TOPIC 31.

TEXT AND CONTEXT TEXT TYPE MAIN CRITERIA POR TEXT TYPOLOGY REGISTER
INTRODUCTION:I will start by mentioning the justification of this tople. According
to our current legislation based on LOMLOE INTENTIONALITY when a text is cohesive &
coherent it has from 2020, the teachings of foren lag e must be based on the
teaching through plurilingualism, interculturality
particular intention to fulfil Intentionality is related to relevance. It
communication for that cont e nt to achieve the proper communicative proces through
the teaching of disco about the effects of an author on the text & their impact on
the This topic is very useful to tech
texts are one of the richest tools to understand a 12 Once the justification is
done, we receiver. You tell you have a cat in a conversation about WWI. are ready
to start
ACCEPTABILITY the text must be acceptable by the audience. You 1. TEXT AND CONTEXT
cannot speak about football in church. Acceptability doesn't neces It is also
important to distinguish btw Text & Content inside the concept of discourse
analysis.
implies that the readers believes the contents of the TEXT is any object that can
be read, whether this object is a work of literature, street sign or a style of
clothing. It's a coherent text. The receiver just must be able to understand what
kind of text set of signs that transmit informative sms. Though many people think
of text as referring only to written words, writing is not the sender intended to
send & what was his intention by sending it what confers textuality. Text is
utterance oral or written. A text refers to a specific body of words that
constitute a particular INFORMATIVITY, a text should have always new information,
but piece of writing. A text can be very short, such as a sonnet, but is considered
a text because it is complete in and of itself this information can neither be too
easy because the audiences Texts are significant resources to transmit socio-
cultural & literary aspects & they are also a tool to transmit to our st some of
bord nor too difficult because they can lose interest the basis & indispensable
competences such as competence in linguistic communication where the pupils
identify different SITUATIONALITY, the situation in which the text has been
occurred. formats & types of texts
It is essential for the evaluation of the situationally of the text to low CONTEXT.
Every text, however, has a context, which is the culture, setting and situation in
which it is produced. No text where it happened & what its function was in created
uninfluenced by the world around it. It's the setting of a word or event, the
situation in which the communicative event the situation. It's the location of a
text in a discrete sociocultur takes place. A world filled with people producing
utterances: people who have social cultural & personal identities, knowled context
in a real time & place. beliefs & wants to interact with one another. The first
syllable of content, 'con' is a Latin prefix that means 'with INTERTEXTUALITY.
refers to the relationship between a certain text
ccompanying Thus, content is the information or understanding that is not
written/spoken/ seen but is necessary to fun other types of texts which share
characteristics with it. The ww in understand that which is written/spoken/ seen.
The context can be divided into
which the production & reception of a given text depends upon the Vield of
discourse, refers to what is happening. The teacher is in the classroom
other texts Mode of discourse, the function of the text, including the channel.
Oralle
There are different ways of classifying texts according to their formo Tenor of
discourse, who is taking part. Teacher students
their function but we will pay attention to the classification according Text is
the actual content of a work, while content is the historical, social, biographical
or artistic background of the work it
to their topic An example of this would be that The Great Gatsby is a text, while
the Roaring Thenties, which provides the setting of the novel
COHERENCE or ability to organise our messages in a logical and
comprehensible way to transmit meaning It what makes the text is an important
context when it comes to understanding the motivations of the characters and how
the time period in which they lived shaped their decisions and actions
semantically meaningful. The way in which the components of a text
are relevant. Cohesion & coherence are connected to each other. In There are seven
criteria which have to be fulfilled to qualify either a written or a spoken text as
a discourse have
the case of cohesion, the connection is by lexical & grammatical been suggested by
Beaugrande & Dressler. 1.1. NORMS GOVERNING WRITTEN TEXTS THE 7 STANDARDS OF
dependencies. In the case of coherence, the connection is by TEXTUALITY According
to Beaugrand & Dressler
conceptual or meaning dependencies. We will assume that cohesion COHESION or
capacity to organise and structure utterance to facilitate interpretation by means
of endophora and exophorus is a property of the text & that coherence is a facet of
the readers treferences to linguistic & situational contexts), repetitions,
ellipsis... the way in which the components of a text are connected evaluation of a
text. In other words, cohesion is objective, coherence within a sequence. Cohesion
is the network of lexical, grammatical & other relations that provide links between
the different is subjective & it may vary from reader to reader. Example of a
highly parts of a text. These relations organise a text by requiring the reader to
interpret words & expressions by reference to other cohesive text which is
nevertheless incoherent Awek has never words & expressions. Halliday & Hassan
established 5 cohesion categories
days. Every day I feed my cat Cats have legs. • Reference, can be classified into
ANAPHORA: naming an element already said back in the sentence: A brave lady
volunteer We cannot make sense of these sentences. What actually gives texture she
saved the prince. The 2 sentences are linked by the pronoun
is not the pence of cohesive mark but our ability to recognise she'which refers
anaphorically to the noun lady CATAPHORA, reference to an element which is going
manterations which establish continuity of sense to appear forwards in a sentence
There he is the king. The 2 sentences are linked by the pronoun The'which refers
cataphatice to the noun the king • Substitution, when we write an element instead
of another. My horse is tired, I have to get a different one. The relation
established by the presence of the substitute one of the second sentence which is
referring to the noun 'horse in the first sentence • Ellipsis, the omission of an
element. Will you marry me? - No...the cohesive relation is achieved by the
omission of some elements in the second sentence that presupposes the Ist sentence.
NO, I wonmarry you • Conjunction, the relation is achieved by the use of words or
causes to join the sentences. The lady was courageous and b e • Lexical cohesion,
the main cohesion category. Halliday & Hassan present this example: a) The boy is
going to fall if he doesn't take care bj The lad is going to fall if he doesnt take
care c) the child is going to fall if he doesn't take care d) the idiot is going to
fall if he doesnt take care. There is a repetition, a synonym, a superordinate term
(child), a general word idiot all of these terms have in common the fact that one
lexical item refers back to another related to a common referent then, I have just
created a descriptive text