Educational guide
IDENTIFYING DATA 2023_24
Subject ENGLISH LANGUAGE DISCOURSE ANALYSIS Code 01011033
Study programme
1011 - M.U. PROF. SECUN. O. Y BACH.,F.P. Y E.I.
Descriptors Credit. Type Year Period
4 Optional First First
Language
Ingles
Prerequisites
Department FILOLOGIA MODERNA
Coordinador
MORENO FERNÁNDEZ , ANA ISABEL
E-mail aimorf@unileon.es
nramg@unileon.es
Lecturers
MORENO FERNÁNDEZ , ANA ISABEL
RAMÓN GARCÍA , NOELIA
Web http://
General description This course is designed to complement the disciplinary training of course participants and bridge the gap between recent theories of English language description and current communicative approaches to teaching English as a foreign language based on genres and communicative tasks. The course aims to help participants understand what makes a piece of discourse coherent and how to create coherent discourse in a given context. The course is structured into two blocks. The first block introduces participants to key topics in the analysis of genres in English from a discourse perspective. This fosters critical thinking and debate through engaging activities such as practical sessions and seminars. The second block of the course mainly consists of the participants' development of a schooling genre analysis small project, aiming to apply all the concepts and tools learned in the first block. Participants will have the opportunity to present their results to the class and receive feedback from their peers and the instructor. Overall, the course is designed to provide participants with a comprehensive understanding of discourse analysis and its practical applications, while taking a project-based learning approach. It is suitable for anyone interested in improving their language analysis and teaching skills.
Tribunales de Revisión
Tribunal titular
Cargo Departamento Profesor
Presidente FILOLOGIA MODERNA RABADAN ALVAREZ , ROSA
Secretario FILOLOGIA MODERNA BANDIN FUERTES , ELENA
Vocal FILOLOGIA MODERNA DIAZ MARTINEZ , MARIO
Tribunal suplente
Cargo Departamento Profesor
Presidente FILOLOGIA MODERNA O,DOWD , ROBERT ALEXANDER
Secretario FILOLOGIA MODERNA PEREZ DIEZ , MARIA DEL CARMEN
Vocal FILOLOGIA MODERNA MARTIN JUNQUERA , IMELDA

Competencies
Type A Code Competences Specific
  A11242
Type B Code Competences Transversal
  B2312
  B2316
  B2317
  B2318
  B2319
Type C Code Competences Nuclear
  C1
  C2
  C3
  C4

Learning aims
Competences
1. Participants will familiarise themselves with the origins of discourse analysis and recent theories of description of discourse in the English language that are compatible with genre and task-based approaches to teaching English as a foreign language, as well as their applications to teaching. 2. Participants will gain an understanding of the factors that contribute to the perception of coherence in a given piece of discourse, and will develop knowledge of how to create coherent texts in specific contexts. 3. Participants will learn to analyze texts from a particular genre used in schooling, and will apply the concepts, methods, and tools learned through analysis of a mini-corpus of texts from that genre. 4. Participants will learn how to clearly communicate their findings to both specialized and non-specialized audiences. 5. Participants will develop skills for managing their time and engaging in autonomous learning. 6. Participants will learn to integrate knowledge and tackle the complexity of formulating conclusions based on limited information, reflecting on the implications of applying their acquired knowledge and skills to teaching. A11242
 B2312
B2316
B2317
B2318
B2319
 C1
C2
C3
C4

Contents
Topic Sub-topic
0. Introduction Introduction to the lecturer, the participants and the course. Pre-course discourse analysis tasks.
1.What is Discourse Analysis? 1.1. What is discourse? 1.2. Coherence. 1.3. Text-forming devices. 1.4. Grammar within and beyond the sentence. 1.5. Language in and out of context. 1.6. Two views of language study. 1.6.1. Discourse analysis. 1.6.2. Sentence linguistics. 1.7. The origins of discourse analysis.
2. From Discourse Analysis to Genre Analysis 2.1. Differences between discourse analysis and genre analysis. 2.2. What is a genre? 2.3. Genre versus text type. 2.4. Classifying the schooling genres in English. 2.5. Definitions of genre. 2.6. Aims and focus of genre analysis. 2.7. Aspects of a genre analysis.
3. Genre and Context: Contextual Features 3.1. Text external features. 3.2. Introduction to the analysis of text contextual features. 3.3. The contextual features of a selection of schooling genres. 3.4. How textbooks contextualise classroom tasks. 3.5. Implications for the English language-learning classroom
4. Genre and Discourse: Generic Structure 4.1. Higher-level text internal features. 4.2. Generic structure. 4.3. Introduction to move analysis. 4.4. The generic structure of a selection of schooling genres. 4.5. How textbooks teach the generic structure of schooling genres in English. 4.6. Implications for the English language-learning classroom.
5. Genre and Language: Cohesion 5.1. Lower-level text internal features. 5.2. Introduction to cohesion analysis. 5.3. The cohesive features of a selection of schooling genres. 5.4. How textbooks teach the use of cohesive devices in English. 5.5. Implications for the English-language learning classroom
6. Small Research Project in Groups 6.1. Choosing a genre. 6.2. Selecting a small representative sample of the genre. 6.3. Analysing its contextual features, generic structure and cohesive devices. 6.4. Comparing the results with descriptions of the genre in current textbooks. 6.5. Reporting the results in a paper presentation. 6.5.1. Introduction. 6.5.2. Methods. 6.5.3. Results and Discussion. 6.5.4. Conclusion and pedagogical implications.

