Titlebook: Literature and Stylistics for Language Learners; Theory and Practice Greg Watson,Sonia Zyngier Book 2007 Palgrave Macmillan, a division of

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On Teaching Literature Itselfearners in an engaging and motivated way. Placing lexico-grammatical principles in the context of patterns of meaning in genuine texts has allowed teachers to engage students with formal grammar and regularities in discourse, while maintaining the students’ interest and demonstrating the point of th

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: Whose Words? Voice, Veracity and the Representation of Memoryts, from three novels widely different in historical and geographical space and time, have been used at various levels worldwide in courses on narrative and narratology, teaching reading, and World Englishes. It will be seen that the texts selected bring out interesting questions of interpretation,

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妨碍议事

Investigating Student Reactions to a Web-Based Stylistics Course in Different National and Education by and large they have tended to assume that an interest in their subject and associated texts, and a generally humane and humanist approach to discussing texts and issues, is more or less all that is required. Teachers of stylistics like to be involved in such discussion with their students too, b

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Non-Standard Grammar in the Teaching of Language and Style term of 2005. The module which prompted the remark is one which explores the structure and function of English from a broadly systemic-functional perspective and the student’s faintly disapproving comment came in the wake of a difficult two-hour class on the structure of English clauses.

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Language Teaching Through Gricean Glassesg their interpretations of opaque and shifting meanings. Irrespective of that fact, the popular aim of formal language teaching is to establish unambiguous reference, disregarding any benefit that may come from a particular understanding or, in Kramsch’s words, from the ‘profit of distinction’ (Kram