OUP Oxford, 29 jun 1989 - 165 páginas
Part of a series designed to involve language teachers in their own professional development, this book shows how discourse analysis can provide important insights for the language teacher. It explains the relevant theory and applies it to classroom activities. It is part of a scheme designed to involve language teachers in their own professional development, acting as a guide in the processes of critical enquiry and informed practice.
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activities analysis answer approach assume attention beginning choice classroom clause coherence cohesion communication consider context conversation course create culture described detail devices devise dialogue discourse type discussion effect elements English Evaluation examine example exercise expressions extract fact feel Figure foreign language formal function give given grammar ideas identify important interaction interpretation involve kind knowledge language language teaching learners learning levels linguistic look materials meaning move necessary Note opening participants particular passage perhaps person phrase possible practice principle problems Procedure processing production questions reading reason receiver record referring relationship Resources role rules schema sender sentences situation skills social speakers speech spoken stretches structure successful suggest talk TASK teacher teaching tell topic turn understand units utterance vocabulary writing written