Description

Beginning with a thorough survey of approaches to communicative syllabus design, Melrose deals with the early 1970s functional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negation model, which draws upon the seminal work of Halliday, Martin, Fawcett and Lemke, and is illustrated through their analysis of a unit from a communicative course book. Its topical-interactional approach is placed within the context of the current debate on language teaching and learning.

Robin Melrose is a retired Lecturer in Linguistics, University of Portsmouth.

List of Figures
List of Tables
Foreword Robin P. Fawcett
1 The Principles (and Practice) of Communicative Language Teaching
2 The Future of Communicative Language Teaching: Can Linguistics Help?
3 Systemic-Functional Grammar: A 'Communicative' Model of Language?
4 A Meaning Negotiation Model of Language
5 The Functional-Notional Syllabus: How Communicative Is It?
6 Towards 'Authentic' Communication: A Topical-Interactional Approach to Language Learning
7 Fragments of a Topical-Interactional Course
8 The Topical-Interactional Syllabus: A Process Approach to Language and Language Teaching?
9 Discourse and Syllabus: Contemporary Approaches to Process in Language Teaching
Bibliography
Index

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