Abstract
In this paper, I discuss one possible line of approach towards enabling learners to develop their appreciation of the linguistic resources that contribute to the creation of discourse as well as their control of language use at the discourse level. I argue that texts, spoken or written, are critical language learning resources and that they need to be selectively employed and connected with well-developed tasks to provide supporting frameworks within which opportunities for language learning can be maximized. The interplay between text, task and reflection is emphasized and student feedback on the proposed approach is considered. The discussion in this paper complements most other discussion on discourse analysis which is concerned solely with spoken interaction as reflected in such approaches as exchange structure and conversation analysis (e.g., McCarthy & Walsh, 2003; see also Cook, 2011).
Highlights
Some 10 years ago, Hyland (2008) talked of genre being seen by many teachers as more of a research tool than a teaching one
I have chosen to focus on the pedagogic text for our discussion. This choice is motivated by the observation that pedagogic texts are a main source of language which teachers, especially those working in the socio-cultural context of English language teaching (ELT) in countries such as Malaysia, frequently provide as classroom input or ‘experience’ for learners
The Analysis stage is, essential: at this stage, students are guided to analyze the seven to 15 texts processed earlier at the Exploration stage for a common textual pattern that emerges across the texts and for the typical lexical-grammatical realizations that accompany them. This is a stage that promotes noticing and pattern extraction with the aim to ensure that students develop an explicit understanding of what constitutes a social-culturally valued text, how target texts are organized and why they are produced in the ways they are with the accompanying linguistic resources
Summary
Some 10 years ago, Hyland (2008) talked of genre being seen by many teachers as more of a research tool than a teaching one. This paper offers one possible line of approach towards meaningfully engaging learners in the construction and interpretation of texts, and towards enabling them to develop a deep appreciation and control of language use at the discourse level. The first part of the paper examines and discusses a pedagogic text to exemplify some potential problems (as well as learning opportunities) English texts in general create for the classroom learner. The second part, drawing insights from the earlier discussion, first briefly considers some issues of how to go about selecting and assembling texts, and presents a framework concerning the use of carefully selected texts and related tasks that is aimed at maximizing language learning opportunities. With further cautionary notes on viewing learner language and on introducing change in educational practices
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