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Bibliografická citace

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0 (hodnocen0 x )
(9.8) Půjčeno:49x 
BK
1st pub.
Oxford : Oxford University, 1989
xi, 167 s. : il. ; 25 cm

ISBN 0-19-437140-9 (brož.) ISBN !978-0-19-437140-7 (chyb.) (dotisk)
Language teaching : a scheme for teacher education
Dotisk v roce 2009
Obsahuje bibliografii na s. 160-163 a rejstřík
000024018
Contents // The author and series editors vii // Introduction ix // Section One: Explanation—Theories of discourse // 1 What is discourse? 3 // 1.1 Introduction 3 // 1.2 Sentence study in language teaching and linguistics 4 // 1.3 Discourse and the sentence 6 // 1.4 Grammar within and beyond the sentence 7 // 1.5 Language in and out of context 9 // 1.6 The origins of discourse analysis 12 // 2 Formal links 14 // 2.1 Formal and contextual links 14 // 2.2 Verb form 15 // 2.3 Parallelism 15 // 2.4 Referring expressions 16 // 2.5 Repetition and lexical chains 19 // 2.6 Substitution 20 // 2.7 Ellipsis 20 // 2.8 Conjunction 21 // 2.9 Conclusion 21 // 3 Why formal links are not enough 23 // 3.1 Introduction 23 // 3.2 Language functions 24 // 3.3 The classification of macro-functions 24 // 3.4 Functional development 26 // 3.5 Micro-functions and functional language teaching 27 // 3.6 Functional analysis and coherence 28 // 3.7 Conversational principles: co-operation 29 // 3.8 Flouting the co-operative principle 31 // iv Contents // 3.9 Conversational principles: politeness 32 // 3.10 The social basis of conversational principles 34 // 3.11 Speech acts 35 // 3.12 Declarations and performatives 35 // 3.13 Speech act theory and coherence 38 // 3.14 Underlying force 39 // 3.15 Pragmatics, discourse analysis, and language // teaching 41 // 4 Two views of discourse structure: as product // and as process 44 // 4.1 Introduction 44 // 4.2 Rank structure 44 // 4.3 The Birmingham School of Discourse
Analysis 46 // 4.4 Discourse typology: spoken and written; formal // and informal 50 // 4.5 Conversation as a discourse type 51 // 4.6 Conversation analysis 52 // 4.7 Turn-taking 52 // 4.8 Turn types 53 // 4.9 Discourse as process 57 // 4.10 Conclusion 58 // 5 Discourse as dialogue 59 // 5.1 Introduction 59 // 5.2 Dialogue in communicative development 59 // 5.3 Discourse typology: reciprocity 60 // 5.4 Reciprocity, dialogue, and word order 61 // 5.5 Information structure in discourse 64 // 6 Knowledge in discourse 68 // 6.1 Introduction 68 // 6.2 Knowledge structures: schemata 68 // 6.3 Evidence for schemata 70 // 6.4 Complex schemata 72 // 6.5 Relevance 73 // 6.6 Discourse deviation 74 // 6.7 Conclusion 75 // Contents // v // Section Two: Demonstration—Discourse in language learning and teaching // Two approaches to developing discourse skills 79 // 7.1 Introduction 7 9 // 7.2 A top-down approach to discourse processing 79 // 7.3 Atomistic and holistic activities 82 // 7.4 Arguments for and against an atomistic approach 84 // 7.5 Conclusion 85 // 8 Focusing on senders and receivers 87 // 8.1 Introduction 87 // 8.2 Office, status, role, and identity 89 // 8.3 Shared knowledge 90 // 8.4 Information quantity and ordering 91 // 8.5 Adding and removing information 92 // 8.6 Developing article choice in discourse 93 // 8.7 Adjusting information structure 94 // 8.8 Changing dialogue and monologue 94 // 9 Discourse type and discourse part 95 // 9.1 Introduction 95 // 9.2 Culture specificity
and discourse type 98 // 9.3 Discourse type recognition 98 // 9.4 Orientation within a discourse type 103 // 9.5 Orientation within a discourse part 109 // 9.6 Recombination, approximation, transfer 110 // 10 Managing conversation 115 // 10.1 Introduction 115 // 10.2 Spoken and written discourse 115 // 10.3 Teaching conversation’ 116 // 10.4 Conversation activities 117 // 10.5 An approach to conversation development 121 // 10.6 Conversation and cultural appropriateness 123 // 11 Focusing on cohesion 127 // 11.1 Introduction 127 // 11.2 Activities developing cohesion 128 // 11.3 Conclusion 133 // vi Contents // 12 General discourse activities 134 // 12.1 Introduction 134 // 12.2 General activities: an example 135 // 12.3 Conclusion 138 // Section Three: Exploration // 13 Developing discourse in the classroom 141 // Glossary 156 // Further reading 159 // Bibliography 160 // Index 164

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