linguistic and contextual meaning in tefl

7/25/2019 Linguistic and Contextual Meaning in TEFL

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SyrianArab Republic

The University of Damascus

The Faculty of Arts and Humanities

The Department of English

Linguistic and Contextual

Meaning

in TEFL

A Dissertation Submitted

In artial Fulfillment of the Re!uirements for the

Degree of "aster of Arts

In

Applied #inguistics

$y

Suhair Abdul%a&eel Al'Sarouri

Supervisor( Dr) "una%ar Al 'Sayed

*ctober +,,-

Ramadan ./+0

22www.yemen-nic.info1


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Introduction

#anguage is mainly a communicative activity as #yons 1.23.( 4,5 puts it( 6all

living languages ))) are of their very nature efficient systems of communication67 and

the choice of linguistic items varies according to their social function and personal

intention in the relevant conte8t) Therefore9 language is communicatively functional)

$ut language %ithout meaning is not a language9 human beings can neither

comprehend one other9 nor can they engage in any communicative activity9 e8cept in

very limited situations)

"eaning is every%here9 %e communicate %ith people from different states9

beliefs9 cultures9 ages:etc trough language ) ;e spea& and %rite because there is a

meaning to be conveyed7 %e listen and read because there is something i)e) meaning

to catch in different speech situations) "any foreigners and learners of a ne%

language do not completely abide by the grammatical rules of the language9 yet you

may hear e8pressions such as


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4) Should meaning be presented and illustrated in real speech acts and conte8ts9 or

=ust via linguistic relations ?

The notion of meaning is broad and comple8) #eech 1.234( -5 claims that

meaning in semantics is defined 6purely as a property of e8pressions in a given

languages9 in abstraction from situations9 spea&ers9 or hearers6) And may cluster

around three ma=or themes according to the &ind of emphasis) @rystal 1.220( +40'35

for instance reports that %hen emphasis is on the relationship bet%een language and

the entities9 events9 states of affairs9 etc:9 %hich are e8ternal to spea&ers and their

language9 terms such as( referential9 descriptive9 denotative9 extensional9 andfactual

meanings are used) ;hen emphasis is on the relationship bet%een language and the

mental state of the spea&er9 also sets of terms are used( .5 the personal9 emotional

aspects are handled by terms such as( attitudinal9 affective, connotative9 emotive9

expressivemeanings and +5 the intellectual9 factual aspects involve terms such as(

cognitiveand ideationalmeaning) $ut %hen the emphasis is on the %ay variations in

the e8tra linguistic situation affect the comprehension and interpretation of language9

terms such as( contextual9functional9 interpersonal9 andsocialmeanings are used)

See also #eech 1.20/( .,'+05)

Further types that I %ould li&e to refer to here is the so'called textualand

discoursemeanings) According to @rystal 1.23,( 4/5 the textualmeaning is(

))) used as part of a classification of types of meaning9 referring to

those factors affecting the interpretation of a SE>TE>@E %hich

derive from the rest of the te8t in %hich the sentence occurs B as

%hen9 at a particular point in a play or novel9 a sentence or %ord

appears %hose significance can only be appreciated in the light of

%hat has gone before) 1@rystal .23,( 4/5

Discourse meaning9 on the other hand9 is defined according to @rystal 1.23,( ../'5

as(



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))) a behavioural U>IT %hich has a pre'theoretical status in linguistics(

it is a set of UTTERA>@ES %hich constitute any recognisable

SEE@H event )))9e)g) a conversation9 a =oc&9 ))) @rystal 1.23,( ../'5)

In short9 the textual meaning refers to the %ritten materials9 something that canbe seen or read %hile discoursemeaning refers to the spo&en materials 1speech5

something that can be uttered and heard in a particular time and place) for further

information about textual and discoursemeaning see also #e%is 1.224( 00'35)

@rystal 1.220( +435 says that 6the role each linguistic level plays in the total

interpretation of a sentence is often referred to as the meaning of that level6) For

e8ample9 semantic meaning9 pragmatic meaning9 etc)

#inguists study meaning and also use meaning as a criterion for studying other

aspects of language9 in a step to integrate it %ith the other components 1especially %ith

grammar5 of a general linguistic theory) See Allen and @ole 1.20( 8i5)

The user of a language ac!uires t%o &inds of &no%ledge9 the first is the rules of

the language and the second is the conventions 1see "organ9 .203( +-.'+025 %hich

regulates the use of these rules in the production of messages) The first &ind of

&no%ledge ensures that %hat is said is grammatical and %ell'formed9 %hereas the

second &ind ensures that %hat is said is acceptable9 meaningful and appropriate in a

particular conte8t) These t%o &no%ledge are traditionally &no%n as competenceand

performancerespectively) To demonstrate this &no%ledge9 the follo%ing are

e8amples !uoted from ;iddo%son 1.203( 45(

The rain destroyed the crops.

