Conclusion

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.