DISCOURSE ANALYSIS AND VOCABULARY

1. CHAPTER 3
Discourse Analysis and
Vocabulary
Presented by:
Anik Matu Rosidah
Ika Amalia
Siti Nurhapipah
3rd Group/7B

2. 3.2 Lexical Cohesion
Repetition of words and the role played by
certain basic semantic relations between
words in creating textuality.

3. According to Halliday & Hassan (1976), the
relations between vocabulary items in texts
are two , namely:
Reiteration Collocation

4. 1. Reiteration
• Reiteration means either restating an item in a
later part of the discourse by direct repetition
or else reasserting its meaning by exploiting
lexical relations.
• Here are some ways how to restate an item :
- repetition e.g: run, running, runner, etc
- synonymy e.g: fast - quick
- hyponymy e.g: flower : rose, tulip, orchid.

5. Example
• Lexical cohesion by synonymy
The meeting commenced at six thirty; the
storm began at eight.
• Lexical cohesion by hyponymy
There was a fine old rocking-chair that his
father used to sit in, a desk where he wrote
letters, a nest of small tables and a dark
imposing bookcase. Now all this furniture was
to be sold, and with it his own past.

6. Example:
Britain's green and pleasant meadows yesterday
became "killing fields" with the start of the fox cub
hunting season.
More than 6,000 young foxes enjoying their first
flush of life will be hunted down in the next three
months to give inexperienced young hounds a blood
lust.
But the dogs will also suffer. Anti-hunt campaigners
estimate that 7,500 young hounds will be destroyed
because they fail to make the grade.
And many experienced hounds will be killed
because they are too old to hunt.
The cub hunting season is just a curtain-raiser to
the traditional pastime of killing adult foxes.
(from News on Sunday, 2 August 1987)

7. 2. Collocation
• Words that frequently go together .
• Example : strong coffee, black coffee, green
tea, fast food, etc.

8. 3.3 Lexis in Talk
How speakers reiterate their own and take up
one another’s vocabulary selections in one
form or another from turn to turn and
develop and expand topics in doing so.

9. (Two women are talking about ‘Bonfire Night’, the night when many
people in Britain have large bonfires and fireworks in their gardens.)
A: No, I don't think we can manage a large bonfire but the fireworks
themselves er we have a little store of...
B: Oh yes, they're quite fun, yes.
A: Mm yes, the children like them very much so I think as long as one is
careful, very careful (B: Oh yes) it's all right.
B: Mm.
A: But erm I ban bangers, we don't have any bangers (B: Yes) I can't stand those (B:
Yes) Just the pretty ones.
B: Sparklers are my favourites.
A: Mm Catherine Wheels are my favourites actually but er you know we have
anything that's pretty and sparkly and we have a couple of rockets you know, to
satisfy Jonathan who's all rockets and spacecrafts and things like this.
(Crystal and Davy 1975:28)

10. TEXTUAL ASPECT OF LEXICAL
COMPETENCE
 Sometimes our expectations as to how words are
conventionally used are disturbed when the writers
arrange usual lexical relations for particular purposes of
the text.
example
The depressing feature of Allen’s documents is the picture
which emerges of smart but stupid military planners, the
equivalent of America’s madder fundamentalists, happily
playing the fool with the future of the planet.
( The Guardian, 13 November 1987: 15)

11. There are other readjustments of lexical items
which are valid in particular texts only.
Our interpretations may not correspond to
dictionary definitions.
The good listener/reader has to decide when
words are being used as synonymous or when
these same words are used to stress the
difference in meaning-potential.

12. INSTANTIAL RELATIONS
• Discourse-specific lexical relations can be called
instantial relations (J. Ellis, 1966).
• Although these relations frequently found in texts in
all languages, the problems learners encounter with
such uses are usually psychologically-generated.
• Because they come to texts with the expectations
that the words have fixed relationships with one
another.

13. VOCABULARY AND ORGANISING OF
TEXT
• Discourse organizing words have a broader textual function to signal to
the reader what larger textual patterns are being realized.
• A distinction between grammar words & lexical words in Language.
GRAMMAR
WORDS
Closed system
LEXICAL
WORDS
DISCOURSE
ORGANISING
WORDS
Open system
Share the qualities of both the open and
the closed-set words.