The unicorn is a mythical beast.

The farmer killed the duckling.

ohn loves ary.

y tailor is rich.

The sentences above manifest our &no%ledge of correct usage of English rules9

but %e do not produce sentences to manifest our grammatical ability but to achieve



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some &ind of communicative purpose 1i)e) value5) That is9 and according to

;iddo%son 1.203( 45(


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In relation to the lexicalmeaning9 %ords in English are of t%o types( contents

and functors 1functions5) @ontent %ords provide us %ith the dictionary meaning)

Dictionaries are filled %ith %ords and their meanings %hich permit the spea&er and

the learner of a foreign language to use them appropriately in sentences and to

understand them %hen heard or read) An instance is !uoted from 1From&in9 .233(

+,05(


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redor bluecolour %ith the %ord"ealousy,or other colour %hose co'occurrence seems

impossible) This type of collocational restrictions is by nature an idiosyncratic

property)

;e also have to mention another type of collocation %hich is not predictablefrom the combination of certain items9 but from the co$text%and G or contextas in the

word chair, ear, eye, bank, corn :etc) Their meanings may vary according to the

conte8t in %hich they are used or uttered) For instance9 $ier%isch 1.20,( .-05 says

that the sentenceohn was looking for the glasses is ambiguousbecause the %ord

glassesmay refer either tospectaclesor to drinkingglasses. Similarly9 the %ord bank

in a sentence such asI went to the bankis ambiguous by virtue of the ambiguity

inherent in the %ord bank. $ut by conte8tualiCing it9 and or adding some additional

conte8t9 say9for cashing moneythe %ord bank is absolutely an institution for the

custody of money) The point to reveal here is that any le8ical item %hich has the

same form but differs in meanings is semantically labeled as a homonym9 and

conse!uently produces %hat is traditionally called 6le8ical ambiguity6 see also

From&in 1.233( +..5) And %e notice once again that collocation may emerge in the

form of homonyms9 too)

"eaning9 in addition9 may be stated through sense'relations such as synonymy9

antonymy9 homonymy9 etc) these are very important in the process of teaching G

learning English because some of the semantic &no%ledge %e have about the %ords

may be applied to sentences) ;ords are synonyms9 sentences are paraphrases as in(

%. The defects of the plan were obvious.&. The demerits of the scheme were evident. 1#eech .23/( 5.

;ords may be homonyms9 sentences may be ambiguous as in(

'. I went to the bank.

;ords have opposites9 sentences can be negated as in(

(. I will buy a new car.

). I will sell my old car..)A term used by some $ritish linguists in an attempt to resolve the A"$IKUITL of the term conte8t9 %hich can refer to both

#I>KUISTI@ and SITUATI*>A# E>MIR*>"E>TS) See @rystal 1.23,( 2-5)



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VPVP

V NPPPV

a light bulbto screw inin a light bulbto screw

>evertheless9 the meaning is not al%ays le8ical9 %e must have some linguistic

&no%ledge about the structure of the language and ho% %ords 1and parts of %ords5

are combined to form sentences that have meaning) From&in 1.233( +,-5 believes

that(

The meaning of %ords is part of linguistic &no%ledge and is therefore

a part of the grammar) 1From&in9 .233( +,-5

Krammatical meaning9 on the other hand9 is studied under t%o divisions(

morphology1i)e) the combination of morphemes into %ords5 andsyntax1the

combination of %ords into sentences5) In morphology9 the grammatical meaning is

determined by the role of inflections) These are of t%o types( inflectional suffi8es

1e)g)s, ed, *s9 er, est, etc5 and the derivational affi8ations 1e.g. + ie, + ion, un + , en

+ , + ly, etc5) The former refers to a change in the %ord form to sho% different

syntactical relationships7 but never mar& a change in the %ord class e)g) cat B cats9

strong B stronger + strongest 9 play B played.The latter9 in fact mar& a change in the

%ord class 9for e8ample9 noun to verb e)g) courage B encourage G form B formalie.

