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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Discourse as dialogue
Knowledge in discourse
Focusing on senders and receivers
General discourse activities
A. A. Milne answer approach asking students assumptions atomistic activities boots bottom-up classroom clause co-operative principle coherence cohesive devices communication consider context conversation Conversation analysis culture devise and implement dialogue discourse analysis discourse skills discourse type discussion elementary sentences ellipsis English Ernest Ernest Hemingway Evaluation example exercise extract felicity conditions fish and chips foreign language formal links function grammar Hemingway Henry Widdowson identify illocution interaction interpretation involves kind knowledge language learner language teaching look maxims meaning native speakers Oak Park participants particular passage person phatic phrase pineapple possible pragmatic problems Procedure questions reading reason referring expressions relevant role rules schema schemata Section sender and receiver sentence linguistics sequence Shishapangma Sinclair and Coulthard situation Speech act theory spoken discourse stretches of language TASK teacher tell textbook top-down topic turn turn-taking understand uropygial gland utterance vocabulary Winnie-the-Pooh words writing