| Discourse and Context in Language Teaching: A Guide for Language Teachers Contributor(s): Celce-Murcia, Marianne (Author), Olshtain, Elite (Author) |
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ISBN: 0521648378 ISBN-13: 9780521648370 Publisher: Cambridge University Press OUR PRICE: $59.18 Product Type: Paperback - Other Formats Published: February 2001 Annotation: Discourse and Context in Language Teaching: A Guide for Language Teachers is part of the Cambridge Handbooks for Language for Language Teachers series. The paperback edition recommends that language teachers incorporate an awareness of discourse and pragmatics in their teaching if they truly wish to implement a communicative approach in their classrooms. After two introductory chapters on discourse and pragmatics, the authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge (pronunciation, grammar, and vocabulary) and the teaching of language processing skills (listening, reading, writing, and speaking). This awareness of discourse is then carried over to curriculum development, assessment, and classroom research. With discussion questions and activities at the end of each chapter, this book can be used in methods courses or in-service training programs. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - Language Arts - Language Arts & Disciplines | Linguistics - General - Education | Classroom Management |
| Dewey: 428 |
| LCCN: 00031155 |
| Series: Cambridge Language Teaching Library |
| Physical Information: 0.7" H x 7.9" W x 9.9" (1.30 lbs) 286 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Discourse and Context in Language Teaching: A Guide for Language Teachers is part of the Cambridge Handbooks for Language for Language Teachers series. This book recommends that language teachers incorporate an awareness of discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms. After two introductory chapters on discourse and pragmatics, the authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge and the teaching of language processing skills. This awareness of discourse is then carried over to curriculum development, assessment, and classroom research. With discussion questions and activities at the end of each chapter, this book can be used in methods courses or in-service training programs. |