For further classification of inflections see Nuir& and Kreenbaum 1.232( /34',/5

and $auer 1.234( ++'4/5) Stress and intonation may add a lot to the meaning of a

%ord or a structure) See also 1Nuir& and Kreenbaum9 .232( ,5)

In synta89 if t%o e8pressions convey different implications in the same conte8t9

these ambiguous e8pressions are normally ta&en to differ in semantic and hence in

underlying syntactic representation 1@ole .203( 8i59 as in < to screw in a light bulb)

The %ord screw has t%o meanings9 and the sentence has9 therefore9 t%o structures

1From&in9 .233( +.+5) This &ind of ambiguity is called structural or grammatical

ambiguity(



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*n the other hand the meaning of the sentence is not9 al%ays9 dependent on the

meaning of the %ords it contains cats chase dogsand dogs chase catsdo not mean

the same though the %ords in each sentence are identical 1Oempson9 .200( -5) ;ord'

order may sometimes change the meaning) In the case of cats chase dogsand dogs

chase cats9 %here thesub"ectand ob"ectreplace each other9 are fully different in

meaning) And so9


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some other meaning beside the literal meaning of the e8pression


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That is to say9 there is an intimate connection bet%een meaning and culture) Different

cultures impose different interpretations and different social behavior) So9 the learner

must be a%are of these varieties to be able to engage successfully9 rather9

appropriately %ithin the boundaries of that culture)

*ne of the variables that govern appropriateness is purpose) ;e decide %hat %e

%ant to say on the basis of %hat purpose %e %ish to achieve) Do %e %ish to invite?

to condole? to thank? to excuse? All these purposes are called language functions and

are studied under the notion ofspeech acts) The term speech act is defined according

to crystal 1.23,( 4+05 as(

))) the activity %hich the use of language performs or promotes in the

listener 1respectively9 the I##*@UTI*>ARL force and

ER#*@UTI*>AR effect of the language5) 1@rystal9 .23,( 4+05)

In saying9 for instance9 congratulationto someone actually performs the act of

congratulatingas soon as the utterance comes out of onePs mouth 1direct speech act5) $ut

sometimes9 it is not easy to guess the spea&erPs intention %hen uttering or issuing acommand or as&ing a !uestion etc) In saying 9for instance9 0mm9 a delicious mealQ69 she G

he perhaps not only e8pressing feeling or taste but may be she Ghe is re!uesting the

other person9 indirectly9 to bring more food) Asserted by @order 1.204( /-5 as(

An utterance may assert some state of affairs and demand some action

of the hearer9 it may have both a referential and directive function)

1@order9 .204( /-5)

And this leads us to assume that in many languages9 if not all9 there is no one'to'one

relationship bet%een a class of speech act 1i)e) romise9 %arning:etc5 and the

grammatical form of an utterance 1i)e) declarative9 imperative9 interrogative:etc5)

@order 1.204( 435 puts it in this %ay(

:any utterance may have simultaneously several functions

and there is no simple one'to'one relation bet%een the form

of an utterance and its function9 although there may be



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a statistical relation:bet%een an interrogative sentence and

the function of as&ing a !uestion) 1@order9 .204( 435)

This means that9 most utterances are 6multi'functional6 1Allen and @order9 .20(

.205 and thus9 almost any utterance can have almost any function in some conte8t

and situation @order 1.204( 435)

Any learner of a foreign language ' English is an e8ample ' may face different

difficulties in deciding or discovering %hat the relations hold bet%een the formal

features of an utterance such as 1I*ll be there tomorrow1and the situation %hich leads

to a specific interpretation of that utterance as apromise9 a warning9 an assertionor

some other class of speech act) Kenerally spea&ing9 %e can not say %hat the function

of a bit of language if %e ta&e it in isolation from its conte8t and the situation in

%hich it is used) The same e8pression may be uttered in different occasions %ith

!uite different intentions and effects9 it is not enough to record %hat e8pressions are

uttered %hy and for %hat purpose they are uttered) ;e can do this successfully if %e9

only9 have a lot of information about the spea&er9 the hearer9 and the situation)

