LEADER 05483nam 22006973u 450 001 9910785902103321 005 20230510181558.0 010 $a0-203-08087-4 035 $a(CKB)2670000000312388 035 $a(EBL)1092645 035 $a(OCoLC)820787604 035 $a(SSID)ssj0000801884 035 $a(PQKBManifestationID)12390269 035 $a(PQKBTitleCode)TC0000801884 035 $a(PQKBWorkID)10795581 035 $a(PQKB)10485231 035 $a(MiAaPQ)EBC1092645 035 $a(EXLCZ)992670000000312388 100 $a20130418d2012|||| u|| | 101 0 $aeng 181 $ctxt 182 $cc 183 $acr 200 10$aDiscourse in English language education$b[electronic resource] /$fJohn Flowerdew 210 $aHoboken $cTaylor and Francis$d2012 215 $a1 online resource (245 p.) 300 $aDescription based upon print version of record. 311 $a0-415-49964-X 327 $aCover; Discourse in English Language Education; Title Page; Copyright Page; Table of Contents; List of figures and tables; Acknowledgements; Chapter 1 Introduction; 1.1 Defining discourse; 1.2 Defining Discourse Studies and Discourse Analysis; 1.3 Discourse Analysis may emphasise discourse structure or discourse function or both; 1.4 Discourse Analysis may focus on any sort of texts; 1.5 There are various approaches to Discourse Studies; 1.6 Discourse Analysis is conducted in many fields of activity; 1.7 Discourse Studies focuses on language in its contexts of use 327 $a1.8 Discourse is intertextual1.9 Discourse and communication; 1.10 Discourse and communicative competence; 1.11 Organisation of the book; 1.12 Questions for discussion; 1.13 Further reading; Chapter 2 Systemic Functional Linguistics and register; 2.1 Introduction; 2.2 A functional perspective on child language acquisition; 2.3 Systemic Functional Linguistics; 2.4 Register; 2.5 Lexicogrammar; 2.5.1 Features related to field and the ideational function; 2.5.1.1 Lexis; 2.5.1.2 Rank hierarchy; 2.5.1.3 Clauses; 2.5.1.4 Process types: transitivity; 2.5.1.5 Relational process clauses 327 $a2.5.1.6 Material process clauses2.5.1.7 Verbal process clauses; 2.5.1.8 Mental process clauses; 2.5.1.9 Existential process clauses; 2.5.1.10 Behavioural process clauses; 2.5.2 Features related to tenor and the interpersonal function: person, modality and mood; 2.5.3 Features related to mode and the textual metafunction: cohesion, theme and thematic development; 2.6 Summary of analysis of the parrot text; 2.7 A text in a similar, yet different, register; 2.7.1 Field and the ideational function; 2.7.2 Tenor and the interpersonal function and mode and the textual function 327 $a2.7.3 Summary of analysis of the iris text2.8 Conversation as register; 2.9 Sinclair and Coulthard's model of classroom interaction; 2.10 Speech and writing; 2.11 Lexical density; 2.12 Appraisal; 2.12.1 Graduation; 2.12.2 Attitude; 2.12.3 Engagement; 2.13 Critique; 2.14 Application to pedagogy; 2.15 Questions for discussion; 2.16 Further reading; Chapter 3 Cohesion; 3.1 Introduction; 3.2 Reference; 3.2.1 Definition, forms and functions; 3.2.2 Definite reference; 3.3 Substitution and ellipsis; 3.3.1 Substitution; 3.3.2 Ellipsis; 3.4 Conjunction; 3.5 Lexical cohesion 327 $a3.6 General nouns and signalling nouns3.7 Cohesive chains; 3.8 Cohesive harmony; 3.9 Cohesion, coherence and texture; 3.10 Patterns of lexis in text: Hoey's model of (lexical) cohesion; 3.11 Tanskanen's approach to lexical cohesion; 3.12 Propositional relations; 3.13 Parallelism; 3.14 Critique; 3.15 Application to pedagogy; 3.15.1 The case for cohesion; 3.15.2 Ties, chains and bonds; 3.15.3 Lexis; 3.15.4 Propositional relations; 3.16 Conclusion; 3.17 Questions for discussion; 3.18 Further reading; Chapter 4 Thematic development; 4.1 Definition of theme; 4.2 Theme in grammar and discourse 327 $a4.3 Theme in declarative clauses 330 $aDiscourse in English Language Education introduces students to the major concepts and questions in Discourse Studies and their applications to language education. Each chapter draws on key research to examine critically a particular approach in the field, providing a review of important literature, examples to illustrate the principal issues concerned and an outline of the implications for their application to pedagogy.Features include:coverage of a broad range of approaches in the field, including Systemic Functional Linguistics and Register, Speec 606 $aEnglish language$xDiscourse analysis 606 $aEnglish language$xStudy and teaching 606 $aFunctionalism (Linguistics) 606 $aSystemic grammar 606 $aAction research in education 606 $aEnglish$2HILCC 606 $aLanguages & Literatures$2HILCC 606 $aEnglish Language$2HILCC 615 0$aEnglish language$xDiscourse analysis 615 0$aEnglish language$xStudy and teaching 615 0$aFunctionalism (Linguistics) 615 0$aSystemic grammar 615 0$aAction research in education 615 7$aEnglish 615 7$aLanguages & Literatures 615 7$aEnglish Language 676 $a420.1/41 676 $a420.141 700 $aFlowerdew$b J. R.$f1945-$01500247 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910785902103321 996 $aDiscourse in English language education$93726832 997 $aUNINA LEADER 02241nam 2200325 450 001 996574652403316 005 20231209100047.0 010 $a1-5044-7371-X 035 $a(CKB)4100000011763367 035 $a(NjHacI)994100000011763367 035 $a(EXLCZ)994100000011763367 100 $a20231209d2020 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a1484.12.1-2020 $eIEEE standard for learning object metadata - redline /$fInstitute of Electrical and Electronics Engineers 210 1$aNew York, New York :$cIEEE,$d2020. 215 $a1 online resource (80 pages) 330 $aA conceptual data schema that defines the structure of a metadata instance for a learning object is specified in this standard. For this standard, a learning object is defined as any entity, digital or non-digital, that is used for learning, education, or training; a metadata instance for a learning object describes relevant characteristics of the learning object to which it applies. Such characteristics can be regrouped in general, life cycle, meta-metadata, educational, technical, educational, rights, relation, annotation, and classification categories. The conceptual data schema defined in this standard specifies the data elements of which a metadata instance for a learning object is composed and allows for linguistic diversity of both learning objects and the metadata instances that describe them. It is intended that this standard will be referenced by other standards that will define the implementation descriptions of the data schema, so that a metadata instance for a learning object can be used by a learning technology system to manage, locate, evaluate, or exchange learning objects. The intent of this standard is to specify a base schema, which can be used to build on as practice develops, for instance in order to facilitate automatic, adaptive scheduling of learning objects by software agents. 606 $aMetadata 615 0$aMetadata. 676 $a025.3 801 0$bNjHacI 801 1$bNjHacl 906 $aDOCUMENT 912 $a996574652403316 996 $a1484.12.1-2020$93651008 997 $aUNISA