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An in-depth exploration of discourse analysis, a field of study that examines the relationship between language and the contexts in which it is used. It delves into the key concepts and principles of discourse analysis, including the differences between spoken and written language, the role of cohesive devices, and the various patterns of thematic progression. The document also covers the influence of british and american approaches to discourse analysis, as well as the schematic structures of different text types. Additionally, it examines various types of cohesive devices, such as reference, substitution, and ellipsis, and their importance in maintaining the coherence of a text. This comprehensive overview offers valuable insights for students and researchers interested in understanding the complexities of language use and the ways in which it is shaped by the surrounding context.
Typology: Exercises
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1. Discourse analysis is concerned with the study of the relationship between language and the context in which it is used. T 2. Cohesion refers to the internal properties of a text while coherence refers to its contextual properties. T 3. Written language is hierarchically ordered within the clause structure. T 4. Spoken language is temporary while written language is permanent. T 5. Speech tends to be topic-centred while written language tends to be people-centred. F 6. Written language sentences are generally structured in subject-predicate form. T 7. Exophoric reference is a reference outside the text. T 8. Ellipsis may be nominal, verbal, or clausal. T 9. Comparative reference is by means of so, do, that. F 10. Clausal substitution is using so for a positive clause and not for a negative clause. `T 11. Conjunction can be fulfilled by several words - conjunctions and adverbs. T 12. Furthermore, besides, additionally are examples of additive conjunctions. T 13. Meanwhile, thereupon, from now on are examples of adversative conjunctions. F 14. Reiteration may contain four types: repetition of the same word, synonymy(đồng nghĩa), hyponymy(thượng vị) and hypernymy(hạ vị). T 15. Texts cannot have an internal logic without the aid of cohesive devices. F 16. When a text is said to be cohesive, it must make sense. F 17. What may be coherent for a reader may be incoherent for another reader. T 18. In a zigzag theme pattern, a rheme may include a number of different pieces of information, each of which may be picked up as the theme in a number of subsequent clauses. F (MULTIPLE THEME) 19. Multiple theme pattern is the pattern in which elements of rhemes become themes of subsequent sentences. F 20. The schematic structure of argument texts must have thesis statement. T 21. The purpose of an instruction text is to tell someone to do or make something. T 22. Transactional talk is for getting business done to produce some change in the situation. T 23. Transactional interactions often have the main purpose of establishing or maintaining social contact with other people. F 24. Stages in casual interaction are easier to predict than stages in transactional interactions. F 25. The pattern of classroom discourse is Teacher ask ^ Pupil answer ^ Teacher comment. T 26. Adjacency pairs are utterances produced by two successive speakers in such a way that the second utterance is identified as related to the first one as an expected follow- up. T
27. Congratulation in the first pair part should be expected with Acceptance in the second pair part. F (THANKS) 28. Going to the bank to obtain a new credit card, and being interviewed for a job are less transactional interactions. T 29. Greetings in the first pair part should be expected with Acceptance in the second pair part. F 30. A compliment that is followed by a reject is preferred. F 31. A request that is followed by a denial is preferred. F 32. Post-expansion means one adjacency pair follows and expands another adjacency pair. T 33. Clausal ellipsis is concerned with the ellipsis of whole clauses. F (NOT CONCERN) 34. The purpose of a discussion text is to describe a particular person, place or thing. F 35. Back-channel can involve linguistic means of not taking the turn when a person has opportunity, or simply making it clear to the speaker that the person is attending to the message. T PART 2: MULTIPLE CHOICE
average Abitur grade 1.0. (9) Merkel continued her education at Karl Marx University, Leipzig, where she studied physics from 1973 to 1978. (10) While a student, she participated in the reconstruction of the ruin of the Moritzbastei, a project students initiated to create their own club and recreation facility on campus. (11) Such an initiative was unprecedented in the GDR of that period, and initially resisted by the university. (12) With backing of the local leadership of the SED party, the project was allowed to proceed. (13) Near the end of her studies, Markel sought an assistant professorship at an engineering school (14) As a condition for getting the job, Merkel was told she would need to agree to report on her colleagues to officers of the Ministry for State Security (Stasi). (15) Merkel declined, using the excuse that she could not keep secrets well enough to be an effective way. (16) Merkel worked and studied at the Central Institutes for Physical Chemistry of the Academy of Sciences in Berlin-Adlershof from 1978 to 1990. (17) At the Academy of Sciences, she became a menber of its FDJ secretariat. (18) According to her former colleagues, she openly propagated marxism as the secretary for “Agitation and Propaganda”. (19) However, Merkel has denied this claim and stated that she was secretary for culture, which involved activities like obtaining theater tickets and organizing talks by visiting Soviet authors. (20) She stated: “I can only rely on my memory, if something turns out to be different, I can live with that.
