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
action activities answer approach assume attention beginning called choice classroom clause coherence cohesion communication consider context conversation course create culture described detail devices dialogue discourse type discussion effect English Evaluation examine example exercise explain expressions extract fact Figure foreign language formal function give given grammar human ideas identify important interaction interpretation involves kind knowledge language language teaching learners learning levels linguistics look materials meaning opening participants particular passage perhaps person phrase possible practice present principle problems Procedure processing production questions reading reason receiver record referring relationship role rules sender sentences situation skills social sometimes speaker speech spoken stretches structure successful suggest talk TASK teacher teaching tell things topic turn understand units utterance writing written