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Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: IntroductionSection One: Explanation - Theories of discourse1 What is discourse?1.1 Introduction1.2 Sentence study in language teaching and linguistics1.3 Discourse and the sentence1.4 Grammar within and beyond the sentence1.5 Language in and out of context1.6 The origins of discourse analysis2 Formal links2.1 Formal and contextual links2.2 Verb form2.3 Parallelism2.4 Referring expressions2.5 Repetition and lexical chains2.6 Substitution2.7 Ellipsis2.8 Conjunction2.9 Conclusion3 Why formal links are not enough3.1 Introduction3.2 Language functions3.3 The classification of macro-functions3.4 Functional development3.5 Micro-functions and functional language teaching3.6 Functional analysis and coherence3.7 Conversational principles: co-operation3.8 Flouting the co-! operative principle3.9 Conversational principles: politeness3.10 The social basis of conversational priciples3.11 Speech acts3.12 Declarations and performatives3.13 Speech act theory and coherence3.14 Underlying force3.15 Pragmatics, discourse analysis, and language teaching4 Two views of discourse structure: as product and as process4.1 Introduction4.2 Rank structure4.3 The Birmingham School of Discourse Analysis4.4 Discourse typology: spoken and written; formal and informal4.5 Conversation as a discourse type4.6 Conversation analysis4.7 Turn-taking4.8 Turn types4.9 Discourse as process4.10 Conclusion5 Discourse as dialogue5.1 Introduction5.2 Dialogue in communicative development5.3 Discourse typology: reciprocity5.4 Reciprocity, dialogue, and word order5.5 Information structure in discourse6 Knowledge in discourse6.1 Introduction6.2 Knowledge structures: schemata6.3 Evidence for schemata6.4 Complex schemata6.5 Relevance6.6 Discourse deviation6.7 ConclusionSection Two: Demonstration - Discourse in language learning and teaching7. Two approaches to developing discourse skills7.1 Introduction7.2 A top-down approach to discourse processing7.3 Atomistic and holistic activities7.4 Arguments for and against an atomistic approach7.5 Conclusion8 Focusing on senders and receivers8.1 Introduction8.2 Office, status, role, and identity8.3 Shared knowledge8.4 Information quantity and ordering8.5 Adding and removing information8.6 Developing article choice in discourse8.7 Adjusting information structure8.8 Changing dialogue and monologue9 Discourse type and discourse part9.1 Introduction9.2 Culture specificity and discourse type9.3 Discourse type recognition9.4 Orientation within a discourse type9.5 Orientation within a discourse part9.6 Rec! ombination, approximation, transfer10 Managing conversation10.1 Introduction10.2 Spoken and written discourse10.3 'Teaching conversation'10.4 Conversation activities10.5 An approach to conversation development10.6 Conversation and cultural appropriateness11 Focusing on cohesion11.1 Introduction11.2 Activities developing cohesion11.3 Conclusion12 General discourse activities12.1 Introduction12.2 General activities: an example12.3 ConclusionSection Three: Exploration13 Developing discourse in the classroombr /GlossaryFurther readingBibliographyIndex. Bookseller Inventory #

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Synopsis: Part of a series designed to involve language teachers in their own professional development, this book shows how discourse analysis can provide important insights for the language teacher. It explains the relevant theory and applies it to classroom activities. It is part of a scheme designed to involve language teachers in their own professional development, acting as a guide in the processes of critical enquiry and informed practice.

About the Author: Professor Henry Widdowson is Emeritus Professor of Education, University of London, and has also been Professor of Applied Linguistics at Essex University and Professor of English Linguistics at the University of Vienna. Guy Cook is Professor of Applied Linguistics at the University of
Reading. He has worked as an EFL teacher in Egypt, Italy, the UK, and Russia, as a lecturer at the University of Leeds, and as head of TESOL at the London University Institute of Education. He has been an invited speaker at universities and major conferences in many countries, and has published
widely on discourse analysis, the theory and practice of language teaching, literature teaching, translation, and language play.

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