Discourse analysis as an approach to intercultural competence in the Advanced EFL classroom
1 English as a Foreign Language.
2 See McCarthy 1991; McCarthy and Carter 1994.
3 An article in the Modern Language Association Newsletter, for example, cites 11 newspaper sources quoting CEOs who place high recruitment value on the critical thinking skills acquired by humanities graduates, skills which are lacking in graduates with purely technical or vocational degrees. See Hutcheon 2000.
4 ‘Discourse analysis’ is being used in the encompassing sense expressed by Michael McCarthy in Discourse Analysis for Language Teachers (1991) where he notes its origins in various disciplines of the 1960s and 1970s ‘including linguistics, semiotics, psychology, anthropology and sociology’ (McCarthy 1991: 5) and defines its current status as a ‘wide-ranging and heterogeneous discipline which finds its unity in the description of language above the sentence and an interest in the contexts and cultural influences which affect language in use’ (McCarthy 1991: 7).
5 I wish to acknowledge Romeo Nininahazwe.
6 I wish to acknowledge Emilie Lama.
7 International Association of Teachers of English as a Foreign Language; see http://www.iatefl.org.
8 For an elaboration of these themes see Todorova 1999.
9 I wish to acknowledge Dermot Campbell, Assistant Head of the School of Languages at Dublin Institute of Technology.
10 Two websites were very useful: http://www.findarticles.com and http://www.theworldpress.com.
11 I wish to acknowledge Mia Beckman.
12 I wish to acknowledge Doris Krauetler.