This document discusses what makes a text and the key components of text analysis. It defines that texts must be self-contained, well-formed, cohesive, coherent, have recognizable text types, be appropriate for their context, and have a clear purpose. It explores cohesion achieved through lexical, grammatical, and rhetorical devices and how texts use reference internally and externally. The document also examines coherence at the micro and macro level and how texts connect to their context through text type, purpose, audience and mode. Finally, it discusses how authentic texts and literary texts can be used in the classroom with adaptation and task-based strategies.
Hi Guys.. I think No one has done such a great work on text linguistics on the whole.. Me and My friend Asif has done almost 9 hour work to make it Excellent.. Guys read it and you will get all the Text Linguistics concepts in it. Insha Allah..
Hi Guys.. I think No one has done such a great work on text linguistics on the whole.. Me and My friend Asif has done almost 9 hour work to make it Excellent.. Guys read it and you will get all the Text Linguistics concepts in it. Insha Allah..
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
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We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text âForklift fatty Improvingâ.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
9. Shifts in ways of referring
10. referential ambiguity
Discourse analysis (Linguistics Forms and Functions)Satya Permadi
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Discourse analysis is an umbrella term for all those studies within applied linguistics which focus on units/stretches of language beyond the sentence level (Judit, 2012). We as the human is use a natural language utterance which language serves in the expression of 'content' described as transactional and that function involved in expressing social relations and personal attitudes we describe as interactional. Spoken and written language has relation each other. But written language and spoken language have different form. The book concerns with sentence which is 'text-sentenceâ, so it will connected to behavior and involves contextual considerations. The data which is used in this book is based on the linguistic output of someone other than the analyst. Besides, discourse analyst discovers regularities in his data.
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
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This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
References
Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research, 11, 63-81.
http://leoxicon.blogspot.com/2013/05/context-or-co-text.html
Sociolinguistics and Language TeachingSheng Nuesca
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Language teaching is connected with sociolinguistics in many ways. Different social factors affect language teaching and language learning.
Social factors such as situation, context, and social setting that has roles in language teaching. It describes the main factors which influence linguistic choices and explains how well contemporary teaching can take account of them.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
Â
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text âForklift fatty Improvingâ.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
9. Shifts in ways of referring
10. referential ambiguity
Discourse analysis (Linguistics Forms and Functions)Satya Permadi
Â
Discourse analysis is an umbrella term for all those studies within applied linguistics which focus on units/stretches of language beyond the sentence level (Judit, 2012). We as the human is use a natural language utterance which language serves in the expression of 'content' described as transactional and that function involved in expressing social relations and personal attitudes we describe as interactional. Spoken and written language has relation each other. But written language and spoken language have different form. The book concerns with sentence which is 'text-sentenceâ, so it will connected to behavior and involves contextual considerations. The data which is used in this book is based on the linguistic output of someone other than the analyst. Besides, discourse analyst discovers regularities in his data.
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
Â
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
References
Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research, 11, 63-81.
http://leoxicon.blogspot.com/2013/05/context-or-co-text.html
Sociolinguistics and Language TeachingSheng Nuesca
Â
Language teaching is connected with sociolinguistics in many ways. Different social factors affect language teaching and language learning.
Social factors such as situation, context, and social setting that has roles in language teaching. It describes the main factors which influence linguistic choices and explains how well contemporary teaching can take account of them.
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
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Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that youâre familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, weâll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how itâs important, followed by evidence that demonstrates the ways in which the subject meets or doesnât meet the standard.
Conclusion: Provide an ending that âwraps upâ the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
¡ A narrowed scope and clear, precise claim
¡ A clear sense of purpose, focus, and perspective
¡ Development of the overall analysis and evaluation
¡ An organizational structure appropriate to purpose, audience, and context
¡ Language and style appropriate to the audience and context
¡ Appropriate detail, information, and examples
¡ Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
¡ Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. What makes a text?
Texts are:
ď´Self-contained
ď´Well-formed
ď´Cohesive
ď´Coherent
ď´Recognizable text types
ď´Appropriate to their contexts of use
ď´And have a clear communicative purpose
3. Cohesion: a text is made cohesive by a
combination of cohesive devices
Lexical cohesion
ď´ Direct repetition, word families, synonyms and antonyms
ď´ Words from the same semantic field, lexical chains and lists
ď´ Substitution with one/ones
Grammatical cohesion
ď´ Reference: pronouns, articles
ď´ Substitution/ellipsis of clause elements
ď´ Conjuncts (connect clauses inside sentences
ď´ Linkers (link sentences)
ď´ Comparatives
ď´ Tense
Rhetorical cohesion
ď´ Question-answer
ď´ Parallelism (sentences echo one another)
4. Reference: the elements in a text refer to other
elements, both inside and outside the text
anaphoric reference :the referent is back
in the text
Reference cataphoric reference: anticipate the
referent
exophoric reference: the referent is outside
the text
5. Coherence: capacity of a text to make sense. It is
approached from 2 perspectives
Micro-level coherence
At the sentence level
Logical relationships: Theme contains
given information, rheme contains
new information.The rheme often
becomes the theme of the next
sentence or the same theme is carried
over and a new rheme is made about
it.
