Discourse and Context in Language Teaching: A Guide for Language TeachersCambridge University Press, 2000 - 279 páginas Discourse and Context in Language Teaching: A Guide for Language Teachers is part of the Cambridge Handbooks for Language for Language Teachers series. This book recommends that language teachers incorporate an awareness of discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms. After two introductory chapters on discourse and pragmatics, the authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge and the teaching of language processing skills. This awareness of discourse is then carried over to curriculum development, assessment, and classroom research. With discussion questions and activities at the end of each chapter, this book can be used in methods courses or in-service training programs. |
Conteúdo
Seção 1 | 2 |
Seção 2 | 19 |
Seção 3 | 30 |
Seção 4 | 36 |
Seção 5 | 50 |
Seção 6 | 73 |
Seção 7 | 75 |
Seção 8 | 86 |
Seção 9 | 102 |
Seção 10 | 118 |
Seção 11 | 141 |
Seção 12 | 164 |
Seção 13 | 184 |
Seção 14 | 201 |
Seção 15 | 216 |
Outras edições - Ver todos
Discourse and Context in Language Teaching: A Guide for Language Teachers Marianne Celce-Murcia,Elite Olshtain Visualização parcial - 2000 |
Termos e frases comuns
ability able activities approach appropriate asked assessment aware become bottom-up Chapter choices classroom coherence cohesive communication competence comprehension consider context conversation course create cultural curriculum described develop discourse analysis discussed effective English example expected experience express fact Figure focus function give given goals grammar important instruction interaction interpretation intonation involve knowledge language language teachers learners learning lexical linguistic listening meaning native speakers nature occur oral particular patterns perspective plays position possible practice pragmatic present production proficiency questions reader reading reference relevant requires response result role rules second language sentence situation skills social speakers speaking specific speech acts spoken strategies structure suggest tasks teachers teaching top-down topic types understand University utterance variety verb vocabulary writing written
Referências a este livro
New Perspectives on Grammar Teaching in Second Language Classrooms Eli Hinkel,Sandra Fotos Prévia não disponível - 2001 |
From Corpus to Classroom: Language Use and Language Teaching Anne O'Keeffe,Michael McCarthy,Ronald Carter Visualização parcial - 2007 |