The Communicative Syllabus: A Systemic-Functional Approach to Language Teaching

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Contents
List of figures
List of tables
Foreword
1. The principles (and practice) of communicative language teaching
	1.0 INTRODUCTION
	1.1 THE ORIGINS OF COMMUNICATIVE LANGUAGE TEACHING
		1.1.1. Pure linguistics
		1.1.2 Sociolinguistics
		1.1.3. Linguistic philosophy
	1.2 THE FUNCTIONAL-NOTIONAL SYLLABUS
	1.3 DESIGNING A FUNCTIONAL-NOTIONAL SYLLABUS
	1.4 TOWARDS A MORE 'COMMUNICATIVE' CURRICULUM
		1.4.1 The process approach
		1.4.2 The product/process approach
	1.5 CONCLUSION
2. The future of communicative language teaching: can linguistics help?
	2.0 INTRODUCTION
	2.1 PRODUCT LINGUISTICS AND PROCESS LINGUISTICS
	2.2 THE PROBLEM OF INTENTIONALITY
	2.3 CONCLUSION
3. Systemic-functional grammar: a 'communicative' model of language?
	3.0 INTRODUCTION
	3.1 SYSTEMIC-FUNCTIONAL GRAMMAR
		3.1.0 Introduction
		3.1.1 Situation and language
		3.1.2 Systems
		3.1.3 The metafunctions
		3.1.4 Semantics
		3.1.5 Context of situation, the metafunctions and discourse
	3.2 SYSTEMIC-FUNCTIONAL GRAMMAR AND PROCESS LINGUISTICS
	3.3 CONCLUSION
4. A meaning negotiation model of language
	4.0 INTRODUCTION
	4.1 PROCESS AND GENRE
	4.2 GENRE AND IDEOLOGY
	4.3 INTERACTION SEQUENCE
	4.4 LANGUAGE AS PROCESS
		4.4.1 The model
		4.4.2 Situation type
		4.4.3 Interactional processes
		4.4.4 Language and other codes
		4.4.5 The model in operation
	4.5 CONCLUSION
		4.5.1 Process in language
		4.5.2 Process and the communicative syllabus
5. The functional-notional syllabus: how communicative is it?
	5.0 INTRODUCTION
	5.1 THE COMMUNICATIVE VALUE OF A FUNCTIONAL-NOTIONAL COURSE
		5.1.1 The link between dialogue and follow-up exercises
		5.1.2 The communicative value of exercises
		5.1.3 Neogitation of meaning
	5.2 CONCLUSION
6. Towards 'authentic' communication: a topical-interactional approach to language learning
	6.0 INTRODUCTION
	6.1 SOCIAL DISCOURSES AND PRACTICES, INTERACTION SEQUENCES AND 'FUNCTION' IN BUILDING STRATEGIES
		6.1.1 Language functions
		6.1.2 Social discourses and practices, and interaction sequence
	6.2 SOCIAL DISCOURSES AND PRACTICES IN A TOPICAL INTERACTIONALAPPROACH
		6.2.1 A fragment of a thematic system
		6.2.2 A fragment of the social action semiotic relevant to renting accommodation
		6.2.3 Linguistic articulation of social discourses and practices
	6.3 CONCLUSION
7. Fragments of a topical-interactional course
	7.0 INTRODUCTION
	7.1 UNIT AT ELEMENTARY^INTERMEDIATE LEVEL
		7.1.1 The specifications for Dialogue 1
		7.1.2 For the student: Dialogue 1
		7.1.3 Commentary on Dialogue 1
		7.1.4 Exercise 1 (topical)
		7.1.5 Exercises 2—4 (interactional)
		7.1.6 The specifications for Dialogue 2
		7.1.7 For the student: Dialogue 2
		7.1.8 Commentary on Dialogue 2
		7.1.9 Exercise 5 (topical)
		7.1.10 Exercise 6 - 8 (interactional)
		7.1.11 Conclusion: general comments on the unit
	7.2 UNIT AT INTERMEDIATE-ADVANCED LEVEL
		7.2.1 A further fragment of a thematic system
		7.2.2 A further fragment of the social action semiotic relevant to renting accommodation
		7.2.3 Articulation of the thematic system patterns
		7.2.4 Specifications for Dialogue 1
		7.2.5 For the student: Dialogue 1
		7.2.6 Commentary on Dialogue 1
		7.2.7 Exercise 1 (topical)
		7.2.8 Exercises 2 - 4 (interactional)
		7.2.9 Specifications for Dialogue 2
		7.2.10 For the student: Dialogue 2
		7.2.11 Commentary on Dialogue 2
		7.2.12 Exercise 5 (topical)
		7.2.13 Exercise 6 - 8 (interactional)
		7.2.14 General comments on the unit
	7.3 CONCLUSION
8. The topical-interactional syllabus: a process approach to language and language teaching?
	8.0 INTRODUCTION
	8.1 MEANING NEGOTIATION AND PROCESS LINGUISTICS
	8.2 THE COMMUNICATIVE SYLLABUS: PRODUCT AND/OR PROCESS?
		8.2.0 Introduction
		8.2.1 Is a topical-interactional course process-based (and should it be) ?
		8.2.2 Exploiting a topical-Interactional course
	8.3 CONCLUSION
9. Discourse and syllabus: contemporary approaches to process in language teaching
	9.0 INTRODUCTION
	9.1 AN ALTERNATIVE APPROACH TO THE TEACHING OF DISCOURSE
		9.1.1 The model
		9.1.2 The model applied
		9.1.3 Comments on the model
	9.2 THE TASK-BASED SYLLABUS AND PROCESS IN LANGUAGE TEACHING
		9.2.0 Introduction
		9.2.1 The task-based syllabus
		9.2.2 Tasks and the topical-interactional syllabus
		9.2.3 Process in language teaching
	9.3 CONCLUSION
Bibliography
Index