This book recommends that language teachers incorporate an awareness of
discourse and pragmatics in their teaching if they truly wish to implement
a communicative approach in their classrooms. After two introductory
chapters on discourse and pragmatics, the authors show how a discourse
perspective can enhance the teaching of traditional areas of linguistic
knowledge (pronunciation, grammar, and vocabulary) and the teaching of
language processing skills (listening, reading, writing, and speaking).
This awareness of discourse is then carried over to curriculum development,
assessment, and classroom research. With discussion questions and
activities at the end of each chapter, this book can be used in methods
courses or in-service training programs.