ppt discourse analysis

Carolyn temple adger

Carolyn Temple Adger is director of the Language in Society Division at the Center for Applied Linguistics, a national non-profit organization devoted to improving communication through better understanding of language and culture.

For many years, she has worked with teachers in culturally diverse schools, leading professional development and conducting research on aspects of language in education.

Dr. Adger’s research on children’s language use has been reported in a number of articles and chapters. Her books include Kids Talk: Strategic Language Use in Later Childhood(co-edited),Making the Connection: Language and Academic Achievement Among African American Students(co-edited), and What Teachers Need to Know About Language(co-edited), as well as Dialects in Schools and Communities(co-authored).She holds an M.S. and a PhD. in sociolinguistics from Georgetown University,1984 and a master's degree in English language arts education from the University of Maryland.

Carolyn Temple Adger is a Faculty Research Associate at the Department of Special Education, University of Maryland, where she directs research on the school language experiences of children who speak African American Vernacular English. She holds a Ph.D. in sociolinguistics from Georgetown University. Currently, her interests are focused on language in education: cross- cultural communication, language awareness, academic talk, and dialect-fair assessment.

1. Registering students from language backgrounds other than English. Article · Jan 2007

2. Article: Implementing Standards with English Language Learners: Initial Findings from Four Middle Schools. Jan 1998.

3. Article: Professional Development for Teachers in Culturally Diverse Schools.

error analysis thesis

Error analysis assignment Thesis “Students’ Perception on the blog usage as the media of learning English at the English Department Faculty of Education and Teacher’s Training Unilak

CHAPTER I
No	Type of Error	Error identification	Error correction
1.	Subject / verb agreement	Many facilities, qualities, and benefits that offered by IT was designed	Many facilities, qualities, and benefits that offered by IT were designed
		There are many research in scope of ELT	There are many researches in scope of ELT
		In many education institution	In many education institutions
		the purpose of the research is :	the purpose of the research are :
		The key term in this research was:	The key terms in this research was:
		The key term in this research was:	The key term in this research were:
2.	Verb tense	Nowadays, there was no activity or profession that will not related to IT	Nowadays, there is no activity or profession which related to IT
		The researcher will found out student perception	The researcher will find out student perception
		It is important to found out	It is important to find out
		There were 4 instruments that will be used	There were 4 instruments that would be used
3.	Spelling	ease anyone to learn anywhere, anytime, and form anyone.	ease anyone to learn anywhere, anytime, and from anyone.
		also give benefits to teacher, English lectures, and even non-native learners	also give benefits to teacher, English lecturers, and even non-native learners
		Morph-syntax	Morpho-syntax
		use purposive samping to interviewing 10 first students who fill	use purposive samping to interviewing 10 from first students who fill
4.	Pronoun	The researcher will found out student perception	The researcher will found out students perception

 

 

 

 

 

 

 

 

CHAPTER II
No	Type of Error	Error identification	Error correction
1.	Subject / verb agreement	Many facility, quality, and benefit that offered by IT	Many facilities, qualities, and benefits that offered by IT
		Nowadays, blog is using in many field	Nowadays, blog is using in many fields
		It is also offers a media	It offers a media
		For that reason, many expert	For that reason, many experts
		Many education institution	Many education institutions
		There for many research to cases	There for many researches to cases
		that students was able to accepting blog	that students were able to accepting blog
		There were three part of this research	There were three parts of this research
		Many research recommend blog usage	Many researches recommend blog usage
		Social situation research is :	Social situation research are :
2.	Verb tense	Many facility, quality, and benefit that offered by IT designed to ease people in acccessing information	Many facility, quality, and benefit that offered by IT are designed to ease people in acccessing information
		Perception also a process ...... , or interpretation of that being see, heard, or felt by senses	Perception also a process ...... , or interpretation of that being seen , heard, or felt by senses
		This research view on the blog usage	This research views on the blog usage
		Second, was to build students interaction and communication	Second, is to build students interaction and communication
3.	Spelling	Weblog also known	Web-blog also known
		to Suppor4t	to support
4.	Capitalization	Weblog also known as Blog is a web application	Weblog also known as blog is a web application

 

 

 

 

 

 

 

 

 

CHAPTER III
No	Type of Error	Error identification	Error correction
1.	Spelling	That can best the answered by verbablly	That can best the answered by verbally
		Morph-syntax	Morpho-syntax
2.	Capitalization	The researcher focused on Students Perception	The researcher focused on students perception
3.	Subject/ verb agreement	Social situation has three element which is place, actors and activity	Social situation has three elements which are place, actors and activity
		The researcher give some view about	The researcher give some views about
4.	Word order	blogging activity took to many times	blogging activity took too much time
		that can be used for many interests	that can be used for much interest
5.	Verb tense	The researcher give some view about	The researcher gives some view about
		Therefore, students were required .... and students will try their best	Therefore, students were required .... and students would try their best

article review of discourse in educational setting by carolyn temple adger

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Intoduction

This chapter offers a selective overview of some of the chief analytic constructs that have been employed in describing classroom interaction and some of the topics of discourse study in educational settings. It closes by considering how insights from discourse analysis in schools can help to make them better.

