Bringing critical discourse analysis into the foreign language classroom: A case study of a Taiwanese learner of Spanish in Costa Rica

Abstract

This research supports the implementation of discourse analysis through a case study of a Taiwanese learner of Spanish as a foreign language. Moreover, this study draws the need to include more pedagogical activities that promote the usage of discourse analysis, specifically in the area of conversation analysis in the language classroom. Foreign language students can be led to an understanding of how speakers engage in discourse which shapes the way they communicate with others through conversations. Language professors can benefit from dialogic speeches as a classroom method for researching their students’ language performance and as a tool for examining the conversation skills among language learners. On the other hand, learners can take advantage of discourse analysis practices to become aware of how language is used for communicative purposes and social interaction. As a consequence, conversation analysis can contribute to encourage a foreign language learning environment that more accurately enriches language proficiency.