As far as communication is concerned9 comprehending meaning is demonstrably

a mi8ture of semantic and pragmatic 1conte8t5 criteria) "eaning9 therefore may be

described as a system %hich mediates9 in a highly comple8 %ay9 bet%een the le8ical

items and the syntactic structure) *n the other hand9 it depends upon conte8t9 %hich

is very crucial in revealing the ambiguity of the sentence G utterance and resolve

misunderstanding bet%een the spea&er and the hearer in any act of communication)

"eaning is probably9 the most neglected aspect of the English language

teaching) Foreign language courses too9 are obviously la&e the focus on

communicative aspects( meaning in conte8t and speech acts) The traditional

perspective focusing on grammar should be modified so as to let meaning occupy its

necessary important position in TEF#)

Approaches to problems of meaning teaching is strongly influenced by the place

accorded to usageand usein interpersonal communication 1see ;idddo%son9 .203(



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.'+,5) This dichotomy echoes the long'discussed distinctions bet%een form and

meaning and bet%een competenceandperformance) >evertheless9 many linguists

assert that language can not be described %holly apart form meaning9 since meaning

B and its relation to mind B is inherent in the very nature of language)

In teaching andGor learning a foreign language9 it has been increasingly

ac&no%ledged that language is essentially a tool for communication and %hereas

grammatical patterns play a crucial role in communication)


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purpose is apparent in the e8ercises) ))) %hatever the intention of such

drills may be9 their effect is to encourage students to practice the

forms of the language and to neglect the meaning %hich ought to be

associated %ith the forms)

1Allen and @order9 .20( +5)

In the classroom9 concentration is usually laid upon linguistic elements related to

competence) In real life9 the case is different since %ords and sentences usually ta&e a

functional purpose) E8ercises that emphasiCe the learning of grammar and vocabulary

in isolation and apart from any sensible conte8t9 helps some students to e8cel in the

formal study of the language) These same students may find difficulties to get %hat a

piece of language may assert7 ho% and %hen to select the appropriate form'meaning

in conte8t7 ho% to ma&e up %ords that give a specific meaning if they are not brought

up into direct contact %ith them7 andGor to recogniCe the different relations that hold

bet%een the different types of meaning) All these communicative problems

mentioned above are attributed to the inade!uate preparation learners have in

communicative s&ills)

"any @lassroom teachers9 %ho %ant to develop the communicative aspects of

their students are frustrated %hen %or&ing through a more grammar' based syllabus

as reported by $lac& 1.22.( -5(

the difficulty lies in motivating students to communicate in English

%hile preparing them for an e8amination that only tests grammatical

&no%ledge)

$lac& 1.22.( -5

It is %orth mentioning here that achieving a native spea&ers level of ability in

conveying and understanding English is not a realistic goal) Ho%ever9 it is reasonable

to assume that a good teaching model may have a positive effect on ma&ing the

students communicate and be communicated in the foreign language appropriately

and intelligibly9 reaching a some%hat nativeBli&e ability)



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The purpose of the present study is to s%itch the attention of teachers and

syllabusP designers to embrace the aspect of meaning together %ith the aspects of

grammar in the syllabus of English language teaching) Foreign language teaching is a

matter of considerable social importance) There is a great demand for it and in many

countries it forms an important part of the educational facilities provided) Thus9 the

learning and teaching of meaning9 constitute9 in our opinion the most important area

%ithin the e8tensive field of applied linguistics9 because it is the medium through

%hich any information can be carried to the students)

According to %hat has been mentioned9 this dissertation is an attempt to e8plore

an area of apparently shared concern in the study of meaning( semantics and

pragmatics) It also represents an attempt both to delineate the problems of meaning in

English language teaching and to find through a descriptiveBanalytic approach the

outlines of their solution)

Accordingly9 it falls in 4 chapters(

@hapter . is a discussion of some basic concepts related to the linguistic

meaning) This chapter is devoted firstly9 to the study of the le8ical meaning and

secondly to the study of the structural 1grammatical5 meaning)

@hapter + is a discussion of some theoretical issues related to conte8tual

meaning 1pragmatics59 speech acts are one e8ample)

