discourse analysis
Teachers of English to Speakers of Other Languages, Inc. (TESOL)
Discourse Analysis in the Reading Class
Author(s): Amy Lezberg and Ann Hilferty
Source: TESOL Quarterly, Vol. 12, No. 1 (Mar., 1978), pp. 47-55
Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL)
Stable URL: http://www.jstor.org/stable/3585790 .
Accessed: 29/04/2014 07:01
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This content downloaded from 111.68.97.180 on Tue, 29 Apr 2014 07:01:21 AM
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TESOLQUARTERLY
Vol. 12, No. 1
March 1978
DiscourseAnalysis in the Reading Class*
Amy Lezberg and Ann Hilferty
Generally, successful intermediate and advanced students emerge from their ESL classes with strong control of grammarand syntax, and a certain familiarity with idiomatic and colloquial usage. Often, however, these students continue to experience difficultieswith English because they limit themselves to literal decoding and coding of language according to structure and semantics. Yet at no level of ESL can a student rely on syntax and vocabulary alone, even when aided by intuition, without regularly misunderstanding language situations.
Discourse Analysis can be useful to teachers and students in overcoming such problems. Unlike transformational
and
Discourse Analysis in the Reading Class
Author(s): Amy Lezberg and Ann Hilferty
Source: TESOL Quarterly, Vol. 12, No. 1 (Mar., 1978), pp. 47-55
Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL)
Stable URL: http://www.jstor.org/stable/3585790 .
Accessed: 29/04/2014 07:01
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp .
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
.
Teachers of English to Speakers of Other Languages, Inc. (TESOL) is collaborating with JSTOR to digitize, preserve and extend access to TESOL Quarterly.
http://www.jstor.org
This content downloaded from 111.68.97.180 on Tue, 29 Apr 2014 07:01:21 AM
All use subject to JSTOR Terms and Conditions
TESOLQUARTERLY
Vol. 12, No. 1
March 1978
DiscourseAnalysis in the Reading Class*
Amy Lezberg and Ann Hilferty
Generally, successful intermediate and advanced students emerge from their ESL classes with strong control of grammarand syntax, and a certain familiarity with idiomatic and colloquial usage. Often, however, these students continue to experience difficultieswith English because they limit themselves to literal decoding and coding of language according to structure and semantics. Yet at no level of ESL can a student rely on syntax and vocabulary alone, even when aided by intuition, without regularly misunderstanding language situations.
Discourse Analysis can be useful to teachers and students in overcoming such problems. Unlike transformational
and
References: Fishman, J. A. 1966. Language loyalty in the United States. The Hague, Mouton.. Pride, J. B. 1971. The social meaning of language. London, Oxford University Press. Sinclair, J. McH., and Coulthard,R. M. 1975. Towards an analysis of discourse: the English used by teachers and pupils. London, Oxford University Press. Widdowson, Henry. 1976. The authenticity of language data, On TESOL 76. Washington, D.C., TESOL. This content downloaded from 111.68.97.180 on Tue, 29 Apr 2014 07:01:21 AM All use subject to JSTOR Terms and Conditions