English Language Teaching in its Social Context

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~ (1~ (1THE SOCIAL CONTEXT FOR LANGUAGE LEARNING 143Long, M.H. (1983) ‘Does second language instruction make a difference? A review ofresearch’. TESOL Quarterl, 17; 359-82.Luckmann, T. (cd.) ( 1978) phenomenology and sociology. Harmondsworth: Penguin.Malinowski, B. (1935) Coral gardens and their magic. London: Allen and Unwin (2nd edition,1966).Mann, S.J. (1982) ‘Verbal reports as data: A focus on retrospcction’, in Dingwall, S.D., Mann,S.J. and Katamba, F.X. (eds) Methods and problems in doing applied linguistic research,pp. 87-105. University of Lancaster.983) Problems in reading and how thy may be solved by the reader. Paper at the 17th AnnualTESOL Convention, Toronto.Marton, F., Hounsell, D.J. and Entwistlc, N.J. (eds) (1984) The experience .f learning.Edinburgh: Scottish Academic Press.Meighan, R. (1977) ‘The pupil as client: The learner’s experience of schooling’. EducationalReview 29: 123-35.Morrison, A. and MacIntyre, D. (1969) Teachers and teaching. Harmondsworth: Penguin.Mueller, C. (1979) ‘Somc origins of psychology as a science’. Annual Review ofPsychology 30:9-20.Murphy-O’Dwycr, M. (1983) ‘Teachers in training: A diary study during an in-scrvice course’.Unpublished M.A. thesis, Univcrsity of Lancaster.Naiman, M., Frolich, M., Stern, H.H. and Todesco, A. (1978) The good language learner.Toronto: Ontario Institute for Studies in Education.Nash, R. (1973) Classrooms observed. London: Routledge and Kegan Paul.__ (1974) ‘Pupil’s expectations for thcir teachers’. Research in Education, Novcmber 1974:46-7 1 .Ncisscr, U. (1976) Cognition and reality. NewYork: W.H. Freeman.Newport, E.L., Glcitman, H. and Gleitman, L.R. (1977) ‘Mother I’d rather do it myself: Somccffccts and non-effects of maternal spcech style’, in Snow, C.E. and Fcrguson, C.A. (eds)Talking to children:Language input and acquisition. Cambridge: Cambridge university Press.Ochsner, R. (1979) A poctics of second language acquisition. Language Learning 29: 53-80.Rommetveit. R. (1981) ‘On meanings of situations and social control of such meanings inhuman communication’, in Magnussen, D. (cd.) Toward a psychology of situations: Aninteractional perspective, pp. 151-67. Hillsdale, NJ: Lawrence Erlbaum Associates.Rubin, J. (1981) ‘The study of cognitive proccsscs in second language learning’. AppliedLinguistics 2: 117-31.Sapir, E. (1949) Culture, language and personality: Selected essays. Berkeley: University ofCalifornia Press.Scarcclla, R. and Krashen, S.D. (eds) (1983) Research in second language acquisition. Rowley, MA:Newbury House.Schutz,A. (1962, 64, 66) Collected PapersVols I-3.The Hague: Nijhoff.967) The phenomenology ofthe social world. Chicago: Northwestern University Press.Schwerdtfeger, I.C. (1984) Exercises in theforeign language c1assroorn:The pupils’point ofview. Papcrat thc Symposium on Foreign Language learning under Classroom Conditions, AILA 7thWorld Congress. Brussels.Shatz, M. (1982) ‘On mechanisms of language acquisition: Can features of the communicativeenvironment account for development?’, in Wanner, E. and Gleitman, L.R. (eds)Language acquisition: The state .f the art, pp. 102-27. Cambridge: Cambridge UniversityPress.Shottcr, J. (1978) ‘Towards a social psychology of cvcryday life: A standpoint “in action”’, inBrenner, M. et al. (eds), pp. 3343.Soulc-Susbielles, N. (1984) Pupils anabse their own classroom behaviour. Paper at the Symposiumon Classroom-ccntrcd Research, AILA 7thWorld Congress, Brusscls.
~ (1980b)144 MICHAEL P. BREENStubbs, M. and Delamont, S. (eds) (1976) Explorations in classroom observation. London: Wilcy.Taylor, C. (1971) ‘Interprctation and thc sciences of Man’. Review $Metaphysics xxv: 3-5 1.Taylor, P.H. (1962) ‘Children’s cvaluations of the characteristics of a good teacher’. BritishJournal ofEducationa1 Psychology 32: 258-66.Turncr, R. (ed.) (1974) Ethnornethodology. Harmondsworth: Penguin.Waller, W. (1932) The sociology ofteaching. NewYork: Wiley.Waterson, N. and Snow, C.E. (cds) (1978) The development ofcommunication. London: Wiley.Wenden, A.L (1983) ‘The process of intcraction’. Language Learning 33: 103-21.Woods, P. and Hammerslcy, M. (eds) (1977) School experience. London: Croom Helm.Woods, P. (1979) The divided school. London: Routledgc and Kegan Paul.Woods, P. (cd.) (19804 Pupils’strategies. London: Croom Helm.Eachers’strategies. London: Croom Helm.