@hapter 4 is the practical approach to the teaching of meaning) It begins %ith a

brief survey in methods9 approaches and materials7 and further ends %ith a general

vie% of the syllabus Ba syllabus for the preparatory stage adopted in Syria 1English

for Starters 5 %ill be the sample of this studyB different e8amples and activities are

illustrated in the chapter as %ell as in the appendi8es)

Finally9 the dissertation is concluded %ith some important recommendations and

suggestions for the teaching of meaning)



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Conclusion

In conclusion I %ould li&e to suggest and recommend the follo%ing(

In every day language use9 %e normally focus our attention primarily on the

meaning of %hat %e say or hear9 rather than on its linguistic form) Therefore9 theaspect of meaning should be intensified in every language teaching syllabus) $ecause



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it is the medium through %hich any information can be carried to the students)

Teaching English in the primary stage is some%hat a ne% field) It re!uires every

possible encouragement to support the introduction of English at an early stage of

learning) Thus9 student can be %ell'informed of the basic rules of English language as

a means of communication 1grammar9 semantics9 and pragmatics5) This gradual

presentation of English is essential for students before moving into the preparatory

stage9 %here they have to study a more sophisticated English) Therefore9 a more

comprehensive and practical perspective is necessary to achieve effective learning)

Teachers9 too9 are in need for training in a %ay that helps them perform their tas&s

more effectively)

Teaching general English classes means that syllabuses and materials designers

and of course teachers have a %ide range of possibilities at their disposal) The truth is

that syllabus designers need to be able to organiCe all the elements %e have tal&ed

about 1topics9 s&ills9 vocabulary9 grammar and functions5 into a coherent %hole) The

issue of %hich part of the syllabus is the main organiCing principle may not be an

important one9 since it is in the interrelationship of all the elements that %e plan for

our studentsP communicative needs most ade!uately)

To organiCe materials that depend on teaching language grammar as their core is

not a satisfactory organiCing principle) Although grammar is the best and the simplest

organiCing principle for a syllabus9 functional uses could be developed from such

syllabuses) A unit on the present simple tense may end %ith a lesson about

apologiCing 1IPm sorry9 IPm late5) And G or a topic on ma&ing friendship or visiting

communities may be developed to teach students ho% to as& !uestions9 to ma&e

suggestions9 greet and than&9 accept and refuse and participate freely9 socially9 and

successfully %ith the others)

A grammatical sentence may be used for multiple functions) The presentation of

1imperative9 interrogative9 affirmative5 sentences around a topic %ith names li&e

ma&ing introductions9 e8pressing gratitude9 advising and as&ing for advice9 as&ing for

assistance and responses to offering assistance and so on9 may enhance the process of



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learning)

#anguage is used in a conte8t and develops as a result of conte8tualiCed use)

Therefore9 motivating and stimulating students to %or& in groups embodies the turn'

ta&ing system %hich in turn leads to meaning negotiation) A thoughtful classroom

discussion helps students to develop critical thin&ing) Tal&ing in a small group helps

students to learn to organiCe their thoughts and present them coherently) They also

learn to be active listeners9 holding other peoplesP ideas up to critical analysis) They

come to see that there are al%ays alternative %ays of loo&ing at a difficult problem or

situation) So9 classroom discussions yield very po%erful individual and social

benefits)

Teaching and learning vocabulary in conte8t and in the company of co'te8t is

much more valuable than learning isolated %ords) Students should be a%are that

%ords do not e8ist on their o%n9 they live %ith other %ords and they depend upon

each other le8ically and grammatically) ;hen students learn and see all types of

collocation in conte8t and in relation to other pieces of language9 they are far more

li&ely to remember them if they learn them as single items) Increasing the depth of

%ord &no%ledge in learning to collocate %ords9 to add further meanings and to ma&e

opposites does not happen automatically) E8tensive reading and the recycling of

collocations9 synonymy and antonymy e8ercises is prere!uisite)



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Teachers may develop several activities %here the students can construct various

types of patterns and help them try these out to see if they %ill carry effectively the

meanings they intend) *ne %ay in %hich %e provide opportunities for the students to

perform speech acts is by providing practices 1conversation9 dialogue9 etc)5 in %hich

the content is structured by the learning situation)

#anguage in the classroom must be authentic if students are to learn to

communicate naturally) ;hen students participate in a real discussion9 in %hich they

formulate their thoughts on a topic9 e8press their personal =udgments9 and are

respected for their opinions by the other participants9 then real learning ta&es place)



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Table of Contents

Page

Introduction.

