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Contents
×ÜÐò
ÎÄÇï·¼ v
µ¼¶Á
ºÎ ΰ viii
Author Biosketch xvii
Preface xviii
SECTION I RECONCEPTUALIZING GRAMMAR£¬ CURRICULUM£¬ AND PEDAGOGY 1
Chapter 1 Rethinking the Role of Grammar in Postsecondary English Education 3
1£®1 The Grammar Fatigue Syndrome 3
1£®2 Are College Students Truly Grammatically Proficient? 6
1£®3 Why Is a Content-Driven Model of CBI Not the Solution? 12
1£®4 It¡¯s Time for a Language-Driven Model of CBI 14
1£®5 The Imperative for Functional Grammar 17
1£®6 Conclusion 20
Chapter 2 Functional Grammar for English Teachers 21
2£®1 Grammars for Language/Literacy Teaching 21
2£®2 Key Principles 23
2£®3 Text 25
2£®4 Clause and Sentence 26
2£®5 Context 27
2£®6 Cohesion and Coherence 29
2£®7 Genre 31
2£®8 Register 33
2£®9 Function/Metafunction/Meaning 34
2£®10 System 34
2£®11 Choice 47
2£®12 Conclusion 50
Chapter 3 Redesigning English Curriculum and Pedagogy
for Higher Education 52
3£®1 Introduction 52
3£®2 A Functional Model of Language 53
3£®3 Linguistic Variation Across Academic Disciplines 55
3£®4 Implications for English Education 66
3£®5 Conclusion 79
SECTION II TEACHING READING 81
Chapter 4 Understanding Text Complexity and Text Difficulty 83
4£®1 Introduction 83
4£®2 Deconstructing Text Complexity 84
4£®3 Understanding Text Difficulty 88
4£®4 Linguistic Sources of Comprehension Difficulties in Complex Texts 91
4£®5 A Pedagogical Heuristic for Working with Complex Texts 100
4£®6 Conclusion 103
Chapter 5 Scaffolding Close Reading of Academic Texts 104
5£®1 Language£¬ Knowledge and Schooling 104
5£®2 Instructional Models of Close Reading 106
5£®3 Teaching Close Reading Through Functional Grammar Analysis 111
5£®4 Conclusion 123
Chapter 6 Promoting Critical Literacy in Disciplinary Learning 124
6£®1 Literacy and Disciplinary Learning 124
6£®2 Reading Science 125
6£®3 SFL for Critical Reading 127<