Discourse Analysis: Exploring the Relationship between Language and Context - Prof. Hoàng | Exercises Literary Analysis

DISCOURSE ANALYSIS

PART 1: TRUE/FALSE

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

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DISCOURSE ANALYSIS

PART 1: TRUE/FALSE

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

What kind of adjacency pair is in this spoken text? A: The plates are very hot B: Thanks. I’ll be careful A. Greeting - Acceptance B. Offer - Acknowledge B. Offer - Refusal D. Warning - Acknowledging
What kind of adjacency pair is in this spoken text? A: Can I help you? B: I’m just looking, thanks. A. Request - Acceptance B. Offering help - Accepting help C, Inviting - Declining D. Offering help - Declining help
What kind of adjacency pair is in this spoken text? A: It’s not working B: Well, that’s your fault, isn’t it? A. Complaint - Excuse B. Complaint - Rejecting complaint C, Informing - Acknowledge D. Offer - Acceptance.
What does the spoken text exemplify? A: Sorry, I’m late. B: It’s not good enough A. Preferred structure B. Dispreferred structure(k liên kết cấu trúc) C, Pre-expansion D. Post-expansion
What does the spoken text exemplify? A: What about my face? B: What?

What does the spoken text exemplify? A: How often do you go swimming? B: Every weekend. A: Good. B: Yeah A. Pre-announcement B. Insertion sequence C. Post-expansion
What does the spoken text exemplify? A: May I see the Director? B: May I know the reason? A: I got an appointment B: Ok. A. Pre-announcement B. Insertion sequence C. Post-expansion
What does the spoken text exemplify? A: What is the sum of this? B: 25? A: Good. A. Three-part exchange B. Adjacency pair C. Back-channel
What does the spoken text exemplify? A: Have you finished your meal? B: No. A: Okay. A. Three-part exchange B. Adjacency pair C. Back-channel
What does the spoken text exemplify? I don’t really want to go you know. I mean I’m kind of so in love with this place A. Repair B. Relexicalisation C. Back-channel PART 3: WRITTEN-TEXT ANALYSIS (Bài mẫu tham khảo) (1) Angela Dorothea Merkel is a retired German politician and scientist who served as the chancellor of Germany from 2005 to 2021. (2) Merkel was the first female chancellor of Germany. (3) During her tenure as Chancellor, Merkel was frequently referred to as the de facto leader of the European Union (EU) and the most powerful woman in the world. (4) Merkel was born in 1954, in Hamburg, West Germany, the daughter of Horst Kasner, a Lutheran pastor and a native of Berlin, and his wife Herlind, a teacher of English and Latin. (5) She has two younger siblings. Marcus Kasner, a phycisist, and Irene Kasner, an occupational therapist. (6) In her childhood and youth, Merkel was known among her peers by the nickname “Kasi”, derived from her last name Kasner. (7) At school, Merkel learned to speak Russian fluently, and was awarded prizes for her proficiency in Russian and Mathematics. (8) She was the best in her class in Mathematics and Russian, and completed her school education with the best possible

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.

What is the cohesive device used in sentences 4 and 5 in the text? A. Reference B. Substitution C, Ellipsis D. Conjunction
What is the cohesive device used in the sentences 18 and 19 in the text? A. Comparative reference B. Demonstrative reference. C, Ellipsis D. Conjunction.
What is the relationship between school in sentence 7 and class in sentence 8 in the text? A. Synonymy B. Antonymy C, Hypernymy D. None of those
What is the relationship between education in sentence 9 and studies in sentence 13 in the text? A. Synonymy B. Antonymy C, Hypernymy D. None of those.
What type of theme can be identified in sentence 9 in the text? A. Interpersonal theme B. Textual theme C, Topical theme D. None of those
What is the relationship between German politician in sentence 1 and chancellor of Germany in sentence 2 in the text? A. Reference B. Substitution C, Synonymy D. Antonymy
What is the theme-rheme pattern of sentences 1, 2 and 3 in the text?

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

What is the cohesive device used in this text? When Mark was in high school he developed a music player that worked on artificial intelligence. Microsoft and AOL were interested in purchasing this player but Zuckerburg refused. A. Demonstrative reference B. Ellipsis C. Conjunction D. Substitution
What is the cohesive device used in this text? Facebook was born in Harvard and was initially just a university 'thing' but Mark wanted it to extend to other universities. From Dartmouth, Stanford to Cornell, Penn and Brown, Facebook started spreading rapidly. A. Reference B. Substitution C. Lexical cohesion D. Conjunction
What is the cohesive device used in this text? While at Harvard Mark wrote various software namely 'Facemash', a program in which the students could vote on who was better looking. This was shut down on the grounds of privacy protection and being totally 'improper'. A. Demonstrative reference B. Ellipsis C. Conjunction D. Substitution
What is the cohesive device used in this text? Google is the dominant Internet search engine, accounting for more than 92% of global search requests. In 2006, the company purchased YouTube, the top platform for user-submitted videos. A. Substitution B. Ellipsis C. Synonymy D. Hypernymy
What is theme-rheme pattern used in this text? Aged 13, Gates attended the private Lakeside school. It was here that Gates had his first introduction to computers. A. Zigzag theme B. Constant theme C. Multiple theme D. A combination of ACB
What is theme-rheme pattern used in this text? Mark Zuckerburg was born on 14th May 1984 in White Plains, New York to Edward Zuckerburg, a dentist and Karen, a psychiatrist. As a child prodigy, most of his time was spent with computers and creating software. He learned the ATARI basic programming from his father and later used it to make 'ZuckNet'. A. Zigzag theme B. Constant theme C. Multiple theme D. A combination of ACB
What is theme-rheme pattern used in this text?

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

Which concept below does this text exemplify? Teacher: Will you tell us the answer to question four? Mike: Is that one page six or seven? Teacher: Six. Mike: Oh, okay. The answer is factorial two. A. Pre-expansion B. Insertion expansion C. Post-expansion
Which concept below does this text exemplify? A: What is the capital of China? B: Beijing. A: Good job. A. Preferred structure B. Three-part exchange C. Transactional interaction
What kind of adjacency pair is this text? A: You're late again! B: I'm so sorry. The traffic was terrible. A. Complaint - Excuse B. Complaint - Rejecting Complaint C. Warning - Acknowledging D. Offering help - Declining help
What kind of adjacency pair is this text? A: Excuse me, why is my tea was so bitter? B: Oh, I'm sorry maybe I soak the tea in too high a temperature. Let me bring you another cup. A. Request - Acceptance B. Offer - Acceptance C. Request - Rejection D. Complaint - Excuse
What kind of adjacency pair is this text? A: Your phone is over there. B: Oh, yes. A. Request - Acceptance B. Offer -Acceptance C. Informing - Acknowledging D. Blaming - Acceptance 37.What kind of adjacency pair is this text? A: Is it OK if I borrow this book? B: I'd rather you didn't, it's due back at the library tomorrow. A. Request- Acceptance B. Request - Denial C. Offer-Acceptance D. Offer- Denial 3 8. Which concept below does this text exemplify?

Discourse Analysis: Exploring the Relationship between Language and Context - Prof. Hoàng, Exercises of Literary Analysis

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DISCOURSE ANALYSIS

PART 1: TRUE/FALSE