APPLIED LINGUISTICS AND DISCOURSE ANALYSIS

POSSIBLE INTERLINKS TO A CONSTITUTION OF AN EPISTEMOLOGY

Abstract

This paper aims at thinking trajectories of interface construction between theoretical framework of Applied Linguistics and Discourse Analysis – specifically French Discourse Analysis and Dialogical Discourse Analysis. It also aims at reflecting on epistemological contributions from Discourse Analysis to academic investigation in Applied Linguistics, specially concerned to language teaching and learning and teacher formation. Such interface relationship allows supporting language learning and teaching processes and teacher formation researches on the bia of discursivities, that is to say, there is a discursive basis in which subjects circumscribe themselves in other to enounce distinct discursive positions. Besides, there is also an inscription in social practices involving language. According to Indursky (2011, p. 332) the way language practices are constructed produce a diversity of sense effects, concerned to production conditions from the way supporting discourses are interpreted. It means that to understand the process of enunciation it is needed to perceive tensions, ruptures and faults, once equivocity is constitutive of speech. It is defended that discourse comprehension from language teachers and learners inscriptions can contribute to singular views from teaching and learning processes. The need for discussing such discourses in teacher formation process provides a subject engajement in a discursive place which promotes delocations. Thus, subjects inscribe themselves in the language they teach or learn, resisting to subject incompleteness, an enunciative place in which subjects can see themselves as sense producers. This is an insertion between Applied Linguistics and Discourse Analysis.