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The Communicative Syllabus : A Systemic-Functional Approach to Language Teaching.

By: Material type: TextTextSeries: Linguistics: Bloomsbury Academic CollectionsPublisher: London : Bloomsbury Publishing Plc, 2015Copyright date: ©2015Edition: 1st edDescription: 1 online resource (194 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781474247283
Subject(s): Genre/Form: Additional physical formats: Print version:: The Communicative SyllabusDDC classification:
  • 418.007
LOC classification:
  • P53 -- .M38 2015eb
Online resources:
Contents:
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 2-4 (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.
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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 2-4 (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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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