Teaching language as communication

Introduction CHAPTER I USAGE AND USE i.i Correctness and appropriacy 1.2 Usage and use as aspects of performance i .3 Usage and use in classroom présentation r 4 Aspects of meaning: signification and value 1.5 Usage and use in thé design of language teaching materials 1.6 Selecting areas of use for teaching language 1.7 Summary and conclusion Notes and références CHAPTER 2 DISCOURSE 2.1 Sentence, proposition and illocutionary act 2.2 Cohésion and propositional development 2.3 Cohérence and illocutionary development 2.4 Thé relationship between propositional and illocutionary development 2.5 Procédures of interprétation 2.6 Deriving discourse from sentences: an example 2.6.1 Propositional development: achieving cohésion 2.6.2 Illocutionary development: achieving cohérence 2.7 Conventions of cohérence 2.8 Deriving discourse by arrangement: another example 2.9 Summary and conclusion Notes and références CHAPTER 3 LINGUISTIC SKILLS AND COMMUNICATIVE ABILITIES 3.1 Thé four skills 3.2 Activities associated with spoken language 3.3 Activities associated with written language 3.4 Reciprocal and non-reciprocal activities 3.5 Linguistic skills and communicative abilities 3.6 Rétrospective and prospective interprétation 3.7 Assimilation and discrimination 3.8 Non-verbal communication 3.9 Summary and conclusion Notes and references CHAPTER 4 COMPREHENDING AND READING 4•I Preview 4.2 The reading passage as dependent exemplification 4•3 The reading passage as independent \\\"comprehension pièce\\\' 4•3.1 Extracts: the problem of authenticity 4•3.2 Extracts: the comprehending problem 4•3.2.1 Priming glossaries L2.3.2.2 prompting glossaries 4•3.3 Simplified versions 4•3.4 Simple accounts 4•4 Gradual approximation 4•5 Comprehension questions: forms and functions 4\\\'5*î Types of question by reference to form 4. \\\'5 ‘2 Types of question by reference to function 4•5.2.1 Usage reference 4.5.2.2 Use inference 4•6 other reading exercises Notes and references CHAPTER 5 COMPOSING AND WRITING 5.1 Preview 5.2 Types of grammar exercise 5.3 Exercises in usage and use 5.3-1 Composing sentences in passages 5.3•2 Using the contexts of the reading passage 5.4 Preparation exercises 5.5 Exploitation exercises 5.5-1 Gradual approximation: sentence to discourse units 5.5-2 Gradual approximation: act to discourse units 5.5-2.1 Focus on single illocutionary acts 5.5-2.2 Relationships between pairs of acts 5.5-2.3 Extension to larger discourse units 5-5*3 Rhetorical transformation of discourse units 5-5-4 Information transfer 5-6 Summary and conclusion Notes and references CHAPTER 6 TOWARDS AN INTEGRATED APPROACH 6.1 Preview: the need for integration 6.2 Thé discourse to discourse scheme 6.3 Types of procedure 6.3.1 Demonstration: rhetorical transformation by gradual approximation 6.3.2 Démonstration: rhetorical transformation by illocutionary change