Planning
Methodologies  ::  Tests
  Class hours Hours outside the classroom Total hours
Seminars 5 10 15
 
Tutorship of group 3 3 6
Problem solving, classroom exercises 6 12 18
Assignments 0 27 27
Presentations / expositions 2 8 10
Practicals using information and communication technologies (ICTs) in computer rooms 2 0 2
Personal tuition 3 6 9
 
Lecture 10 3 13
 
Extended-answer tests 1 0 1
Objective multiple-choice tests 1 0 1
Oral tests 1 0 1
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies   ::  
  Description
Seminars The participants will do a reading assignment and will present their reflection on a number of questions proposed by the lecturer in relation to it. Their reflection will be discussed with the rest of the class. They will also present their analysis of a prototypical text of their chosen genre and will lead the rest of the class to analyse a similar text from the same perspective.
Tutorship of group The lecturer will introduce the course and the various key issues in it, as well as the assignments to be carried out and will guide participants as to how to do them. She will also explain how to present the results of the groups’ work.
Problem solving, classroom exercises The lecturer will guide participants in their identification of new concepts in common texts, promoting the learning of new analytical methods and fostering critical thinking. Participants will carry out the set analytical tasks in their own time, whose results will be shared and discussed in the classroom.
Assignments Participants will hand in two written assignments: one, in which they will show their understanding of the concepts introduced, synthesising ideas and presenting arguments to support their claims in response to a number of questions; and, two, in which they will present the key aspects of their small research project, showing their ability to apply the analytical models practiced in the course.
Presentations / expositions Participants will work in small groups to carry out their analyses of new text samples of the genre allocated to their group and will present their results to the whole class following the guidelines given by the lecturer. At the end, they will defend their work in front of the whole class, who will ask questions.
Practicals using information and communication technologies (ICTs) in computer rooms Participants will be introduced to the use of relevant software to facilitate the analysis of their data.
Personal tuition Participants will receive feedback on their written assignments and on key aspects of their small research project before they proceed with it, such as on the small sample of texts collected and on their analysis of a prototypical text from their sample. They will also have a meeting with the lecturer to solve remaining doubts before their presentations.
Lecture The lecturer will outline the key issues in each unit and will introduce participants to the various analytical methods to be applied in the small research Project. She will illustrate each method in practice using real texts and will guide the participants in their application of the methods to a small sample. Participants will do reading assignments in their own time to be able to actively participate in the lectures.

Personalized attention
 
Presentations / expositions
Assignments
Personal tuition
Description
Individualised attention to students is available through optional tutorials held in person in Office 331 of the School of Arts and Humanities, or remotely via email or videoconference during the times specified in the Moodle course. To request an appointment, participants are encouraged to send an email to ana.moreno@unileon.es.

Assessment
  Description Qualification
Seminars Quality of seminar presentations.
10%
Presentations / expositions Ability to integrate knowledge, formulate judgments, communicate methods, comment on results, and draw pedagogical implications from the findings. Capacity for self-regulated oral presentation in a team. 40%
Assignments Knowledge and understanding of the subject matter. Ability to synthesize and think critically in response to a series of questions. Ability to express relevant answers in written academic English correctly and appropriately. Capacity to apply knowledge and methods to the analysis of unknown texts, work in a team, organize and plan academic work. 25%
Personal tuition Ability to apply knowledge and methods to the collection of a text sample and the analysis of a prototypical text of the genre under intensive study. 15%
Extended-answer tests 0%
Objective multiple-choice tests 0%
Oral tests 0%
Others Ability to improve individual analyses and group work based on feedback received. Overall degree of participation in the course activities. 10%
 
Other comments and second call

In the second call for exams, assessment will be divided into two parts: 1) a written test on the contents of the course, including extended-answer tests and objetive multiple-choice tests (50%); and 2) an oral Presentation of a small research project, using Power Point.

