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作為語(yǔ)篇的語(yǔ)言:對(duì)語(yǔ)言教學(xué)的啟示

作為語(yǔ)篇的語(yǔ)言:對(duì)語(yǔ)言教學(xué)的啟示

定 價(jià):¥28.00

作 者: Michael McCarthy,Ronald Carter著
出版社: 北京大學(xué)出版社
叢編項(xiàng): 西方語(yǔ)言學(xué)原版影印系列叢書(shū)
標(biāo) 簽: 語(yǔ)言學(xué)

ISBN: 9787301068779 出版時(shí)間: 2004-09-01 包裝: 膠版紙
開(kāi)本: 21cm 頁(yè)數(shù): 230 字?jǐn)?shù):  

內(nèi)容簡(jiǎn)介

  《作為語(yǔ)篇的語(yǔ)言:對(duì)語(yǔ)言教學(xué)的啟示》在語(yǔ)言?萄У姆⒄估分?,一些主要的教学赖Z酆頭椒ǖ某魷只蚨嗷蟶偈艿降筆鋇撓镅匝?、心理学、教育学嫡J(rèn)喙匱Э頻撓跋?。近半个侍m鴕岳矗镅匝芯亢陀镅匝Ю礪鄣難芯慷雜镅越萄У撓跋煸嚼叢矯饗?。睙??20世紀(jì)70年代興起的交際語(yǔ)言教學(xué)的思想就是受到功能語(yǔ)言學(xué)和社會(huì)語(yǔ)言學(xué)的影響而提出來(lái)的。近些年來(lái),心理語(yǔ)言學(xué)、認(rèn)知語(yǔ)言學(xué)、神經(jīng)語(yǔ)言學(xué)、語(yǔ)篇語(yǔ)言學(xué)等領(lǐng)域的研究也對(duì)語(yǔ)言教學(xué)起著極大的推進(jìn)作用。本書(shū)探討篇章語(yǔ)言學(xué)和語(yǔ)篇分析對(duì)現(xiàn)代語(yǔ)言教學(xué)的啟示的一部經(jīng)典著作。該書(shū)的主要寫(xiě)作目的,從語(yǔ)篇的角度和層次上描述語(yǔ)言的特征,并在此基礎(chǔ)上提出一種基于語(yǔ)篇的語(yǔ)言教學(xué)途徑。

作者簡(jiǎn)介


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圖書(shū)目錄

Ceneral deitor's preface
Introduction
1 Dividing the world of discourse
1.0 Introduction
1.1 Speech and Writing
1.2 Frameworkd for classifying spoken and written modes
1.3 Applying and refining frameworks
1.4 Monologue and dialogue
1.5 Text typologies
1.6 Genres
1.7 Conclusion
Reader activities
Notes on activities
Further reading
Note
2 Observing and exploiting patterns
2.0 Introduction
2.1 Common core patterns of clause relations
2.2 Teaching suggestions
2.3 Embedded patterns
2.4 Openings and closings
2.5 The developing discourse
2.6 Thematic development
2.7 Conclusion
Reader activities
Notes on activities
Further reading
3 Linking the levels:grammar,leis and discourse
3.0 Introduction
3.1 Grammar and discourse management
3.2 Tense ,aspect and voice
3.3 Modality
3.4 Patterns of vocabulary
3.5 Naturalness
Reader activities
Notes on activities
Further reading
4 Literature,culture and language as discourse
4.0 Introduction
4.1 Conversational analysis:ptagmatics and style
4.2 Analysing narratives
4.3 Repetition and rhetoric
4.4 Situations across cultures
4.5 Text and ideology
4.6 Teaching literature with a small i
4.7 Discoures and cultural awareness
4.8 Teaching texts:curricular principles
4.9 Learning abour language:some questions for discourse analysis
Further reading
5 Designing the discourse syllabus
5.0 Introducgtion
5.1 The notion of discourse competence
5.2 Analysis and classification
5.3 Analysis as the precursor of tasks
5.4 Putting analysis into the learner context
5.5 Analysis and materials evaluation
5.6 Reflning and realizing the syllabus
Reader activities
Notes on activities
Further reading
Bibliography
Index

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