Discourse Training For Teachers And Learners

Chapter I
INTRODUCTION

Discourse analytic technique can help language learners become conscious of the processes that operate to produce the language that they hear and use (Riggenbach 1991: 153 cited on Olshtain amd Celce-Murcia 2000:216).  Understanding on discourse analysis that can bring the teachers and the learners easily to explore some knowledge based on functional in sociaty. In addition, it can become guide to teachers for knowing the strategy to do construction in classroom. It does not just give teachers’ guide but learners too.

There are three areas of discourse analysis on this paper based on the suggestion of Olshtain and Celce-Murcia (2000: 216-231) consisting of:

1.      Teacher feedback and correction strategies

2.      The self-examination by teachers of their own classroom discourse

3.      Reflective teaching as a process

In this paper that will serve to you about discourse training for teachers and learners. However it has related to the chapter in advance because you will not comprehend well if you does not know it. It just gives you how to implement the discourse analysis in the classroom in order to find good result in teaching and learning.

CHAPTER II

SUMMARY

In this paper that will be known the implementation of discourse for teachers and learners. Based on title of this summary there are some discussion consisting of teacher awareness, discourse sensitive feedback and correction, teacher self-examination of pedagogical discourse, reflective language teaching, engaging language learners in discourse analysis, and language learning strategies.

A.    Teacher awareness

Teacher should have awareness in different types of discourse analysis for different purpose. As we have been learnt in the chapter in advance, there are two main types in discourse analysis consisting of top-down and botton-up features. Top-down feature is used to analyze the pragmatic meaning in discourse such as content schemata and formal schemata. Botton-up feature is used to analyze the linguistic meaning in discourse such as phonology, syntax, semantic and grammar.  Moreover that make teachers  should know deeply about kind of genre for making them understood.

B.     Discourse sensitive feedback and correction.

There are many occasions when a language teacher might ask learner to make judgments about grammatically, lexical choice, or oveall organization of peace of discourse. The learner as beginner are rather weak at making such judgments, but given proper ground, they can quite good when they roach the intermediate or advanced level. Learning how to recognize, locate, and describe an error can begin with the teacher posing problems based on common but local student errors.

The shorter segments, the easier and more artificial-it is for learners to detect and correct errors.  Error detection and correction exarcise are involved more challenging and realistic discourse level as the discourse as well as in  shorter , more controlled segments. For example working in pairs or small small groups can be asked to judge each clause in a connect text.

The following are some of my successful project.

a.       I developed a drug accounting system for the pharmacy which was appreciated at the national level.

b.      I worked with dietetics to improve the manufacturing of meals and

c.       I redesigned the hospital classroom, doing a better learning space for all hospital employees

Besides of that the teacher so that they can ask and answer relevant questions:

What kinds of thing to we “appreciate”?

The teacher’s approach should know well students’ error and he elicits feedback and reaction from the students are. The class should creat a students-centered approach.

A learner also will adept at making targeted judgements and corrections. Therefore, they will realize theirselves their own language production as the correct target forms.In addition, There are two discourse-based approaches to error correction. They  are; 1) interview anlysis, and 2) reformulation.In interview analysis, the teacher will do conversition with the student, but he should records it for error correction. But, formulation, the teacher-tutor takes a paragraph or longer text written by the learner and rewrites it his/her own words. Then, compares the reformulated version to the original to see if the massage has been preserved. After that, the learner will try to understand it. Was the organization unclear? Were there grammatical or lexical error? If so, what?

Discourse grounded feedback and correction in the language classroom must fulfill two requirments:

a.      The teacher provides students with better understanding in how language area, discourse and pragmatic considaration in their classroom.

b.      The teacher should provide Student imploy both top-down and bottom-up processing stategies. 

