Discourse Analysis and Language Teaching

The Handbook of Discourse Analysis

Volumn , Issue , 2008, Pages 707-724

  Olshtain, Elite ^a   Celce Murcia, Marianne ^b  

^a HEBREW UNIVERSITY OF JERUSALEM   (Israel)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Communication; Decision making; Discourse analysis; Language development; Language teaching

Indexed keywords

EID: 70449391649     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470753460.ch37     Document Type: Chapter

References (35)

1. Bhatia, V. K. (1993). Analyzing Genre: Language Use in Professional Settings. London: Longman.
2. Breen, M. (1985). The social context for language learning: A neglected situation? Studies in Second Language Acquisition, 7: 1, 135-58.
3. Carrell, P. L. and Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17: 4, 553-74.
4. Celce-Murcia, M. (1995a). Discourse analysis and the teaching of listening. In G. Cook, and B. Seidlhofer (eds), Principles and Practice in Applied Linguistics: Studies in Honour of H. G. Widdowson, pp. 363-77. Oxford: Oxford University Press.
5. Celce-Murcia, M. (1995b). On the need for discourse analysis in curriculum development. In P. Hashemipour, R. Maldonado, and M. van Naerssen (eds), Studies in Language Learning and Spanish Linguistics: In Honor of Tracy D Terrell, pp. 200-13. San Francisco: McGraw Hill.
6. Chafe, W. (1982). Integration and involvement in speaking, writing, and oral literature. In D. Tannen (ed.), Spoken and Written Language, pp. 35-53. Norwood, NJ: Ablex.
7. Cook, G. (1989). Discourse. Oxford: Oxford University Press.
8. Dubin, F. and Olshtain, E. (1993). Predicting word meanings from contextual clues: Evidence from L1 readers. In T. Huckin, M. Haynes, and J. Coady (eds), Second Language Reading and Vocabulary Learning, pp. 181-202. Norwood, NJ: Ablex.
9. Flower, L. S. (1979). Reader-based prose: A cognitive basis for problems in writing. College English, 41: 1, 19-37.
10. Geddes, M. and Sturtrige, G. (1979). Listening Links. 3 cassettes, teacher's book, student's book. London: Heinemann.
11. Halliday, M. A. K. and Hasan, R. (1976). Cohesion in English. London: Longman.
12. Halliday, M. A. K. and Hasan, R. (1989). Language, Context, and Text: Aspects of Language in a Socio-semiotic Perspective. Oxford: Oxford University Press.
13. Hatch, E. (1992). Discourse and Language Education. Cambridge: Cambridge University Press.
14. Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, and J. Coady (eds), Second Language Reading and Vocabulary Learning, pp. 46-64. Norwood, NJ: Ablex.
15. Johns, A. (1997). Text, Role and Context. Cambridge: Cambridge University Press.
16. Lakoff, G. and Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press.
17. McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.
18. McCarthy, M. and Carter, R. (1994). Language as Discourse: Perspectives for Language Teaching. London: Longman.
19. Myers, M. (1987). The shared structure of oral and written language and the implications for teaching writing, reading, and literature. In J. R. Squire (ed.), The Dynamics of Language Learning, pp. 121-46. Urbana, IL: NCTE.
20. Nunan, D. (1993). Introducing Discourse Analysis. London: Penguin.
21. Nystrand, M. (1982). Rhetoric's "audience" and linguistics' "speech community": Implications for understanding writing, reading, and text. In M. Nystrand (ed.), What Writers Know, pp. 1-28. New York: Academic Press.
22. Olson, D. R. (1977). From utterance to text. Harvard Educational Review, 47, 257-81.
23. Olson, D. R. (1994). The World on Paper: The Conceptual and Cognitive Implications of Writing and Reading. Cambridge: Cambridge University Press.
24. Ong, W. (1982). Orality and Literacy. London: Methuen.
25. Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (ed.), Attention and Performance 6, pp. 573-603. New York: Academic Press.
26. Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, and W. R. Brewer (eds), Theoretical Issues in Reading Comprehension, pp. 33-58. Hillsdale, NJ: Lawrence Erlbaum.
27. Rumelhart, D. E. (1994). Understanding understanding. In J. Flood (ed.), Understanding Reading Comprehension (pp. 1-20). Newark, DE: International Reading Association.
28. Rumelhart, D. E. and McClelland, J. L. (1982). An interactive activation model of the effect of context in perception. Psychological Review, 89, 60-94.
29. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
30. Stanovich, K. E. (1981). Attentional and automatic context effects in reading. In A. Lesgod and C. Perfetti (eds), Interactive Processes in Reading, pp. 241-67. Hillsdale, NJ: Lawrence Erlbaum.
31. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21: 4, 360-407.
32. Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
33. Tannen, D. (1985). Cross-cultural communication. In T. A. van Dijk (ed.) Handbook of Discourse Analysis, Vol. 4, pp. 203-15. New York: Academic Press.
34. Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.
35. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.