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xiii | |
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xv | |
| Preface |
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xvii | |
| Acknowledgments |
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xxi | |
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1 | (12) |
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1 | (1) |
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1.2 The purview of language description |
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2 | (4) |
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1.3 The importance of language description |
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6 | (2) |
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1.4 Principles for language description |
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8 | (5) |
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Questions for consideration and/or discussion |
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11 | (2) |
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PART I Foundations: Key Theories and Approaches to Language Description |
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13 | (72) |
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2 Prescriptive, Structural, and Generative Linguistics |
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15 | (18) |
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15 | (4) |
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15 | (2) |
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2.1.2 Influence of prescriptivism on language teaching |
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17 | (2) |
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19 | (4) |
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19 | (2) |
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2.2.2 Influence of structuralism on language teaching |
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21 | (2) |
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23 | (10) |
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23 | (3) |
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2.3.2 Influence of generativism on language teaching |
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26 | (4) |
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Questions for consideration and/or discussion |
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30 | (3) |
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3 Sociolinguistics and Systemic Functional Linguistics |
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33 | (18) |
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3.1 Sociolinguistics: an overview of communicative competence and speech act theory |
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33 | (5) |
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3.1.1 Communicative competence |
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34 | (1) |
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34 | (2) |
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3.1.3 Pragmatics across languages |
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36 | (2) |
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3.2 Systemic functional linguistics: an overview |
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38 | (3) |
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3.2.1 Language as a system of choice |
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38 | (1) |
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3.2.2 Semantic functions of language |
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39 | (1) |
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40 | (1) |
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3.3 The impacts of sociolinguistics and SFL on language teaching |
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41 | (10) |
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3.3.1 From form-focused to meaning/communication-oriented instruction |
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41 | (3) |
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3.3.2 Teaching pragmatics |
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44 | (2) |
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3.3.3 Discourse analysis and discourse grammar |
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46 | (1) |
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3.3.4 Register and semantic function analysis |
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47 | (1) |
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Questions for consideration and/or discussion |
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48 | (3) |
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51 | (18) |
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4.1 Theoretical underpinnings and important basic concepts |
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51 | (10) |
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4.1.1 Language is symbolic and conceptual in nature |
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51 | (2) |
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4.1.2 Meaning is fundamental to language |
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53 | (2) |
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4.1.3 Language is composed of symbolic units/constructions |
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55 | (4) |
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4.1.4 Language knowledge is usage-based |
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59 | (2) |
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4.2 Cognitive Linguistics-inspired language description |
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61 | (8) |
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4.2.1 Cognitive grammar and construction Grammar |
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61 | (2) |
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4.2.2 Focusing on construal and conceptual motivation |
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63 | (1) |
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4.2.3 Focusing on embodied experience and conceptualization: use of visuals |
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63 | (2) |
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4.2.4 Description of constraints on the generalizability of constructions |
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65 | (2) |
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Questions for consideration and/or discussion |
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67 | (2) |
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69 | (16) |
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69 | (5) |
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5.1.1 What is corpus linguistics? |
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69 | (1) |
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5.1.2 Types of information corpus queries may generate and the procedures used |
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70 | (4) |
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5.2 Significant contributions of corpus linguistics to the study of language |
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74 | (3) |
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5.3 Impact of corpus linguistics on language teaching |
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77 | (8) |
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5.3.1 Corpus use in the classroom |
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78 | (3) |
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5.3.2 Using corpora for curriculum design and material development |
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81 | (1) |
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Questions for consideration and/or discussion |
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82 | (3) |
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PART II Putting Theory to Practice: Striving for Enhanced Language Description and Explanation |
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85 | (138) |
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87 | (16) |
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6.1 What information should be covered in teaching a word? |
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87 | (1) |
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6.2 Describing/teaching spelling, pronunciation, and morphological rules |
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88 | (1) |
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6.3 Defining/teaching parts of speech |
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89 | (5) |
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6.3.1 The concept of parts of speech and categories involved |
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90 | (1) |
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6.3.2 Meaning- and form-based definition methods |
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91 | (1) |
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6.3.3 Structure (sentence position)-based definition method |
