By Henry Beadnell

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Interaction activities in the foreign classroom, or how to grow a tulip-rose'. Foreign Language Annals 9:248-254. org by guest on January 1, 2011 Morrow, K. and K. Johnson. 1977. 'Meeting some social language needs of overseas students'. 5:694-707 . M I CH A E L C A N A L E A N D M E R R I L L S WA I N 45 Penfield, W. and L. Roberts. 1 959. Speech and brain mechanisms. Princeton, N . J . : Princeton University Press. Piaget, J . 1954. The construction of reality in the child. New York: Ballantine.

E. e. appropriate combination of com­ municative functions) of groups of utterances (cf. Halliday and Hasan 1976 and Widdowson 1978 for discussion). It is not altogether clear to us that rules of discourse will differ substantively from grammatical rules (with respect to cohesion) and sociocultural rules (with respect to coherence). However, the focus of rules of discourse in our framework is the combination of utterances and communicative functions and not the grammatical well-formedness of a single utterance nor the sociocultural appropriateness of a set of propositions and communicative functions in a given context.

Furthermore, communication activities must be as meaningful as possible and be characterized (at increasing levels of difficulty) by aspects of genuine com­ munication such as its basis in social interaction, the relative creativity and un­ predictability of utterances, its purposefulness and goal-orientation, and its authenticity (cf. Morrow 1977 for discussion of these points). Examples of activities prepared with these characteristics of communication in mind are suggested by Candlin (1978), Johnson and Morrow (1978), Morrow and Johnson (1977), and Paulston and Bruder (1976).

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