Download Language As Discourse: Perspectives for Language Teaching by Michael McCarthy, Ronald Carter PDF

By Michael McCarthy, Ronald Carter

During this ebook Michael McCarthy and Ronald Carter describe the discoursal houses of language and show what insights this strategy can supply to the scholar and instructor of language. The authors learn the connection among whole texts, either spoken and written, and the social and cultural contexts within which they functionality. They argue that the services of language are usually top understood in a discoursal surroundings and that exploring language in context compels us to revise commonly-held understandings concerning the types and meanings of language. In so doing, the authors argue the necessity for language lecturers, syllabus planners and curriculum organisers to offer larger recognition to language as discourse.

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By Michael McCarthy, Ronald Carter

During this ebook Michael McCarthy and Ronald Carter describe the discoursal houses of language and show what insights this strategy can supply to the scholar and instructor of language. The authors learn the connection among whole texts, either spoken and written, and the social and cultural contexts within which they functionality. They argue that the services of language are usually top understood in a discoursal surroundings and that exploring language in context compels us to revise commonly-held understandings concerning the types and meanings of language. In so doing, the authors argue the necessity for language lecturers, syllabus planners and curriculum organisers to offer larger recognition to language as discourse.

Show description

Read or Download Language As Discourse: Perspectives for Language Teaching (Applied Linguistics and Language Study) PDF

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Additional resources for Language As Discourse: Perspectives for Language Teaching (Applied Linguistics and Language Study)

Example text

Creating motivation for listening T: You’re going to hear somebody talking about camels. He’s a zoologist who’s studied them. What do you think he’ll talk about? S1: Desert. T: Yes, he might mention deserts [writes DESERT on board]. Anything else? S2: Water. Water on the camel’s back. T: He might mention what the camel has on its back. Its hump. The word is ‘hump’ [writes HUMP]. Any other ideas? S3: Hot temperature. S4: Walking. Long distance. T: He might talk about the heat in the desert [writes HEAT].

Teachers can record sound files from radio to computer and then upload them to students as email attachments. Alternatively, they can give students a set of questions in class, with directions to a website from which a chosen podcast can be downloaded. One of the best ways of fostering independent listening (and indeed of increasing the time which learners give to this critical skill) is to set listening homework. Each learner is given a copy of the recording on which the homework is based, and allocated a period of (say) seven days to complete the task or exercise that is set.

But they give no hard evidence as to why things went wrong – of the kind that might help us to assist learners to improve their listening. They enable us to judge but they do not enable us to remedy. 4 Comprehension approach versus communicative language teaching Less fundamental, but nevertheless problematic, is the way in which the comprehension approach impacts upon the classroom. The teacher sets the questions; the teacher passes judgement on the correctness of learner responses; the teacher makes decisions about which parts of the recording to replay.

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