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.
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|Size: ||17.2 MB|
|Publisher: ||Bloomsbury Academic|
|Date published: || 2015|
|ISBN: ||9781474247283 (DRM-PDF)|
|Read Aloud: ||not allowed|