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CRICOS Linguistics Discourse Analysis Old Delhi Walking Tour
The analysis of the present text is based on the theoretical framework of Systemic Functional
Linguistics, widely known as SFL. This approach shares concerns that have been the basis of
much work in interactional sociolinguistics over more than two decades.
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Abstract
The present paper analyses and interprets interpersonal meaning from the perspective of
the system of appraisal in one instance of discourse. The given text is named as ‘Old Delhi
walking tour, India: A feast to overcome 'Delhi belly' fears’ by Julie Miller published on
February 27, 2015 at 3:30 PM. It is a report presented by J. Miller where she recounts her
Delhi visit with a friend; and demonstrates how her tourist guide wanted to show that there was
no reality in the myth of street food sold on the Old Delhi roads. She narrates it in a bit of
discussion with the dialogues used by the guide, but eventually, it is noted that it is all her
experience and way of presenting the story that we as readers get. The title itself suggests that
the following text is going to recollect the author’s experience of a walking tour in Old Delhi,
India with loads of food. The author was able to find out the deliciousness of the street food
and was also able to explore that it was safe and contained no health issues. The catchy title
gives an absolute apt beginning where the options of food were restricted by the author; and I
would later describe the phases of the genre the text went through.
The expressions in the text show the mood and purpose of the author that would be analyzed
by attitude. I would particularly be interested in the expressions of emotional levels during the
interaction with the guide.
1
2
Teaching Spoken Language – a
Literature Review
3
The important aspects of spoken language are phonetics, morphology, and grammar
and these are essential to developing communicative competence. We shall take up the views
of some educators and researchers in the discussion on the subject of teaching spoken
English, the importance of the context for the bilingual learner, how it is used inside and
outside the classroom, approaches towards teaching English, the curriculum and materials
and how the spoken language is used in various parts of the world. The context for learning
and teaching English worldwide is essentially bilingual or multilingual.
Reading the views of a few authors including Leung and Street (eds), 2012, English
in the curriculum – norms and practices, Graddol, 2006, Why Global English may mean the
end of English as a Foreign Language, Kumaravadivelu, 2006, Beyond Post methods; 2012
Language Teacher for a Global Society: A modular Model for Knowing, Analysing,
Recognising, Doing and Seeing, Jennifer Jenkins, 2012, From Classroom to Classroom, Neil
Murray, 2012, English as a lingua franca and the development of pragmatic competence,
Burns and Joyce, 1997, Focus on Speaking, I have found that globalisation and its impact on
language has set new challenges in the field of teaching spoken English.
All the writers have stressed the need to take socio-cultural and other external factors
such as the first language of the learner in designing curriculum and teaching practices and
placing greater emphasis on teaching communication. The authors’ views are briefly
summarized here.
Leung and Street (eds) draw on the works of Halliday and Hymes who introduced
entirely new perspectives in the field of ELT, explains how combining information from
various sources and weaving it into the material used in Hands-on activities can enhance
learning in any subject. She illustrates her method with the help of a recorded example (10 -
17).
Commented [A1]: Try forming shorter sentence. Such sentences often tend to be considered as run –on as clarity reduces
4
David Graddol explores the influence of globalization on the English language. He envisages
a new order of English teaching in which more non-native teachers will be involved and also
an emergence of other languages in the world eventually overtaking the position of English.
Kumaravadivelu (Analysing,2012) elaborates why the L2 teacher must to consider the
needs, autonomy, and motivation of the learners in order to teach in the best possible way
within the restriction imposed by the demands of the government in the form of policies,
society, institutions, and personal factors. In another article (Beyond Methods), he argues
against the method-based approach, which, he says, is insufficient to address the needs of the
learners in a multicultural context and suggests alternatives.
Jenkins (2012), in her article, says that English as lingua franca needs to be
considered as a separate field of study. It is not a variety of language but even native English
people have to learn it as it is different from core English. She also talks about how L1
influences learners of ELF.
For Edge J. (2011), teaching methodology is a craft which lies in copying tradition
and adapting it according to the changes in the situation. He gives details of the
implementation of his views in the article.
