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dc.contributor.authorCots Caimons, Josep Maria
dc.date.accessioned2017-11-02T10:46:24Z
dc.date.available2017-11-02T10:46:24Z
dc.date.issued1996
dc.identifier.issn1133-7397
dc.identifier.urihttp://hdl.handle.net/10459.1/60416
dc.description.abstractThe 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.ca_ES
dc.language.isoengca_ES
dc.publisherUniversitat Autònoma de Barcelonaca_ES
dc.relation.isformatofReproducció del document publicat a http://www.raco.cat/index.php/LinksLetters/article/view/49847ca_ES
dc.relation.ispartofLinks & Letters, 1996, núm. 3, p. 77-101ca_ES
dc.rights(c) Universitat Autònoma de Barcelona, 1996ca_ES
dc.subjectDiscourse analysisca_ES
dc.subjectLanguage Teachingca_ES
dc.subjectPragmaticsca_ES
dc.subjectLanguage Awarenessca_ES
dc.titleBringing discourse analysis into the language classroomca_ES
dc.typearticleca_ES
dc.type.versionpublishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES


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