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ID 30006
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Abstract
This paper investigates how paraphrase can be taught as a communication strategy (CS) to help learners to cope with problems they encounter in speech production. By critically reviewing the literature on practical and empirical approaches to teaching paraphrase, it reveals that the notion of paraphrase in those studies has been very limited. It then investigates what it means to paraphrase by analyzing paraphrastic expressions used in a Inonolingual dictionary and a pedagogical grammar book. This analysis results in a list of some patterns of paraphrase both at and beyond the lexical level which learners may profitably exploit to avoid or solve their communication problems. It finally makes a pedagogical proposal that paraphrase exercises should be integrated into English lessons on a regular basis, in which learners are encouraged to paraphrase every single sentence in the textbook they use by selecting the most appropriate pattern of paraphrase from among those identified while making most use of all the linguistic resources at their disposal.
Note
Published with permission from the copyright holder.
This is published in Annual Review of English Language Education in Japan, 1999 Vol.10 pp.21-30
(C)1999 by Japan Society of English Language Education
Published Date
1999-08-01
Publication Title
Annual Review of English Language Education in Japan
Volume
volume10
Publisher
Japan Society of English Language Education
Publisher Alternative
全国英語教育学会
Start Page
21
End Page
30
ISSN
1344-8560
NCID
AA10890588
Content Type
Journal Article
language
英語
Copyright Holders
全国英語教育学会
File Version
publisher
Refereed
True
Submission Path
english_languages_and_literature/8