Looks at genre theory and English-as-a-Second-Language instruction from a systemic functional perspective. (Author/VWL)

Addresses the advantages and limitations of a corpus-based approach to researching and teaching idioms in a specific genre by drawing on a specialized corpus of 1.7 million words of academic discourse, the Michigan Corpus of Academic Spoken English. Argues that evidence from such a corpus can be informative for language teachers when the primary…

The concept of register refers to variations in language determined by function, medium and formality or style. An examination of the registers of verb forms and noun phrases yielded results important to the writer of English language courses. (CK)

The initial stage of second language learning usually aims to develop the ability to converse. This conversational ability is, however, rarely the ultimate object of second language instruction. The student may want access to the literature of the culture of the second language, or to get an education in it. For these reasons, interest shifts…

Discusses genre theory from the perspective of rhetorical genre studies. Points to issues that should form part of the frame or theoretic context within which teachers who have experience within relevant learning contexts can select or invent appropriate strategies and approaches. (Author/VWL)

Revised version of a paper presented at the TESOL Convention, March 1971, New Orleans, Louisiana. (VM)

Focuses on the discussion of the contemporary state of contrastive rhetoric that took place at the 1996 convention of the Teachers of English to the Speakers of Other Languages. The position taken at the convention states that no language or culture can be reduced to one or two diagrammatic structures and that stylistically preferred compositional…

Attitude and use in language do not always coincide. The foreign language teacher should be aware of language variation so that he can decide what forms to teach and when to introduce variants. Several generalizations about variation and acceptability in language are made. (Author/ND)

Contends that despite many overlapping characteristics, second dialect teaching requires a methodology distinct from that used in second language teaching, and discusses psychological, sociological, cultural, and linguistic aspects of second dialect teaching. (FB)

Knowledge of a language requires more than mastery of grammar; effective communication includes social and cultural aspects of language use, such as speaking volume and intonation, conventions of politeness, and set social formulas. The language teacher must be aware of these rules to convey them to students. (CHK)

Presents examples of misunderstandings in compliment exchanges in different cultural contexts and analyzes them as instances of pragmalinguistic and sociopragmatic failure. Analysis of complimenting behavior norms forms the basis of a set of exercises designed to assist learners in developing the ability to recognize and use compliments…

Paper presented March 6, 1971, at the TESOL Convention in New Orleans, La. (VM)

This article discusses sociolinguistics and how certain of its norms bear a direct relationship to the teaching objectives of EFL. (CLK)

Examines how a group of continental Francophone African youth at a French high school in Ottawa, Canada "become Black" as they enter a world that already constructs them as Black. These students learn Black English, which they access in hip-hop culture and linguistic styles. Discusses the impact of becoming Black on…

Examines the discourse of the social services intake interview, which is part of the process of obtaining financial benefits in the United States. The genre of the interview is described with particular focus on the performance of two native speakers and one nonnative speaker of English. Argues that instruction in how to participate in this genre…