This paper is a result of a keen and long-lasting interest of its author in applied linguistics in combination with the factors that enable people to interpret sophisticated texts in both native and foreign language. All in all, although many coursebooks authors try to include genuine texts in their publications, activities that accompany them are generally limited. Tasks which would not only check the understanding of the gist or key vocabulary, but also important details are scarce. The question is whether on the basis of discourse analysis theories it is possible to make it easy for foreign language learners to read texts with full comprehension. The reader of this diploma paper should bear in mind that following the authorities on discourse analysis the author of this work uses the terms 'discourse' and 'text' synonymously.
This paper is divided into two parts: theoretical, where a scholarly set of ideas is presented, and practical, devoted to the account of the study conducted by the author of this paper in order to either undermine or support the ideas presented in the first chapter. The former section is subdivided into three chapters. The first of them provides a thorough description of the term 'discourse' itself, including examples of its various types and functions. The second one presents a historical background of how scholars became interested in the use of language, the manners in which they examined speech and writing, as well as it depicts the division of discursive devices. The last chapter of the theoretical part describes the ways of applying the theory to teaching various aspects of language, such as grammar or vocabulary, however, the emphasis is put on the interpretation of written texts.
The practical part of this paper describes the study conducted on a group of Polish learners of English. The focus of this component was brought to finding lexical chains in texts - a type of exercise which is not to... [continues]
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