Ronald Carter

This important book, with 32 chapters by leading figures in the field, is an up-to-date guide to the central areas of applied linguistics and language studies with particular reference to TESOL. It looks at the current state of TESOL as well as at what is likely to happen in the future.

John Sinclair is one of the major figures in applied linguistics and his work is essential study for students. This accessible book collects in one volume Sinclair's key papers on written discourse structure, lexis structure, phraseology, corpus structure and linguistic theory from the 1990s to the present.

From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy. The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context.

From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy. The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context

General Editor's Preface Introduction Acknowledgements 1. Dividing the world of discourse 1.0 Introduction 1.1 Speech and writing 1.2 Frameworks for classifying spoken and written modes 1.3 Applying and refining frameworks 1.4 Monologue and dialogue 1.5 Text typologies 1.6 Genres 1.7 Conclusion 2. Observing and exploiting patterns 2.0 Introduction 2.1 Common core patterns of clause relations 2.2 Teaching suggestions 2.3 Embedded patterns 2.4 Openings an closings 2.5 The developing discourse 2.6 Thematic development 2.7 Conclusion 3. Linking and levels: grammar, lexis and discourse 3.0 Introduction 3.1 Grammar and discourse management 3.2 Tense, aspect and voice 3.3 Modality 3.4 Patterns and vocabulary 3.5 Naturalness 4. Literature, culture and language as discourse 4.0 Introduction 4.1 Conversational analysis: paragmatics and style 4.2 Analysing narratives 4.3 Repetition and rhetoric 4.4 Situations across cultures 4.5 Text and ideology 4.6 Teaching literature with a small 'l' 4.7 Discourse and cultural awareness: implications for the language learner 4.8 Teaching texts: curricular principles 4.9 Learning about language: some questions for discourse analysis 5. Designing the course syllabus 5.0 Introduction 5.1 The notion of 'discourse competence' 5.2 Analysis and classification 5.3 Analysis and the precursor of tasks 5.4 Putting analysis into the learner context 5.5 Analysis and materials evaluation 5.6 Refining and realizing the syllabus Bibliography Index