1. Discourse Analysis and Vocabulary
黃宏祿

2. Discourse Analysis and Vocabulary
Vocabulary and the Organizing of Text
Signaling Larger Textual Patterns
Register and Signaling Vocabulary
Modality
Conclusion

3. 3.5 Vocabulary and the Organizing of Text

4. Vocabulary and the Organizing of Text: The Systems of Vocabulary

5. Closed and Open Systems of Vocabulary
Closed Systems
Grammar Words
Function Words
Empty Words
Open Systems
(open-ended, creative)
Lexical Words
Content Words
Full Words

6. Example (3.9)
Here I want to spend 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 possible future prospects.
DISCOURSE-ORGANIZING WORDS
issue—problem—assessment—solution

7. The Characteristics of Some Discourse-organizing Words in the Above Passage
this  preceding text check-up
issue  anticipating problem-solving processes
problem  seeking for solutions
assessment  performing evaluation of the problem and providing solutions
solution  fulfillment of task

8. What Has the Passage Revealed So Far?
status
phenomenon
lacking items
topic
unknown
obscure
subject matter, lexicalization
field
vocabulary content, lexicalization
structure
problem-solution text
transparent
tenor
formal text
tense
traditional application

9. The Importance of Lexicalization and Signaling Device
Here I want to spend 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 possible future prospects.
The text
remains an unintelligible one. ??
If there is no
lexicalization
2. If no signaling device
is constructed

10. The Function of Discourse-organizing Words
instructor
instructor
Discourse-organizing Words
(sharing the qualities of words of
both closed and open systems)
writer
reader
Argument: something that is referred to or talked about in an proposition; the element or elements that complete the action of a verb. EX: Mr. Wu’s credibility and integrity prevail.  (Mr. Wu’s credibility and integrity )=argument
Lexicalization is the realization of an argument or arguments in the text.
argument
lexicalization

11. The Size of Vocabulary
VOC
HOW BIG IS BIG ENOUGH?
 The training and practice of setting up a WEB is a good way to decide an appropriate size of vocabulary for further and future passage development.
voc
voc
voc

12. What Is An Unintelligible Passage?
One in which the author does not successfully deploy signaling device.
One in which detect or comprehend what the author’s signaling device is.
If the discourse-organizing words are seen as SIGNALS of the author’s intent, then the INABILITY to understand them or misinterpretation of them could cause problems—invalid communication.

13. Tasks for Teachers and Learners
Is it possible to delimit procedural vocabulary?
What happens if the most common signaling words are not known by learners?
If all languages have text-organizing vocabulary, can the teaching/learning process capitalize on transfer in some ways?

14. Nurture, Not Torture—Training.
Vocabulary Building
Writing Ability
Reading Comprehension

15. The Role of Discourse-organizing Words
Represent segments of text
Parcel up phrases and whole sentences
Text
Discourse-organizing Words
Comprehension
Prediction
Vocabulary Study

16. 3.6 Signaling Larger Textual Patterns

17. The Role of Discourse Organizers in Larger or Longer Text
Representing segments of text
Parceling up phrases and whole sentences
Signaling to the reader what larger textual patterns are being realized

18. Discourse-organizing
The Illustration of the Function of Discourse Organizers in Larger or Longer Text .
Text
Discourse-organizing
Mechanism
Comprehension
Top-down
Teaching and Learning
Bottom-up
Prediction
Reinforcement

19. Teaching and Learning Tips for Textual Patterning
TOP-DWON: Once learners are conscious of a larger text-pattern, they can be brought to an awareness of the rich vein of vocabulary
BOTTOM-UP: Learners can bring together in their vocabulary records items that regularly occur in similar textual environments

20. An Example of Bottom-up and Top-down Procedures
WEB DESIGN

21. 3.7 Register and Signaling Vocabulary

22. 3.7 Register and Signaling Vocabulary
A set of features of speech or writing characteristic of a particular type of linguistic activity or a particular group when engaging in it
(Formal Eng., Technical Eng., Religious Eng. Journalistic Eng. Academic Eng. Etc.)
Vocabulary
Lexical choice depends on
(1) CONTEXT
(2) AUDIENCE
(3) STYLE

23. The Employment of Idioms
Restriction of idiom application:
 It is not always easy to find natural
contexts in which to present idioms or
idiomatic expressions.
Characteristics of idiom application:
 Idioms or idiomatic phrases are applied to (1) organize discourse, and
(2) signal evaluation.

24. 3.8 Modality

25. 3.8 Modality
MODALITY:
Category covering indications either of a kind of speech act or of the degree of certainty with which something is said
Epistemic Modality
認識情態
Alethic Modality
真勢情態
Root Modality
(Deontic Modality)
義務情態

26. Means of Making Modality in English
Modal Verbs
Adjectivals
Participials
Nominal Modal Expressions (be able to, be going to… )
Modal-like Adjectives (necessary, probable, certain, advisable… )
Modal-like Adverbs (necessarily, probably, certainly, perhaps, maybe… )
Parentheticals (I think, I believe, I’m sure… )

27. Examples of Modal Application
He left at once. (declarative)
Leave at once! (imperative)
He can’t have left. (epistemic)
You can’t h leave now. (deontic)
You must leave. (obligation)
You can leave if you like. (permission)
He has apparently left. (alethic)

28. Comparison of Neutral and Modalized Sentences
I suppose it’s possible the cat just may have sat on the mat.
The cat sat on the mat.

29. Difference between Modal Auxiliaries and Modal Expressions
The difference plays a part in the expression of politeness.
Modal Auxiliaries:
 either inherently subjective or objective
You must wear evening dress to the reception.
Modal Expressions:
 predominantly inherently objective
You have to wear evening dress to the reception.

30. Relative Politeness and the Number of Modal Expressions (Zhao Caixiang 2002:355)
Stop Writing.
It is necessary for you to stop writing.
It may be necessary for you to stop writing
It may possibly be necessary for you to stop writing.
I imagine it may possibly be necessary for you to stop writing.
I would imagine it may possibly be necessary for you to stop writing.
INDIRECTNESS LESS POLITE
MORE POLITE

31. APPENDIX: MODALITY AND SUBJUNCTIVE MOOD IN ENGLISH (1)
TIPS FOR THE TEACHING OF SUBJUNTIVE MOOD
(1)
(2)
(3) Were

32. APPENDIX: MODALITY AND SUBJUNCTIVE MOOD IN ENGLISH (2)
The interchange of Mandarin MODAL ADVERBS and English MODAL AUXILIARIES in SUBJUNCTIVE MOOD structure.
MODAL AUXILIARIES
IN ENGLISH
SHOULD
WOULD
COULD
MIGHT
MODAL ADVERBS
IN MANDARIN
早就 老早 應該
也許已經 可能已經
就會 將會

33. THE END Thank you for your attention.
Your comment will be highly appreciated.

34. REFERENCES
Zhao Caixiang. “An Analysis of Modality and Politeness”. 第六屆全國功能語言學討論會論文集.
上海: 外語教育 2002
施家煒(譯). Scollon, R. Intercultural Communication (A Discourse Approach) 北京: 社會科學文獻
王福祥. 話語語言學概論. 北京:外語教學與研究
索振羽. 語用學教程. 北京: 北大出版社