Quiz 2 Discourse Analysis

Rabu 16 Desember 2020

Name : Fia Eka Safitri
SRN : 18050006

Questions

1. Compose one example for anaphoric reference, cataphoric reference, and exophoric
reference.
2. Give two examples of substitution.
3. Compose one example of nominal, verbal, and clausal ellipsis.
4. What do you know about cohesion and coherence?
5. Compose example of elicitation and directive (teacher and students context).

Answer:
1. A) Anaphoric Reference
Occurs when a person or object pronoun refers to the subject or object contained
in the previous sentence.

Example:
I went out with Joe Sunday. She looked pale.
Explanation: She refers to Joe.

Mike went to the bank. He was annoyed because it was close.

Explanation: He refers to Mike and It refers to the bank.

B) Cataphoric Reference
Occurs when a person or object pronoun refers to the subject or object contained
in the next sentence.

Example:
Although I always reject his calls, Tom still calls me everyday.
Explanation: His refers to Tom.

Although I always calling her every night, my mother still complains that I don't
keep in touch often enough.
Explanation: Her refers to my mother.

C) Exophoric Reference

Occurs when a word or phrase refers to something outside of discourse. Usually

the interlocuter already knows the meaning of the word or phrase that the speaker
mentioned without having to explain it first.
 Example:

They are late again, can you believe it?

Explanation: although not explained before, the speaker already know that they
are referring to the same they (e.g. to those whose hobbies are skipping school).

2. The examples of substitution:

Nominal Substitution:

a. Have you any knives? I need a sharp one.

b. He studied the whole text last night. I did the same.

Here, in example a, one for ‘knives’ functions as the head of the noun whereas ‘the
whole text last night’ is replaced by same.

Verbal Substitution:

a. … the words did not come the same as they used to do.
b. I don’t know the meaning of half those long words, and, what’s more, I don’t
believe you do either!’

Here, the first do in (a) substitutes for come; that in (b) substitutes for know the
meaning of half those long words.

3. A) Types of nominal elipsis

Non-Specific Deictics:

The non-specific Deictics are each, every, any, either, no, neither, a, and some as well
as all and both. Of these, all occur as head of an elliptical nominal except every, but a
and no have to be represented by the forms one and none respectively.

I hope no bones are broken? - None to speak of.

Have some wine. - I don’t see any wine.-There isn’t any.
Write an essay on the Stuart Kings. Two pages about each will do.

B) Types of verbal ellipsis:

Lexical Ellipsis
Lexical ellipsis is that types of verbal ellipsis in which the obligatory verb (i. e. the
lexical verb) of the verbal group is omitted.

Is he talking? Yes, he is.

 C) Clausal Elipsis
Clausal ellipsis

The clause in English is, considered as the various speech functions, such as
statement, question, and response and so on, has two-part structure consisting of
modal element and propositional element. For example:

The Duke was (modal element) going to plant a row of poplars in the park
(propositional element).

4. Cohesion is a term used to describe the relation of meanings that exist within a text.
According to Halliday and Hasan (1976: 4), “cohesion occurs where the
interpretation of some element in the discourse is dependent on that of another.”
They went further define cohesion as:

A set of possibilities that exists in the language for making text hang together: The
potential that the speaker or the writer has at his disposal… Thus, cohesion as a process
always involves one item pointing to another; whereas, the significant property of the
cohesive relation… is the fact that one item provides the source for the interpretation of
another. (P.19) Cohesion in the text is expressed through the ties of reference. Items
referring to others are used to signal cohesion in a text. The interpretation of these
words cannot just stop by looking at them, but by looking beyond them to other words
in the text. This may not be the case with some other words in the text, such as shoes,
black, days, and so forth whose meanings are completely interpreted by just looking at
them. Cohesion is signaled both by grammatical and lexical items in a text.

Coherence works together with cohesion. Coherence refers to the continuity of ideas
in a text and the relations between them. When sentences, ideas, and details fit together
clearly, readers can follow along easily, and the writing is coherent, ie, the ideas tie
together smoothly and clearly. A text is coherent when the ideas are seen to hang
together and present the text as a united whole. Coherence goes beyond just the
connection of the sentences, but that of the whole idea. The two terms, cohesion and
coherence are the two primary ways of signaling textuality. Some ways of signaling
cohesion in a text are through the use of pro-forms that indicate co-reference, definite
articles, ellipsis, repetition, connectives or conjunctions, substitution and so forth. In the
next two units we shall examine these.

5. Elicitation technique is a technique used by the teacher to elicit students’ responds and
to stimulate students to talk in the classroom. Darn (2008) states that elicitation is
preferable method that helps promote students involvement in the lesson and develops
learner centered classroom. Through the elicitation technique the time for students to
speak or the students talking time (STT) in the classroom increase automatically and the
time for the teacher to speak or teacher talking time (TTT) decrease.
 Elicitation technique is used by the teacher to elicit the students during the lesson to get
the information about what students already know and need to know. This technique
also can be used as a technique to measure student’s understanding to the material that
given by the teacher. In eliciting the students, teacher can give some question to
students. Elicitation technique involves asking questions and that questioning is one of
the principal ways in which teachers control the classroom discourse, Walsh (2013). It
is used by the teacher to know what students’ response to the question or to the
material. Walsh (2013), defines elicitation techniques as strategies used by teachers to
get learners to respond.

Asking question:

For example, the teacher will teach descriptive text. The teacher will
ask the students about animals such as:
T : Do you have pet at home?
S : Yes, I have.
T : What is that?
S1 : Cat.
T : Ok cat. What does it look like?
S2 : Cute.
T : How about the fur?
S3 : Soft.
T : What does cat eat?
S4 : Fish.
T : Good. So, now you know the description of cat and today we will learn about
descriptive text.

Note S= Students
T = Teacher

Directive Technique is called the prescriptive learning and teaching because the teacher
describe or give the solutions for the students in classroom when the students have a
problem. This technique will do in direct in the classroom between students and teacher.
A directive approach involves a transfer of wisdom, where the mentor or coach provides
advice or direction, probably based on their experience and expertise. This is a widely-
recognized, fairly traditional approach. Directive Instruction as a model is done by
creating a lesson plan, ie identifying topics, determining learning objectives, and
selecting examples and problems.

Example:

teachers should use various suitable media, for example films, tape recorders, pictures,
demonstrations, and so on.

T : my students, today we will learn about descriptive text. Who knows what is the
definition of it?
S : I know miss. Descriptive text are the text that describe something such as things,
person, animal, and etc.
T; very good. Okay I will calling you randomly to explain this picture. Please describe it!
( while shows the picture to the all students)