Download PDF Discourse and Context in Language Teaching: A Guide for Language Teachers, by Marianne Celce-Murcia, Elite Olshtain
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Discourse and Context in Language Teaching: A Guide for Language Teachers, by Marianne Celce-Murcia, Elite Olshtain
Download PDF Discourse and Context in Language Teaching: A Guide for Language Teachers, by Marianne Celce-Murcia, Elite Olshtain
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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.
- Sales Rank: #648737 in Books
- Published on: 2001-02-05
- Released on: 2001-05-03
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .59" w x 7.99" l, 1.30 pounds
- Binding: Paperback
- 286 pages
Most helpful customer reviews
0 of 0 people found the following review helpful.
Ways to improve language teaching by using discourse analysis and pragmatics
By E. Jaksetic
This book seeks to help teachers and instructors improve their language teaching by supplementing traditional approaches -- phonology, grammar, vocabulary -- with discourse analysis and pragmatics.
Chapters 1-2 introduce the reader to basic concepts of discourse analysis and pragmatics, and identify different approaches or schools of thought about discourse analysis and pragmatics.
Chapters 3-5 discuss some of the limitations of the traditional approaches to language teaching -- phonology, grammar, and vocabulary -- and then: (a) assert that those limitations can be addressed by using ideas and concepts from discourse analysis and pragmatics, and (b) propose a framework based on discourse analysis and pragmatics to address and deal with various limitations associated with the traditional approaches to language teaching.
Chapters 6-9 discuss listening, reading, writing, and speaking (each in a separate chapter) as language skills: (a) making observations about each language skill from the perspectives of discourse analysis and pragmatics; (b) noting how each language skill relates to the other three language skills; and (c) suggesting teaching strategies for each language skill.
Chapters 10-11 discuss implementation of the authors' theoretical framework and proposed teaching strategies through: (a) curriculum design and teaching materials development; (b) assessment of language students; and (c) discourse training for language teachers and language learners.
The book is intended to provide language teachers with a handbook that focuses on how to use discourse analysis and pragmatics to improve language teaching. Although the book is conceptually interesting and thought-provoking, its references to various research studies and cited publications are a bit dated. A teacher or instructor of English as a Second Language (ESL) looking for ideas on how to improve their teaching efforts might find the book helpful.
Readers interested in the exploring how pragmatics can help with ESL teaching should consider taking a look at the following other books: Noriko Ishihara & Andrew D. Cohen, Teaching and Learning Pragmatics: Where Language and Culture Meet; Donna H. Tatsuki & Noel R. Houck (eds.), Pragmatics: Teaching Speech Acts (Tesol Classroom Practice Series); and Noel R. Houck & Donna H. Tatsuki (eds.), Pragmatics: Teaching Natural Conversation.
1 of 1 people found the following review helpful.
Where is the quality control at Cambridge?
By Amazon Customer
It is hard to believe that CUP would let a book go out at full price that has typographical errors on every page. Every time there is a word with 2 f's it is printed at two words (dif ferent; ef fect; etc.) Also (can 't; John 's). There are at least 3 spacing problems on every page. The outer margin is huge and the inner margin is small. Obviously, no one even opened the book after printing to check quality. It is very annoying to know I have paid a large price and every page I read fills me with regret!
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