Bookreviews : Discourse and language education Evelyn Hatch Cambridge: Cambridge University Press, 1992. xi + 333 pp
Identifieur interne : 000343 ( Istex/Corpus ); précédent : 000342; suivant : 000344Bookreviews : Discourse and language education Evelyn Hatch Cambridge: Cambridge University Press, 1992. xi + 333 pp
Auteurs : Michael StubbsSource :
- Child Language Teaching and Therapy [ 0265-6590 ] ; 1993-06.
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DOI: 10.1177/026565909300900212
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encoding="UTF-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.3 20070202//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article article-type="review-article" dtd-version="2.3" xml:lang="EN"><front><journal-meta><journal-id journal-id-type="hwp">spclt</journal-id><journal-id journal-id-type="publisher-id">CLT</journal-id><journal-title>Child Language Teaching and Therapy</journal-title><issn pub-type="ppub">0265-6590</issn><publisher><publisher-name>Sage Publications</publisher-name><publisher-loc>Sage CA: Thousand Oaks, CA</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1177/026565909300900212</article-id><article-id pub-id-type="publisher-id">10.1177_026565909300900212</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Book reviews : Discourse and language education Evelyn Hatch Cambridge: Cambridge University Press, 1992. xi + 333 pp</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Stubbs</surname><given-names>Michael</given-names></name><aff>FB2 Anglistik, University of Trier, Postfach 3825, D-W-5500 Trier, Germany</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>06</month><year>1993</year></pub-date><volume>9</volume><issue>2</issue><fpage>166</fpage><lpage>168</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Reviews</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>166 Book reviewsDiscourse and language education Evelyn Hatch Cambridge: Cambridge University Press, 1992. xi + 333 pp SAGE Publications, Inc.1993DOI: 10.1177/026565909300900212 Michael Stubbs FB2 Anglistik, University of Trier, Postfach 3825, D-W-5500 Trier, Germany From the title, I had expected this book to discuss topics such as how teachers talk to pupils, or perhaps how the discourse of textbooks mediates educational knowledge, and indeed to present a conception of 'language education'. In fact, it summarizes areas in 'communication theory', which means here conversational analysis (Sacks, et al), 77167 microsociology (Goffman), discourse analysis (Van Dijk, et al), speech act theory (Austin and Searle), genre theory, and concepts such as scripts (Schank), and cohesion and coherence (Halliday and Hasan, et al). These are important topics, but I cannot see any real rationale for the sequence in which they are presented. The book assumes readers who are teachers of EFL, ESL, etc, and teachers of the deaf. But these applied areas are not systematically related to the theoretical discussion. These summaries are interspersed with long 'practice' sections of questions and tasks. Each chapter has detailed references, only some of which are mentioned in the text. The book originated in a manual for an introductory linguistics course at the University of California (p. xi). These origins show in its fragmentary nature, and in its thoroughly American assumptions: constant references to baseball and to AMERICAN Sign Language, assumptions that readers teach Spanish, and the use of (to me) incomprehensible expressions (e.g. p. 125: 'make a slam dunk'). As a textbook, it lacks coherence and is potentially confusing. American Sign Language (the language of the American deaf community) is mentioned before any explanation of what kind of communication system this is. Students are recommended (p. 27) to work on the computer readable Brown or Lund corpora with a concordance program, with no explanation of what these corpora are, or what a concordance is. Some comments seem trivial: we are told (p. 30) that oh! 'signals an unexpected event', as in Oh the cookies! The cookies are burning! And at least one important point is inaccurate: Grice's maxim of quantity is taken (p. 34, 36) to refer to how much people talk in conversation, to 'hogging the floor without special permission' and 'being long-winded'. Surface presentation is sometimes careless. There is a repeated spelling/typing mistake in a German example (p. 79). Two different Romanization systems are used for Chinese (pp. 76, 142). Some formulations are ambiguous: for example, there is reference to events 'that are carried out in either written or oral modes' (p. 251). In context, this appears to mean one or the other, but not both: e.g. marriage ceremonies are spoken, and house purchase contracts must be in writing, but not vice-versa. And there are several proof-reading errors. Individual sections are useful summaries of important concepts with good examples. But the book is patchy, with no clear linking argument, and is not always accurate in its details. It probably originated in 78168 a fascinating course, but it has not survived the change of genre from its previous incarnation. (Received 26 October 1992)</meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Bookreviews : Discourse and language education Evelyn Hatch Cambridge: Cambridge University Press, 1992. xi + 333 pp</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Book reviews : Discourse and language education Evelyn Hatch Cambridge: Cambridge University Press, 1992. xi + 333 pp</title></titleInfo><name type="personal"><namePart type="given">Michael</namePart><namePart type="family">Stubbs</namePart><affiliation>FB2 Anglistik, University of Trier, Postfach 3825, D-W-5500 Trier, Germany</affiliation></name><typeOfResource>text</typeOfResource><genre type="review-article" displayLabel="review-article"></genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1993-06</dateIssued><copyrightDate encoding="w3cdtf">1993</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><relatedItem type="host"><titleInfo><title>Child Language Teaching and Therapy</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0265-6590</identifier><identifier type="eISSN">1477-0865</identifier><identifier type="PublisherID">CLT</identifier><identifier type="PublisherID-hwp">spclt</identifier><part><date>1993</date><detail type="volume"><caption>vol.</caption><number>9</number></detail><detail type="issue"><caption>no.</caption><number>2</number></detail><extent unit="pages"><start>166</start><end>168</end></extent></part></relatedItem><identifier type="istex">563636F13347E12F51768AEB0474042BC4C22DA4</identifier><identifier type="DOI">10.1177/026565909300900212</identifier><identifier type="ArticleID">10.1177_026565909300900212</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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