.

0 (hodnocen0 x )

BK

Oxford : Oxford University, 1992

xvi,218 s.

ISBN 0-19-437164-6 (brož.)

Bibliogr. s. 205-211.

Rejstř.

Angličtina - vyjadřování slovní - učebnice

000054151

Contents // Acknowledgements xii // Preface xiii // PART ONE // Lexical phrases in language description // 1 The nature and description of lexical phrases 1 // 1.1 Introduction 1 // 1.2 Competence, performance, and pragmatics 2 // 1.2.1 Pragmatics as competence versus pragmatics as // performance 3 // 1.2.2 The nature of competence 6 // 1.2.3 Pragmatic competence 6 // 1.2.4 Pragmatic competence and form/function // composites 11 // 1.2.5 Conventions of lexical phrase selection 17 // 1.2.6 Processing effort 19 // 1.3 Computer analysis of text 19 // 1.3.1 Collocations in computer analysis 20 // 1.3.2 Collocations in natural language processing 22 // 1.4 Prefabricated language and language acquisition 24 // 1.4.1 Invariable routines and variable patterns 24 // 1.4.2 The role of prefabricated language 25 // 2 Formal aspects of lexical phrases 31 // 2.1 Introduction 31 // 2.2 Prefabricated language and psychological processing 31 // 2.2.1 Idioms and clichés 32 // 2.2.2 Non-canonical phrases 33 // viii Contents // 2.2.3 Variability as points on a continuum 34 // 2.2.4 From less variable to more variable 35 // 2.3 Lexical phrases as variable units 36 // 2.3.1 Lexical phrases, collocations, and syntax 36 // 2.3.2 Categories of lexical phrase 37 // 2.4 Issues of form and flexibility 47 // 2.4.1 Indirect speech acts as lexical phrase sentence // builders 47 // 2.4.2 Non-conventional indirect speech acts 48 // 2.4.3 Conventional indirect speech acts 49 // 2.4.4 Conventionalized sets and

basic lexical phrase // frames 49 // 2.4.5 Distinctions in variability and lexical phrase types 54 // 3 Functional aspects of lexical phrases 59 // 3.1 Introduction 59 // 3.2 Functions of lexical phrases 59 // 3.2.1 Social interactions 60 // 3.2.2 Necessary topics 63 // 3.2.3 Discourse devices 64 // 3.2.4 Forms of lexical phrases in functional groups 65 // 3.2.5 Lexical phrases in other languages 66 // 3.3 Lexical phrases in conversational discourse 71 // 3.3.1 Patterns in conversation 71 // 3.3.2 Interconnected functions 72 // 3.4 Lexical phrases in transactional discourse 74 // 3.4.1 Interactional versus transactional discourse 75 // 3.4.2 The role of discourse devices 75 // 3.5 Transactional spoken discourse 76 // 3.5.1 Characteristics of discourse devices in spoken // transactional discourse 77 // 3.5.2 Spoken versus written discourse devices 78 // 3.6 Transactional written discourse 81 // 3.6.1 Patterns in writing 82 // 3.6.2 Characteristics of discourse devices in written // discourse 82 // 3.6.3 Integration 84 // 3.6.4 Detachment 85 // Contents ix // 4 The organizing function of lexical phrases 90 // 4.1 Introduction 90 // 4.2 Macro-organizers 90 // 4.2.1 The signaling function of macro-organizers in // transactional discourse 91 // 4.2.2 Double markers 93 // 4.3 Levels of discourse: co-ordination and subordination // macro-organizers 94 // 4.3.1 Levels and patterns: macro-organizers versus // interactional discourse markers 97 // 4.3.2 Category divisions 102 // 4.3.3 Processing

strategies: top-down and bottom-up 103 // 4.3.4 Textbook models 104 // 4.4 Micro-organizers 104 // 4.4.1 Macro/micro distinctions 105 // 4.4.2 Macro/micro forms and functions 106 // 4.4.3 Phrase length 107 // 4.4.4 Dual functions 108 // PART TWO // Applications for language teaching // 5 Teaching spoken discourse: conversation 113 // 5.1 Introduction 113 // 5.2 Advantages of teaching lexical phrases 114 // 5.3 Teaching conversation with lexical phrases 116 // 5.3.1 How learners learn a language 116 // 5.3.2 Why learners learn a language 118 // 5.3.3 Teaching activities 118 // 5.4 Indirect speech acts 121 // 5.4.1 Universal functions and language-specific forms 124 // 5.4.2 Teaching indirect speech acts 127 // 6 Teaching spoken discourse: listening comprehension 131 // 6.1 Introduction 131 // 6.2 Lexical phrases in academic lectures 132 // 6.2.1 Macro-organizer functions in academic lectures 132 // x Contents // 6.2.2 The recognition problem 133 // 6.3 Styles of academic lectures 134 // 6.3.1 Lecture styles and macro-organizer characteristics 135 // 6.3.2 Style switching 140 // 6.4 The function of macro-organizers in comprehending // lectures 142 // 6.4.1 Range of functions in lecture discourse: a // comprehension problem 143 // 6.4.2 Patterns of frequency in lecture discourse 150 // 6.5 Teaching lexical phrases for the comprehension of // lectures 150 // 6.5.1 Reading and vocabulary class 151 // 6.5.2 Listening comprehension class 152 // Teaching written discourse: reading and

writing 157 // 7.1 Introduction 157 // 7.2 Theoretical stances 157 // 7.2.1 Written discourse as both process and product 157 // 7.2.2 Writers and readers as active participants 159 // 7.3 Teaching written discourse 160 // 7.3.1 Knowledge of discourse forms 161 // 7.3.2 Sentence-based perspective 161 // 7.3.3 Process-centered discourse perspective 163 // 7.4 The structure of three kinds of written discourse 164 // 7.4.1 Structure of a formal essay 164 // 7.4.2 Structure of an informal letter 167 // 7.4.3 Structure of a business letter 168 // 7.5 Teaching written discourse with lexical phrases 169 // 8 Conclusions and prospects 174 // 8.1 Introduction 174 // 8.2 The need for further empirical research 174 // 8.3 The theoretical nature of lexical phrases: further inquiry 176 // 8.3.1 Criteria for defining language patterns 176 // 8.3.2 Criteria for defining categories of lexical phrases 178 // 8.3.3 Discourse analysis 180 // 8.3.4 Lexicography 181 // Contents xi // 8.4 Language acquisition 183 // 8.5 Teaching 185 // Appendix 190 // Bibliography 205 // Index 213