Bài giảng Tiếng Anh Lớp 9 - Discourse analysis 8 - Trương Văn Ánh

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1. DISCOURSE ANALYSIS 8 Trương Văn Ánh Trường Đại học Sài Gòn 1
2. CHAPTER FOUR Conversation Analysis Conversational implicature Something must be more than just what the words mean. It is additional meaning, called an implicature Ex: A: Would you like to come to my house tomorrow morning? B: I will give a lecture to a DA course in room D002 tomorrow morning. B’s utterance may implicate that B will not come to A’s house tomorrow, since B will give a lecture to a DA course in room D002 tomorrow morning. 2
3. Conversational implicature promises to bridge “the gap between what is literally said and what is conveyed.” Example 1: A: Would you like to go to the karaoke club? B: My wife may drive me away from the house. B’s utterance may implicate that B would rather not go to the karaoke club. Example 2: A: Will you take a bottle of water to the class? B: Sau or Linh Hang will bring one for me. 3
4. Presupposition Presuppositions are what we have known before. Ex:+ This is his second car. Presupposition: He has had at least 2 cars. + His wife is pretty. Presupposition: He is married. + He stops smoking. Presupposition: He used to smoke. He does not smoke. 4
5. ENTAILMENTS Entailment is something that must take place after the utterance. Ex: He has eaten a big chicken. > He must be full. She is absent from implicature lesson. > She can’t understand implicature. 5
6. Unlike presuppositions and entailments, implicatures are inferences that cannot be made in isolated utterances. They are dependent on the context of the utterance and shared knowledge between the speaker and the hearer. According to Grice, conversational implicatures are based on the co-operative principle and its four basic maxims: The maxim of quality: You say what you believe to be true and you have adequate evidence for. The maxim of quantity; You make your contribution as informative as required for current purposes of the exchange and do not make your contribution more or less informative than is required. 6
7. The maxim of relevance: You make your contribution relevant. The maxim of manner: Your contribution must be perspicuous and specific. Avoid obscurity Avoid ambiguity Be brief Be orderly 7
8. In conversations, when the maxims are observed, the meanings are literal (no additional meanings). However, when the maxims are violated, the implicature must be understood. That is, we must understand the additional meanings. 8
9. In short, these maxims specify what participants have to do in order to converse in an maximally efficient, rational, co-operative way: they should speak sincerely, sufficiently, relevantly and clearly, while providing sufficient information. (Levinson, 1983: 101-102). In fact, these conversational maxims are not always observed. Ex: A: Where’s Manh? B: His girlfriend is in the canteen. B’s utterance shows that B does not know where Manh is, but B sees Manh’s girlfriend in the canteen, namely Manh is there too. B violates maxim of relevance in this case. 9
10. Ex: A: Have you cooked dinner and washed clothes? B: I have washed clothes. B’s utterance may implicate that B has not cooked dinner. In this case B violates/flouts maxim of quantity. Ex: A: Hoa is from Nha Trang. B: Her boyfriend says that she is from Hue. B’s utterance may implicate that A should be suspicious of the true of Hoa’s homeland. In this case maxim of quality is violated. 10
11. Summary of implicature + The maxim of quality: A: Mary learns very well. B: She often gets good marks. > No conversational implicature. A: Mary learns very well. B: She fails the mid-test on DA. > The maxim of quality is violated, so there is some conversational implicature that she does not learn well. 11
12. + The maxim of quantity: A: Mary has two cars. B: She has a Mercedes and a Lexus. > No conversational implicature. A: Mary has two cars. B: She has only an Audi. > The maxim of quantity is violated, so there is some conversational implicature that she has only one car. 12
13. + The maxim of relevance: A: Mary is poor. B: Her father is broke. > No conversational implicature. A: Mary is poor. B: Her father is a billionaire. > The maxim of relevance is violated, so there is some conversational implicature that she is extremely rich. 13
14. + The maxim of manner: A: The biscuits disappear. B: Mary has eaten them. > No conversational implicature. A: The biscuits disappear. B: Someone may have eaten them. > The maxim of manner is violated, so there is some conversational implicature that the biscuits may be eaten. 14
15. THE SIGNIFICANCE OF DISCOURSE ANALYSIS IN LANGUAGE TEACHING AND LEARNING Application of discourse analysis to teaching grammar We should enable teaching more natural usage of the target language, as well as learners' native tongue. That is, grammar should be served as a communicative tool. 15
16. Application of discourse analysis to teaching vocabulary Lexis may frequently cause major problems to students, because unlike grammar it is an open- ended system to which new items are continuously added. That is why it requires close attention and, frequently, explanation on the part of the teacher, as well as patience on the part of the student. The conclusion was drawn that it is most profitable to teach new terminology paying close attention to context and co-text that new vocabulary appears in which is especially helpful in teaching and learning aspects such as formality and register. Discourse analysts describe co-text as the phrases that surround a given word, whereas, context is understood as the place in which the communicative product was formed. 16
17. Application of discourse analysis to teaching text interpretation Interpretation of a written text in discourse studies might be defined as the act of grasping the meaning that the communicative product is to convey. It is important to emphasize that clear understanding of writing is reliant on not only what the author put in it, but also on what a reader brings to this process. Scholars dealing with text analysis redefined the concept of schemata dividing it into two: content and formal schemata. Content, as it refers to shared knowledge of the subject matter, and formal, because it denotes the knowledge of the structure and organization of a text. 17
18. In order to aid students to develop necessary reading and comprehension skills attention has to be paid to aspects concerning the whole system of a text, as well as crucial grammar structures and lexical items. What is more, processing written discourse ought to occur on global and local scale at simultaneously, however, it has been demonstrated that readers employ different strategies of reading depending on what they focus on. 18
19. Exercise: Read the following passage from a play and answer the following questions: a) What are the meanings of the underlined words? Explain in terms of referential coherence. b) The symbols Ө shows that the speaker has left out a word or phrase. What words or phrases are they? 19
20. What’s it matter? You start a family, work and plan. Suddenly you turn around and there’s nothing there. Probably Ө never was Ө Ө. What’s a family, anyway? Ө Ө Just – just kids with your blood in ‘em. There’s no reason why they should like you. You go on expecting it, of course, but it’s silly, really. Like expecting ‘em to know what they mean to you when they’re babies. They’re not supposed to know Ө Ө Ө Ө Ө Ө Ө Ө Ө perhaps. 20
21. a-The meanings: It → life You → a person They →the kids (expecting) it → the kids to like him or her There → in life it (‘s silly) → the situation ‘em → the kids 21
22. b-left out words and phrases -Probably (there) never was (anything there) - (It is ) Just – just kids - They’re not supposed to know (what they mean to you when they are babies) 22
23. Revision 1. Linguistic elements 2. Theme and rheme 3. Adjacency pairs 4. Sentence Sequences (Rhetoric relationship) 5. Proposition 6. Speech acts 7. Implicature 23
24. THE END 24