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A Communicative Grammar of English

A Communicative Grammar of English has long been established as a grammar innovative in approach, reliable in coverage, and clear in its explanations. This fully revised and redesigned third edition provides up-to-date and accessible help to teachers, advanced learners and undergraduate students of English. Part One looks at the way English grammar varies in different types of English, such as ‘formal’ and ‘informal’, ‘spoken’ and ‘written’; Part Two focuses on the uses of grammar rather than on grammatical structure and Part Three provides a handy alphabetically arranged guide to English grammar. A new workbook, The Communicative Grammar of English Workbook also accompanies this edition.

A new workbook, The Communicative Grammar of English Workbook also accompanies this edition.

Focus on Oral Interaction - Oxford Key Concepts for the Language Classroom

Explores the role of oral interaction for second language learning from cognitive, social, pedagogical and linguistic perspectives, with a focus on research relevant to English language learners aged 5-18 in a variety of classroom contexts.

Explores the role of oral interaction for second language learning from cognitive, social, pedagogical and linguistic perspectives, with a focus on research relevant to English language learners aged 5-18 in a variety of classroom contexts.

Apokoinou in Swedish Talk-in-interaction

A Family of Methods for Grammatical Construction and the Resolving of Local Communicative Projects

A User's Grammar of English

Word, Sentence, Text, Interaction

UGE takes a very wide view of the notion «grammar»: it deals not only with parts of speech (Part A), and with sentences (Part B), but also with textual features (Part C) and interactional features of language use (Part D). Hence there is a more encompassing framework in UGE in most other comparable grammars. This wide view follows from a concept of grammar which embraces various aspects of communication. Given such a wide scope, UGE could only be the product of a collective authorship. Each chapter has been written by a single author (or a team) and each of the four parts has, to a considerable extent, been harmonized and cross-referenced by the four co-editors. The English described in UGE is both British and American educated English, but British English has been taken as the main target, and only occasionally are specific features of American English highlighted. In most chapters a concerted effort has been made to describe the phenomena of English grammar from an implicitly contrastive viewpoint: the more exclusive features of English have been given greater consideration while those common to many languages have been considered in less detail.

This wide view follows from a concept of grammar which embraces various aspects of communication. Given such a wide scope, UGE could only be the product of a collective authorship.

Requesting Responsibility

The Morality of Grammar in Polish and English Family Interaction

This book examines requests for action in everyday contexts by analyzing natural video-recorded data of everyday interaction in British English and Polish families. Requests for carrying out little jobs-passing some object or fetching items from the next room -are pervasively relevant in contexts such as preparing and consuming food, caring for and playing with children. Requests therefore provide a useful window onto general qualities of human sociality as well as on aspects of cultural diversity. Jorg Zinken describes features of interactional context that people across cultures might be sensitive to in designing a request. In particular, the other person's locally observable commitment to a shared task emerges as a quality of context that systematically enters into the way a speaker builds a request. He then analyses the relationship between diversity across the grammatical resources of languages, and diversity in the action affordances provided by these structures. Focusing on grammatical structures that exist in Polish but not in English (impersonal deontic statements, a certain type of double imperative, and a grammaticalized distinction between perfective and imperfective verbal aspect), the analyses show that language-specific turn formats can index and project social orientations within the on-going interaction in culture-specific ways. By examining social actions at a fine level of grain, the book points a way toward an understanding of cultural diversity that avoids the pitfalls of cultural relativism. "

This work analyses requests for action on the basis of natural video-recorded data of everyday interaction in British English and Polish families.

Discourse, Interaction and Communication

Proceedings of the Fourth International Colloquium on Cognitive Science (ICCS-95)

DISCOURSE, INTERACTION, AND COMMUNICATION Co-organized by the Department of Logic and Philosophy of Science and the Institute for Logic, Cognition, Language, and Infonnation (ILCLI) both from the University of the Basque Country, tlle Fourth International Colloquium on Cognitive Science (ICCS-95) gathered at Donostia - San Sebastian ti'om May 3 to 6, 1995, with the following as its main topics: 1. Social Action and Cooperation. 2. Cognitive Approaches in Discourse Processing: Grammatical and Semantical Aspects. 3. Models of Infonnation in Communication Systems. 4. Cognitive Simulation: Scope and Limits. More tllan one hundred researchers from all over the world exchanged their most recent contributions to Cognitive Science in an exceptionally fruitful annosphere. In this volume we include a small though representative sample of tlle main papers. They all were invited papers except the one by Peter Juel Henrichsen, a contributed paper tllat merited tlle IBERDROLA - Gipuzkoako Foru Aldundia: Best Paper Award, set up in ICCS-95 for the first time.

In this volume we include a small though representative sample of tlle main papers.

Social Interaction and Teacher Cognition

Investigates language teachers thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition what language teachers know, think and believe and of its relationship to teachers classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts

Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions.

The Role of Communication Context, Corpus-Based Grammar, and Scaffolded Interaction in ESL

EFL Instruction

This article deals with modelling and specificity in K-12 teacher education to describe an approach in ESL/EFL teaching which is aimed at assisting teachers in bridging the gap between declarative and procedural knowledge while addressing the complex requirements of their learners. It is concluded that descriptions of language variation across communication contexts, corpus-based descriptive grammar, and sociocultural learning theory can be used to provide a specific map that bridges pedagogical theory and language classroom practice and social institution. [This paper was also presented at the Conference on Problems in Language Teaching (Kirov, Russia, February 14-15, 2007).].

This article deals with modelling and specificity in K-12 teacher education to describe an approach in ESL/EFL teaching which is aimed at assisting teachers in bridging the gap between declarative and procedural knowledge while addressing ...

Functional Grammar and Verbal Interaction

Functional Grammar (FG) as set out by Simon Dik is the ambitious combination of a functionalist approach to the study of language with a consistent formalization of the underlying structures which it recognizes as relevant. The present volume represents the attempts made within the FG framework to expand the theory so as to cover a wider empirical domain than is usual for highly formalized linguistic theories, namely that of written and spoken discourse, while retaining its methodological precision. The book covers an array of phenomena, both from monologue and from dialogue material, relating to discourse structure, speaker aims and goals, action theory, the flow of information, illocutionary force, modality, etc. The central question underlying most of the contributions concerns the relation between, and the division of labour between the existing grammatical module of FG on the one hand, and a discourse or pragmatic module capable of handling such discourse phenomena on the other. What emerges are new proposals for the formal treatment of for instance illocutionary force and the informational status of constituents. Many of the data discussed are from 'real' language rather than being invented, and samples from various languages other than English (Spanish, Polish, Latin, French) are examined and used as illustrations of the theoretical problem to be solved. Readership: theoretical linguists and discourse and conversation analysts

Following Bolkestein (1992, and this volume) we perceive Έ' as the actual linguistic output of communication. ... Actually, illocutionary acts belong to the grammatical unit whereas level one, two and three belong to the communicative ...