Discourse Analysis & Language Teaching - EDU00007M

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  • Department: Education
  • Module co-ordinator: Dr. Jan Hardman
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2017-18

Module will run

Occurrence Teaching cycle
A Autumn Term 2017-18

Module aims

  • To help students develop a critical awareness how language works and develop their ability to analyse and evaluate spoken and written discourses in a variety of contexts
  • To explore the lexical, grammatical and organisational properties of discourse, how a stretch of discourse is constructed and decoded, and how it varies
  • To explore issues of communication, culture, and language teaching

Module learning outcomes

Students who successfully complete the module will develop an understanding of:

  • the concept of discourse and discourse properties
  • how cultural, situational and textual contexts influence discourse construction and decoding
  • cohesion and coherence
  • different modes and types of discourse
  • how language is used by teachers and pupils in the classroom
  • discourse-based approaches to language teaching
  • discourse analysis as a tool for research.

Academic and graduate skills

  • Formulate arguments and contribute to discussion
  • Develop academic writing skills
  • Participate in individual and group work, presentations, and peer-teaching activities
  • Demonstrate effective planning and time management
  • Word-process, manage files, use-email, VLE and the Web
  • Undertake empirical and literature research


Task Length % of module mark
N/A 100

Special assessment rules



Task Length % of module mark
N/A 100

Module feedback

Written feedback on assignment report sheet (within 6 weeks) and face to face feedback in supervisions

Indicative reading

Celce-Murcia, M & Olshtain, E. (2000). Discourse and context in language teaching: A guide for teachers. Cambridge: Cambridge University Press.
Coulthard, M. (1994). Advances in written text analysis. London: Routledge.
Coulthard, M (1992). Advances in spoken discourse analysis. London: Routledge
Cazden, C. & Beck. S. (2003). Classroom discourse. In A. Graesser, M. Gernsbacher, & S. Goldman, (Eds.), Handbook of discourse processes (pp. 165-197). New Jersey: Lawrence Erlbaum Associates.
Lazaraton, A. (2002). Qualitative and qualitative approaches to discourse analysis. Annual Review of Applied Linguistics, 22, 32-51.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.