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The Communicative Syllabus
A Systemic-Functional Approach to Language Teaching
The Communicative Syllabus
A Systemic-Functional Approach to Language Teaching
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Description
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.
Table of Contents
List of Tables
Foreword Robin P. Fawcett
1 The Principles (and Practice) of Communicative Language Teaching
2 The Future of Communicative Language Teaching: Can Linguistics Help?
3 Systemic-Functional Grammar: A 'Communicative' Model of Language?
4 A Meaning Negotiation Model of Language
5 The Functional-Notional Syllabus: How Communicative Is It?
6 Towards 'Authentic' Communication: A Topical-Interactional Approach to Language Learning
7 Fragments of a Topical-Interactional Course
8 The Topical-Interactional Syllabus: A Process Approach to Language and Language Teaching?
9 Discourse and Syllabus: Contemporary Approaches to Process in Language Teaching
Bibliography
Index
Product details
| Published | 17 Dec 2015 |
|---|---|
| Format | Hardback |
| Edition | 1st |
| Extent | 192 |
| ISBN | 9781474247276 |
| Imprint | Bloomsbury Academic |
| Dimensions | 234 x 156 mm |
| Series | Linguistics: Bloomsbury Academic Collections |
| Publisher | Bloomsbury Publishing |
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