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| List of figures and tables | |
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| Acknowledgements | |
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| Introduction | |
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| Defining discourse | |
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| Defining Discourse Studies and Discourse Analysis | |
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| Discourse Analysis may emphasise discourse structure or discourse function or both | |
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| Discourse Analysis may focus on any sort of texts | |
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| There are various approaches to Discourse Studies | |
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| Discourse Analysis is conducted in many fields of activity | |
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| Discourse Studies focuses on language in its contexts of use | |
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| Discourse is intertextual | |
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| Discourse and communication | |
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| Discourse and communicative competence | |
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| Organisation of the book | |
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| Questions for discussion | |
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| Further reading | |
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| Systemic Functional Linguistics and register | |
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| Introduction | |
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| A functional perspective on child language acquisition | |
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| Systemic Functional Linguistics | |
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| Register | |
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| Lexicogrammar | |
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| Features related to field and the ideational function | |
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| Lexis | |
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| Rank hierarchy | |
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| Clauses | |
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| Process types: transitivity | |
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| Relational process clauses | |
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| Material process clauses | |
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| Verbal process clauses | |
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| Mental process clauses | |
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| Existential process clauses | |
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| Behavioural process clauses | |
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| Features related to tenor and the interpersonal function: person, modality and mood | |
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| Features related to mode and the textual metafunction: cohesion, theme and thematic development | |
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| Summary of analysis of the parrot text | |
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| A text in a similar, yet different, register | |
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| Field and the ideational function | |
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| Tenor and the interpersonal function and mode and the textual function | |
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| Summary of analysis of the iris text | |
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| Conversation as register | |
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| Sinclair and Coulthard's model of classroom interaction | |
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| Speech and writing | |
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| Lexical density | |
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| Appraisal | |
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| Graduation | |
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| Attitude | |
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| Engagement | |
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| Critique | |
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| Application to pedagogy | |
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| Questions for discussion | |
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| Further reading | |
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| Cohesion | |
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| Introduction | |
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| Reference | |
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| Definition, forms and functions | |
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| Definite reference | |
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| Substitution and ellipsis | |
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| Substitution | |
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| Ellipsis | |
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| Conjunction | |
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| Lexical cohesion | |
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| General nouns and signalling nouns | |
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| Cohesive chains | |
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| Cohesive harmony | |
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| Cohesion, coherence and texture | |
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| Patterns of lexis in text: Hoey's model of (lexical) cohesion | |
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| Tanskanen's approach to lexical cohesion | |
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| Propositional relations | |
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| Parallelism | |
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| Critique | |
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| Application to pedagogy | |
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| The case for cohesion | |
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| Ties, chains and bonds | |
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| Lexis | |
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| Propositional relations | |
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| Conclusion | |
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| Questions for discussion | |
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| Further reading | |
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| Thematic development | |
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| Definition of theme | |
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| Theme in grammar and discourse | |
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| Theme in declarative clauses | |
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| Theme and rheme | |
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| Theme and rheme, focus of information and given and new | |
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| Theme in other declarative patterns | |
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| Theme in passive clauses | |
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| Interrogative themes | |
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| Imperative themes | |
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| Exclamatives | |
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| Elliptical themes | |
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| Existential there as theme | |
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| Multiple themes | |
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| Anticipatory it | |
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| Theme in clause complexes | |
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| Thematic development in texts | |
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| Hypertheme and macrotheme | |
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| Application to pedagogy | |
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| Questions for discussion | |
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| Further reading | |
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| Speech acts | |
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| Speech acts and Pragmatics | |
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| Definition of speech acts | |
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| Form and function | |
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| Why study speech acts? | |
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| Performatives | |
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| lllocutionary force | |
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| Indirect speech acts | |
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| Felicity conditions | |
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| Speech act taxonomies | |
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| Speech act taxonomies in language teaching | |
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| Cross-cultural and Interlanguage Pragmatics | |
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| Instructed Pragmatics | |
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| Methods for researching speech acts | |
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| Critique | |
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| My earlier critique | |
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| Grundy's critique | |
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| Application to pedagogy | |
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| Questions for discussion | |
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| Further reading | |
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| The Cooperative Principle and Politeness | |
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| Introduction | |
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| The Cooperative Principle | |
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| Implicature | |
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| Flouting the maxims | |
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| Flouting the quantity maxim | |
