Critical Discourse Analysis Examples

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Critical Discourse Analysis (CDA) is an approach to discourse analysis that goes beyond the textual analysis of language, to include analysis of what is between the lines. More specifically CDA deals with the analysis of linguistic features in relation to the broader social, cultural, political, ideological contexts in which language is used. The present paper is an attempt to show how CDA can be useful to the area of EFL teaching /learning. EFL learners usually face the big task of learning not only new vocabulary, syntactic patterns and phonology, but also discourse and socio-cultural dimensions of the target language. Within CDA, there are many frameworks and analytic tools that can be exploited by EFL teachers, but in this paper focus…show more content…
5) believe that discourse analysis studies have led to a transition from a grammar-oriented approach of language teaching to a discourse-oriented one, and, consequently to the goal of teaching language for communication.
Discourse-based approaches to EFL teaching/learning become central to the process of enabling learners to become competent and efficient users of a new language. While learning another language, students need to develop discourse skills in that language, to function in new interpersonal relations and to attend to linguistic, cultural, and social factors that may be completely unfamiliar with.
More importantly, because of the effective role of learner’s critical thinking ability in academic success and its association with factors which are beneficial to learning, it seems crucial to explore the strategies, recourses, and approaches which may contribute to its development.
Critical Discourse Analysis (CDA) , analyzing discourse to find hidden meanings and to uncover the relationship between discourse, ideology, and power seems to be one of such techniques an EFL teacher may have at his/her disposal to better equip learners with a lifelong ability in critical thinking and critical language skills. The present paper sought to investigate the effect of introducing and integrating CDA in the EFL classroom. More specifically, the methodological and analytical use of CDA in the EFL classroom can add new perspectives
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This means that the relationship between language and society is two-way: on the one hand, language is influenced by society; on the other hand, society is shaped by language. Describing discourse as social practice implies that language and society bears a kind of dialectical relationship. Fairclough bases this idea on Halliday’s 1978. Halliday also perceives a dialectical relationship between language and society: ‘language is controlled by the social structure, and the social structure is maintained and transmitted through language’ (Halliday, 1978 p. 89). This means that discourse constitutes social identities, social relations and systems of knowledge and beliefs, which are always

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