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Language as Discourse: Perspectives for Language Teaching: Applied Linguistics and Language Study

Autor Ronald A. Carter, M. J. McCarthy, Michael McCarthy
en Limba Engleză Paperback – noi 1993
In this book Michael McCarthy and Ronald Carter describe the discoursal properties of language and demonstrate what insights this approach can offer to the student and teacher of language. The authors examine the relationship between complete texts, both spoken and written, and the social and cultural contexts in which they function. They argue that the functions of language are often best understood in a discoursal environment and that exploring language in context compels us to revise commonly-held understandings about the forms and meanings of language. In so doing, the authors argue the need for language teachers, syllabus planners and curriculum organisers to give greater attention to language as discourse.

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Specificații

ISBN-13: 9780582084247
ISBN-10: 0582084245
Pagini: 230
Dimensiuni: 137 x 214 x 13 mm
Greutate: 0.3 kg
Ediția:New.
Editura: Longman Publishing Group
Seria Applied Linguistics and Language Study

Locul publicării:Harlow, United Kingdom

Cuprins

General Editor's Preface
Introduction
Acknowledgements

1. Dividing the world of discourse
1.0 Introduction
1.1 Speech and writing
1.2 Frameworks for classifying spoken and written modes
1.3 Applying and refining frameworks
1.4 Monologue and dialogue
1.5 Text typologies
1.6 Genres
1.7 Conclusion

2. Observing and exploiting patterns
2.0 Introduction
2.1 Common core patterns of clause relations
2.2 Teaching suggestions
2.3 Embedded patterns
2.4 Openings an closings
2.5 The developing discourse
2.6 Thematic development
2.7 Conclusion

3. Linking and levels: grammar, lexis and discourse
3.0 Introduction
3.1 Grammar and discourse management
3.2 Tense, aspect and voice
3.3 Modality
3.4 Patterns and vocabulary
3.5 Naturalness

4. Literature, culture and language as discourse
4.0 Introduction
4.1 Conversational analysis: paragmatics and style
4.2 Analysing narratives
4.3 Repetition and rhetoric
4.4 Situations across cultures
4.5 Text and ideology
4.6 Teaching literature with a small 'l'
4.7 Discourse and cultural awareness: implications for the language learner
4.8 Teaching texts: curricular principles
4.9 Learning about language: some questions for discourse analysis

5. Designing the course syllabus
5.0 Introduction
5.1 The notion of 'discourse competence'
5.2 Analysis and classification
5.3 Analysis and the precursor of tasks
5.4 Putting analysis into the learner context
5.5 Analysis and materials evaluation
5.6 Refining and realizing the syllabus

Bibliography
Index

Textul de pe ultima copertă

Since it was first established in the 1970s, the Applied Linguistics and Language Study series has become a major force in the exploration of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, and psychology and education, the series explores key issues in language acquisition and language use. In this book Michael McCarthy and Ronald Carter describe the discoursal properties of language and demonstrate what insights this approach can offer to the student and teacher of language. The authors examine the relationship between complete texts, both spoken and written, and the social and cultural contexts in which they function. They argue that the functions of language are often best understood in a discoursal environment and that exploring language in context compels us to revise commonly-held understandings about the forms and meanings of language. In so doing, the authors argue the need for language teachers, syllabus planners and curriculum organisers to give greater attention to language as discourse. Language as Discourse: Perspectives for Language Teaching challenges many current language teaching orthodoxies and offers the reader new, and sometimes provocative, perspectives on language awareness. There are chapters on issues in teaching spoken and written language; patterns of text organisation; literature, culture and language teaching; teaching grammar and vocabulary from a discourse perspective; and planning a discourse-based language syllabus. Each chapter has reader activities to consolidate the points made throughout the book and there is a detailed and wide-rangingbibliography. The book is a thought-provoking exploration of discourse analysis which will be of relevance to applied linguists, to teachers of both English and foreign languages, and to students of language in education.