Kramsch (2009), discusses the relation between symbolic self, action, and
competence in the context of learning a foreign language and emphasizes the need for
participatory methods of teaching. He refers to the deeper desires of the learner related to his
self-perception, identity, seeking fulfillment in social and emotional and cognitive spaces.
While Leung and Street (2012) discuss the necessity of curriculum communication in
EAL, Burns and Joyce (1997) discuss spoken the language in detail with examples of
conversations, and the implications for teaching. They distinguish between written and
spoken the language and stress the importance of exposing learners to both real-life and
simulated pre-determined examples of speech.
Commented [A2]: Appropriately detailed and refernced
5
Over the last 30 years, ELT practices have focused on the communicative aspect of
language, endorsed by in-depth research since the 90s. (Jennifer J., 2012, M, & Omoniyi, T
(eds), 2010, Leung, C., and Street, B.V. (eds) 2012) Introduction: English in the curriculum-
norms and practices p 3). According to Leung and Street, even though ELT adopted a fresh
new approach, the aspect of the socially appropriate use of language was not developed by
them. (p 8). Illustrating with an audio-taped classroom event, Leung and Street suggest the
ways in which English content words used in a social and practical setting allow the students
to make meaningful associations.
It was earlier thought that spoken language must try to be as close to native norms of
speech as possible. Native speakers were held to be experts and looked upon as setting the
standard for English language but now they are regarded as obstacles to the free growth of
English used by bilingual speakers. The latter also have the advantage of the ability of
translation and interpretation. Native speakers are losing importance as teachers as the spread
of English has also created new groups of English teachers who are better situated culturally
and socially to teach English, (Graddol.2006. p 115). The accent of teachers for whom
English is a native language is often not intelligible to the L2 learners coming from other
countries. In the context of inter-cultural and socio-linguistic interactions, Kumaravadivelu
(2006, Beyond post methods), points out the distinction between theory and practice, saying
that actual classroom situations are complex and involve a variety of factors that lead to a
discrepancy between theory and practice. He suggests that no method should be followed and
that teachers must do strategic thinking and reflection, be involved and keep up with the latest
knowledge, improve their own skills and be proactive in increasing the potential of learners
by designing various strategies and constantly evaluating themselves, based on their
experience as both teachers and learners. However, there is a possibility that there may be a
lack of regularity in the absence of a regular method of instruction.
Commented [A3]: Reference to old published articels is well used to take a stance and depict analysis
6
Somewhat similar views are expressed by Edge J. (2011). He describes his method
with an anecdote about his assignment in Turkey, teaching a class of teacher-learners. The
significant aspect is that he took no recourse to abstract theories in the deciding the method.
An important result of the method was a transformation in the self-perception of the learners
that made them more confident and much ahead of their seniors in the course. He illustrates
the use of translation combined with ESOL strategy of group-based task and micro-teaching
to peers lifted the standard and confidence of the learners to high levels as well as teaching
the language in an efficient manner.
Neil Murray (2012), states the paucity of materials that take into account the features
of CLT like presupposition, politeness, conversational implicature and others. He suggests
that in the context of interactions in multicultural settings, where English is the lingua franca,
the participants can be blunt and sound brusque in their aim to communicate effectively. He
also discusses the condition of speakers who may find some socio-pragmatic aspect of the
target language not in consonance with his beliefs. In such cases, he suggests that the
participants will have to mutually agree to let go of some norms and adopt some others to
have a mutually beneficial conversation. The teacher can encourage a. code-switching and b.
resorting to L1 strategies in order to communicate effectively. Observing their first language
and its functional use as well as noticing and analyzing other languages can lead to a greater
understanding of the general principles on which socio-cultural appropriateness of the target-
language is based. The first language of an individual is a valuable resource, but this
approach may lead to fossilization. On this topic, Jenkins (2006), in contrast, found, that
communication can break down if the speaker used a phrase of idiom in his native language
(TESOL Quarterly, 2006, p170). However, identity issues and the reluctance to let go of L1
by non-native speakers of English is closely related to issues of self-esteem and confidence.