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English Language Teaching in its So
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English Language Teaching in its So
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First published 2001by Routledge11
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IllustrationsFigures1.12.13.13.25.1
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Ac kn ow I e d g e me n t sThe edit
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xivAC I
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2 INTRODUCTIONprocess evoke and cre
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6 INTRODUCTIONcould be used by adul
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8 INTRODUCTIONkey theme in the pape
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Chapter 1Rosamond Mitchell and Flor
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SECOND LANGUAGE LEARNING: CONCEPTS
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FACTORS AFFECTING SECOND LANGUAGE L
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orofFACTORS AFFECTING SECOND LANGUA
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SECOND LANGUAGE ACQUISITION 45Many
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SECOND LANGUAGE ACQUISITION 47neces
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SECOND LANGUAGE ACQUISITION 49The c
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SECOND LANGUAGE ACQUISITION 51as an
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SECOND LANGUAGE ACQUISITION 53A num
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SECOND LANGUAGE ACQUISITION 55for l
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SECOND LANGUAGE ACQUISITION 57What
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SECOND LANGUAGE ACQUISITION 59The t
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SECOND LANGUAGE ACQUISITION 61Innov
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SECOND LANGUAGE ACQUISITION 63seen
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SECOND LANGUAGE ACQUISITION 65expla
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SECOND LANGUAGE ACQUISITION 67proce
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SECOND LANGUAGE ACQUISITION 6945678
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~ (1977)~ (1980)~ (1SECOND LANGUAGE
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~ (1~ (1~ (1SECOND LANGUAGE ACQUISI
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Chaptev 4Pet e r S It e ha nCOMPREH
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COMPREHENSION AND PRODUCTION STRATE
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CONSTRAINTS AND RESOURCES IN CLASSR
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Page 160: PART TWOStrategies and goals in the
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Page 181 and 182: ~ (1~ (1~~~ (1166 PAUL KNIGHTForeig
Page 183 and 184: 168 JACI< C. RICHARDSa basis for es
Page 185 and 186: 170 JACK C. RICHARDSClassroom manag
Page 187 and 188: 172 JACK C. RICHARDSinformation, an
Page 189 and 190: 174 JACK C. RICHARDSMore recent wor
Page 191 and 192: 176 JACI< C. RICHARDSsuccessful rea
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Page 195 and 196: Chapter 10Michael H. LongFOCUS ON F
Page 197 and 198: 182 MICHAEL H. LONG“interfering
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Page 201 and 202: 186 MICHAEL H. LONGPavcsi’s study
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Page 205 and 206: ~ (1~ (1190 MICHAEL H. LONGSpada, N
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194 DAVID NUNANenable them to make
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196 DAVID NUNANExample 3Look at the
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198 DAVID NUNANConclusionIn this ch
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Chapter 12Anne BurnsGENRE-BASED APP
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202 ANNE BURNSteacher to structure
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204ANNE BURNST:L:T:L:T:L:T:LL:T:L:L
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206 ANNE BURNSSu: Oh (laughs) . . .
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Chapter 13A. Suresh CanagarajahCRIT
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ofTESOL-related macrostructures, an
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212 A. SURESH CANAGARAJAHI enjoyed
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214 A. SURESH CANAGARAJAHconducted
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216 A. SURESH CANAGARAJAHtranscende
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218 A. SURESH CANAGARAJAH(c)(d)(e)(
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220 A. SURESH CANAGARAJAHdownTamil
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222 A. SURESH CANAGARAJAHearly OS),
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224 A. SURESH CANAGARAJAHthe intere
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~ (1226 A. SURESH CANAGARAJAHO’Ne
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228 J. KEITH CHICI
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230 J. KEITH CHICI
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232 J. KEITH CHICI
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234 J. I
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236 J. KEITH CHICKare responsible f
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238 J. KEITH CHICI
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~ (1240 J. I
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Chapter 15Neil MercerLANGUAGE FOR T
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LANGUAGE FOR TEACHING A LANGUAGE 24
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thecanLANGUAGE FOR TEACHING A LANGU
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~ orwhatassignments,LANGUAGE FOR TE
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~ note,LEARNING A NEW REGISTER 259T
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LEARNING A NEW REGISTER 261there is
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LEARNING A NEW REGISTER 2632 when I
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LEARNING A NEW REGISTER 265session,
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awhichLEARNING A NEW REGISTER 267ha
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~ (1~ (1LEARNING A NEW REGISTER 269
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Chapter 17Angel M. Y. LinDOING-ENGL
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DO1 N G-E NG LIS H - LESS0 N S 273l
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DO1 NG-E N G L IS H-L E S SO N S 27
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DO1 NG-E NG LIS H- L E SSON S 277Cl
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DO1 NG-E NG LIS H - LESS0 N S 279he
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DOING-ENGLISH-LESSONS 281to where?>
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DO IN G - E N G L IS H - L E S SO N
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DO1 N G - E N G L IS H - L E SSO N
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Chapter 18Assia SlimaniEVALUATION O
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EVALUATION OF CLASSROOM INTERACTION
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~ (1983)~ (1EVALUATION OF CLASSROOM
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APPENDIX 2: UPTAKE IDENTIFICATION P
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NAVIGATING THE DISCOURSE 307psychol
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NAVIGATING THE DISCOURSE 309individ
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NAVIGATING THE DISCOURSE 311are not
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NAVIGATING THE DISCOURSE 313types o
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NAVIGATING THE DISCOURSE 315as appr
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NAVIGATING THE DISCOURSE 317learner
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NAVIGATING THE DISCOURSE 319the oth
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~ (1976b)NAVIGATING THE DISCOURSE 3
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Chapter 20Joan SwannRECORDING AND T
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RECORDING AND TRANSCRIBING TALI< 32
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RECORDING AND TRANSCRIBING TALK 327
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~andRECORDING AND TRANSCRIBING TALK
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Indexabsolute innovation 6 1academi
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INDEX 347discursive practices 3 10,
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INDEX 349teachers 6, 22740; constru
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3INDEX 351sampling 323 4Sapir, E. 1
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English Language Teaching in its Social Context

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