Written Discourse Analysis and Its Application in English Language Teaching

Alsaawi, Ali

doi:10.2139/ssrn.2814821

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…Without grammar, the students will not be able to create a meaningful text (Alsaawi, 2016;Halliday & Matthiessen, 2014). In this study, grammar includes using accurate spelling punctuation, capitalization, lexical choices, and cohesive devices that are useful to build a meaningful text (Alsaawi, 2016;Aunurrahman et al, 2017a). A reply to the response Great, I will see you tomorrow then Well, that is all right.…”

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confidence: 99%

Teaching English using a genre pedagogy to Islamic junior high school students

Aunurrahman

Hikmayanti

Yuliana

2020

JEFL

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This descriptive qualitative study aims to find out how a genre pedagogy is used to teaching the English language. A class consisted of thirty-six students of a public Islamic junior high school was selected purposefully as participants. The data collection involved participant observation, field notes, and documents, in this case, the students' works. The participant observations were conducted in four meetings. During the observations, this study collected the students’ works purposefully. The data analysis used two techniques, namely the thematic analysis to analyze the field notes and functional grammar framework to analyze the students’ independent construction texts. The findings of the study reveal that the students could practice daily life texts in pairs and write a daily life text independently, critically, and creatively as they managed to work on their own and to use specific information, expressions, and contexts in their texts as demanded by the government and the 21st century. This could be achieved as the researcher applied genre pedagogy teaching procedures, explicit teaching, and scaffolding to ensure the students could do the work effectively. This study suggests teachers apply genre-pedagogy teaching procedures and principles to ensure the students could learn English better.

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confidence: 99%

Teaching English using a genre pedagogy to Islamic junior high school students

Aunurrahman

Hikmayanti

Yuliana

2020

JEFL

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“…Written discourse is considered to be an imperative aspect that needs to be analyzed to find coherence and patterns in language (Alsaawi, 2016). In this research, the content of the critiques of Grade 10 world literature students on the story "The Necklace" by Guy de Maupassant was used in order to identify the approaches to literary criticisms found in the output.…”

Section: Discussionmentioning

confidence: 99%

Discourse Analysis on the Critiques of Grade-10 World Literature Students: Approaches to Literary Criticism in Focus

GULO¹,

DELOY²

2022

IJRP

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This qualitative corpora-based study examined the content of the critiques of Grade 10 world literature students in one of the Division of Davao del Norte schools as they analyzed a story reflected in the Self-Learning Module. This study aimed to identify the approaches to literary criticism used by the students as their literary frameworks in interpreting the story. These approaches were based on the Literary Theory and Schools of Criticism proposed by Dobie (2011). It also investigated how the approaches to literary criticism may benefit students in writing critiques. The results of the study showed that reader-response criticism, Marxist criticism, formalist criticism, feminist criticism, psychological criticism, and deconstructive criticism were present in the critiques of the students. On the other hand, literary criticisms may benefit students through understanding meaning, establishing philosophy, discovering history, and developing their writing skills. Literary criticisms, in general, foster critical thinking, and it is advised that literary criticism must be intensified in the teaching-learning process in order to produce citizens who are critical thinkers and to contribute to UNESCO's Sustainable Development Goal 4, which is the quality education, and in support to DepEd Basic Education Development Plan 2030 (BEDP 2030) which aimed to embed critical thinking as one of the 21 st -century skills, and address the significant component of the reskilling/upskilling of teachers in Sulong Edukalidad which were formulated to address the poor students' performances in PISA 2018.

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“…The results of this study were analysed using the social constructionist approach (discourse analysis). The focus of discourse analysis is language-in-use, which is language in either written or spoken form (Alsaawi 2016). Through persuasion, discourses, also known as rhetorical strategies, were applied in a strategic or unique way by narrators in order for the interviewer to embrace a particular belief (Xu 2014).…”

Section: Methodsmentioning

confidence: 99%

The influence of ancestral spirits on sexual identity amongst Traditional Healers (iZangoma) in South Africa: A discourse analysis

Mnyadi

2020

INK

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Over the years South African Traditional Healers have been discriminated against, with claims that they are ‘witch-doctors’. Non-heterosexual Africans are also often faced with the horror of violent attacks stemming from the belief that homosexuality is ‘un-African’. The harsh experiences of homosexual, bisexual and transgender traditional healers are, therefore, unimaginable. This study explored the spiritual (ancestral) influence on the sexual identity of African Traditional Healers, particularly iZangoma. The study revealed that for some iZangoma engaging in same-sex relationships is never a choice but ‘imposed’ or forced by the dominant ancestral guide, depending on which sex the ancestor was attracted to when they were still alive. This paper challenges the idea that homosexuality has never existed in Africa, and is therefore an import from the West. Intradisciplinary and/or interdisciplinary implications: this study may potentially inform contemporary African debates around homosexuality and challenge how it is perceived amongst groups that are regarded as playing significant roles of healing and leadership in African communities. Since homosexuality amongst iZangoma is not a chosen identity but forced by ancestral guides, this calls for an end to discrimination against ancestral possession, homosexuality in Africa, and the double stigmatisation against iZangoma who are attracted to the same sex.

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Written Discourse Analysis and Its Application in English Language Teaching

Cited by 6 publications

References 10 publications

Teaching English using a genre pedagogy to Islamic junior high school students

Teaching English using a genre pedagogy to Islamic junior high school students

Discourse Analysis on the Critiques of Grade-10 World Literature Students: Approaches to Literary Criticism in Focus

The influence of ancestral spirits on sexual identity amongst Traditional Healers (iZangoma) in South Africa: A discourse analysis

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