First established in the 1970s, this series draws extensively on empirical research and theoretical work in linguistics, pragmatics and psychology as well as exploring key issues in language acquisition and language use. This book focuses on a description of the discourse properties of language and reveals what insights this can offer to the student and teacher of language. It actively encourages a discourse-orientated view of language and promotes language awareness as important to language learning. It challenges many current language teaching orthodoxies and offers new perspectives on language awareness. Each chapter features activities which enable the reader to consolidate the points made throughout the book which uses taken from a wide range of written and spoken English.