Tag Archives: Discourse Features

Generic Structure Potential (GSP) and Discourse Features in Selected Banking Discourses in Ibadan, Oyo State, Nigeria (Published)

This paper examines the Generic Structure Potential and Discourse Features in selected banking discourses in Ibadan, Oyo state, Nigeria. The data, which comprised the recorded interactions between the customer service officer and the customers in the selected banks were transcribed, categorized and analysed based on the Generic Structure Potential model by Halliday and Hasan and the Metadiscourse Model by Hyland and Tse. The findings indicate that the Generic Structure Potential deployed five obligatory elements which are Greeting Initiation (GI), Customer Complaint (CC), Question and Response (QR), Proffering of solution (PoS) and Close (Cls) and four optional elements which are Request for Customer’s Complaint (RCC), Request for Account Details (RAD), Confirmation of Customer Details (CCD) and Apologies for Delay (AD). The Discourse Features include Opening, Closing, Questioning, Turn and Turn taking while the markers deployed by the CSO and customers include transitional markers, frame markers, hedges, attitude markers, self-mention, engagement markers and boosters. The paper concludes that GSP shows the structure of conversations, while Discourse Features help to aid better understanding between CSO and customers in banking discourse.

Keywords: Discourse Features, Generic Structure Potential (GSP), Ibadan, Nigeria, Oyo State, banking discourses

Empowering EFL Learners through a Needs-Based Academic Writing Course Design (Published)

Using needs analysis as a research methodology, this study attempted to design a 20 hour academic writing (AW) course for Level 2 Foundation Year Saudi EFL students. Needs analysis was based on a diagnostic test, structured questionnaires, and researcher’s observation to obtain information on students’ language and skills needs, profile, levels of motivation, and learning styles and preferences. The results showed that the students did not have the writing proficiency for producing longer compositions and, therefore, the course should focus on appropriate language systems and skills to help learners with writing paragraphs based on two rhetorical strategies: cause and effect; and exemplification. The course content provides for the appropriate language systems and skills as voiced by the students and needed for writing these two types of paragraphs. The study also points to a course evaluation strategy that can be used for validation and future use of the proposed course.

Keywords: Academic Writing, Discourse Features, Form, Needs Analysis, Process Approach, Study Skills, function