This book aims at enabling teachers to generate innovative materials tailor-made for specific groups of learners. The suggestions for materials design in this book will help teachers to meet the needs of advanced learners, to move from correct sentences to communicatively effective texts, to de-fossilize ingrained erroneous language, to apply theoretical understandings of communicative processes to language use and to become aware of their own language needs and the learning options open to them. This is a book that is not only firmly grounded in ‘state-of-the-art’ linguistic theory – in particular, the findings of cognitive linguistics – but it is, above all, the result of decades of collaborative English language teaching experience at tertiary level. All the design ideas have been put into practice in the classroom and have successfully passed the test of use.
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2009. 151 pp., 3 fig., 1 table
Contents: David Newby: The Cognitive Filter: The Interplay between the Mind and the Text – Sarah Mercer/Jennifer Schumm:
Learner-Generated Criteria for Evaluating Writing – Sarah Mercer/Jennifer Schumm: The ART of Writing: Appropriacy and Register
in Text – Sarah Mercer/Jennifer Schumm: Developing an Awareness of the Communicative Nature of Writing – Margit Reitbauer/Renate
Vaupetitsch: WIT (Words Into Text) – Margit Reitbauer/Renate Vaupetitsch: Grammar Stories: Teaching Notional Grammar through
Interactive Story-Telling – Margit Reitbauer/Renate Vaupetitsch: A-I-D-A: From Text Analysis to Context-Sensitive Text Production
– Nancy Campbell: Creative Use of Source Material – Anja Burkert: Producing a Synthesis of Academic Sources – Nancy Campbell:
Improving the Readability of Students’ Academic Writing – Ulla Fürstenberg: Writing an Abstract – Ingrid Pfandl-Buchegger:
Using Literature for Genre-Switching – Martina Elicker: Popular Songs: Text in(to) Song - Song in(to) Text – Sarah Mercer/Jennifer
Schumm: Transferring Content across Genres.