| Acknowledgements | viii | |
| 1 | What is taught may not be what is learnt: Some preliminary questions | 1 |
| 1.1 | Some questions about tags | 2 |
| 1.2 | Some questions about questions | 5 |
| 1.3 | Some questions about learning | 6 |
| 1.4 | Learning processes | 8 |
| 1.5 | Some questions about language | 16 |
| 1.6 | Summary | 23 |
| 2 | Grammar and lexis and learning | 28 |
| 2.1 | The grammar of structure | 29 |
| 2.2 | The grammar of orientation | 34 |
| 2.3 | Pattern grammar | 37 |
| 2.4 | Class | 41 |
| 2.5 | Lexical phrases and frames | 43 |
| 2.6 | Collocation | 46 |
| 2.7 | Words | 45 |
| 2.8 | Summary | 47 |
| 3 | Developing a teaching strategy | 50 |
| 3.1 | Tasks and communicative purpose | 52 |
| 3.2 | Language focus and learning processes | 59 |
| 3.3 | Summary | 68 |
| 4 | The grammar of structure | 69 |
| 4.1 | Clauses: Structure and pattern | 69 |
| 4.2 | The noun phrase | 74 |
| 4.3 | The verb phrase | 90 |
| 4.4 | Specific structures | 91 |
| 4.5 | Summary | 92 |
| 5 | The grammar of orientation: The verb phrase | 94 |
| 5.1 | What is orientation? | 94 |
| 5.2 | The 'traditional' pedagogic description of the verb | 94 |
| 5.3 | A systematic description | 99 |
| 5.4 | Using the grammatical description | 111 |
| 5.5 | Summary | 124 |
| 6 | Orientation: Organising information | 126 |
| 6.1 | Definite and indefinite articles | 127 |
| 6.2 | Building grammatical systems | 129 |
| 6.3 | Devices for organising text | 132 |
| 6.4 | Summary | 140 |
| 7 | Lexical phrases and patterns | 142 |
| 7.1 | What is a lexical phrase? | 142 |
| 7.2 | Polywords | 145 |
| 7.3 | Frames | 146 |
| 7.4 | Sentences and sentence stems | 147 |
| 7.5 | Patterns | 148 |
| 7.6 | Making learners aware of lexical phrases | 160 |
| 7.7 | Teaching phrases and patterns | 161 |
| 7.8 | Summary | 166 |
| 8 | Class: The interlevel | 168 |
| 8.1 | Grammar and lexis | 168 |
| 8.2 | Class and structure | 168 |
| 8.3 | Class and orientation | 178 |
| 8.4 | Summary: Class and the lexical syllabus | 184 |
| 9 | The grammar of spoken English | 186 |
| 9.1 | Spoken and written language: Some differences | 186 |
| 9.2 | Teaching the spoken language | 198 |
| 9.3 | Summary | 210 |
| 10 | A final summary | 212 |
| 10.1 | Language learning and language development | 212 |
| 10.2 | 'Learning how to mean' | 213 |
| 10.3 | Individual priorities | 214 |
| 10.4 | The communicative framework | 215 |
| 10.5 | Language description and learning processes | 217 |
| 10.6 | Implications for teaching | 219 |
| 10.7 | An integrated model | 222 |
| 10.8 | Implications for syllabus design | 222 |
| 10.9 | In the meantime ... | 225 |
| References | 227 | |
| Subject index | 229 | |
| Name index | 238 |
Overview