Commented [A4]: Stated points have been justified and reference added
7
Speaking involves risk-taking abilities and motivation. Kramsch (2009), discusses the
relation between symbolic self, action, and competence in the context of learning a foreign
language. Among other issues, Kramsch discusses the need for motivating the learners from
multicultural backgrounds using participatory methods of teaching. It involves engaging the
students in discussions of their cultures and backgrounds. He is of the opinion that a lot of
research has been conducted into the reasons for learning English as a foreign language by
students of all communities, yet, more research is needed to look into why the students desire
to learn a totally new language and culture rejecting what they already have. He refers to the
deeper desires of the learner related to his self-perception, identity, and trying to seek
fulfillment in social, emotional and cognitive spaces.
Jenkins (2006) found that some learners were not willing, or able to use native
English forms even if they were capable of it and the situation called for it. Jenkins suggests
that according to researches, there were several reasons: this was a way of protecting and
maintaining their native, bilingual identity. Sometimes it signified solidarity with the other
participants or indicated a cultural function, or it made sound sense in terms of
communicative efficiency.
As Kumaravadivelu (2012, Analysing) says, the L2 teacher is expected to consider the
needs, autonomy, and motivation of the learners in order to teach in the best possible way.
But the process is not simple as the three factors mentioned are subject to the demands of the
government in the form of policies, society, institutions and personal factors. In order to cope
with the changing demands, educators draw up curriculum after careful analysis and the
teachers must be aware of it and try to adapt it to their particular situations. He emphasizes
the changed scenario of teaching and learning in which the needs, motivation and the
independence or autonomy of the learner have to be reassessed to assist in fulfilling the
learner’s potential. A learner’s needs and wants may not be the same as prescribed by the
Commented [A5]: Diverse consideration made
8
educators or policymakers and others. The teacher’s role is to identify the differences
between the two and address the issues suitably. (Kumaravadivelu, Analysing, p 39).
In this context, Gabriel Kasper and Makoto Omori (Horneberger N.H. and MacKay
S.L. (eds), 2010, ch.17) give an example of a multicultural classroom and the difficulty of
maintaining that balance suggested by Kumaravadivelu. In the example where the teacher is
making the class work on a culture related topic. She has the best of intentions but requires
the learner to relate only to the culture she comes from, invoking institutional authority. This
leads to a situation of mild conflict that could have a negative effect on the learning process.
This corroborates Kumaravadivelu’s reference to Brindley’s (1984) suggestion that the
teacher has to identify the objective and subjective needs of the learners. (Analysing, p. 39).
It led Kasper and Omori (2010) to suggest that a lot of close research is needed in the
aspect of multicultural pedagogy in classrooms. A similar approach is suggested by Burns
and Joyce who recommend the following factors to be taken considered while teaching
spoken language:
1. The situation determines the linguistic choices for spoken language
2. Contexts and interactions that the learners face should be taken into account when
selecting the matter to be taught.
3. Scripted language may not always be appropriate, in which case the teacher will have to
expose the learner to real life samples.
4. Critical judgment must be taken as to whether the materials available for teaching spoken
language are authentic.
Teaching to speak also involves helping the learner to negotiate meanings and arrive
at a comfortable level with the other participant/s, distinguish between the skills used for
interaction and transaction in speech, and be able to identify the way the conversation is
structured.
Commented [A6]: Stating in points
9
When a new language is learned, a certain amount of values is also imbibed resulting
in a change in the individual. This can manifest itself in his/her identifying himself as a part
of a group different than that to which he belonged. Even so, people tend to preserve their
national and local identity while trying to acquire a global one (Graddol, 2006. p 117).
According to Graddol, it leads to the appropriation of the foreign language with a local touch
–the accent. Graddol may be only partially right because the accent is not put on but occurs
naturally most of the time as the first language of the learner has a strong influence on his
speech.
The views of the writers clearly indicate the importance given to the various
Englishes and show that the hegemony of the Native Speaker of English is fading fast. Even
though few writers mention the psychological and affective issues it is important, especially
in contexts where the difference between the target language culture and the native culture is
very wide or there is a strong reluctance to learn the second language for social reasons. The
implications that these views have for teaching and learning English are immense.
