LINGUIST List 10.1317

Wed Sep 8 1999

Books: Pragmatics & Discourse

Editor for this issue: Scott Fults <scottlinguistlist.org>


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  1. Paul Peranteau, Pragmatics & Discourse - Coherence, Target Language Discourse

Message 1: Pragmatics & Discourse - Coherence, Target Language Discourse

Date: Tue, 07 Sep 1999 11:01:31 -0400
From: Paul Peranteau <paulbenjamins.com>
Subject: Pragmatics & Discourse - Coherence, Target Language Discourse


John Benjamins Publishing announces the publication of two new works in
Pragmatics & Discourse:


Coherence in Spoken and Written Discourse.
How to create it and how to describe it.
Selected papers from the International Workshop on Coherence, Augsburg,
24-27 April 1997.
Wolfram BUBLITZ, Uta LENK and Eija VENTOLA (eds.)
University of Augsburg / Martin-Luther-University
Pragmatics & Beyond NS 63
US & Canada: 1 55619 941 4 / USD 79.00 (Hardcover)
Rest of world: 90 272 5077 4 / NLG 158.00 (Hardcover)

Until very recently, coherence (unlike cohesion) was widely held to be
a 'rather mystical notion'. However, taking account of new trends
representing a considerable shift in orientation, this volume aims at
helping relieve coherence of its mystifying aura. The general
bibliography which concludes the book bears witness to this intriguing
development and the rapidly changing scene in coherence
research. Preceding this comprehensive up-to-date Bibliography on
Coherence are 13 selected papers from the 1997 International Workshop
on Coherence at the University of Augsburg, Germany. They share a
number of theoretical and methodoligical assumptions and reflect a
trend in text and discourse analysis to move away from reducing
coherence to a product of (formally represented) cohesion and/or
(semantically established) connectivity. Instead, they start from a
user- and context-oriented interpretive understanding and rely on
authentic data throughout in relating micro-linguistic to
macro-linguistic issues. The first group of papers looks at the
(re-)creation of coherence in, inter alia, reported speech, casual
conversation, argumentative writing, news reports and conference
contributions. The second group describes the negotation of coherence
in oral examinations, text summaries and other situations that require
special efforts on the part of the recipient to overcome
misunderstandings and other disturbances. The third group discusses
theoretical approaches to the description of coherence.

Contributions by: Carla Bazzanella & Rossana Damiano; Wolfram Bublitz
& Uta Lenk; Anna Ciliberti; Elisabeth Couper-Kuhlen; Willis Edmondson;
Gerd Fritz; Ronald Geluykens; Helga Kotthoff; Gunter Lorenz; Jan-Ola
Ostman; Ted Sanders & Wilbert Spooren; Barbara Seidlhofer & Henry
Widdowson; Eija Ventola.


Negotiated Interaction in Target Language Classroom Discourse.
Jamila BOULIMA
Ecole Normale Superieure, Rabat, Morocco
Pragmatics & Beyond NS 51
US & Canada: 1 55619 813 2 / USD 79.00 (Hardcover)
Rest of world: 90 272 5064 2 / NLG 158.00 (Hardcover)

This book addresses some of the most fundamental questions that can be
asked about target language (TL) acquisition in the classroom context,
namely

1. What is negotiated interaction?
2. What are the main discourse functions of negotiated interaction?
3. How frequent is negotiated interaction in TL classrooms, and does this
frequency vary by proficiency level?
4. To what extent does the initiation of negotiation overlap with the
negotiation of power in such a setting of unequal-power discourse as the
TL classroom?

The negotiation process allows TL learners to obtain 'comprehensible
input', to receive 'negative input', and to produce 'comprehensible
output'. Since these are key variables in the acquisition process, by
researching the negotiation work occurring in TL classroom discourse,
the book fully contributes to the understanding of the process of
interlanguage development in TL classrooms and thereby has major
implications for TL teaching and teacher training. The book also
contributes to further the understanding of negotiated interaction
from a sociolinguistic standpoint: the asymmetrical nature of
negotiation work in TL classrooms reflects the role and power
relationships, the social organization, as well as the tacit
interactional and cultural rules that seem to be at work in the TL
classroom context.

 John Benjamins Publishing Co.
Offices: Philadelphia Amsterdam:
Websites: http://www.benjamins.com http://www.benjamins.nl
E-mail: servicebenjamins.com customer.servicesbenjamins.nl
Phone: +215 836-1200 +31 20 6762325
Fax: +215 836-1204 +31 20 6739773 
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