discourse analysis and vocabulary 黃宏祿 [email protected] 0921-776607
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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.