BENG416
Discourse

ECTS Value: 3 ECTS

Contact Hours: 15

Self Study Hours: 36

Assessment Hours: 24

 

Overall Objectives and Outcomes

This course looks into various aspects related to how language is used in communication. It begins with an introduction to discourse, defining its scope and distinguishing between spoken, written, and multimodal forms. Students will explore the influence of context on discourse and discourse structures and features such as genre, register, and speech acts, alongside critical perspectives like Critical Discourse Analysis (CDA) and the role of language in power and identity. Conversation analysis, including turn-taking and politeness strategies, will be examined, as well as discourse in different contexts such as education, media, and professional settings. Intercultural discourse is discussed to understand cross-cultural communication issues. Practical applications are highlighted through discourse analysis tools and techniques for both written and spoken texts. The course aims to equip students with a comprehensive understanding of discourse theory and its practical applications.

By the end of this module, the learner will be able to:

Competences

  • a)Evaluate the effectiveness of different discourse strategies in various contexts;
  • b)Assess the role of context, power, and culture in shaping discourse;
  • c)Reflect on how discourse analysis can inform teaching practices;
  • d)d) Develop strategies to address and mitigate communication breakdowns in discourse.
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Knowledge

  • a)Describe the key concepts and theories related to discourse;
  • b)Identify different genres and registers of discourse and their characteristics;
  • c)Outline the historical development and current trends in discourse analysis.
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Skills

  • a)Analyse different types of discourse using appropriate linguistic tools;
  • b)Apply discourse analysis techniques in both written and spoken texts;
  • c)Critically discuss the key concepts and theories related to discourse;
  • d)Justify analytical conclusions about phonetic or phonological features using structured, evidence-based arguments.
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Assessment Methods

This module will be assessed through: Online Forum and Discourse Analysis Project and Presentation

Suggested Readings

Core Reading List

  1. Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method (4th ed.). Routledge.
  2. Jaworski, A., & Coupland, N. (Eds.). (2014). The Discourse Reader (3rd ed.). Routledge.
  3. Mills, S. (2017). Discourse (3rd ed.). Routledge.
  4. Schiffrin, D., Tannen, D., & Hamilton, H. E. (Eds.). (2015). The handbook of discourse analysis (2nd ed.). Wiley-Blackwell.

Supplementary Reading List

  1. Ellul, M. (2009). Teacher Discourse and Gender : A Study of EFL Classrooms in Malta. M.A. Dissertation. University of Malta
  2. Ellul, M. (2006). Discourse Analysis of Transactions in Malta. B.A. (Hons) Dissertation. University of Malta
  3. García-Guirao, P. (2021). The Language Impact of COVID-19 in the Spanish Online Press: A Critical Discourse Analysis of Hate Speech. European Research Studies Journal, 24(4B), 756-770.
  4. He, X. and Ng, K. (2013) ‘Pragmatic Discourse and Gender Inequality in China’, Law & society review, 47(2), pp. 279–310.
  5. Iqbal, N., Azhar, K. A., & Shah, Z. A. (2020). Discourse and Power Relations: A Critical Discourse Analysis of a Pakistani Talk Show. Journal of Pragmatics Research, 2(1), 26–40.
  6. Litosseliti, Lia. and Sunderland, Jane. (2002) Gender identity and discourse analysis. John Benjamins Pub.
  7. May, S., Deoksoon, K., & Stanton, W. (2017). Discourse and Education (3rd ed.). Springer International Publishing.
  8. Tannen, D., Kendall, S., & Gordon, C. (2007). Family Talk: Discourse and Identity in Four American Families (1st ed.). New York: Oxford University Press.
  9. Van der Westhuizen, G., & Okeke, C. C. (2020). Learning from professional conversation: a conversation analysis study. South African Journal of Education, 40(1), 1–10.

 

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