Notional Syllabuses

Provides a framework of categories for the construction of notional syllabuses and justification for a notional syllabus. Also explores the role of a notional syllabus in various types of language learning situations.

An anthology of articles on teaching English to speakers of other languages. The emphasis is on practical concerns of classroom procedures and on cross-cultural aspects of teaching English around the world. Several of the articles focus on communicative language teaching.

Demonstrates the principles involved in planning and designing an effective syllabus. This book examines important concepts, such as needs analysis, goal-setting, and content specification, and serves as a useful introduction for teachers who want to gain an understanding of syllabus design in order to modify the syllabuses with which they work.

The Linguistics Encyclopedia has been thoroughly revised and updated and a substantial new introduction, which forms a concise history of the field, has been added. The volume offers comprehensive coverage of the major and subsidiary fields of linguistic study. Entries are alphabetically arranged and extensively cross-referenced, and include suggestions for further reading. New entries include: Applied Linguistics; Cognitive Linguistics; Contrastive Linguistics; Cross-Linguistic Study; Forensic Linguistics; Stratificational Linguistics. Recommissioned or substantially revised entries include: Bilingualism and Multilingualism; Discourse; Genre Analysis; Psycholinguistics; Language acquisition; Morphology; Articulatory Phonetics; Grammatical Models and Theories; Stylistics; Sociolinguistics; Critical Discourse Analysis. For anyone with an academic or professional interest in language, The Linguistics Encyclopedia is an indispensable reference tool.

Beginning with a thorough survey of approaches to communicative syllabus design, Melrose deals with the early 1970s functional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negation model, which draws upon the seminal work of Halliday, Martin, Fawcett and Lemke, and is illustrated through their analysis of a unit from a communicative course book. Its topical-interactional approach is placed within the context of the current debate on language teaching and learning.

This volume focuses on how far the policies, principles and practices of foreign language teaching and learning are, or can be, informed by theoretical considerations and empirical findings from the linguistic disciplines. Part I deals with the nature of foreign language learning in general, while Part II explores issues arising from linguistic, socio-political, cultural and cognitive perspectives. Part III and IV then consider the different factors that have to be taken into account in designing the foreign language subject and the various approaches to pedagogy that have been proposed. Part V finally addresses questions concerning assessment of learner proficiency and the evaluation of courses designed to promote it. Key features: provides a state-of-the-art description of different areas in the context of foreign language communication and learning presents a critical appraisal of the relevance of the field offers solutions to everyday language-related problems with contributions from renowned experts

This book provides a model for specifying the syllabus content relevant to the differing needs of ESP learners.