words

Full Words

Closed and Open Systems of Vocabulary

Closed Systems

1. Grammar Words

2. Function Words

3. Empty Words

Open Systems

(open-ended, creative)

1. Lexical Words

2. Content Words

3. Full Words

Example (3.9)

Here I want to spend time examining this issue. First, I propose to look briefly at the history of interest in the problem, then spend some time on its origins and magnitude before turning to an assessment of the present situation and approaches to its solution. Finally, I want to have a short peek at possible future prospects.

DISCOURSE-ORGANIZING WORDS issue—problem—assessment—solution

The Characteristics of Some Discourse-organizing Words in the Above Passage

1. this preceding text check-up

2. issue anticipating problem-solving processes

3. problem seeking for solutions

4. assessment performing evaluation of the problem and providing solutions

5. solution fulfillment of task

What Has the Passage Revealed So Far?

status phenomenon lacking items

topic unknown obscure subject matter, lexicalization

field unknown obscure vocabulary content, lexicalization

structure problem-solution text transparent

tenor formal text transparent

tense traditional application transparent

The Importance of Lexicalization and Signaling Device

Here I want to spend time examining this issue. First, I propose to look briefly at the history of interest in the problem, then spend some time on its origins and magnitude before turning to an assessment of the present situation and approaches to its solution. Finally, I want to have a short peek at possible future prospects.

The text remains an u

nintelligible one.

??1. If there is no lexicalization2. If no signaling device is constructed

Discourse-organizing Words(sharing the qualities of words of both closed and open systems)

writer reader

The Function of Discourse-organizing Words

instructor instructor

argument lexicalization

The Size of Vocabulary

HOW BIG IS BIG ENOUGH? The training and practice of setting up a WEB is a good

way to decide an appropriate size of vocabulary for further and future passage development.

vocvoc

voc

VOC

What Is An Unintelligible Passage?

1. One in which the author does not successfully deploy signaling device.

2. One in which detect or comprehend what the author’s signaling device is.

If the discourse-organizing words are seen as SIGNALS of the author’s intent, then the INABILITY to understand them or misinterpretation of them could cause problems—invalid communication.

Tasks for Teachers and Learners

1. Is it possible to delimit procedural vocabulary?

2. What happens if the most common signaling words are not known by learners?

3. If all languages have text-organizing vocabulary, can the teaching/learning process capitalize on transfer in some ways?

Nurture, Not Torture—Training

.Writing Ability

Reading Comprehensio

n

Vocabulary Building

The Role of Discourse-organizing Words

(1) Represent segments of text

(2) Parcel up phrases and whole sentences

Text Discourse-organizing Words Comprehension

Prediction Vocabulary Study

3.6Signaling Larger Textual Patterns

The Role of Discourse Organizers in Larger or Longer Text

1. Representing segments of text

2. Parceling up phrases and whole sentences

3. Signaling to the reader what larger textual patterns are being realized

The Illustration of the Function of Discourse Organizers in Larger or Longer Text

.

TextDiscourse-organizing

Mechanism Comprehension

Prediction Reinforcement

Teaching and Learning Bottom-upTop-down

Teaching and Learning Tips for Textual Patterning

TOP-DWON: Once learners are conscious of a larger text-pattern, they can be brought to an awareness of the rich vein of vocabulary

BOTTOM-UP: Learners can bring together in their vocabulary records items that regularly occur in similar textual environments

An Example of Bottom-up and Top-down Procedures

WEB DESIGN

VOCABULARY TOPIC-DEPTH DECIDING

TOPIC DISCUSSING

TEXT

DETAIL SEQUENCING

OUTCOMEIDENTIFYING

STATING POINT CHOOSING

VOCABULARY CATEGORIZATION

STRUCTURE FORMAT

LEXICAL SELECTION

REGISTERSELECTION

CONTENT, AUDIENCE,

STYLE

3.7 Register and Signaling Vocabulary

3.7 Register and Signaling Vocabulary

Register: A set of features of

speech or writing characteristic of a particular type of linguistic activity or a particular group when engaging in it

(Formal Eng., Technical Eng., Religious Eng. Journalistic Eng. Academic Eng. Etc.)

Vocabulary Lexical choice depends

on (1) CONTEXT (2) AUDIENCE (3) STYLE

The Employment of Idioms

1. Restriction of idiom application: It is not always easy to find natural contexts in which to present idioms or idiomatic expressions.2. Characteristics of idiom application: Idioms or idiomatic phrases are applied

to (1) organize discourse, and (2) signal evaluation.

3.8 Modality

3.8 Modality

MODALITY:

Category covering indications either of a kind of speech act or of the degree of certainty with which something is said

Epistemic Modality

認識情態 Alethic Modality

真勢情態 Root Modality

(Deontic Modality)

義務情態

Means of Making Modality in English

1. Modal Verbs2. Adjectivals3. Participials4. Nominal Modal Expressions (be able to, be going to

… )5. Modal-like Adjectives (necessary, probable, certain,

advisable… )6. Modal-like Adverbs (necessarily, probably, certainly,

perhaps, maybe… )7. Parentheticals (I think, I believe, I’m sure… )

Examples of Modal Application

1. He left at once. (declarative)

2. Leave at once! (imperative)

3. He can’t have left. (epistemic)

4. You can’t h leave now. (deontic)

5. You must leave. (obligation)

6. You can leave if you like. (permission)

7. He has apparently left. (alethic)

Comparison of Neutral and Modalized Sentences

1. I suppose it’s possible the cat just may have sat on the mat.

2. The cat sat on the mat.

Difference between Modal Auxiliaries and Modal Expressions

The difference plays a part in the expression of politeness.

Modal Auxiliaries:

either inherently subjective or objective

You must wear evening dress to the reception. Modal Expressions:

predominantly inherently objective

You have to wear evening dress to the reception.

Relative Politeness and the Number of Modal Expressions (Zhao Caixiang 2002:355)

1. Stop Writing.2. It is necessary for you to stop

writing.3. It may be necessary for you to

stop writing4. It may possibly be necessary

for you to stop writing.5. I imagine it may possibly be

necessary for you to stop writing.

6. I would imagine it may possibly be necessary for you to stop writing.

INDIRECTNESS LESS POLITE

MORE POLITE

APPENDIX: MODALITY AND SUBJUNCTIVE MOOD IN ENGLISH (1)

TIPS FOR THE TEACHING OF SUBJUNTIVE MOOD

(1)

(2)

(3) Were

APPENDIX: MODALITY AND SUBJUNCTIVE MOOD IN ENGLISH (2)

The interchange of Mandarin MODAL ADVERBS and English MODAL AUXILIARIES in SUBJUNCTIVE MOOD structure.

MODAL ADVERBS IN MANDARIN

早就 老早 應該也許已經 可能已經就會 將會

MODAL AUXILIARIESIN ENGLISH

SHOULDWOULDCOULDMIGHT

THE END

Thank you for your attention.

Your comment will be highly appreciated.

REFERENCES

Zhao Caixiang. “An Analysis of Modality and Politeness”. 第六屆全國功能語言學討論會論文集 .

上海 : 外語教育 2002

施家煒 (譯 ). Scollon, R. Intercultural Communication (A Discourse Approach) 北京 : 社會科學文獻 . 1995.

王福祥 . 話語語言學概論 . 北京 : 外語教學與研究 . 1994.

索振羽 . 語用學教程 . 北京 : 北大出版社 . 2000.