Dr. Terry Royce, MA Program Director, Teachers College Columbia University. troyce@tc-japan.edu
3 Credits - open to all groups / Applied Linguistics (IIIB) / Language Analysis
Letter Grade (Pass/Fail option)

Advisement note:
It is recommended that participants have completed the Pedagogical Grammar course prior to taking this course. If not, please contact the Director.

Dates Time
Please note the variable times.
September: Sat. 1st, 15th
October: Sat. 13th
November: Sun. 4th
December: Sat. 1st, 15th
January: Sun. 6th; Sat. 19th		 Saturdays: 3:30pm - 7:30pm
Sundays: 10am - 5pm

COURSE DESCRIPTION

This course will focus on a range of the more prominent ways of approaching the analysis of language-in-use. This is not a grammar course (although views of grammar are an important underlying aspect). Grammar can be interpreted as being typically concerned with the construction of sentences, words and sounds as constituents of sentences. Discourse analysis on the other hand is more concerned with so-called 'higher-level' considerations: for example how sentences relate to each other and/or how context, participants and purpose determine selection from the available choices which the grammar of language potentially offers.

The emphasis will be on exploring some of the primary ways of analysing discourse derived from the work of British discourse analysts (following on from such functional grammarians as M.A.K. Halliday), American discourse analysts (including the philosophical and ethnomethodological traditions of conversation analysis, speech act theory etc) and some text grammarians (Halliday and Hasan, Michael Hoey). Underlying these explorations will be an examination and evaluation of these approaches in terms of their relevance and applicability to TESOL teaching practice.

In addition, some extension work on some of the research in critical discourse analysis (Fairclough et al.) and multimodal discourse analysis (Royce, Kress and van Leeuwen et al.) will be examined, again with an eye to application and relevance to TESOL teaching practice.

BOOKS TO BUY

McCarthy, Michael (1991) Discourse Analysis for Language Teachers CUP.
McCarthy, Michael and Carter, Ronald (1994) Language as Discourse: Perspectives for Language Teaching Longman.
** There will be a Xeroxed packet of course readings available from TC the Office on the first day of class
** There is a pre-course reading to purchase before the first session and which is available from TC the Office extracted from: Stern H. (1983) Fundamental Concepts of Language Teaching .[Chs 7, 8 and 9]

RESERVE READINGS

Brown, G. and George Yule (1983) Discourse Analysis Cambridge: Cambridge Univ. Press.
Collerson, J. (1994) English Grammar: a functional approach Sydney: Primary English Teaching Assoc.
Cook, Guy, (1989) Discourse Oxford: Oxford University Press.
Coulthard, M. (1985) An Introduction to Discourse Analysis London and New York: Longman.
Gerot, L. (1995) Making Sense of Text: the context-text relationship Sydney: Antipodean Educational Enterprises.
Gerot, L. and Peter Wignell (1994) Making Sense of Functional Grammar Sydney: Antipodean Educational Enterprises.
Halliday, M.A.K. and Hasan, R. (1978) Cohesion in English London: Longman
Halliday, M.A.K. and Ruqaiya Hasan (1984) Language, Context and Text: aspects of language in a social-semiotic perspective Oxford: Oxford University Press.
Lee, Phillip (1992) Competing Discourses: Perspectives And Ideology in Language Addison Wesley Publishing.
McCarthy, Michael (1991) Discourse Analysis for Language Teachers Cambridge: Cambridge University Press.
McCarthy, Michael and R. Carter. (1994). Language as Discourse: Perspectives for Language Teaching. London and New York: Longman.
Psathas, G. (1995) Conversation Analysis: The study of talk-in-interaction. Qualitative Research Methods Series No. 35. Sage Publications.

PRE-COURSE ASSIGNMENTS

  1. Read Stern Chs 7, 8 and 9 before the first class (available in a reading packet from TC Office).
  2. Summarise in note form (not essay) the main points of these chapters.
  3. Draw a diagram (A3 paper size) to represent the main approaches to linguistic analysis throughout the 19th and 20th centuries, as outlined by Stern.
  4. For each chapter write three discussion questions and bring these and the summary/diagram to the first class.
  5. If you have read these chapters before in another class please add a comment on how this reading is different for you this time.

BIO-DATA

Dr. Terry Royce is Program Director at the Tokyo campus of the Teachers College Columbia University MA in TESOL Program and has been appointed by Teachers College (New York) to the Tokyo program. He has a BA in Economics and a Diploma in Education from Macquarie University, a Graduate Diploma in Multicultural Education from Armidale University, an MA in Applied Linguistics from Sydney University, Australia, and a Ph.D. in Linguistic Science from the University of Reading, England. His research interests include the analysis of multimodality, discourse and cohesion analysis across disciplines (specifically scientific and economics discourse), the application of systemic-functional linguistics to discourse varieties and TESOL education, and the forensic linguistic analysis of police negotiators' discourse.