Commented [A7]: Well summated!!!
10
References:
Burns and Joyce, 1997, Focus on Speaking, NCELTR.
Claire Kramsch, 2009. The multilingual subject : what foreign language learners say
about their experience and why it matters. Oxford, UK: Oxford University Press.
Edge Julian (2011), Copying and Becoming Methodical. The reflexive teacher educator
in TESOL: roots and wings. New York: Routledge
Graddol David (2006), ‘English Next’ web britishcouncil.org-learning/research
Hornberger, N.H. and Mckay, S.L. (eds) (2010) Sociolinguistics and Language Education,
Bristol, Multilingual Matters.
Jenkins Jennifer (2012) English as a Lingua Franca: From classroom to the classroom
http://eltj.oxfordjournals.org ELT Journal Volume 66/4, Oxford University Press.
Kumaravadivelu, B (2006), Language Teacher education for a Global Society, EBSCO e-
book (accessed 6th April 2015)
Kumaravadivelu, B. Beyond Methods: Macrostrategies for Language Teaching, Yale
University Press, New Haven, London.
Leung, C. and Street, B.V. (eds) 2012 English - A Changing Medium for Education,
Multlingual Matters, Bristol and Buffalo.
Murray Neil, (2012) ELT Journal Volume 66/3 July 2012 http://eltj.oxfordjournals.org
Oxford University Press (accessed on 6th April 2015)
11
Saxena, M, & Omoniyi, T (eds) 2010, Critical Language and Literacy Studies :
Contending with Globalization in World Englishes, Multilingual Matters, Clevedon, GBR.
12
Levels of achievement
Criterion Exemplary Good Poor
Writing style and presentation are clear
Introduction Introductory statement clearly
indicates the main purpose of the
contribution and suggests the plan
of organization, so the reader can
anticipate the text that will follow.
Introductory statement indicates the main
purpose of the contribution in general
terms, so the reader has some idea of what
will follow.
The introduction does not
give an overview of the
contribution so the readers
are not sure what to
expect as they read the
text.
Main Body Main body of contribution makes
connected points that clearly build
the argument so the text flows
from introduction to conclusion in
a logical manner, thereby helping
the reader to follow the thinking
behind the text.
The main body presents a number of points
that allow the reader to understand the
argument, but lapses in the writing may
force the reader to make some connections
between the parts.
The text is not well
structured so the reader
must stop reading at times
to try to makes sense of
the text.
Conclusion The main point of the contribution
is clearly indicated and reinforced
so the reader can clearly
remember it.
The main point of the contribution is
indicated, but may be stated in an
unconvincing manner.
The concluding section
does not reinforce or
revisit the main point so
the reader is unsure about
it and likely to misinterpret
or forget it.
Written expression
Sentences and paragraphs are well
structured and clear so the reader
can focus on what is written.
Each paragraph has a topic
sentence that indicates the subject
matter.
Minor lapses in sentence structure, such as
run-on sentences and unnecessarily
complex sentence structures, force the
reader to pause and reflect on the meaning
of the text. Paragraphs present a complete
argument, but may not flow so well.
Many sentences are poorly
structured so the reader
must stop often to reflect
on the meaning of the text.
Many paragraphs lack
topic sentences or have
poor flow so the main
points and linkages among
explanatory text are not
clear.
Grammar, punctuation and spelling
Grammar, spelling and
punctuation are flawless, which
allows the reader to focus on the
message.
Some minor errors in grammar, spelling
and/or punctuation detract from the
quality of the text, but do not impair the
communication.
Many errors in grammar,
spelling and/or
punctuation make reading
the text difficult and
communication is
impaired.
Concepts and arguments are well developed
Accuracy All information is accurately
reported using appropriate
terminology so the information is
reliable.
The information is largely accurate but
imprecise language could lead a reader to
misinterpret aspects of the text.
Although the gist of the
information is correct,
there are problems with
the interpretation of it. A
reader can be misled by
the text.