ChapterOne( The linguistic study of meaning 1semantics5)))))))))))))).-

.). Introduction))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))).-

.)+ The le8icalmeaning))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))).-

.)+). "eaning from combinations( collocation)))))))))))))))))))))))))+,

.)+).). "eaning from habitual collocation))))))))))))))))))))))))))))))))+-

.)+).)+) Idiomatic meaning)))))))))))))))))))))))))))))))))))))))))))))))))))))))))+-

.)+).)4 @ollocation as a situational meaning)))))))))))))))))))))))))))))4-

.)+).)/ The idiosyncratic property))))))))))))))))))))))))))))))))))))))))))))) 40

.)+)+ "eaning from sense'relations()))))))))))))))))))))))))))))))))))))))))/,

.)+)+). Synonymy) )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))/,

.)+)+)+ Antonymy)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))/

.)4 The Structural 1grammatical5 meaning())))))))))))))))))))))))))))))))),

.)4). "orphological classification of English))))))))))))))))))))))))))),

.)4)+ Difficulties in morphological analysis))))))))))))))))))))))))))))))4

.)4)4 Suppletion)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))4

.)4)/ The role of Affi8ation))))))))))))))))))))))))))))))))))))))))))))))))))))))))/

.)4) The specification of meaning in syntactic structure)))))))))-,

.)+)- Krammatical Ambiguity))))))))))))))))))))))))))))))))))))))))))))))))))))-+



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.)4)0 %ord'order)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))--

Chapter two: The conte8tual study of meaning 1pragmatics5............68

+). Introduction))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))-3

+)+ ragmatics and conte8t))))))))))))))))))))))))))))))))))))))))))))))))))))))))))-3

+)4 "eaning and conte8t))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))0+

+)/ Speech acts( components and categories)))))))))))))))))))))))))))))))00

+) @onditions that characteriCe speech acts)))))))))))))))))))))))))))))))02

+)- Speech acts and conventions))))))))))))))))))))))))))))))))))))))))))))))))))34

+)0 Indirect speech acts))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))33

+)3 @onventional indirect speech acts))))))))))))))))))))))))))))))))))))))))))32

+)2 Indirect speech acts and sentence types)))))))))))))))))))))))))))))))))2.

+)., The form of sentences and the purpose of the utterances))))24

Chapter Three: "eaning and English language teaching ..............106

4). Introduction)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))).,-

4)+ "ethods9 approaches and materials))))))))))))))))))))))))))))))))))).,-

4)4 Factors influencing methods)))))))))))))))))))))))))))))))))))))))))))))).,2

4)/ The syllabus( content choice and organiCation))))))))))))))))))..,

4) "aterials in the syllabus( selection and gradation)))))))))))))...

4) - A general vie% of the syllabus))))))))))))))))))))))))))))))))))))))))))..0

4)0 "eaning in the syllabus()))))))))))))))))))))))))))))))))))))))))))))))))))).++

4)0). Topics)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))).++

4)0)+ S&ills)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))).+



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4)0)4 Mocabulary9 Krammar and language functions()))))))))))))).4,

4)0)/ #e8ical &no%ledge and the teaching of vocabulary))))))).4.

4)0) @ollocation in language teaching)))))))))))))))))))))))))))))))))))).4+

4)0)- Idiomatic meaning())))))))))))))))))))))))))))))))))))))))))))))))))))))))).42

4)0)0 Idioms))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))).42

4)0)3 hrasal verbs)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))./.

4)0)2 Synonymy and antonymy in the syllabus)))))))))))))))))))))))./0

4)0)., Functions in language teaching))))))))))))))))))))))))))))))))))))).4

4)0).. Indirect speech acts and language teaching)))))))))))))))))).-

4)0).+ #e8ical phrases and language functions))))))))))))))))))))))).3

4)0).4 Authenticity in course materials)))))))))))))))))))))))))))))))))))).--

Concluion....................................................................................... 1!"

#i$liographical reference ...............................................................1!6

%ppendice

linguistic and contextual meaning in tefl

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