Introductory description

The module aims to teach students to understand, critically evaluate, and use a wide range of contemporary approaches suitable for the analysis of written discourse (in the broad sense) as linked to social setting, and to understand the pedagogic implications of such analyses.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will cover the following broad topic areas, and there are important threads that run across multiple sessions.
Broad areas

• Words and lexical chunks: referential and connotative meanings
• Words and discourse: semantic, grammatical and pragmatic preference
• Representation and identity through text and discourse
• Discourse(s) and social power
• Writer voice: attitude and evaluation
• Socio-pragmatic meaning in written discourse
• Message organisation from clause to discourse level
• Written genre in socio-cultural context
• Critical theory approaches to text and discourse.
  Threads
• Corpus based discourse analysis
• Systemic functional grammar
• Genre
• Sociolinguistic principles
• ELF
• Relationships between language description and language pedagogy
• Preparing for assignments
  The module content will be taught through exploration of a range of data types relevant to the MA ELT suite and to the contexts and interests of students. Data will be explored using both qualitative and quantitative methods, with appropriate software tools being used throughout. Links with English language teaching will also be made throughout.

Learning outcomes

By the end of the module, students should be able to:

• Use a wide range of complex language-analytical frameworks and models;
• Independently use relevant specialist software to assist with extended lexical, grammatical and textual analysis;
• Select, evaluate and use appropriate conceptual frameworks for analysing different text types;
• Understand ‘written’ and ‘spoken’ language as a continuum, in order to interpret and explain the often hybrid nature of texts in social settings;
• Be able to articulate pedagogic implications of the processes and results of text analysis;
• Use their knowledge and self-directed skills in language analysis to support their work in subsequent modules and in their dissertation.

Indicative reading list

Anderson, W. & Corbett J. (2009). Exploring English with online corpora. Basingstoke: Palgrave
Macmillan.
Baker, P. & Egbert, J. (2016). Triangulating methodological approaches in corpus linguistics.
London: Routledge.
Bloor, T. & Bloor, M. (2004). The functional analysis of English. 2nd ed. London: Arnold.
Eggins, S. (2004). An introduction to systemic functional linguistics. 2nd ed. London: Pinter.
Fairclough, N. (2012). Critical discourse analysis: the critical study of language. London:
Routledge.
Flowerdew, J. (2012). Discourse in English language education. London: Routledge.
Halliday, M.A.K. & Matthiessen, C. (2013). An introduction to functional grammar. 4th
Edition. London: Hodder & Stoughton Educational.
Hoey, M. (2005). Lexical priming: A new theory of words and language. London: Routledge.
Hoey, M. (2017). An introduction to discourse analysis. London: Pearson.
Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. New York:
Continuum.
Martin, J. R., & White, P.R.R. (2005). The language of evaluation: Appraisal in English. New York:
Palgrave Macmillan.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: CUP
Paltridge, B. (2012). Discourse analysis: an introduction. London: Continuum
Sarangi, S. and Slembrouck, S. (1996). Language, bureaucracy and social control. Harlow:
Longman.
Strauss, S. and Feiz, P. (2013). Discourse analysis: putting our worlds into words. London:
Routledge.
Waring, Z H (2017). Discourse Analysis: The Questions Discourse Analysts Ask and How They
Answer Them. London: Routledge.
Wetherell, M. & Taylor, S. (2002). Discourse as data: a guide to analysis. Milton Keynes: Open
University Press
Wodak, R. (2015). Methods of critical discourse studies (Introducing qualitative methods series).
London: Sage
Woods, N. (2006). Describing discourse: a practical guide to discourse analysis. London: Routledge
Zappavigna, M. (2012). Discourse of twitter and social media. London: Bloomsbury.

View reading list on Talis Aspire

Research element

Research is integral to this module via students’ use of software tools and analytical techniques capable of supporting larger scale research projects and frequently used for published research.

International

The approaches taught in this module are internationally recognised and continue to be developed in universities around the world.

Subject specific skills

• Use appropriate specialised software to conduct quantitative investigations of large sets of texts
• Use appropriate specialised software to systematise qualitative investigation of small sets of texts
• Apply text analysis skills to the selection of appropriate materials for language learners

Transferable skills

• Apply descriptive frameworks and conceptual hierarchies to real-life data
• Critically evaluate key concepts and models
• Conceptualise relationships between quantitative and qualitative data analysis findings
• Use their understanding of analytical activities to inform ideas about pedagogic practice
• Demonstrate proficiency in seminar discussion
• Demonstrate proficiency in group work
• Independently select relevant research for reading
• Use their critical understanding of previous research to inform own analysis
• Use appropriate software to assist with analysis