Postgraduate Course: Text, Discourse and Language Teaching (EDUA11233)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||Corpus Linguistics techniques for analysing electronic databases of authentic language (concordances, key words, frequency lists, annotation) and how they can be used to analyse data taking into account contextual features such as domain, social dimensions of speakers and writers, and overall purpose. Corpus Linguistics will be combined with Speech Act Theory, Cooperative Principle, Politeness Principle, Conversation Analysis and Exchange Structure, recent research developments in intercultural studies, which is why the theme of Corpus Linguistics will run throughout the course Intercultural dimensions and globalisation - The theme of intercultural dimensions and globalisation will also run throughout the course, in order to encourage students to analyse the approaches critically and consider applications to contexts worldwide. Speech Act Theory - the origins of the theory (direct and indirect Speech Acts, felicity conditions), limitations of the theory (practicability of applying the theory, mono-cultural implications) applying such approaches practicability of applying such approaches, recent research developments in intercultural studies, and the overlap between Speech Act Theory and Cooperative Principle. Cooperative Principle the theoretical background of interpersonal communication (cooperative maxims, conversational implicature, violating maxims), limitations of the theory, recent research developments in intercultural studies, and the overlap between Speech Act Theory and Cooperative Principle Politeness Principle, politeness theories (saving face, positive and negative politeness, impoliteness, politeness maxims), limitations of the theory, recent research developments in intercultural studies, and the contradiction between the Politeness Principle and Cooperative Principle in interpersonal interaction. Conversation Analysis the features of Conversation Analysis theory (turn-taking, adjacency pairs, pre-sequences, insertion sequences).
This course explores discourse by focusing on a number of approaches and applies the findings to the language classroom:
Week 1 and 2: Foundation Lectures
Week 3: Cooperative Principle
Week 4: Politeness Principle
Week 5: Speech Act Theory
Week 6: Conversation Analysis
Week 7: Exchange Structure
Week 8: Corpus Linguistics
Week 9: Critical Discourse Analysis
Week 10: Genre, Register and Style
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 10,
Seminar/Tutorial Hours 16,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Summative Assessment Hours 200,
Revision Session Hours 2,
Other Study Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Folio of coursework
Assessment of this course:
This is worth 30% of the course mark, and the total number of words is 1,500. Participants will put together a folio of texts, analysis and discussion developed in the workshops.
This is worth 70% of the course mark, and the total number of words is 2500. The assignment addresses the issues in greater depth, supporting the discussion by reference to the reading, taking a critical position vis-`-vis approaches, theories, methodological debates, as well as evaluating relevant current research issues.
|No Exam Information
| Summary of intended learning outcomes. By the end of the module, students will have demonstrated the ability to:
apply a variety of approaches and techniques of language analysis to samples of written and spoken language;
2. critically compare the merits of different approaches and techniques, with particular focus on culture and intercultural communication;
3. identify the usefulness and practicability of applying such approaches and techniques to gather and analyse data;
4. evaluate the role of language analysis in producing or evaluating materials for language teaching;
5. evaluate current research issues in language analysis and language teaching methodology.
|Sample Recommended Reading: |
Carter, R. and McCarthy, M. 1997. Exploring Spoken English. Cambridge: CUP.
Cutting, J. (Ed). 2007. Vague Language Explored. Palgrave Macmillan.
Eggins, S. and Slade, D. 1997. Analysing Casual Conversation. London: Cassell.
Hunston, S. 2002. Corpora in Applied Linguistics. Cambridge: CUP.
O'Keeffe, A., McCarthy, M., Carter, R. 2007. From Corpus to Classroom. Cambridge: CUP
Paltridge, B. 2001. Genre and the Language Learning Classroom. Ann Arbor: University of Michigan Press.
Swales, J. 1990. Genre Analysis. Cambridge: CUP
|Graduate Attributes and Skills
|Additional Class Delivery Information
Lecture and Workshop
Charteris Land 5.2
|Keywords||Text Discourse Language Teaching
|Course organiser||Dr Joan Cutting
Tel: (0131 6)51 6324
|Course secretary||Mrs Moira Ross
Tel: (0131 6)51 6206
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:51 am