Language Teaching: Discourse by Guy CookLanguage Teaching: Discourse by Guy Cook

Language Teaching: Discourse

byGuy CookEditorC. N. Candlin, H. G. Widdowson

Paperback | June 1, 1989

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Discourse analysis - the study of spoken and written language in its social and psychological context - can provide important insights for the language teacher. Discourse explains the relevant theory and applies it to classroom activities designed to improve students' discourse skills. Theteacher is then shown how these activities may be further developed in specific teaching situations.
Professor Henry Widdowson is Emeritus Professor of Education, University of London, and has also been Professor of Applied Linguistics at Essex University and Professor of English Linguistics at the University of Vienna. Guy Cook is Professor of Applied Linguistics at the University of Reading. He has worked as an EFL teacher in Egypt...
Title:Language Teaching: DiscourseFormat:PaperbackDimensions:176 pages, 9.65 × 6.89 × 0.47 inPublished:June 1, 1989Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0194371409

ISBN - 13:9780194371407

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Table of Contents

IntroductionSection One: Explanation - Theories of discourse1 What is discourse?1.1 Introduction1.2 Sentence study in language teaching and linguistics1.3 Discourse and the sentence1.4 Grammar within and beyond the sentence1.5 Language in and out of context1.6 The origins of discourse analysis2 Formal links2.1 Formal and contextual links2.2 Verb form2.3 Parallelism2.4 Referring expressions2.5 Repetition and lexical chains2.6 Substitution2.7 Ellipsis2.8 Conjunction2.9 Conclusion3 Why formal links are not enough3.1 Introduction3.2 Language functions3.3 The classification of macro-functions3.4 Functional development3.5 Micro-functions and functional language teaching3.6 Functional analysis and coherence3.7 Conversational principles: co-operation3.8 Flouting the co-operative principle3.9 Conversational principles: politeness3.10 The social basis of conversational principles3.11 Speech acts3.12 Declarations and performatives3.13 Speech act theory and coherence3.14 Underlying force3.15 Pragmatics, discourse analysis, and language teaching4 Two views of discourse structure: as product and as process4.1 Introduction4.2 Rank structure4.3 The Birmingham School of Discourse Analysis4.4 Discourse typology: spoken and written; formal and informal4.5 Conversation as a discourse type4.6 Conversation analysis4.7 Turn-taking4.8 Turn types4.9 Discourse as process4.10 Conclusion5 Discourse as dialogue5.1 Introduction5.2 Dialogue in communicative development5.3 Discourse typology: reciprocity5.4 Reciprocity, dialogue, and word order5.5 Information structure in discourse6 Knowledge in discourse6.1 Introduction6.2 Knowledge structures: schemata6.3 Evidence for schemata6.4 Complex schemata6.5 Relevance6.6 Discourse deviation6.7 ConclusionSection Two: Demonstration - Discourse in language learning and teaching7. Two approaches to developing discourse skills7.1 Introduction7.2 A top-down approach to discourse processing7.3 Atomistic and holistic activities7.4 Arguments for and against an atomistic approach7.5 Conclusion8 Focusing on senders and receivers8.1 Introduction8.2 Office, status, role, and identity8.3 Shared knowledge8.4 Information quantity and ordering8.5 Adding and removing information8.6 Developing article choice in discourse8.7 Adjusting information structure8.8 Changing dialogue and monologue9 Discourse type and discourse part9.1 Introduction9.2 Culture specificity and discourse type9.3 Discourse type recognition9.4 Orientation within a discourse type9.5 Orientation within a discourse part9.6 Recombination, approximation, transfer10 Managing conversation10.1 Introduction10.2 Spoken and written discourse10.3 'Teaching conversation'10.4 Conversation activities10.5 An approach to conversation development10.6 Conversation and cultural appropriateness11 Focusing on cohesion11.1 Introduction11.2 Activities developing cohesion11.3 Conclusion12 General discourse activities12.1 Introduction12.2 General activities: an example12.3 ConclusionSection Three: Exploration13 Developing discourse in the classroombr /GlossaryFurther readingBibliographyIndex