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91 | (1) |
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6.3.4 Conceptualization/construal-based definition method |
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92 | (1) |
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6.3.5 Using an eclectic method suited to learners' proficiency level and needs |
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93 | (1) |
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6.4 Collocation/semantics/register: other key issues to be addressed |
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94 | (1) |
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6.5 Explaining/teaching challenging issues with new insights |
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95 | (8) |
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6.5.1 Adverb or noun: the case of home in go home and more |
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95 | (1) |
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6.5.2 Count vs. non-count nouns |
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96 | (3) |
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Suggested teaching activities |
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99 | (4) |
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7 Sentence Structure Description |
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103 | (16) |
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7.1 Sentence structural analysis: tasks and processes |
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103 | (4) |
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7.1.1 Sentence structure types: a quick overview |
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103 | (1) |
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7.1.2 Tasks and processes involved in sentence structural analysis |
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104 | (3) |
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7.2 Established practices for describing/analyzing sentence structures |
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107 | (4) |
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7.2.1 How pedagogical structural analysis is generally done |
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108 | (1) |
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7.2.2 The use of technical terms |
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109 | (2) |
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7.2.3 The use of diagrams and other visual markings |
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111 | (1) |
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7.3 Explaining/teaching challenging issues with new insights |
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111 | (8) |
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7.3.1 Describing and explaining different verb structures |
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111 | (2) |
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7.3.2 Participles/participle phrases and clause structure: form/function |
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113 | (1) |
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7.3.3 Describing/explaining the dummy it and related sentence structures |
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114 | (1) |
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Suggested teaching activities |
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115 | (4) |
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119 | (16) |
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8.1 English tense and aspect system: an overview |
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119 | (3) |
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8.2 Established useful practices for describing/teaching tenses/aspects |
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122 | (3) |
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8.3 Explaining/teaching challenging issues with new insights |
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125 | (10) |
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8.3.1 Differentiating closely related tenses/aspects: simple past vs. present perfect and present perfect vs. present perfect progressive |
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125 | (2) |
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8.3.2 Tense/aspects in conditional clauses: unusual tense/aspect use 1 |
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127 | (2) |
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8.3.3 Progressive for temporariness/other effects: unusual tense/aspect use 2 |
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129 | (1) |
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8.3.4 Present or past tense? Difficult tense/aspect issues in academic writing |
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130 | (2) |
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Suggested teaching activities |
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132 | (3) |
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135 | (12) |
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9.1 The English article system: an overview |
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135 | (5) |
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9.1.1 English articles and their semantic functions |
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135 | (2) |
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9.1.2 Type of noun and the use of article |
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137 | (1) |
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9.1.3 Specific or non-specific: the crucial complex question in article use |
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138 | (1) |
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9.1.4 The four major non-generic uses of the |
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139 | (1) |
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9.2 Established useful practices in describing/teaching English articles |
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140 | (1) |
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9.3 Explaining/teaching challenging issues with new insights |
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141 | (6) |
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9.3.1 Tailoring the explanation of the generic use of articles to learner needs |
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141 | (1) |
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9.3.2 Teaching the non-generic uses of the with the right sequence/strategies |
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142 | (1) |
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9.3.3 Explaining the motivations of cultural and unusual uses of articles |
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143 | (1) |
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9.3.4 Corpus and discourse-based approach to a/an vs. the |
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144 | (1) |
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9.3.5 Treating the English articles as a binary system |
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145 | (1) |
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Suggested teaching activities |
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145 | (2) |
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10 Prepositions, Prepositional Adjectives/Adverbs, and Particles |
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147 | (14) |
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10.1 Overview: basic information, importance, and difficulties |
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147 | (2) |
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10.2 Established useful practices for describing and teaching prepositions |
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149 | (1) |
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10.3 Explaining/teaching challenging issues with new insights |
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150 | (11) |
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10.3.1 At/on/in: Their usage/motivations as spatial/temporal location terms |
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150 | (3) |
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10.3.2 Closely related and contrasting pairs of prepositions: pattern finding |
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153 | (2) |
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10.3.3 Using embodied experience/construal to explain difficult usage issues |
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155 | (2) |
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Suggested teaching activities |
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157 | (4) |
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11 Structural Alternation |
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161 | (14) |
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11.1 Explaining/teaching object placement with new insights |
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161 | (3) |
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11.1.1 Placement of the direct and indirect objects |
