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Page 1: CRICOS Linguistics Discourse Analysis Old Delhi Walking Tour · CRICOS Linguistics Discourse Analysis Old Delhi Walking Tour The analysis of the present text is based on the theoretical

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.

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Teaching Spoken Language – a

Literature Review

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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

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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

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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

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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

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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

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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

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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!!!

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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)

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Saxena, M, & Omoniyi, T (eds) 2010, Critical Language and Literacy Studies :

Contending with Globalization in World Englishes, Multilingual Matters, Clevedon, GBR.

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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.

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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

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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.


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