“…Accordingly, they argued that teachers should focus on inferential questions in their reading classes. Lezberg and Hilferty (1978) in an attempt to prepare students for successful communication in general and helping them in their EFL reading classes to ìunderstand more fully the implications of their readingî (p. 49) in particular suggested focusing on plays as reading texts assuming that the genre includes ìthose covert elements of social interaction which control and transcend the meaning of each discrete word, sentence, or speechî (p. 50). Also, as an exercise for reading texts selected from current newspaper and magazines, they presented some tasks such as, skimming tasks, scanning tasks and activities, such as before-reading, after-reading exercises and some reading skill builders, such as timed reading exercises.…”
Section: Critical Discourse Analysismentioning
confidence: 99%
“…However, the common resulting theme of employing these theories is almost the same. Students are still having difficulties with their learned ìEnglishesî in spite of their ability in perceiving and production of linguistically acceptable words, phrases, and sentences (Lezberg & Hilferty, 1978;Olshtain & Celce-Murcia, 2001).…”
Taking discourse approach towards language teaching has been drawing researchers’ and practitioners’ attention since the introduction of discourse analysis as a discipline in social sciences. Based on the premise that education for sustainable development (ESD) in language pedagogy cannot be realized fully unless language teachers are equipped with theoretical issues in discourse analysis, the purpose of this paper is to review the current research on discourse analysis and language teaching. The focus on the intersection of discourse analysis and language education indicates that three approaches, namely Critical discourse analysis, Descriptive discourse analysis, and Pedagogical discourse analysis have been taken by practitioners in educational context. As for directions of future research on discourse analysis and language teaching, it was postulated that the prospective researchers in the field are expected to focus on operationalizing the discourse concepts at the methodological level. This would be possible if EFL/ESL teachers themselves truly get educated in a discourse-based program in teacher education centers.
“…Accordingly, they argued that teachers should focus on inferential questions in their reading classes. Lezberg and Hilferty (1978) in an attempt to prepare students for successful communication in general and helping them in their EFL reading classes to ìunderstand more fully the implications of their readingî (p. 49) in particular suggested focusing on plays as reading texts assuming that the genre includes ìthose covert elements of social interaction which control and transcend the meaning of each discrete word, sentence, or speechî (p. 50). Also, as an exercise for reading texts selected from current newspaper and magazines, they presented some tasks such as, skimming tasks, scanning tasks and activities, such as before-reading, after-reading exercises and some reading skill builders, such as timed reading exercises.…”
Section: Critical Discourse Analysismentioning
confidence: 99%
“…However, the common resulting theme of employing these theories is almost the same. Students are still having difficulties with their learned ìEnglishesî in spite of their ability in perceiving and production of linguistically acceptable words, phrases, and sentences (Lezberg & Hilferty, 1978;Olshtain & Celce-Murcia, 2001).…”
Taking discourse approach towards language teaching has been drawing researchers’ and practitioners’ attention since the introduction of discourse analysis as a discipline in social sciences. Based on the premise that education for sustainable development (ESD) in language pedagogy cannot be realized fully unless language teachers are equipped with theoretical issues in discourse analysis, the purpose of this paper is to review the current research on discourse analysis and language teaching. The focus on the intersection of discourse analysis and language education indicates that three approaches, namely Critical discourse analysis, Descriptive discourse analysis, and Pedagogical discourse analysis have been taken by practitioners in educational context. As for directions of future research on discourse analysis and language teaching, it was postulated that the prospective researchers in the field are expected to focus on operationalizing the discourse concepts at the methodological level. This would be possible if EFL/ESL teachers themselves truly get educated in a discourse-based program in teacher education centers.
“…• foreign language teaching by means of dramatic text analysis viewing it from the following aspects: the introduction, development and finishing of the topic of communication, the turn-taking in the communicative process, the means of domination and submission of communication participants, the understanding of the intentions or the "inner state" of the speakers [16];…”
The article studies a new approach to the design of Vocational English courses included into a lager field of English for Specific Purposes or ESP. The courses aimed at the development of foreign communicative competence of Science and Engineering students are in the focus of this research. The approach is an attempt of the integration of the competence model with the paradigm of discourse analysis. This provides a holistic understanding of speech activity as a socially related process and increases the effectiveness of communicative competence development because the discursive practices of the experts' community semantically specify the professional communication of its participants.SHS Web of Conferences 50, 01095 (2018)
“…(Dijk, , p. 163) Unlike transformational and structural analyses of language, Discourse Analysis focuses on linguistic units above the rank of clause and on their sequences and takes into consideration situational context and existential meaning. (Lezberg and Hilferty, , p. 47) …”
The purpose of the article is to analyze the clash between capitalism and socialism on the basis of the movie Rocky 4. The striking differences between capitalism and socialism have been reflected to the cinema particularly in the aftermath of World War II in parallel to the development of the Cold War taking place 1947 and 1991. In this period, the economic, political, social/ideological, and technological contradictions of capitalism and socialism became rigidly clear. Actually, the world is divided into two: on the one hand, there is USA: a western global power that wanted to control economy, policy, society, popular culture, and the technology as a whole; on the other hand, there is USSR: an eastern hegemonic power that has the same goals as USA. From the commencement of Cold War Period to the fragmentation of USSR, the competition between these two dominant forces perpetuated. Therefore, this article aims to evaluate the reflections of this rivalry between USA and USSR on a specific movie named Rocky 4. Generally cinema, as an industry or specifically a movie or as a sort of soft power, can be put to use to manipulate the masses ideologically. This is an exploratory study based on a qualitative research. As a method, discourse analysis was used to determine the dimension of the clash between USA and USSR on the basis of economy, policy, society, culture, and technology and within the framework of Rocky 4. These clash areas were qualitatively and visually analyzed using MAXQDA 2018. The research was conducted on a particular film which was actually a limitation for this article and it is suggested that various kinds of films are to be analyzed for further studies. By using discourse analysis method and a qualitative technique of MAXQDA 2018, the article looks at the conflict between capitalism and socialism through the eye of a fundamental film, which makes the article original.
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