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ALC8031 : Discourse Analysis (Inactive)

  • Inactive for Year: 2023/24
  • Module Leader(s): Professor Steve Walsh
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System


-       To provide students with an opportunity to gain an introduction to discourse analysis
-       To give students an opportunity to use discourse-based approaches in their teaching
-       To evaluate alternative approaches to studying language using a discourse-based approach
-       To enable students to use discourse analysis to support language learning

This module offers M-Level and IPHD students an opportunity to gain familiarity with discourse analytic approaches to analysing language for teaching purposes. It offers both a theoretical and practical understanding of the key concepts associated with discourse analysis, focusing especially, but not exclusively, on spoken discourse. The module explains how discourse analysis is essential for effective language teaching and learning, and gets learners to think beyond the level of sentence. In addition, students will learn how to make use of spoken and written texts in their teaching and how to analyze their own discourse in the context of classroom discourse.

Outline Of Syllabus

1.       Spoken and written discourse
2.       Language functions and formal links
3.       Cohesion and coherence
4.       Textual structure
5.       Digital discourse
6.       The role of context
7.       An introduction to pragmatics
8.       Analysing spoken discourse
9.       Conversation analysis
10.       Classroom discourse
11.       Drop-in session

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials111:0011:00N/A
Scheduled Learning And Teaching ActivitiesLecture102:0020:00N/A
Guided Independent StudyAssessment preparation and completion150:0050:00N/A
Guided Independent StudyDirected research and reading130:0030:00N/A
Guided Independent StudyReflective learning activity110:0010:00N/A
Scheduled Learning And Teaching ActivitiesDrop-in/surgery12:002:00N/A
Guided Independent StudyIndependent study177:0077:00N/A
Teaching Rationale And Relationship

Lecture videos provide an introduction to the weekly content, establish a basic level of understanding of the topic, and signal areas for individual further study and essential and further reading.

Follow-up classes provide students with the opportunity to raise questions related to lecture videos, and to discuss material in more depth. Group activities and discussions also allow students to share and engage personal reflections. Group activities are often linked to weekly reading.

Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.

Independent study will enable wider reading, further personal self-reflection and assignment preparation.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Description Length Semester When Set Percentage Comment
Oral Presentation151M20Before writing the essay, students present a plan of their work and receive feedback.
Other Assessment
Description Semester When Set Percentage Comment
Essay1M80Essay - 4000 words. Written and submitted after the presentations
Assessment Rationale And Relationship

The assignment is a critical study in which you will investigate one aspect of discourse and relate it to your own teaching and learning context.

You should follow the steps below:

1.       Identify a discourse ‘problem’ or ‘issue’ which is related to your own context. This might be something which learners find difficult, or something which you would like to improve in your own teaching.

2.       Review the literature which is relevant to the issue you are investigating.

3.       Suggest how you might investigate the problem by, for example, collecting data, recording your teaching, getting students to produce a piece of writing, interviewing a student, etc.

4.       Describe how you might modify or change your practices based on new understandings that you have gained from both reviewing the literature and collecting evidence (in 3) above.

5.       Provide a brief outline of how you might evaluate the whole process and assess its impact on teaching and learning.

The assessment is designed to mirror the approach taken through the module: participants are tested on their ability to investigate in some detail one aspect of their teaching. They must demonstrate that they can identify an issue for investigation, describe (both orally and in writing) their intended approach and consider how their practices might change as a result of the process. Theory and practice will be integrated through the use of literature and a practical application.

Reading Lists