How to Do Things With Words

This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory.-- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include.-- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.

http://www.sdkrashen.com/content/books/principles_and_practice.pdf

Principles and Practice in Second Language Acquisition

Since the late 1980s, Critical Discourse Analysis (CDA) has become a well-established field in the social sciences. However, in contrast with some branches of linguistics, CDA is not a discrete academic discipline in the traditional sense, with a fixed set of research methods. The manifold roots of CDA lie in a myriad of disciplines including rhetoric, anthropology, philosophy and cognitive science, to name a few. This four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development. Sculpted and edited by a leading voice in the field, this work covers the interdisciplinary roots, the most important approaches and methodologies of CDA, as well as applications in other disciplines in an updated and comprehensive way. Structured thematically, the four volumes cover a wide range of aspects and considerations: Volume One: Histories, Concepts and Interdisciplinarity Volume Two: Theoretical Approaches and Methodologies Volume Three: 'Doing CDA' - Case Studies Volume Four: Applications and Perspectives - New Trends in CDA

https://ndl.ethernet.edu.et/bitstream/123456789/18225/1/94pdf.pdf

Critical Discourse Analysis

List of Figures List of Tables Foreword Introduction Robin P. Fawcett, M.A.K. Halliday, Sydney M. Lamb and Adam Makkai 1 Language as Code and Language as Behaviour: A Systemic-Functional Interpretation of the Nature and Ontogenesis of Dialogue M.A.K. Halliday 2 Metaphors of Information John Regan 3 How Universal is a Localist Hypothesis? A Linguistic Contribution to the Study of 'Semantic Styles' of Language Yoshihiko Ikegami 4 Some Speculations on Language Contact in a Wider Setting Jeffrey Ellis 5 Ways of Saying: Ways of Meaning Ruqaiya Hasan Index

Language as social semiotic

▪ Abstract This paper provides a survey of critical discourse analysis (CDA), a recent school of discourse analysis that concerns itself with relations of power and inequality in language. CDA explicitly intends to incorporate social-theoretical insights into discourse analysis and advocates social commitment and interventionism in research. The main programmatic features and domains of enquiry of CDA are discussed, with emphasis on attempts toward theory formation by one of CDA's most prominent scholars, Norman Fairclough. Another section reviews the genesis and disciplinary growth of CDA, mentions some of the recent critical reactions to it, and situates it within the wider picture of a new critical paradigm developing in a number of language-oriented (sub) disciplines. In this critical paradigm, topics such as ideology, inequality, and power figure prominently, and many scholars productively attempt to incorporate social-theoretical insights into the study of language.

Critical discourse analysis

Introduction 1. Usage and Use 1.1 Correctness and appropriacy 1.2 Usage and use as aspects of performance 1.3 Usage and use in classroom presentation 1.4 Aspects of meaning: signification and value 1.5 Usage and use in the design of language teaching materials 1.6 Selecting areas of use for teaching language 1.7 Summary and conclusion Notes and references 2. Discourse 2.1 Sentence, proposition and illocutionary act 2.2 Cohesion and propositional development 2.3 Coherence and illocutionary development 2.4 The relationship between propositional and illocutionary development 2.5 Procedures of interpretation 2.6 Deriving discourse from sentences: an example 2.6.1 Propositional development: achieving cohesion 2.6.2 Illocutionary development: achieving coherence 2.7 Conventions of coherence 2.8 Deriving discourse by arrangement: another example 2.9 Summary and conclusion Notes and references 3. Linguistic skills and communicative abilities 3.1 The 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 Retrospective and prospective interpretation 3.7 Assimilation and discrimination 3.8 Non-verbal communication 3.9 Summary and conclusion Notes and references 4. Comprehending and reading 4.1 Preview 4.2 The reading passage as dependent exemplification 4.3 The reading passage as independent 'comprehension piece' 4.3.1 Extracts: the problem of authenticity 4.3.2 Extracts: the comprehending problem 4.3.2.1 Priming glossaries 4.3.2.2 Prompting glossaries 4.3.3 Simplified versions 4.3.4 Simple accounts 4.4 Gradual approximation 4.5 Comprehension questions: forms and functions 4.5.1 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 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 6. Towards an integrated approach 6.1 Preview: the need for integration 6.2 The discourse to discourse scheme 6.3 Types of procedure 6.3.1 Demonstration: rhetorical transformation by gradual approximation 6.3.2 Demonstration: rhetorical transformation by illocutionary change 6.3.3 Demonstration: information transfer 6.4 Principles of approach 6.4.1 Rational appeal: the use of translation 6.4.2 Integration and control 6.5 Summary and conclusion Notes and references Index

Teaching language as communication

The following is the text of a plenary address delivered in April, 1993, in 
Atlanta at the 27th Annual TESOL Convention. The oral character of the 
presentation has been preserved.Given the theme of this convention, Designing Our World, and at a time when 
territorial disputes and matters of ownership and identity are so prominent 
in the affairs of the world in general, this is perhaps an appropriate occasion 
to raise the question of how we stake out our own territory as English 
teachers in delimiting and designing our world. And to ask who does the 
designing and on what authority.

Henry Widdowson

Papers

Teaching language as communication

The Ownership of English

Teaching Language as Communication

Explorations in Applied Linguistics

Learning purpose and language use