TEACHER AWARENESS

▣ Discourse Training for Teachers and Learners 

 

▶ TEACHER AWARENESS 

■ Language teachers need to know how oral discourse, especially conversation, is structured and how it differs from written discourse. They need to be aware of the various genres and text types in speech and writing. They need to be aware of the macro or top-down features that make discourse genres cohere (Enkvist, 1987) and the micro or bottom-up elements that make any piece of discourse cohesive (Halliday & Hasan, 1976). They need to understand that there are connections between the topics of discourse, the formats of texts, the socio-cultural context in which texts occur, and the linguistic forms through which given pieces of discourse are realized. They need to understand that all discourse is interactive - but that dialogic oral discourse is more interactive than monologic oral discourse, which is generally more interactive than written discourse. Finally, teachers need to realize that the roles of all the participants in any act of spoken or written communication are crucial. 



■ Language teachers with an understanding of discourse analysis and pragmatics can apply this knowledge to their teaching of spoken and written language and the teaching of the language elements needed for the realization of communication through speech or writing: pronunciation/orthography, grammar, and vocabulary. Teacher knowledge of discourse applies critically to classroom presentation and practice activities.