Lexical Phrases and Language Teaching,9780194371643

Lexical Phrases and Language Teaching

by ;
ISBN13: 9780194371643
ISBN10: 0194371646
Format: Paperback
Pub. Date: 1992-10-22
Publisher(s): Oxford University Press
List Price: $66.53

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Summary

This book draws on research in presenting a language teaching program based on the use of "prefabricated language." It shows that the "lexical phrase" can serve as an effective basis for learning English.

Author Biography

James R. Nattinger was a Professor and Department Chair in the Department of Applied Linguistics at Portland State University, Oregon. Jeanette S. DeCarrico is a Professor in the Department of Applied Linguistics at Portland State University, Oregon.

Table of Contents

Acknowledgements xii
Preface xiii
PART ONE Lexical phrases in language description
The nature and description of lexical phrases
1(30)
Introduction
1(1)
Competence, performance, and pragmatics
2(17)
Pragmatics as competence versus pragmatics as performance
3(3)
The nature of competence
6(1)
Pragmatic competence
6(5)
Pragmatic competence and form/function composites
11(6)
Conventions of lexical phrase selection
17(2)
Processing effort
19(1)
Computer analysis of text
19(5)
Collocations in computer analysis
20(2)
Collocations in natural language processing
22(2)
Prefabricated language and language acquisition
24(7)
Invariable routines and variable patterns
24(1)
The role of prefabricated language
25(6)
Formal aspects of lexical phrases
31(28)
Introduction
31(1)
Prefabricated language and psychological processing
31(5)
Idioms and cliches
32(1)
Non-canonical phrases
33(1)
Variability as points on a continuum
34(1)
From less variable to more variable
35(1)
Lexical phrases as variable units
36(11)
Lexical phrases, collocations, and syntax
36(1)
Categories of lexical phrase
37(10)
Issues of form and flexibility
47(12)
Indirect speech acts as lexical phrase sentence builders
47(1)
Non-conventional indirect speech acts
48(1)
Conventional indirect speech acts
49(1)
Conventionalized sets and basic lexical phrase frames
49(5)
Distinctions in variability and lexical phrase types
54(5)
Functional aspects of lexical phrases
59(31)
Introduction
59(1)
Functions of lexical phrases
59(12)
Social interactions
60(3)
Necessary topics
63(1)
Discourse devices
64(1)
Forms of lexical phrases in functional groups
65(1)
Lexical phrases in other languages
66(5)
Lexical phrases in conversational discourse
71(3)
Patterns in conversation
71(1)
Interconnected functions
72(2)
Lexical phrases in transactional discourse
74(2)
Interactional versus transactional discourse
75(1)
The role of discourse devices
75(1)
Transactional spoken discourse
76(5)
Characteristics of discourse devices in spoken transactional discourse
77(1)
Spoken versus written discourse devices
78(3)
Transactional written discourse
81(9)
Patterns in Writing
82(1)
Characteristics of discourse devices in written discourse
82(2)
Integration
84(1)
Detachment
85(5)
The organizing function of lexical phrases
90(23)
Introduction
90(1)
Macro-organizers
90(4)
The signaling function of macro-organizers in transactional discourse
91(2)
Double markers
93(1)
Levels of discourse: co-ordination and subordination macro-organizers
94(10)
Levels and patterns: macro-organizers versus interactional discourse markers
97(5)
Category divisions
102(1)
Processing strategies: top-down and bottom-up
103(1)
Textbook models
104(1)
Micro-organizers
104(9)
Macro/micro distinctions
105(1)
Macro/micro forms and functions
106(1)
Phrase length
107(1)
Dual functions
108(5)
PART TWO Applications for language teaching
Teaching spoken discourse: conversation
113(18)
Introduction
113(1)
Advantages of teaching lexical phrases
114(2)
Teaching conversation with lexical phrases
116(5)
How learners learn a language
116(2)
Why learners learn a language
118(1)
Teaching activities
118(3)
Indirect speech acts
121(10)
Universal functions and language-specific forms
124(3)
Teaching indirect speech acts
127(4)
Teaching spoken discourse: listening comprehension
131(26)
Introduction
131(1)
Lexical phrases in academic lectures
132(2)
Macro-organizer functions in academic lectures
132(1)
The recognition problem
133(1)
Styles of academic lectures
134(8)
Lecture styles and macro-organizer characteristics
135(5)
Style switching
140(2)
The function of macro-organizers in comprehending lectures
142(8)
Range of functions in lecture discourse: a comprehension problem
143(7)
Patterns of frequency in lecture discourse
150(1)
Teaching lexical phrases for the comprehension of lectures
150(7)
Reading and vocabulary class
151(1)
Listening comprehension class
152(5)
Teaching written discourse: reading and writing
157(17)
Introduction
157(1)
Theoretical stances
157(3)
Written discourse as both process and product
157(2)
Writers and readers as active participants
159(1)
Teaching written discourse
160(4)
Knowledge of discourse forms
161(1)
Sentence-based perspective
161(2)
Process-centered discourse perspective
163(1)
The structure of three kinds of written discourse
164(5)
Structure of a formal essay
164(3)
Structure of an informal letter
167(1)
Structure of a business letter
168(1)
Teaching written discourse with lexical phrases
169(5)
Conclusions and prospects
174(16)
Introduction
174(1)
The need for further empirical research
174(2)
The theoretical nature of lexical phrases: further inquiry
176(7)
Criteria for defining language patterns
176(2)
Criteria for defining categories of lexical phrases
178(2)
Discourse analysis
180(1)
Lexicography
181(2)
Language acquisition
183(2)
Teaching
185(5)
Appendix 190(15)
Bibliography 205(8)
Index 213

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