• Anggit Meitri posted an update 2 months, 2 weeks ago

    Introduction to Discourse Analysis

    Journal Review IV

    The Critical Discourse Analysis of Language Teacher’s Instructional Decisions

    This study is written by Zhang Youwen from 1Zhejiang University of Finance and Economics Dongfang College, China. And published by Scientific Publishing Institute. Teacher’s decision making is an instant indicator of the discourse activities in the context of education. A critical discourse analysis of the language teacher’s classroom decisions is able to give an insight into the essence of discourse of teacher authority, power, and morality sneaking in classroom teaching at the micro and macro levels, and then understand the force that the hidden power of discourse relations acts on the subject and the object of teaching in the field of educational discourse, the way school discourse communicates as well, hoping teachers, students, language, knowledge being in harmony and free in the context of education.
    Critical Discourse Analysis (CDA) studies and interprets the social and cultural issues through the analysis of language, which is a new interdisciplinary social science emerging after the reflection of western modern civilization. CDA has become an important field of linguistic research. CDA is not limited to the study of the intrinsic structure and function of the language system, but rather to analyze the various social realities in the context of placing language in the interdisciplinary and trans-disciplinary research. This new type of language view reflects the re-examination of historical civilization in terms of the “linguistic turn” of the western philosophy and sociology. CDA holds that discourse behavior and language are inherently embedded in historical contexts of status, legitimacy, morality, authority, and power, all of which coordinate the reality of discourse interaction. Language and discourse of the educational field are not of equal value in the actual language context, the ideas, assumptions and language ideologies they contain have an unavoidable impact on teachers’ behavior and students’ learning. Teacher’s classroom decision making, as an educational discourse form, is one of the ways of constructing and being constructed, presenting and being presenting of social structure in the educational context.
    Teachers’ classroom decision-making is a form of discourse representation,labeling teachers as the subject of knowledge in the classroom context. It is an immediate indicator in the practice of teaching discourse. Teacher’s classroom decision making is a process of discourse practice that involves the coordination of complex factors such as knowledge, authority, power and morality. Classroom decision making is one of the presentation forms of symbolic control and symbolic form in the practice of discourse. It is the embodiment of the transformation of power relations and discourse relations in the teaching context. The analysis of it is related to the other two twin concept: power and morality.
    The conclusion is, The study of teacher decision-making from the perspective of critical discourse analysis can be used to analyze the discourse mechanism and discourse mode of the administrative body, the teaching subject and teaching object in school education from a new visual angle, and to form a conscious ability to eliminate and control teachers’ teaching consciousness and student autonomy of power symbol. The discourse behavior and discourse meaning in teacher’s decision making can let us understand the essence of education and moral discourse under the teaching operation. The harmony between the two can make teachers and students complement each other in the context of life world, so that teaching is to get a rational identification in the framework of discourse, and knowledge is to gain a total freedom in the nutrition of language.