الفهرس الالي لمكتبة كلية اللغات الاجنبية

Titre :	Discourse and context in language teaching : a guide for language teachers
Type de document :	texte imprimé
Auteurs :	Marianne Celce-Murcia, Auteur ; Elite Olshtain, Auteur
Editeur :	Cambridge : Cambridge University Press
Année de publication :	2000
Importance :	279 p
Format :	26 cm
ISBN/ISSN/EAN :	978-0-521-64837-0
Note générale :	bibliogr. p. 243-264
Langues :	Anglais (eng)
Mots-clés :	Language and languages  Study and teaching  Speech analysis  Pragmatic  Great Britain.
Résumé :	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.

Discourse and context in language teaching : a guide for language teachers [texte imprimé] / Marianne Celce-Murcia, Auteur ; Elite Olshtain, Auteur . - [S.l.] : Cambridge : Cambridge University Press, 2000 . - 279 p ; 26 cm.
ISBN : 978-0-521-64837-0
bibliogr. p. 243-264

Langues : Anglais (eng)

Mots-clés :

Language and languages  Study and teaching  Speech analysis  Pragmatic  Great Britain.

Résumé :

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.