1. Some people argue that discourse is language in action. T 2. The term discourse refers to the structure of a sentence. F 3. Being meaningless and not unified is known as the quality of a text / a discourse. F 4. A text or a discourse does not form a meaningful whole. F 5. Written language is lexically dense and grammatically compact. T 6. Discourse analysis concerned with the study of the relationship between language and the contexts in which it is used. T 7. The British work in discourse analysis has produced a large number of descriptions of discourse types, as well as insights into the social constraints of politeness and face- preserving phenomena in talk, overlapping with British work in pragmatics. F 8. British discourse analysis was greatly influenced by the studies in the description of discourse types, as well as insights into the social constraints of politeness and face-preserving phenomena in talk. F 9. The American work in discourse analysis has principally followed structural – linguistic criteria, on the basis of the isolation of units, and sets of rules defining well-formed sequences of discourse. F 10. Cohesion is the formal links that mark various types of inter-clause and inter- sentence relationships within discourse. T 11. There are two types of cohesion: grammatical and lexical. T 12. According to Halliday and Hasan (1976) there are only 3 types of cohesion: reference, substitution, and ellipsis. F 13. Cohesive reference may be of three types : a-nominal, b-verbal and c- clausal. F 14. Reference is defined by Halliday and Hasan as the use of conjunctions to connect sentences within a text / a discourse. F 15. Endophoric reference is reference to items within a text. T 16. Personal reference involves the use of personal pronouns. T 17. In the sentence: There is a girl over there. She is my friend., the word she is used as a cohesive device of personal reference. T 18. Demonstrative reference may be either general expressing the identity, similarity or difference between things, or particular, expressing a qualitative or quantitative comparison. F 19. In: She is in the classroom. The teacher is there. The word there is used as a cohesive device of demonstrative reference. T 20. Comparative reference involves the demonstratives (this, that, these and those) and the adverbs here, there, now and then. F 21. Substitution is defined as a grammatical relation where one linguistic item substitutes for a longer one. T 22. Nominal substitution is used in: F A: Is it going to rain? B: I think so.
23. Verbal substitution is using the lexical verb do. T 24. An example of clausal substitution is These biscuits are stale. Get me fresh ones. F 25. Verbal ellipsis involves the omission of the lexical verb from the verb phrase, and possibly an auxiliary or two, recoverable from a previous verb phrase. T 26. Verbal ellipsis is used in: F A: Which hat will you wear? B: This is the nicest. 27. Clausal substitution is using do (to be distinguished from the auxiliary do), and it substitutes for the lexical verb. F 28. Clausal ellipsis is not only concerned with the ellipsis of whole clauses but with the ellipsis of large parts of clauses, and whole phrases. T 29. The term conjunctions refers to specific devices (conjunctions) for linking one sentence to another. They may be divided into four groups: additive, adversative, causal and temporal. T 30. Temporal conjunctions offer a causal link between different parts of the sentences. F 31. Adversative conjunctions draw a contrast between the sentences they introduce or are contained in the preceding sentence with which they form a cohesive relationship. T 32. There are two broad types of lexical cohesion: reiteration and collocation. T 33. In reiteration, the same word may be repeated in successive, though not necessarily contiguous sentences. T 34. Reiteration may be realised by a synonym or a near-synonym in the following sentence. T 35. In I turned to the ascent of the peak. The climb was perfectly easy. The word climb is used as a cohesive device of reiteration. T 36. Collocation as a type of lexical cohesion refers to the habitual company which words keep. T 37. Collocation can involve the related words in a lexical field. T 38. An example of collocation is that the word book implies other words like page, title, read, turn over, shelf, and library. T 39. Cohesion alone is enough to make a text / a discourse coherent F 40. Coherence is the degree to which a piece of discourse makes sense. T 41. The information structure can be used as a cohesive device for a text. T 42. Any utterance or sentence can be said to contain obligatory given / old information and compulsory new information. T 43. In the information structure, new information is compulsory. It is the information already known to the listener or the reader. F 44. New information is usually contained in the definite expression in an information structure. T 45. Given / old information is the information known by the reader or the listener. T 46. In the information structure, the new typically precedes the given. F 47. The information structure in a text / piece of discourse partly contributes to the coherence of a text / discourse. T
B: Let's buy some. A. Reference B. Substitution C. Ellipsis D. Lexical cohesion
Larry Page was among early investors in Planetary Resources, a space exploration and asteroid-mining company. Established in 2009, the company was acquired by blockchain firm ConsenSys in 2018 amid funding problems. A. Zigzag theme B. Constant theme C. Multiple theme D. A combination of ACB