Special Circumstances:

Students who are unable to attend classes regularly for a valid reason may be considered "special cases." In such situations, they should contact the course instructor at the beginning of the semester to inform them of their circumstances. This will allow them to make up for any missed continuous assessment activities in the first round of exams, provided they provide an official certificate verifying their situation at the beginning of the first final exam.

Sources of information
Access to Recommended Bibliography in the Catalog ULE

Basic

Set monograph

Paltridge, Brian. (2001). Genre and the Language Learning Classroom. Ann Arbor, Michigan: The University of Michigan Press.

Set reading assignments

Connor, U., Upton, T.A., & Kanoksilapatham, B. (2007). Introduction to move analysis. In D. Biber, U. Connor, & T. A. Upton (Eds), Discourse on the move: Using corpus analysis to describe discourse structure (pp. 23-41). John Benjamins.

Cook, G. (1989). Discourse. Oxford University Press. [Chapters 1-3]

Nunan, D. (1993). Introducing discourse analysis. Penguin Books. [pp. 21-33]

Hyland, K. (2005). Metadiscourse. Continuum. [pp. 37-60]

McCarthy M. (1991). Discourse analysis for language teachers. Cambridge University Press. [pp. 5-7]

Moreno, A.I., & Swales, J.M. (2018). Strengthening move analysis methodology towards bridging the function-form gap. English for Specific Purposes, 50, 40-63.

Paltridge, B. (1996). Genre, text type, and the language learning classroom. ELT Journal, 50(3), 237-243.
Complementary

Recommended reading

Biber, D., Connor, U., & Upton T. A. (2007). Discourse on the move: Using corpus analysis to describe discourse structure. John Benjamins.

Halliday, M.A.K., & Hasan, R. (1976). Cohesion in English. Longman. [pp. 1-30]

Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21, 66-78.

Hyland, K. (2005). Metadiscourse. Continuum.

Johns, A. (2002). Genre in the classroom: multiple perspectives. Lawrence Earlbaum.

McCArthy, M. and Carter, R. (1994). Language as discourse: Perspectives for language teaching. Longman. [pp. 33-34]

Moreno, A. I. (2003). Matching theoretical descriptions of discourse and practical applications to teaching: the case of causal metatext. English for Specific Purposes, 22, 265-295. http://dx.doi.org/10.1016/S0889-4906(02)00021-2

Moreno, A.I. (2003). The role of cohesive devices as textual constraints on relevance: A discourse-as-process view. International Journal of English Studies, 3(1), 111-165. http://dialnet.unirioja.es/servlet/fichero_articulo?codigo=713368&orden=0

Moreno, A.I. (2008). The importance of comparing comparable corpora in cross-cultural studies. In U. Connor, E. Nagelhout, & W. Rozycki (Eds), Contrastive rhetoric: Reaching to intercultural rhetoric (pp. 25-41). John Benjamins. http://hdl.handle.net/10261/13544

Salkie, R. (1995). Text and discourse analysis. Routledge.

Sinclair, J.M, Hoey, M.Z, & Fox, G. (1993). Written discourse structure. Techniques of description. Spoken and written discourse. A Festschrift for Malcolm Coulthard (pp. 6-31). Routledge.

Tannen, D., Hamilton, H. E., & Schiffrin, D. (Eds.) (2015). The handbook of discourse analysis. Malden, MA; Chichester, West Sussex: Wiley Blackwell.

Other recommended bibliography

Bitchener, J. (2010). Writing an applied linguistics thesis or dissertation. A guide to presenting empirical research. Palgrave Macmillan.

Burton, Graham. (2013). Presenting. Deliver Presentations with Confidence. Academic Skills Series. HarperCollins Publishers.

Chapelle, C.A. (ed.) (2013). The encyclopedia of applied linguistics. Wiley- Blackwell. https://onlinelibrary.wiley.com/doi/book/10.1002/9781405198431

Swales, J.M., & Feak, C.B. (2012). Academic writing for graduate students. Essential tasks and skills. Second edition. The University of Michigan Press.

Swales, J., & Feak, C.B. (2012). Commentary for academic writing for graduate students. Essential tasks and skills. Second edition. The University of Michigan Press.

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