The material in this book reviews work dating to the vocabulary control movement of the 1930s, and also refers to more recent work on the role of lexis in language learning. The main foundations of lexical semantics described, as are relevant research and pedagogical studies in vocabulary and lexicography.
The material in this book reviews work dating to the vocabulary control movement of the 1930s, and also refers to more recent work on the role of lexis in language learning. The main foundations of lexical semantics described, as are relevant research and pedagogical studies in vocabulary and lexicography.
General Editor's Preface Introduction Acknowledgements 1. Dividing the world of discourse 1.0 Introduction 1.1 Speech and writing 1.2 Frameworks for classifying spoken and written modes 1.3 Applying and refining frameworks 1.4 Monologue and dialogue 1.5 Text typologies 1.6 Genres 1.7 Conclusion 2. Observing and exploiting patterns 2.0 Introduction 2.1 Common core patterns of clause relations 2.2 Teaching suggestions 2.3 Embedded patterns 2.4 Openings an closings 2.5 The developing discourse 2.6 Thematic development 2.7 Conclusion 3. Linking and levels: grammar, lexis and discourse 3.0 Introduction 3.1 Grammar and discourse management 3.2 Tense, aspect and voice 3.3 Modality 3.4 Patterns and vocabulary 3.5 Naturalness 4. Literature, culture and language as discourse 4.0 Introduction 4.1 Conversational analysis: paragmatics and style 4.2 Analysing narratives 4.3 Repetition and rhetoric 4.4 Situations across cultures 4.5 Text and ideology 4.6 Teaching literature with a small 'l' 4.7 Discourse and cultural awareness: implications for the language learner 4.8 Teaching texts: curricular principles 4.9 Learning about language: some questions for discourse analysis 5. Designing the course syllabus 5.0 Introduction 5.1 The notion of 'discourse competence' 5.2 Analysis and classification 5.3 Analysis and the precursor of tasks 5.4 Putting analysis into the learner context 5.5 Analysis and materials evaluation 5.6 Refining and realizing the syllabus Bibliography Index
General Editor's Preface Introduction Acknowledgements 1. Dividing the world of discourse 1.0 Introduction 1.1 Speech and writing 1.2 Frameworks for classifying spoken and written modes 1.3 Applying and refining frameworks 1.4 Monologue and dialogue 1.5 Text typologies 1.6 Genres 1.7 Conclusion 2. Observing and exploiting patterns 2.0 Introduction 2.1 Common core patterns of clause relations 2.2 Teaching suggestions 2.3 Embedded patterns 2.4 Openings an closings 2.5 The developing discourse 2.6 Thematic development 2.7 Conclusion 3. Linking and levels: grammar, lexis and discourse 3.0 Introduction 3.1 Grammar and discourse management 3.2 Tense, aspect and voice 3.3 Modality 3.4 Patterns and vocabulary 3.5 Naturalness 4. Literature, culture and language as discourse 4.0 Introduction 4.1 Conversational analysis: paragmatics and style 4.2 Analysing narratives 4.3 Repetition and rhetoric 4.4 Situations across cultures 4.5 Text and ideology 4.6 Teaching literature with a small 'l' 4.7 Discourse and cultural awareness: implications for the language learner 4.8 Teaching texts: curricular principles 4.9 Learning about language: some questions for discourse analysis 5. Designing the course syllabus 5.0 Introduction 5.1 The notion of 'discourse competence' 5.2 Analysis and classification 5.3 Analysis and the precursor of tasks 5.4 Putting analysis into the learner context 5.5 Analysis and materials evaluation 5.6 Refining and realizing the syllabus Bibliography Index
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