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| Flouting the quality maxim | |
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| Flouting the maxim of relation | |
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| Flouting the maxim of manner | |
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| Conflicting maxims | |
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| Hedges | |
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| Infringing the CP | |
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| Violating the CP | |
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| Limitations of Grice's theory | |
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| An example of application of the CP to pedagogy | |
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| Quantity | |
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| Quality | |
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| Relation | |
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| Manner | |
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| Politeness | |
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| Lakoff's and Leech's models of politeness | |
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| Brown and Levinson's model of politeness | |
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| House and Kasper�s model of FTA realisations | |
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| 'Post-modern' approaches to politeness | |
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| Application to pedagogy | |
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| Questions for discussion | |
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| Further reading | |
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| Conversation Analysis | |
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| Introduction | |
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| Methodology and transcription system | |
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| Turn-taking | |
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| Rules for turn-taking | |
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| Adjacency pairs | |
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| Conditional relevance | |
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| Preference organisation | |
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| Expansion sequences | |
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| Pre-expansions | |
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| Post-expansions | |
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| Insert expansions | |
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| Topic management | |
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| Topic initiation | |
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| Topic pursuit | |
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| Topic shift | |
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| Topic termination | |
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| Stories | |
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| Repair | |
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| Self-initiated self-completed | |
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| Self-initiated other-completed | |
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| Other-initiated self-completed | |
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| Other-initiated other-completed | |
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| Institutional talk | |
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| CA across cultures | |
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| Critique | |
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| Application to pedagogy | |
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| CA and research in second-language acquisition | |
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| CA and teaching and learning | |
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| Questions for discussion | |
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| Further reading | |
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| Genre Analysis | |
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| Introduction | |
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| Genre and register | |
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| Other characteristic features of genre | |
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| Staging | |
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| Communities of practice | |
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| Conventionalised lexicogrammatical features | |
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| Recurrent nature of genres | |
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| Genre as a flexible concept | |
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| Genre relations | |
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| Intertextuality | |
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| Intercultural nature of genres | |
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| Approaches to genre pedagogy | |
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| The ESP school | |
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| Key concepts | |
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| Application to pedagogy | |
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| The Sydney school | |
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| Key concepts | |
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| Application to pedagogy | |
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| The Rhetorical Genre Studies school | |
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| Key concepts | |
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| Application to pedagogy | |
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| Critique | |
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| Application to pedagogy: general principles | |
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| Questions for discussion | |
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| Further reading | |
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| Corpus-based approaches | |
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| What is a corpus? | |
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| What is Corpus Linguistics? | |
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| Some fundamental insights about discourse from the corpus perspective | |
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| Features of analysis | |
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| Word frequency | |
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| Collocation | |
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| Colligation | |
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| Semantic prosody | |
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| Semantic preference | |
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| Multidimensional analysis | |
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| Corpus-assisted Discourse Analysis | |
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| Corpora and context | |
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| Move analysis | |
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| Small corpora | |
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| Learner corpora | |
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| Application to pedagogy | |
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| Indirect applications | |
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| Dictionaries | |
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| Grammars and grammar resource books | |
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| Course books | |
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| Specialised indirect applications | |
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| Direct applications | |
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| Language education and lexical priming | |
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| Critique | |
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| Criticisms of Corpus Linguistics as an approach to language | |
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| Criticisms of corpus applications to Language Education | |
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| Questions for discussion | |
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| Further reading | |
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| Critical Discourse Analysis | |
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| Introduction | |
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| Some major proponents | |
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| Fairclough | |
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| Wodak | |
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| van Dijk | |
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| Kress | |
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| van Leeuwen | |
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| Some key issues | |
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| Language and power | |
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| Hegemony | |
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| Identity | |
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| Methods and toolkits for CDA | |
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| CDA and Systemic Functional Linguistics | |
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| CDA and Corpus Linguistics | |
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| Positive Discourse Analysis | |
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| Critique | |
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| Application to pedagogy | |
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| Critical Language Awareness | |
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| Some examples of the application of Critical Language Awareness | |
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| Questions for discussion | |
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| Further reading | |
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| Answers to objective questions | |
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| Notes | |
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| References | |
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| Index | |