1. Focus on Linguistic Practices in Schools

Since the early 1970s, research on language in schools has moved from a focus on discrete chunks of language to a concern with “communication as a whole, both to understand what is being conveyed and to understand the specific place of language within the process” (Hymes 1972: xxviii). Highly inferential coding of classroom linguistic activity receded (though it persists still) as scholars with disciplinary roots in anthropology, social psychology, sociology, and sociolinguistics began to focus on structural cues by which interactants understand what is going on (e.g. Gumperz and Herasimchuk 1975; McDermott et al. 1978; Mehan 1979). The elicitation sequence composed of teacher initiation, student response, and teacher evaluation (IRE), proposed as a basic unit of instructional interaction, was tested against empirical evidence. For example, Mehan et al. (1976) had argued that the evaluation turn was optional, but Griffin and Shuy (1978) found it to be obligatory: when it does not occur, some reason for its absence can be located in the discourse by reference to interactional rules.

2 Topics of Discourse Analysis in School Settings

The rise in discourse analytic study of educational settings is part of a broader embracing of qualitative study in a domain long dominated by behavioral theory and quantitative research methods. Reasons for this shift are complex, but a prime influence came from the imperative – moral, legal, and economic – to educate a diverse population of students

2.1 Clasroom interaction as cultural practice

Discourse analysis has been instrumental in locating the educational failure of children from certain groups within classroom practices, particularly where the cultural background of the teacher and the pervasive culture of the school is different from that of the students. Microanalysis of classroom interaction shows mismatched frames (Tannen 1993) and participation style in classroom routines, with the result that over time students accumulate individual profiles of failure that mirror the statistics for their groups derived from standardized tests.

2.2 Classroom discourse and literacy development

Sociocultural studies have been concerned especially with the ways in which students develop literacy, broadly defined to include the acquisition and increasingly skilled use of written language, the interweaving of talk and text, and the genres or discourses associated with school. Often literacy studies also consider cultural norms, with a focus on explicating contrasts between school and community that constrain literacy success (e.g. Gee 1989; Heath 1983; Scollon and Scollon 1981). Michaels’s work on “sharing time,” the class meeting that has typified elementary classrooms, identified two patterns of thematic progression in children’s narratives: a topic-centered pattern and a topic-associating pattern (Michaels 1981). In the topiccentered pattern used by European American children, a narrow topic is mentioned and fixed in time to start the story, with subsequent utterances adhering to it. In the topic-associating pattern more usual with African American children, a general topic is put forth and other topics are raised in relation to it. The styles differ both in what can constitute the topic and in how topics are developed. From the perspective of the European American teacher whose classroom Michaels studied, the topic-associating style was illogical and deficient.

2.3 Discourse study of second language development

Discourse analysis has become an increasingly attractive analytic method for researchers in second language development because of what it can show about that process and what it can suggest about second language pedagogy\

2.4 Classroom discourse as learning

In recent years, discourse analysis has played an important role in testing and extending the theories of Vygotsky (1978) and other contributors to the sociocognitive tradition (e.g. Wertsch 1991; Rogoff 1991). While Vygotsky’s thinking has been interpreted in very different ways (Cazden 1996), some of his insights have been highly influential in research on teaching and learning: that individuals learn in their own zones of proximal development lying just beyond the domains of their current expertise, and that they learn through interacting in that zone with a more knowledgeable individual and internalizing the resulting socially assembled knowledge.

2.5 School as a venue for talk

School is also a site of social interaction that is not academic. Eder’s (1993, 1998) work on lunchtime interaction in a middle school shows that collaborative retelling of familiar stories functions to forge individual and group identities that partition young people from adults. Here school structures and participants – teachers and students – are recast as background for other socialization work that young people do together through discourse.

3 Application of Discourse Studies to Education

Most work on classroom discourse can be characterized as applied research: by illuminating educational processes, the research is relevant to critiquing what is going on in classrooms and to answering questions about how and where teaching and learning succeed or fail.

4 Conclusion

This chapter touches on some methodological advances and topical interests within the corpus of discourse analysis in education settings. This corpus is by now encyclopedic (Cazden 1988; Corson 1997; Bloome and Greene 1992), and that is both the good and the bad news. The good news is that many of the educational processes that are the very stuff of school are being scrutinized. We now have methods and researchers skilled in their use for asking and answering questions about why we see the educational outcomes that fuel funding and policy decisions. The bad news is that discourse analysis and other qualitative methods are not widely accepted even within the educational establishment. One way of bringing this scholarship into the mainstream of educational research is through research and development programs that make the applications of discourse analysis very concrete. There is a need for more interdisciplinary collaboration in research design, data collection, and analyses requiring close attention to talk. The challenge is to avoid an atheoretical, merely commonsense approach to the study of talk and text and to knit together and build in the rather disparate work so far amassed.

