U N IVER S ID AD N AC IO N AL EXP ER IM EN TAL“ FR AN C IS C O D E M IR AN D A”

ED U C AC IO N M EN C IO N IN G LÉS AP R EN D IZAJ E D IALÓ G IC O IN TER AC TIVO

. U C AN ALIS IS D EL D IS C U R S O

SANTA ANA DE CORO; MAYO DE 2009

Lic. Yoselis Ventura Olivet

I t i s a rel at i vel y new branch of l i ngui st i cs. I t appeared t o sat i sf y t he need of deal i ng wi t h l i ngui st i c probl ems t hat coul d not be expl ai ned by t he al ready exi st i ng l i ngui st i c branches. Si nce unsol ved probl ems were usual l y t hrown up by l i ngui st s i n a sort of wast ebasket , soon t hey become consci ous t hat t here were more probl ems wai t i ng f or answers i n t he wast ebasket t han probl ems sol ved.

I t expl ai ns how words combi ne t o f orm sent ences and t he rul es t hat govern t he f ormat i on of t hose sent ences. I n t hi s

ki nd of st udy non-ref erence i s made t o t he users of t he l anguage or t o t he communi cat i ve f unct i ons t hat t hose words

or sent ences are perf ormi ng.

I t st udi es meani ng. I t deal s wi t h t he rel at i ons t hat exi st bet ween words and t he obj ect s, person or event s f or whi ch t hey st and f or , wi t h t he di f f erent ki nds of meani ng

t hat a word or expressi on can have ( connot at i on, denot at i on) or wi t h t he semant i c st ruct ure of t he

sent ence, but agai n wi t hout any ref erence t o t he users of t he l anguage or t he communi cat i ve f unct i ons perf ormed by

t hose words or expressi ons.

I t i s t he branch of l i ngui st i cs t hat deal s wi t h t he st udy of t he use of l anguage i n communi cat i on, part i cul ar l y t he rel at i onshi ps t hat hol d bet ween sent ences and t he cont ext s

and si t uat i ons i n whi ch t hey are used. Some of t he probl ems st udi ed by pragmat i cs are:

how t he i nt e r pr e t at i on

and us e of ut t e r anc e s

depe nd on our knowl e dge of

t he r e al wor d

how s pe ake r s us e and

unde r s t and s pe e c h ac t s

and how t he s t r uc t ur e of t he s e nt e nc e s t hat

we pr oduc e dur i ng c ommuni c at i on i s

i nf l ue nc e d by t he r e l at i ons hi p be t we e n

t he s pe ake r and t hehe ar e r

1. Laura’s st udent s are very good at answer i ng synt act i c exerci ses but t hei r wr i t i ng i s t err i bl e.

2. Mary can’t underst and why she f ai l ed her readi ng comprehensi on t est si nce she knew al l t he words i ncl uded i n t he t ext .

3. Bob came home, he t ol d hi s wi f e Josef a t hat he was t i red t o deat h and she t ook hi m t o t he hospi t al .

4. Henry can’t underst and Shakespeare even t hough he i s very good at Engl i sh and reads The New York Ti mes everyday

• Speakers’ charact er i st i cs: t hei r sex, age or nat i onal i t y

• Speakers’ rel at i onshi p: f at her and son, j ust f r i ends, t wo pol i t i ci ans, school ’s secret ary and school ’s pr i nci pal

• Soci al cont ext : a part y, a cl ass, a TV i nt ervi ew, a rest aurant

• The channel : speech, wr i t i ng, si gni ng, smoke si gns

• The communi cat i ve purpose: t o ent ert ai n, t o t each, t o def end one’s i deas

• The speakers’ knowl edge about t he t opi c: t ot al l y unknown, very f ami l i ar

Grammar ref ers t o t he rul es used i n a l anguage t o f orm grammat i cal uni t s such as cl auses, phrases, and sent ences, whereas di s c our s e anal ys i s i s t he st udy of how sent ences i n spoken or wr i t t en l anguage are

used t o f orm l arger meani ngf ul uni t s such as paragraphs, conversat i ons or i nt ervi ews i n real

communi cat i ve si t uat i ons.

•What are t he resources used t o achi eve coherence i n a di scourse,

•How t he choi ce of art i cl es, pronouns, and t enses af f ect s t he st ruct ure or meani ng of t he di scourse,

•The rel at i onshi p bet ween t he ut t erances i n a di scourse or t he moves made by speakers t o i nt roduce a new t opi c, change t he t opi c or assert a hi gher rol e rel at i onshi p t o t he ot her part i ci pant s.

Some of the problems studied by discourse analysis are:

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