DiscourseOUP 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. |
Índice
wwwwww | 3 |
1 | 9 |
1 | 23 |
4 | 32 |
3 | 46 |
6 | 52 |
29 | 58 |
5 | 59 |
6 | 68 |
6 | 74 |
Focusing on senders and receivers | 87 |
Managing conversation | 115 |
General discourse activities | 134 |
Glossary | 156 |
Términos y frases comunes
A. A. Milne activities answer approach assume assumption atomistic classroom clause co-operative principle cohesive devices communication consider context Conversation analysis create culture Dell Hymes dialogue discourse analysis discourse type elementary sentences ellipsis English Ernest Hemingway Evaluation example exercise extract fact felicity conditions formal links give grammar Henry Widdowson identify illocution important interaction interpretation invented involves kind knowledge language teaching levels look maxim meaning native speakers participants particular passage perlocution person phatic phrase pineapple possible pragmatic problems Procedure processing questions rank structure reason referring expressions relationship relevant role rules schema schemata sender and receiver sentence grammar sentence linguistics sequence sergeant Sinclair and Coulthard situation social someone Speech act theory spoken discourse stretches of language talk TASK teacher tell topic turn turn-taking understand upshot uropygial gland utterance vocabulary Winnie-the-Pooh writing