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161 | (2) |
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11.1.2 Placement of the object in separable phrasal verbs |
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163 | (1) |
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11.2 Explaining/teaching subject/object deletion with new insights |
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164 | (6) |
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11.2.1 Patterns of permissible subject/object omissions in English |
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164 | (3) |
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11.2.2 Teaching subject-deletion to Spanish ESL/EFL learners |
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167 | (1) |
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11.2.3 Teaching object-deletion to Chinese ESL/EFL learners |
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167 | (3) |
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11.3 Explaining/teaching the passive voice with new insights |
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170 | (5) |
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Suggested teaching activities |
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172 | (3) |
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12 Word Meaning and Usage |
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175 | (16) |
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175 | (2) |
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12.1.1 Core meaning and extended meanings in polysemy |
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176 | (1) |
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12.1.2 Figurative meanings in polysemy: the role of metaphorical process |
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176 | (1) |
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177 | (4) |
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12.2.1 Differentiating synonyms |
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178 | (2) |
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12.2.2 Conventional usage and construal: key factors in synonym use |
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180 | (1) |
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12.3 Established useful practices for teaching polysemes and synonyms |
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181 | (3) |
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12.3.1 Practices for teaching polysemes |
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181 | (2) |
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12.3.2 Practices for teaching synonyms |
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183 | (1) |
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12.4 Explaining/teaching challenging issues with new insights: polysemy, synonymy, culturally-loaded words, and register |
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184 | (7) |
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12.4.1 Cognitive analysis of metaphorical bases in polysemy learning |
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184 | (1) |
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12.4.2 Corpus-based analysis and other practices in synonym learning |
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185 | (1) |
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12.4.3 Culturally-loaded words |
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185 | (2) |
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12.4.4 Register-appropriate use of words |
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187 | (1) |
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Suggested teaching activities |
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187 | (4) |
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191 | (14) |
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13.1 Overview of collocations |
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191 | (3) |
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13.1.1 What constitutes a collocation? |
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191 | (1) |
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13.1.2 Collocations are generally motivated: a new finding |
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192 | (2) |
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13.2 Established useful practices in collocation teaching |
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194 | (2) |
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13.2.1 Noticing and memorizing |
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194 | (1) |
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195 | (1) |
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13.3 Explaining/teaching collocations and collostructions with new insights |
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196 | (9) |
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13.3.1 Using corpus queries for effective learning |
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196 | (1) |
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13.3.2 Using cognitive analysis in exploring motivations in collocations |
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197 | (1) |
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13.3.3 Exploring motivations of four everyday verb--noun collocations |
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198 | (1) |
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13.3.4 Exploring motivations in verb--preposition collocations |
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199 | (1) |
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13.3.5 Exploring motivations in collostructions |
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200 | (1) |
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13.3.6 Caveats and challenges |
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201 | (1) |
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Suggested teaching activities |
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202 | (3) |
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14 Multi-Word Expressions |
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205 | (18) |
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14.1 Describing idioms/phrasal verbs/lexical bundles and their functions |
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205 | (5) |
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205 | (3) |
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208 | |
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14.1.3 Caveats and challenges |
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201 | (9) |
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14.2 Explaining/teaching idioms and phrasal verbs with new insights |
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210 | (5) |
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14.2.1 Teaching the right idioms with noticing/retrieval/generating activities |
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211 | (1) |
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14.2.2 Exploring semantic (especially metaphorical) motivations |
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211 | (1) |
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14.2.3 Studying culture-specific motivations: comparison and contrast |
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212 | (1) |
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14.2.4 Learning the origins of idioms and sorting idioms by source |
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213 | (1) |
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14.2.5 Encouraging appropriate and also creative use of idioms/idioms |
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214 | (1) |
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14.3 Explaining and teaching formulae/lexical bundles with new insights |
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215 | (8) |
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14.3.1 Direct, focused learning/teaching |
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215 | (1) |
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14.3.2 Focusing on use and functions |
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216 | (1) |
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14.3.3 Using helpful authentic sources |
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217 | (1) |
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Suggested teaching activities |
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217 | (2) |
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Annotated List of Free Online Resources for Grammar/Vocabulary Learning/Teaching |
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219 | (4) |
| Glossary |
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223 | (4) |
| References |
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227 | (12) |
| Author Index |
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239 | (4) |
| Subject Index |
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243 | |
Rohkem infot Taylor & Francis e-raamatute kohta