In this book Michael McCarthy and Ronald Carter describe the discoursal properties of language and demonstrate what insights this approach can offer to the student and teacher of language. The authors examine the relationship between complete texts, both spoken and written, and the social and cultural contexts in which they function. They argue that the functions of language are often best understood in a discoursal environment and that exploring language in context compels us to revise commonly-held understandings about the forms and meanings of language. In so doing, the authors argue the need for language teachers, syllabus planners and curriculum organisers to give greater attention to language as discourse.

General Editor's PrefaceIntroductionAcknowledgements1. Dividing the world of discourse1.0 Introduction1.1 Speech and writing1.2 Frameworks for classifying spoken and written modes1.3 Applying and refining frameworks1.4 Monologue and dialogue1.5 Text typologies1.6 Genres1.7 Conclusion2. Observing and exploiting patterns 2.0 Introduction2.1 Common core patterns of clause relations2.2 Teaching suggestions2.3 Embedded patterns2.4 Openings an closings2.5 The developing discourse2.6 Thematic development2.7 Conclusion3. Linking and levels: grammar, lexis and discourse3.0 Introduction3.1 Grammar and discourse management3.2 Tense, aspect and voice3.3 Modality3.4 Patterns and vocabulary3.5 Naturalness4. Literature, culture and language as discourse4.0 Introduction4.1 Conversational analysis: paragmatics and style4.2 Analysing narratives4.3 Repetition and rhetoric4.4 Situations across cultures4.5 Text and ideology4.6 Teaching literature with a small 'l'4.7 Discourse and cultural awareness: implications for the language learner4.8 Teaching texts: curricular principles4.9 Learning about language: some questions for discourse analysis5. Designing the course syllabus5.0 Introduction5.1 The notion of 'discourse competence'5.2 Analysis and classification5.3 Analysis and the precursor of tasks5.4 Putting analysis into the learner context5.5 Analysis and materials evaluation5.6 Refining and realizing the syllabusBibliographyIndex