dc.contributor.author
Cots Caimons, Josep Maria
dc.date.accessioned
2024-12-05T22:31:24Z
dc.date.available
2024-12-05T22:31:24Z
dc.date.issued
2017-11-02T10:46:24Z
dc.date.issued
2017-11-02T10:46:24Z
dc.identifier
http://hdl.handle.net/10459.1/60416
dc.identifier.uri
http://hdl.handle.net/10459.1/60416
dc.description.abstract
The aim of this article is to argue in favour of adopting the point of view of discourse analysis in order to describe and explain how language is actually used. After pointing out that discourse should not be considered as one more leve1 in the description of language but rather as a change of perspective, the author proposes three premises which must be assumed in order to bring discourse analysis into the classroom. In the central part of the article the author suggests and exemplifies a series of concepts from discourse analysis which can be easily introduced in order to enable learners to reflect upon discourse and communication. The last section in the article includes specific guidelines for designing a language syllabus based on a discourse approach to language use.
dc.publisher
Universitat Autònoma de Barcelona
dc.relation
Reproducció del document publicat a http://www.raco.cat/index.php/LinksLetters/article/view/49847
dc.relation
Links & Letters, 1996, núm. 3, p. 77-101
dc.rights
(c) Universitat Autònoma de Barcelona, 1996
dc.rights
info:eu-repo/semantics/openAccess
dc.subject
Discourse analysis
dc.subject
Language Teaching
dc.subject
Language Awareness
dc.title
Bringing discourse analysis into the language classroom
