Bringing discourse analysis into the language classroom

Abstract

The aim of this article is to argue in favour of adopting the point of view of discourse analysis in order to describe and explain how language is actually used. After pointing out that discourse should not be considered as one more leve1 in the description of language but rather as a change of perspective, the author proposes three premises which must be assumed in order to bring discourse analysis into the classroom. In the central part of the article the author suggests and exemplifies a series of concepts from discourse analysis which can be easily introduced in order to enable learners to reflect upon discourse and communication. The last section in the article includes specific guidelines for designing a language syllabus based on a discourse approach to language use.