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Introduction | |
Usage and Use | |
Correctness and appropriacy | |
Usage and use as aspects of performance | |
Usage and use in classroom presentation | |
Aspects of meaning: signification and value | |
Usage and use in the design of language teaching materials | |
Selecting areas of use for teaching language | |
Summary and conclusion | |
Notes and references | |
Discourse | |
Sentence, proposition and illocutionary act | |
Cohesion and propositional development | |
Coherence and illocutionary development | |
The relationship between propositional and illocutionary development | |
Procedures of interpretation | |
Deriving discourse from sentences: an example | |
Propositional development: achieving cohesion | |
Illocutionary development: achieving coherence | |
Conventions of coherence | |
Deriving discourse by arrangement: another example | |
Summary and conclusion | |
Notes and references | |
Linguistic skills and communicative abilities | |
The four skills | |
Activities associated with spoken language | |
Activities associated with written language | |
Reciprocal and non-reciprocal activities | |
Linguistic skills and communicative abilities | |
Retrospective and prospective interpretation | |
Assimilation and discrimination | |
Non-verbal communication | |
Summary and conclusion | |
Notes and references | |
Comprehending and reading | |
Preview | |
The reading passage as dependent exemplification | |
The reading passage as independent 'comprehension piece' | |
Extracts: the problem of authenticity | |
Extracts: the comprehending problem | |
Priming glossaries | |
Prompting glossaries | |
Simplified versions | |
Simple accounts | |
Gradual approximation | |
Comprehension questions: forms and functions | |
Types of question by reference to form | |
Types of question by reference to function | |
Usage reference | |
Use inference | |
Other reading exercises | |
Notes and references | |
Composing and writing | |
Preview | |
Types of grammar exercise | |
Exercises in usage and use | |
Composing sentences in passages | |
Using the contexts of the reading passage | |
Preparation exercises | |
Exploitation exercises | |
Gradual approximation: sentence to discourse units | |
Gradual approximation: act to discourse units | |
Focus on single illocutionary acts | |
Relationships between pairs of acts | |
Extension to larger discourse units | |
Rhetorical transformation of discourse units | |
Information transfer | |
Summary and conclusion | |
Notes and references | |
Towards an integrated approach | |
Preview: the need for integration | |
The discourse to discourse scheme | |
Types of procedure | |
Demonstration: rhetorical transformation by gradual approximation | |
Demonstration: rhetorical transformation by illocutionary change | |
Demonstration: information transfer | |
Principles of approach | |
Rational appeal: the use of translation | |
Integration and control | |
Summary and conclusion | |
Notes and references | |
Index | |
Table of Contents provided by Publisher. All Rights Reserved. |
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This book develops a rational approach to the teaching of language as communication, based on a careful consideration of the nature of language and of the language user's activities. It will stimulate all language teachers to investigate the ideas that inform their own practice.
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