The Relationship between Discourse Analysis and Reading and Classroom Discussion - Research Paper Example

? The Relationship between Dis Analysis and Reading and/or room Discussion Lecturer: OUTLINE I. INTRODUCTION a) Introduces the way topic and reveals the relationship between discourse analysis and classroom discussions. b) Thesis: Although discourse analysis and classroom discussion are effective strategies employed in creating reading comprehension, discourse analysis is concerned with description and analysis of spoken interactions whereas classroom discussions is concerned with classroom interactions where students invent ideas and develops deeper meaning of words. II. SHORT SUMARY OF THE WORK a) Reveals the purpose of the work is to examine the relationship between discourse analysis and classroom discussions. III. ARGUMENTS a) Discourse analysis and classroom discussions are related because they are both effective strategies employed in creating reading comprehension b) Both are used in literacy and language development c) The discourse analysis is a learning strategy that is largely concerned with linguistic units d) Classroom discussions are effective strategies that contribute to comprehensive reading in classroom, as well as, offer student opportunities to explore their reading talents IV. CONLUSION a) Provides a stand for the arguments and reveals the significant of these arguments. The Relationship between Discourse Analysis and Reading and/or Classroom Discussion Introduction The research on effective teaching strategies being employed by teachers has evolved overtime and it has become a concerning issue in education field. Many strategies have evolved including classroom discussion and discourse studies, which are among the approaches used in classrooms. Discourse analysis is an approach that is used in analyzing vocal, written and use of signs language or any other crucial semiotic events. On the other hand, reading or classroom discussion is another strategy that requires students to invent, imagine, create and find deeper the meaning of words. This strategy is effective because it makes students active in classroom; thus enabling them to achieve their desired needs effectively. Although discourse analysis and classroom discussion are effective strategies employed in creating reading comprehension, discourse analysis is concerned with description and analysis of spoken interactions whereas classroom discussions is concerned with classroom interactions where students invent ideas and develops deeper meaning of words. Short Summary of the Work The primary purpose of this work is to examine the relationship between discourse analysis and classroom discussions. It will conceptualize a framework for conducting classroom discussion and that of discourse analysis in order to determine the effective strategy for creating comprehensive learning in the classroom, and offer diverse arguments regarding these strategies and the ways they affect reading comprehension to students. The study reveals that discourse analysis and classroom are related because they are both effective strategies used in classroom for enhancing reading comprehension, and are related because they are employed literacy and language development. The discourse analysis is a learning strategy that is largely concerned with linguistic units while classroom discussions contribute to effective reading comprehension. Arguments Discourse analysis and classroom discussions are related because they are both effective strategies employed in creating reading comprehension; these approaches are contributors of effective learning in classroom but each of them has its own advantage and disadvantages. In reading or classroom discussions, teachers are supposed to create an effective climate by being mindful because this is an essential condition for effective teacher-student interaction. Classroom discussions are viewed as the effective strategy for interacting with other students; thus contributing to improved learning and communication skills. Therefore, in a reading or classroom discussions, educators should listen to students effectively, offer them enough time and clarify the point that they are trying to put across. However, discourse analysis built a close connection between the linguistic features in the classroom and also prepares students to a sustained reading experience. Discourse analysis and classroom discussions are related because they are used in literacy and language development. They are literary interventions or approaches employed as central component of supporting reading comprehension in classroom. These approaches are used in classroom in order to enable students develop effective learning skills of textual and linguistic words; thus making learning possible. The approaches relate to cognitive aspects of classroom activities but discourse analysis makes no prior distinction between learners and teachers unlike classroom discussion. This is because discourse analysis allows patterns of participation to emerge from data; thus, it treats classroom participants or students as individual rather than a joint group. This is through making an attempt of to describing literary meaning of words and offering an account for their individual behaviors. It also takes into consideration an analysis of diverse perspectives of the teacher or the learner in the classroom. The discourse analysis is a learning strategy that is largely concerned with linguistic units such as written texts or conversational words; thus it deals with textual cohesion like grammar and other textual cohesion underlying speech words. McCarthy (1991) argue that discourse has grown into a wide raging filed, which finds its unity in language description, context analysis and cultural influences; thus affecting use of language. On the other hand, classroom discussions also focus on linguistic aspects but they put more emphasis on social aspects in the classroom. Classroom discussions are effective strategies that contribute to comprehensive reading in classroom, as well as, offer student opportunities to explore their reading talents. This is because they encourage students to be innovative and generate new knowledge through discussions. The recent meta-analysis where the effects of diverse group discussion approaches were carried out revealed that group discussions in classroom contributed to high level of thinking and reading comprehension. This also enabled teachers to retain considerable text and topic control while allowing students to interpret texts, as well as, elaborate ideas more effectively. Moreover, reading or classroom discussions offer students an opportunity to explore their talents of reading and this strategy can enable students to develop effective learning skills. A number of research studies indicate that reading comprehension is enhanced through classroom interactions of students with their teachers, peers or the whole class discussion (Colombi and Schleppegrell, 1994; Taylor, 2012). The study found out that student-led small group discussions were superior and performed well in classroom than students who were trained using discourse analysis. This is because class discussions helped students to recall and understand easy what they had read. Conclusion In conclusion, although discourse analysis and classroom discussion are effective strategies employed in creating reading comprehension, discourse analysis is concerned with description and analysis of spoken interactions whereas classroom discussions is concerned with classroom interactions where students invent ideas and develops deeper meaning of words. Classroom discussions are attracting escalating attention to educators as a contributor to learning and an underused practice, as well as, neglected domain in teacher preparation, where this strategy has become significant in the contemporary learning environment because it offers students room to be innovative and advance their ideas; thus improving learning skills. Although both strategies are concerned with literary and language development, reading or classroom discussion is vital because it offers students opportunities to explore their reading talents and also improve their social, as well as learning skills. References Colombi, M. C., & Schleppegrell, M. J. (January 01, 1994). Michael McCarthy: Discourse Analysis for Language Teachers. Applied Linguistics, 15, 4, 478. McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press, p. 1-33. Taylor, S. (2012). What Is Discourse Analysis?. Bloomsbury USA Academic. Read More