14. LEXICAL WORDS, GRAMMAR WORDS &
DISCOURSE ORGANISING WORDS
 Lexical words = open class
1. Verb = I go to school every day
2. Adverb = the choir sang sweetly
3. Noun = name,place, things
4. Adjective = she is beautiful
 Grammatical words = closed class
1. Articles = a, an & the
2. Prepositions = at,on,before,after, etc
3. Conjunctions = and,but,either ‘or’, neither ‘nor’,because, etc
4. Pronouns = I,you,we,they,he,she,it
 Discourse organising words = Share the qualities of both the open and the closed-set
words.
1. Words that organise and structure the argument & build up expectations about the whole
discourse.

15. EXAMPLE:
Here I want to spend some time examining this issue. First I
propose to look briefly at the history of interest in the problem,
then spend some time on its origins and magnitude before turning
to an assessment of the present situation and approaches to its
solution. Finally, I want to have a short peek at the possible future
prospects.
The Characteristics of Some Discourse-organizing Words in the
Passage Above
1. this  preceding text check-up
2. issue  anticipating problem-solving processes
3. problem  seeking for solutions
4. assessment  performing evaluation of the problem and
providing solutions
5. solution  fulfillment of task

16. 3.6 Signalling larger textual patterns
1. Problem – solution
pattern
2. Claim – counterclaim
pattern
Functions :
1. to show how
organizing words
used to wrap
round a long
text.
2. to signal what
larger textual
patterns are
being realized.
3. to increase our
awareness in
realizing the
pattern
Problem Solution
Concern
Difficulty
Dilemma
Drawback
Hamper
Hinder
Obstacle
Problem
Snag
Change
Result
Answer
Consequence
Effect
Outcome
Solution
Solve
Resolve
Claim Counterclaim
Claim
Assert
State
Argue
Truth
False
In reality
Against

17. Example
Problem – Solution pattern
TV Violence: No Simple Solution
There is no doubt that one of
the major concerns of both
viewers and broadcasters is
the amount and nature of
violence on our television
screens.
The chief ‘lesson’ of all our
viewing, reading and
discussion is that there is no
simple solution to the problem
of violence on television.
Claim – Counterclaim pattern
Local authorities believe
strongly in the involvement
of the public sector and the
need for public planning.
They think it is more
important to protect jobs
which already in their area
than to attract more from
outside. And since they hold
that production is the key to
economic revival, they think
it is more important to
sustain manufacturing
industry than to switch to
alternatives, such as the
service industry.

18. 3.7 Register and Signalling
Vocabulary
According to Hallidayan,
Register can be defined as a
configuration of meanings that are
typically associated with a particular
situational configuration of Field,
Mode, and Tenor.

19. Register
Tenor
Describe the people that take part
in an event.
Mode
Refers to the function of the
text in the event
Field
Describes activities and
processes that are
happening at the time.

20. Example
Just a mile outside in the city limits of council, Oklahoma, a
man in dirty jeans and a soiled gray sweatshirt stood above
interstate 30 on the route 81 overpass. It was an early
November morning, the sun just becoming visible in the east,
and he rubbed his hands together in an attempt to alleviate the
chill in his bones. Eighteen wheelers were starting to fly by in
both directions. Trucks headed east went on into Oklahoma
City, from there who knows. They could meet up with l-35 and
travel south to Dallas or Houston. North to Kansas City, Omaha
or maybe all the way to the Twin Cities. Possibly keep driving
east over to Memphis or Nashville. Might take l-44 and go
straight on to St. Louis. Be there by mid-afternoon.
1. Field context in the example refers to the process/story by focusing on where
and when it is happened.
2. Tenor context in the example refers to the participants in the text.
3. Mode context in the example refers to the language usage.

21. Modality
Modality have two parts, they are:
1. Epistemic Modality (expresses the
speaker’s opinion about the truth)
2. Deontic Modality (concerned with
ability, permission, requesting,
commanding)

22. Example
1. Epistemic Modality:
 He might be there.
 He may be there.
 He should be there.
 He must be there by
now.
2. Deontic Modality:
 She can go.
 You may go.
 You should go.
 You must go.