13
Relevance Connections between the
contribution and the main topic of
the discussion are clearly
indicated.
Connections between the contribution and
the main topic of the discussion are
indicated or implied, but the reader needs
to pause to clarify those connections.
Although the text is
relevant, this is not clearly
indicated, so the reader
must guess how the text
relates to the main topic.
Significance The reason why the contribution is
important to the overall discussion
is clearly described and discussed
so the reader takes the
contribution seriously.
The reason why the contribution is
important is touched on but not
elucidated, so the reader must make some
interpretations about the author’s view of
the contribution’s significance.
The contribution may
include significant material
but this is not indicated, so
the reader must guess it.
Clarity The main points and new technical
terms are clearly described and/or
explained so the reader is left with
no ambiguity about what was
written.
Although the text is clear to informed
audiences, unexplained points may leave
room for alternative interpretations of the
text.
Key points and new
technical terms are not
explained so the reader is
confused.
Independence The contribution is completely
self-contained so the reader does
not have to read other
contributions or published
materials to understand what was
written about.
The text is sufficiently clear that the reader
can understand the main point without
further reading, but some parts of the text
are not clear without consulting earlier
contributions or other sources of
information.
The text is written in a
manner that presumes
considerable prior
knowledge, so the reader
must have a thorough
knowledge of what has
been written about the
subject in order to
understand the main point
of the contribution.
Contribution is
responsive to
another
contribution
The writer links ideas submitted by
others to their own contribution in
a manner that substantially
strengthens the group’s efforts to
resolve the main problem. This
linkage can include elaboration of
what was previously written, a
critique or questioning of it,
demonstration of linkages among
two or more earlier contributions,
and/or utilization of an earlier
contribution as a foundation to
build your own.
The writer makes references to earlier
works that are a starting point for new
ideas but, apart from the reference to the
earlier work, not much information is
incorporated
The text mentions other
contributions but neither
explains the reference nor
substantially adds to it, so
there is no clear benefit to
the resolution of the main
problem from citing the
earlier contribution.
Text is supported by references
Sources indicated
All information and ideas that are
not commonly know are
supported with references to
sources, so the reader has
confidence that the information is
not based on hearsay or the
writer’s opinion or assumptions
alone.
Most sources are indicated, but in only a
few cases the sources are not given or are
ambiguous, so the reader has to check
some of the sources.
Sources are cited for some
specific parts of the
contribution, but no
references are supplied for
information and ideas that
are clearly not the
author’s, so the reader has
no idea of the validity and
authority of the
14
information.
Relevant references
Information, concepts and
opinions are supported with
references to published literature,
especially primary (original)
sources of information, rather
than review articles or textbooks.
This allows the reader to
independently review the cited
sources. More than one
reference is cited to support key
points, which adds strength and
authority to the argument.
One or a few references are used to
support the text. Thus the contribution is
supported but this may be an idiosyncratic
source. Some general references to
textbooks are made that could have been
replaced by primary references which are
more thorough and authoritative.
Information comes from
Web sites or other sources
that have no recognized
authority, so the validity or
strength of the source is
unknown.
Citation style
References cited appropriately in
the text, and the correct format is
used in the text when citing
information, so the reader clearly
knows which information is
attributable to which source.
Minor lapses in citation format do not
prevent the reader from finding the
sources in the reference list at the end of
the contribution.
Citation format incorrect
or poorly placed in the
text, so citations distract
from reading.
Bibliographic information
The reference list contains
complete bibliographic
information (author’s name(s),
publication date, title, source,
date web page accessed), so a
reader can easily find the
references for their own research.
The authority of sources can be
evaluated by checking them.
Bibliographic information largely complete,
but some information missing so the
reader may have difficulty finding some
references. Most sources can still be easily
checked.
Not all references are
listed, information in the
reference list is incorrect,
or important information is
missing from the reference
list, so the reader is unable
to find the same sources of
information and the
authority of sources is
almost entirely unknown.
Tutor Comments: The work is well formulated. Other than few minor errors in presentation,
referencing and sentence construction major aspects have been considered well.