Teaching Language as CommunicationOUP Oxford, 22.06.1978 - 168 Seiten The series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes: second language acquisition bilingualism and multi/plurilingualism language pedagogy and teacher education testing and assessment language planning and policy language internationalization technology-mediated communication discourse-, conversation-, and contrastive-analysis pragmatics stylistics lexicography translation |
Inhalt
USAGE AND | 1 |
CHAPTER | 4 |
DISCOURSE | 20 |
development | 27 |
Notes and references | 55 |
COMPOSING AND WRITING | 111 |
Notes and references | 143 |
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activity anaphoric anode appropriate basic geological features called minerals cathode chapter chemical composition coherent cohesion combine communicative abilities communicative purpose consider context copper sulphate course destroyed the crops diagram discourse units discussion electric current electrolyte English example exemplification exercises foreign language given gradual approximation grammatical illocutionary acts illocutionary development illocutionary force illocutionary function illocutionary value infer information transfer instance of discourse instances of usage interpreting involves kind knowledge language learning language teaching linguistic meaning metals minerals are classified non-verbal representation normal noun phrase number of different paragraph paralinguistic parcel tomorrow particular present Prester John procedures produce propositional development propositions expressed pupils question rain reader reading passage realized recognize reference relate relationship relevance represented return the parcel Rocks are composed sequence set of sentences signification simple account simply situation skills speaking statements structure syntactic teacher words writing written discourse