Bridging the Gap between Discourse Analysis and Language Classroom Practice

Autor/in	Alsoraihi, Maha H.
Titel	Bridging the Gap between Discourse Analysis and Language Classroom Practice
Quelle	In: English Language Teaching, 12 (2019) 8, S.79-88 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Discourse Analysis; Teaching Methods; Classroom Techniques; Classroom Environment; English (Second Language); Second Language Instruction; Teacher Effectiveness; Language Teachers; Instructional Effectiveness; Educational Quality + Suchen Sie Ihr Suchwort? Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Klassenklima; Unterrichtsklima; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language teacher; Sprachunterricht; Quality of education; Bildungsqualität
Abstract	This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01