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The Communicative Syllabus: A Systemic-Functional Approach to Language Teaching (Linguistics: Bloomsbury Academic Collections) - Hardcover

 
9781474247276: The Communicative Syllabus: A Systemic-Functional Approach to Language Teaching (Linguistics: Bloomsbury Academic Collections)

Synopsis

Beginning with a thorough survey of approaches to communicative syllabus design, Melrose deals with the early 1970s functional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negation model, which draws upon the seminal work of Halliday, Martin, Fawcett and Lemke, and is illustrated through their analysis of a unit from a communicative course book. Its topical-interactional approach is placed within the context of the current debate on language teaching and learning.

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About the Author

Robin Melrose is retired Lecturer in Linguistics, University of Portsmouth, UK.

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9781855673410: The Communicative Syllabus: A Systemic-Functional Approach to Language Teaching (Open Linguistics Series)

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Hardcover. Condition: new. Hardcover. Beginning with a thorough survey of approaches to communicative syllabus design, Melrose deals with the early 1970s functional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negation model, which draws upon the seminal work of Halliday, Martin, Fawcett and Lemke, and is illustrated through their analysis of a unit from a communicative course book. Its topical-interactional approach is placed within the context of the current debate on language teaching and learning. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Seller Inventory # 9781474247276

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Hardcover. Condition: new. Hardcover. Beginning with a thorough survey of approaches to communicative syllabus design, Melrose deals with the early 1970s functional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negation model, which draws upon the seminal work of Halliday, Martin, Fawcett and Lemke, and is illustrated through their analysis of a unit from a communicative course book. Its topical-interactional approach is placed within the context of the current debate on language teaching and learning. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9781474247276

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