DISCOURSE ANALYSIS

AND VOCABULARY

Name: indriyani waly

Nim: 18.02.085
 Discourse Analysis
and
Vocabulary

Vo
c ab

Le hesi
co
and ular

xi on
ca
org t h y

l
ani e
of zing
t ex
t

Textual
aspect of
lexical Lexis in talk
competence
Bring a discourse dimention to teach vocabulary
Not abandoning vocabulary teaching, instead offering a
supplement to conventional vocabulary teaching
Using traditional and recent, more communicative
approaches in vocabulary teaching and activities
 What is Lexical Cohesion?

 Lexical cohesion comes about through the selection of

items that are related in some way to those that have gone
before ( Halliday . 1985:310)
 Halliday and Hasan (1976:288) divide types of lexical
cohesion into reiteration (repetition, synonymy or near-
synonym, superordinate and general word) and
collocation.
Reiteration >Repetition
 The most direct form of lexical cohesion is repetition
of a lexical item: e.g. bear in sentence Algy met a
bear. The bear was bulgy(Halliday, 1985: 310). Here
the second occurrence of bear harks back to the first.
Reiteration>Near-or Synonym
 “He was just wondering which road to take when he was
started by a noise from behind him. It was the noise of
trotting horses… He dismounted and led his horse as
quickly as he could along the right-hand road. The sound of
the cavalierly grew rapidly nearer… (Halliday, 1985: 310).”
Reiteration> Superordinate
 Superordinate is term for words that refer to the
upper class itself (Palmer, 1981: 85).
 Henry’s bought himself a new Jaguar. He practically
lives in the car (Halliday and Hasan, 1976: 278)
Reiteration>General Word
 There’s a boy climbing the old elm. That old thing
isn’t very safe (Halliday, and Hasan, 1976: 280).”
 Here the reiteration takes the form of a general
word
Collocation
 Collocation is lexical cohesion which depends upon their tendency
to co-occur in texts (Firth, 1957 in Lyons, 1977: 612).
 A little fat man of Bombay

was smoking one very hot day

But a bird called a snipe

Flew away with his pipe,

which vexed the fat man of Bombay ( Halliday, 1985: 312)

There is a strong collocational bond between smoke and pipe, which
makes the occurrence of pipe in line 4 cohesive
 Lexis in Talk

• Lexical relations can be applied to spoken data as

well.
• Relexicalisation: speakers reiterate their own and
take up one another’s vocabulary selections in one
form or another from turn to turn and develop and
expand in doing so.
• The connection between development and modification
and reworking of lexical items used before makes the
conversation develop coherently.
• In this way, neither side is dominant in the conversation,
which make the conversation a joint activity
(ethnometodological approach to D.A.).
• Relexicalisation of some element provides aggrement and
contribution to relevance.
• Conversation classes where topics are pre-set may be
very suitable for this of development.
• As the transition from superordinate to hyponyms and
from synonyms to antonyms is a common feature of
conversation, students can be equipped to use this skill by
regular practice.
• As soon a the necessary vocabulary is met, language
learners can be encouraged to use communicative value
of these lexical items at an early stage.
 Te x t u a l A s p e c t O f L e x i c a l
Competence

• Some times our expectations as to how

words are conventionally use are disturbed
when the writers arrange usual lexical
relations for particular purposes of the
text.
The depressing feature of Allen’s documents is the
picture which emerges of smart but stupid military
fundamentalists, happily playing the fool with the
future of the planet.
(The Guardian, 13 November 1987: 15)
• There are other readjustments of lexical items which are
valid in particular texts only.
• Their interpretations may not correspond to dictionary
definitions.
• The good listener/reader has to decide when words are being
used as synonymous or when these same words are used to
stress the difference in meaning-potential.
• Discourse-specific lexical relations can be called instantial
relations (J . Ellis. 1966).
• Although these relations frequently found in texts in all
languages, the problems learners encounter with such uses are
usually psychologically-generated.
• Because they come to texts with the expectations that the words
have fixed relationships with one another.
• Instantial relations often present important stylistic
features is text:
 creative lexical usage,
 devices of evaluation or irony,
 particular focus.
• By definition, each case has to interpreted individually.
• Teachers should raise an awareness that such uses of
typical vocabulary are often readjusted in individual text.
 Vo c a b u l a r y A n d T h e O rg a n i z i n g
O f Te x t ?
rd ar
wo m m
s

• Function words, empty words

a
Gr

• Closed system
rd l

• Content words, full words

wo xica
s

• Open system
Le

wo nizin se
ga ur
rd g

• Share the qualities of both the open

o r s co

and the closed-words.

Di
Here I want to spend some time examining this issue. first I propose to
look briefly at the history of interest in the problem, then spend some
time on its origins and magnitude before turning to an assessment of the
present situation and approaches to its solution. Finally, I want to have
a short peek at the possible future prospects.
These words stand in a place of segments of text. They are called
discourse organizing word because the organize and structure the
argument. These words build up expectations about the whole discourse.
They operate predictively and retrospectively.
The characteristics of some Discourse-organizing words in the
passage Above

1. this preceding text check-up

2. issue anticipating problem-solving processes

3. problem seeking for solutions

4. assessment performing evaluation of the problem and
providing solutions
5. solution fulfillment of task
Thank you