Passive constructions: place the object
of the verb in the theme slot and new
information in the rheme slot.
Cleft sentences: alter the normal order
of sentences elements, to place special
emphasis on new information
Macro-level coherence
At the whole text level
Topic: text are about sth, there is an
identifiable topic or topics.
Key words: words that occur with a
significant frequency.
Schema: is the way knowledge is
represented mentally.
Scripts: are the ways in which we
come to expect things to happen.
Keep the reader in mind.
6. Texts in context
text not only connect internally, but they connect with their
context of use.
The study of language in its context of use is known as Pragmatics.
Without context knowledge, the meaning of a text is difficult, if not impossible, to
unpack.
Given a text it is posible to make confident predictions
about both the text type and context.
Conversely, given sufficient information about the
context, we can make predictions about the text type
and the textual features of the text.
The language choices in a text reflect the kind of text it is. And the kind of text
reflects particular context factors, such as the text´s purposes and topic, its
audience and its mode (spoken or written).
context
Text
type
Text
7. Text functions
Halliday defines text as language that is functional, language
that is doing some job in context.
Texts are divided in two main categories factual-informational
rules and regulations
Macro-functions
1. Referring: using language to convey or solicit information
2. Expressing feelings: saying what you like or dislike
3. Regulating: using language to influence people and get things done, such as using
language requesting, ordering, warning, etc.
4. Interacting: using language to maintain and establlish social relations
5. Playing: using language imaginatively and playfully
8. Context and register
The register of a text is determined by three contextual dimensions
1. Field: the what of the situation (the topic)
2. Tenor: the who of the situation (the participants)
3. Mode: the how of the situation ( spoken or written)
Different configurations of these dimensions demand different choices at the level of
grammar and vocabulary, and these choices create textual effects that we recognize as
being appropriate to the context of the text´s use.
Certain recurring register combinations becme institutionalized over time and are
known as genres.
9. Classroom texts
Are a genre in its own right. These texts have a purely pedagodic function (teaching).
Such texts provide poor models of real language use, are easier to understand at the
level of vocabulary and grammar but as coherent discourse are less transparent.
10. Communicative approach
Suggests the use of authentic text for guidance in the classroom
Teachers alleviate text difficulty using Text-adaptation strategies
Task-design strategies
Text-adaptation strategies:
1. Shortening: cutting out unnecessary sections, shortening the length of the text
2. Segmenting: dealing with the text in short sections, one at a time
3. Simplifying: replace difficult vocabulary or reduce the length and complexity of sentences
4. Co-textualizing: giving learners the article embedded in its surrounding text can help them
actĂvate top-down schema
5. Glossing: providing a glossary of difficult words in the text
11. Task-desing strategies
1. Pre-teaching: pre-teach key vocabulary Ătems in advance of Reading or listening
2. Brainstorming: ask learners to brainstorm what they already know about the topic
3. Predicting: to activate both background knowledge and schema learners can
predict the content and organization of the text on the basis of verbal clues
4. Initial skimming: learners skim the text quickly in order to get a general idea
5. While-reading and while-listening tasks: giving learners something to do while
reading or listening can help make sense of a text, but only so long as the task is
well suited to the text type
In order to become efficient readers and listeners in their second language, learners
need to be exposed to texts designed to display pre-selected language features Talo
text as linguistic objects but also to tavi (authentic texts) texts as vehicles of
information, so texts should combine the two purposes and the tasks that acompany
the text can focus both on its content (TAVI-type tasks) and on its linguistic forms
(TALO-type tasks).
12. Text-based syllabuses
Find texts extract grammar syllabus design tasks
This approach prioritizes texts. Texts are the central organizing feature.
Texts are selected and then analysed for their characteristic language features. These
features are then taught in order to produce and interpret texts.
Authentic texts can be adapted and the tasks that are designed to mediate these texts
can be selected and sequenced so as to get the most out of them.
By basing a course on texts rather than sentences, it is argued that teaching and
learning are more firmly grounded and have a better chance of success.
13. Literary texts
Their function is primarily expressive
There are at least five reasons for using literary texts in the classroom
1. Variety: they provide exposure to other kinds of texts and language functions.
2. Language awareness: they offer instances of real language use.
3. Challenge and skill: they raise the level of challenge and they help train learners in the
more interpretative kinds of text processing skills, such as inferencing and identifying
the writer´s point of view, etc.
4. Pleasure: they are originally designed to entertain and give pleasure.
5. Cultural knowledge: they encode a lot of cultural knowledge about the society that
both produced and values the texts.