C.    Teacher self examination of pedagogical discourse

Language teacher should have ability to examine to her/his self about what is going to reach in the instruction. Teacher determine the objective of study before doing instruction in classroom. It makes teachers have to understand the discourse for easily taking judgement based on the objective of subject. Moreover teachers pedagogy can help them to do classroom instruction. It has intended to increase the teacher consciousness in teaching some subject. In addition, teacher is not using single right and wrong way to talk to students.

D.    Reflective language teaching.

Reflective language teachers pay special attention to various event that take place in classroom and then reflect on their actions, decisions and overall performance in the classroom. They can develop personal and professional convictions that will guide their work in the future and provide them with theoretical constructs as well as practical techniques that work. As Ho (1995) suggests the use of lesson planning as a means of reflective to help inexperienced or preservice teachers make use their limited experience to bring about self development and professional growth. It has seen how teachers can use knowledge of discourse to expose students to prototypical language routines and text and to provide them with discourse based learning activities. They can also use the discourse produced by their learner in order to encourage elaboration or to provide feedback and correction.

E.     Engaging Language learners in discourse analysis

 In this section, there are different instructional units designed to have students do discourse analysis as part of the language learning process:

1.      Speech act: complaining

This activities is used the macrostructure or top-down of a speech. The basic complaint involves two goal (Hawkins; 1989)  namely 1) to call attention to behaviour the speaker finds objectionable and 2) to change that behaviour.

2.      A discourse level grammatical contrast : “will” verus  “be going to”

            A very prequent and persistent question from ESL/EFL teacher and student is “what is the difference between will and going to?” previous accounts, bassed on the work of Binnick ( 1972 ) and McCarthy and Carter (1995), among others, have offered something like this: be goingto is more informal, immediate, and interactive than will, which is more neutral or formal ; be going to primarily refers to to the immediate future or plans in future time, but will has several other meanings that are modals in nature, such as promising, predicting with certainty, and so forth. The research of Suh (1989) suggests a complementary account of the two forms based on the discourse organizing functions of be going to and will in essentially monologic oral narrations dealing with future scenarios, something already briefly suggested in chapter 4; namely, that be going to is used to frame and initiate a discourse episode while will is used for the subsequent details and elaborations.

3.      The Comparison/Contrast Essay

          Holten (1991) carried out a classroom experiment involving two sections of the same EFL/ESL writing course. All students in both sections ad taken a composition placement examination that included writing an essay in which they where asked to compare two different views of what the true measure of a knowledgeable person is (years of formal education or an ability to understand people and society and to behave appropriately}. It was a comparison-contrast essay based on two readings dealing with the issue of homelessness by Kozol (1988) and Main (1988), essays that presented rather different points of view and that had been read and discussed quite throughly in both classes.

F.     LANGUAGE LEARNING STRATEGIES

The humanistic approach to learning in general and to language learning in particularhas placed the learner at the center of the learning process. As a result, the learner is viewed as an active and responsible partner. Accordingly, learners have to become more aware of the learning process, make choices and decisions, and self access their progress.

A discourse approach to language learning is compatible with an emphasis on individual learning srategies since it allows for the varied ways in which learners interpret meaning in context ad build upon such experiences for use in future communications. Oxford (1990), mentioned in chapter 9 on speaking, has suggested that there are six general types of language learning strategies; three direct strategies – memory strategies, cognitive strategies, and compensation strategies, and three indirect strategies – metacognitive strategies, affecive strategies, and social strategies.

The use of appropriate learning strategies often results in increased language proficiency and graeter self- confidence (Cohen, 1990; 1998); it is often suggested that we help learners become aware of learning strategies so they can take full advantage of them.

CONCLUSION

Based on explaining above, about the implementation of discourse for teachers and learners. Based on title of this summary there are some discussion consisting of teacher awareness, discourse sensitive feedback and correction, teacher self-examination of pedagogical discourse, reflective language teaching, engaging language learners in discourse analysis, and language learning strategies.

A discourse approach to language learning is compatible with an emphasis on individual learning srategies since it allows for the varied ways in which learners interpret meaning in context ad build upon such experiences for use in future communications.