Structure and Meaning in English : A Guide for Teachers book cover
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Structure and Meaning in English
A Guide for Teachers





ISBN 9780582506329
Published December 17, 2003 by Routledge
408 Pages

 
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Book Description

Structure and Meaning in English is designed to help teachers of English develop an understanding of those aspects of English which are especially relevant for learners who speak other languages.

Using corpus research, Graeme Kennedy cuts to the heart of what is important in the teaching of English. The book provides pedagogically- relevant information about English at the levels of sounds, words, sentences and texts. It draws attention to those linguistic items and processes which research has shown are typically hard for learners and which lead to errors.

Each chapter contains:

  • a description of one or more aspects of English
  • an outline of typical errors or problems for learners
  • specific learning objectives listed at the beginning of each chapter
  • exercises or tasks based on ‘real English’ taken from newspapers and other sources.
  • discussion topics which can be worked through independently either as part of a course, or self study

With answers to many of the tasks given at the back of the book, this groundbreaking work provides a comprehensive and accessible textbook on the structure and use of the language for teachers of English.

Table of Contents

Preface
INTRODUCTION
Grammar and grammars
Studying grammar
1. THE SOUNDS OF ENGLISH
2. WORDS AND THEIR MEANINGS
3. SIMPLE SENTENCE PARTS, STRUCTURES AND FUNCTIONS
4. NOUNS AND NOUN PHRASES
5. VERBS AND VERB PHRASES
6. MODIFICATION OF NOUN PHRASES, VERB PHRASES AND SENTENCES
7. BEYOND THE SIMPLE SENTENCE
USEFUL SOURCES OF INFORMATION ABOUT ENGLISH
REFERENCES
KEY TO TASKS
INDEX

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Author(s)

Biography

Graeme Kennedy is Professor of Applied Linguistics at Victoria University of Wellington, New Zealand. His previous publications include the book An Introduction to Corpus Linguistics (Longman).

Reviews

'As a grammar, the book is laid out in a logical sequence of readable sections.'

The Times Higher, November 2004