#4 Discourse and Context in Language Teaching - A guide for Language Teachers

"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. In the following presentation, which is related to listening skill, you will find a variety of schemata and contextual clues to accurately interpret oral messages. Also, you will learn about phonological signals such as stress, pause, and intonation. I hope you enjoy it!

Discourse and Context in Language Teaching (Listening) de GalvanFlor

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#11 "The Study of Language" by George Yule

George Yule has worked as an English teacher in Britain, Canada, Jamaica, and Saudi Arabia. He has also taught Applied Linguistics in the Universities of Edinburgh, Hawaii, Louisiana State and Minnesota. He is the author of several books with Oxford University Press, including Pragmatics , Explaining English Grammar , Focus on the Language Learner and The Study of Language. On his latter book, the author presents information in bite-sized sections, clearly explaining the major concepts in linguistic, from how children learn language to why men and women speak differently through all the key elements of language. These are my study notes on the last three chapters of this book: CHAPTER 18: "REGIONAL VARIATION IN LANGUAGE" The Standard Language: It is an idealized variety associated with administrative, commercial and educational centers, regardless of region. If we think of Stardard English, it is the variety we normally try to teach to those who want to lear

#5 What is "Academic" Writing? by L. Lennie Irvin

WHAT IS "ACADEMIC" WRITING? According to L. Lennie Irvin, most people who arrive at college or university often fear the unknown and have misconceptions about what "Academic" Writing is. The author claims that after their freshman years, students have half-baked ideas about what they are doing when they write an essay. At the very worst, some of them have no clear idea at all. L. Lennie Irvin points out the importance of developing a "writer´s sense" within the writing situation. In writing, learners are separated from the audience in place and time so they must create a context. As their words are silent, they need to use punctuation and word choice to communicate their tone. Furthermore, students need to develop researching skills, complex text reading ability, key disciplinary concepts understanding, and some strategies for synthesizing, analizing and responding critically to new information. This context must be physical, social and cultur

#10 "Discourse & Context in Language Teaching"

The study of discourse and context has been gaining popularity in recent years such as semantics and pragmatics. One main point of the context is the environment in which a discourse occurs. The book “Discourse and Context in Language Teaching (A Guide for Language Teachers)” by Celce-Murcia & Olshtain recommends language teachers to incorporate an awareness of discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms. The following is a summary of the four main skills which are presented in this book.

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