tugas error analysis

Error Anlyisis

Section A
1 . “Error analysis is the study of errors made by the second and foreign language learners.” Richards et.al(1985:96) “ ... the process to observe, analyze, and classify the deviations of the rules of the second language and then reveal the systems operated by learners.” Brown (1980:166) “... error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.” Crystal (1987 : 112) 2. a. Sentence fragment b. comma splices c. a run- on sentence d. faulty modification e. faulty parrarelism f. sentence shifts g. faulty comparison h. other writing errors 3. wrong word, sentence shift, faulty parrarellism Section B 1.<P> P1 Semantics focusing on the relation between signifiers, like words. phrases,signs, and symbols.Linguistics semantics is the study of meaning that is used for understanding human expressons through language. Semantics tried to understanding what meaning was an element and how it is constructing by language as well as interpretetion, obscured and negotiated by speakers and listeners of language. Wrong punctuation Wrong word Faulty parralellism P>P2 Furthermore, semanics is the study of the “toolkit “ fo meaning, knowledge encoded in the vocabulary of the language and its pattern for building more elaborate meanigs,up to level of the sentence meanings, An understanding of semantics is essential to the study of language acquisition, how language users acquired a sense of meaning as speakers and writers, listeners and readers and f language change, how meanings alter over time. sentence fragment comma splices <P>P3 In fact: semantics is one of the main branches of contemporary linguistic.All people necessarily Interested in meaning. Wonder about the meaning of a new word is human nature. Wrong punctuation sentence fragment <P>P4 Proverbs are short message of good advice Wrong word <P>P5 Regards to syllabus got from the sematics lecturer, the students’ shoud be able to understanding proverbs as one of subfields in semantics. They are targetted to get the meaning even appreciate English proverbs, Afterward, there are some phenomena are faced by the students in semantics Class which indicate semantics is totally hard.Furthermore the students were difficult obtained the meaning of certain words on semantics view. Wrong possesive Sentence shifts Faulty parralelism <P>P6 Therefore , the researcher is going to conduct correlation research entitled”The students’s to Appreciate Famous English Proverbs.” Wrong possesive sentence fragment
<P>2. wrong word, sentence fragment, wrong punctuation <P>3. In pragraph 1<P>

The definition of discourse analysis

Discourse is the creation and organization of the segments of a language above as well as below the sentence

https://call-for-papers.sas.upenn.edu/node/39688

Discourse is 'language above the sentence or above the clause' (Stubbs 1983:1)

Discourse: 1. a serious speech or piece of writing about a particular subject; 2. serious conversation; 3. connected language in speech or writing; (Longman Dictionary of Contemporary English, 2nd edition, 1987)

https://en.wikipedia.org/wiki/Discourse_analysis

in linguistics, discourse refers to a unit of language longer than a single sentence.

Discourse studies, says Jan Renkema, refers to "the discipline devoted to the investigation of the relationship between form and function in verbal communication" (Introduction to Discourse Studies, 2004)

http://grammar.about.com/od/d/g/discourseterm.htm

"Discourse is the way in which language is used socially to convey broad historical meanings. It is language identified by the social conditions of its use, by who is using it and under what conditions. Language can never be 'neutral' because it bridges our personal and social worlds."

(Frances Henry and Carol Tator, Discourses of Domination. University of Toronto Press, 2002)

a careful study of something to learn about its parts, what they do, and how they are related to each other

an explanation of the nature and meaning of something

http://www.merriam-webster.com/dictionary/analysis

Analysis is the process of separating something into its constituent elements.

https://en.oxforddictionaries.com/definition/analysis

a separating or breaking up of any whole into its parts, esp. with an examination of these parts to find out their nature, proportion, function, interrelationship, etc.

a statement of the results of this process

http://www.yourdictionary.com/analysis

"[Discourse analysis] is not only about method; it is also a perspective on the nature of language and its relationship to the central issues of the social sciences. More specifically, we see discourse analysis as a related collection of approaches to discourse, approaches that entail not only practices of data collection and analysis, but also a set of metatheoretical and theoretical assumptions and a body of research claims and studies."(Linda Wood and Rolf Kroger, Doing Discourse Analysis. Sage, 2000)

(Discourse analysis is a vast area within linguistics, encompassing as it does the analysis of spoken and written language over and above concerns such as the structure of the clause or sentence (McCarthy 1991)

Discourse Analysis is concerned with the study of the relationship between language and the contexts in which it is used (McCarthy 1991)

Discourse analysis (DA), or discourse studies, is a general term for a number of approaches to analyze written, vocal, or sign language use, or any significant semiotic event.

https://en.wikipedia.org/wiki/Discourse_analysis

Discourse analysis is a broad term for the study of the ways in which language is used in texts and contexts. Also called discourse studies.

http://grammar.about.com/od/d/g/discanalysisterm.

Discourse analysis is concerned with language use as a social phenomenon and therefore necessarily goes beyond one speaker or one newspaper article to find features which have a more generalized relevance. This is a potentially confusing point because the publication of research findings is generally presented through examples and the analyst may choose a single example or case to exemplify the features to be discussed, but those features are only of interest as a social, not individual, phenomenon." (Stephanie Taylor, What is Discourse Analysis? Bloomsbury, 2013)

http://grammar.about.com/od/d/g/discanalysisterm.

komen semantic