โ Scribed by Robin Melrose
No coin nor oath required. For personal study only.
Beginning with a thorough survey of approaches to communicative syllabus design, Melrose deals with the early 1970s functional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negation model, which draws upon the seminal work of Halliday, Martin, Fawcett and Lemke, and is illustrated through their analysis of a unit from a communicative course book. Its topical-interactional approach is placed within the context of the current debate on language teaching and learning.
Cover
Half-title
Title
Copyright
Contents
List of figures
List of tables
Foreword
1. The principles (and practice) of communicative language teaching
1.0 INTRODUCTION
1.1 THE ORIGINS OF COMMUNICATIVE LANGUAGE TEACHING
1.1.1. Pure linguistics
1.1.2 Sociolinguistics
1.1.3. Linguistic philosophy
1.2 THE FUNCTIONAL-NOTIONAL SYLLABUS
1.3 DESIGNING A FUNCTIONAL-NOTIONAL SYLLABUS
1.4 TOWARDS A MORE 'COMMUNICATIVE' CURRICULUM
1.4.1 The process approach
1.4.2 The product/process approach
1.5 CONCLUSION
2. The future of communicative language teaching: can linguistics help?
2.0 INTRODUCTION
2.1 PRODUCT LINGUISTICS AND PROCESS LINGUISTICS
2.2 THE PROBLEM OF INTENTIONALITY
2.3 CONCLUSION
3. Systemic-functional grammar: a 'communicative' model of language?
3.0 INTRODUCTION
3.1 SYSTEMIC-FUNCTIONAL GRAMMAR
3.1.0 Introduction
3.1.1 Situation and language
3.1.2 Systems
3.1.3 The metafunctions
3.1.4 Semantics
3.1.5 Context of situation, the metafunctions and discourse
3.2 SYSTEMIC-FUNCTIONAL GRAMMAR AND PROCESS LINGUISTICS
3.3 CONCLUSION
4. A meaning negotiation model of language
4.0 INTRODUCTION
4.1 PROCESS AND GENRE
4.2 GENRE AND IDEOLOGY
4.3 INTERACTION SEQUENCE
4.4 LANGUAGE AS PROCESS
4.4.1 The model
4.4.2 Situation type
4.4.3 Interactional processes
4.4.4 Language and other codes
4.4.5 The model in operation
4.5 CONCLUSION
4.5.1 Process in language
4.5.2 Process and the communicative syllabus
5. The functional-notional syllabus: how communicative is it?
5.0 INTRODUCTION
5.1 THE COMMUNICATIVE VALUE OF A FUNCTIONAL-NOTIONAL COURSE
5.1.1 The link between dialogue and follow-up exercises
5.1.2 The communicative value of exercises
5.1.3 Neogitation of meaning
5.2 CONCLUSION
6. Towards 'authentic' communication: a topical-interactional approach to language learning
6.0 INTRODUCTION
6.1 SOCIAL DISCOURSES AND PRACTICES, INTERACTION SEQUENCES AND 'FUNCTION' IN BUILDING STRATEGIES
6.1.1 Language functions
6.1.2 Social discourses and practices, and interaction sequence
6.2 SOCIAL DISCOURSES AND PRACTICES IN A TOPICAL INTERACTIONALAPPROACH
6.2.1 A fragment of a thematic system
6.2.2 A fragment of the social action semiotic relevant to renting accommodation
6.2.3 Linguistic articulation of social discourses and practices
6.3 CONCLUSION
7. Fragments of a topical-interactional course
7.0 INTRODUCTION
7.1 UNIT AT ELEMENTARY^INTERMEDIATE LEVEL
7.1.1 The specifications for Dialogue 1
7.1.2 For the student: Dialogue 1
7.1.3 Commentary on Dialogue 1
7.1.4 Exercise 1 (topical)
7.1.5 Exercises 2โ4 (interactional)
7.1.6 The specifications for Dialogue 2
7.1.7 For the student: Dialogue 2
7.1.8 Commentary on Dialogue 2
7.1.9 Exercise 5 (topical)
7.1.10 Exercise 6 - 8 (interactional)
7.1.11 Conclusion: general comments on the unit
7.2 UNIT AT INTERMEDIATE-ADVANCED LEVEL
7.2.1 A further fragment of a thematic system
7.2.2 A further fragment of the social action semiotic relevant to renting accommodation
7.2.3 Articulation of the thematic system patterns
7.2.4 Specifications for Dialogue 1
7.2.5 For the student: Dialogue 1
7.2.6 Commentary on Dialogue 1
7.2.7 Exercise 1 (topical)
7.2.8 Exercises 2 - 4 (interactional)
7.2.9 Specifications for Dialogue 2
7.2.10 For the student: Dialogue 2
7.2.11 Commentary on Dialogue 2
7.2.12 Exercise 5 (topical)
7.2.13 Exercise 6 - 8 (interactional)
7.2.14 General comments on the unit
7.3 CONCLUSION
8. The topical-interactional syllabus: a process approach to language and language teaching?
8.0 INTRODUCTION
8.1 MEANING NEGOTIATION AND PROCESS LINGUISTICS
8.2 THE COMMUNICATIVE SYLLABUS: PRODUCT AND/OR PROCESS?
8.2.0 Introduction
8.2.1 Is a topical-interactional course process-based (and should it be) ?
8.2.2 Exploiting a topical-Interactional course
8.3 CONCLUSION
9. Discourse and syllabus: contemporary approaches to process in language teaching
9.0 INTRODUCTION
9.1 AN ALTERNATIVE APPROACH TO THE TEACHING OF DISCOURSE
9.1.1 The model
9.1.2 The model applied
9.1.3 Comments on the model
9.2 THE TASK-BASED SYLLABUS AND PROCESS IN LANGUAGE TEACHING
9.2.0 Introduction
9.2.1 The task-based syllabus
9.2.2 Tasks and the topical-interactional syllabus
9.2.3 Process in language teaching
9.3 CONCLUSION
Bibliography
Index
๐ SIMILAR VOLUMES
The book describes a new approach to language learning and teaching. Derived from the COBUILD project, the syllabus has been shaped by extensive evidence of what is important in modern English. It documents the useful words and patterns of the language, providing insight into language use.
Himalaya Publishing House, 2010. โ 197 ั. โ ISBN 9789350245439.<div class="bb-sep"></div>The book deals with the Communicative Approach of Language Teaching, which is practised all over India. <br/> The book will give insight to the teachers of English as a second language. This will help them in pr
Japanese Language Teaching examines the practical aspects of the acquisition of Japanese as a second language, underpinned by current theory and research. Each chapter examines the theory and practice of language teaching, and progresses to a consideration of the practical design of tasks for teachi