Two
important influences in language teaching methodology over the past two decades
have been (1) the arguments for making formal language learning as “natural” as
possible (Krashen and Terrell, 1983) and (2) the importance using “authentic”
materials in the language classroom (Ur. 1984). The approach we present in this
book allows for a principled response to those concerns in that language
resources and discourse processing are presented in an interactive and
integrated manner that encourages both principled use of authentic discourse
samples and simulation of natural language processing.
In
Part 1 we present the theoretical background for subsequent chapters. This
chapter provides an introduction to discourse analysis, whereas Chapter 2
(Pragmatics in Discourse Analysis) provides background on the importance of
context for the appropriate production and the adequate interpretation of
discourse. We discuss the language resources underlying discourse knowledge in
Part 2 and the language skills involved in discourse processing in Part 3. In
Part 4 we treat important issues in implementation with respect of teaching
language through discourse: Chapter 10 deals with curriculum development.
Chapter 11 explores language assessment, and Chapter 12 treats the training of
teachers and learners.
