English Language Teaching in its Social Context

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~ (1~ (1996)TEACHING GRAMMAR IN CONTEXT 199ReferencesBadalamenti, V. and Henner-Stanchina, C. (1993) Grammar Dimensions One. Boston: Heinle andHeinle.Ellis, R. (1994) The Study $Second Language Acquisition. Oxford: Oxford University Press.Halliday, M.A.K. (1985) An Introduction to Functional Grammar. London: Arnold.Heath, S.B. (1992) ‘Literary skills or literate skills? Considerations for ESL/EFL learners’ inNunan (1992).Johnston, M. (1987) ‘Understanding learner language’ in Nunan (1987).Kellerman, E. (1 983) ‘If at first you do succeed . . . , in S. Gass and C. Madden (eds) Input inSecond Language Acquisition. Rowley, Mass. : Newbury House.Larsen-Freeman, D. and Long, M. (1991) An Introduction to Second Language Acquisition Research.London: Longman.Nunan, D. (ed.) (1987) Applying Second Language Acquisition Research. Adelaide: NCRC.992) Collaborative Language Learning and Teaching. Cambridge: Cambridgc UniversityPress.Nunan, D. (1993) Introducing Discourse Analysis. London: Penguin.Academic Writingfor Nursing Students. Hong Kong: The English Centre. Universityof Hong Kong.Pica,T. (1985) ‘The selective impact of classroom instruction on second language acquisition’.Applied Linguistics 6 / 3 : 2 14-2 2.Pienemann, M. and Johnston, M. (1987) ‘Factors influencing the development of languageproficiency’ in Nunan (1987).Rutherford, W. (1987) Second Language Grammar: Teaching and Learning. London: Longman.Wajnryb, R. (1990) Grammar Dictation. Oxford: Oxford University Press.Woods, E. (1995) Introducing Grammar. London: Penguin.
Chapter 12Anne BurnsGENRE-BASED APPROACHES TO WRITINGAND BEGINNING ADULT ESL LEARNERSIntroductionOMMUNICATIVE LANGUAGE TEACHING (CLT) HAS played its partC in revolutionising narrowly conceived theories of language learning and most languageteachers would say they no longer equate the learning of a second language with the learningof traditional grammar. At the same time, CLT has given rise to a sometimes confusing arrayof methodologies, some of which claim to be ‘the method’ by which second languages willbe acquired and all of which call themselves ‘communicative’. This has often led to a stateof affairs in the language classroom which seems to derive much of its pedagogical base fromintuition.More and more, researchers and educators have bcgun to question somc of theassumptions implicit in communicative approaches to secontl-language teaching which havefailed to take into account a well-formulated theory of language. Copc (1989) has arguedthat what is needed is an ‘authoritative’ pedagogy for the 1990s which will replace what heterms the ‘progressive’ curriculum which has existed since the mi& 1970s. Because of itsdiscovery learning, ego-centred base, progressive ESL pedagogy has failed to make explicitto learners the knowledge they need to gain access to socially powerful forms of language.It has emphasised inquiry learning, process and naturalism but has neglected to offer learnerssystematic explanations of how language functions in various social contexts.In recent years much attention has been given to socially based theories of languageand in Australia work drawing on systemic linguistics and notions of genre and registerdeveloped by Michael Halliday (e.g. Halliday 1985; Halliday and Hasan 1985) has provideda model for explaining language in relation to the context in which it is used, while atthe same time taking into account language at the levels of whole text. I would also arguethat systemic-functional approaches to language learning and teaching fit well withCommunicative LanguageTeaching, as they provide teachers and learners with a means ofexploring language use within a framework of cultural and social purpoTe.Although genre-based language theories have application to both spoken and writtenlanguage, much of the work done in educational settings has related to literacy developmentin the schools context (Martin and Rothcry 1980, 1981 ; Martin 1985). Thc Adult MigrantEducation Program (AMEP) Literacy Project organised throughout the National Centre forEnglish Language Teaching and Research (NCELTR) described by Hammond (1989) has
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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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2 INTRODUCTIONprocess evoke and cre
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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 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 67proce
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SECOND LANGUAGE ACQUISITION 6945678
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~ (1977)~ (1980)~ (1SECOND LANGUAGE
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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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CONSTRAINTS AND RESOURCES I N CLASS
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~ (1CONSTRAINTS AND RESOURCES IN CL
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~ (1~ (1996b)CONSTRAINTS AND RESOUR
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aintoLANGUAGE ACQUISITION OR LANGUA
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LANGUAGE ACQUISITION OR LANGUAGE SO
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~ (1LANGUAGE ACQUISITION OR LANGUAG
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THE SOCIAL CONTEXT FOR LANGUAGE LEA
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~ (1~ (1984a)~ (1984b)~ (1984)THE S
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PART TWOStrategies and goals in the
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Page 183 and 184: 168 JACI< C. RICHARDSa basis for es
Page 185 and 186: 170 JACK C. RICHARDSClassroom manag
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Page 189 and 190: 174 JACK C. RICHARDSMore recent wor
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Page 195 and 196: Chapter 10Michael H. LongFOCUS ON F
Page 197 and 198: 182 MICHAEL H. LONG“interfering
Page 199 and 200: 184 MICHAEL H. LONGdcvelopmcnt now
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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Page 209 and 210: 194 DAVID NUNANenable them to make
Page 211 and 212: 196 DAVID NUNANExample 3Look at the
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Page 217 and 218: 202 ANNE BURNSteacher to structure
Page 219 and 220: 204ANNE BURNST:L:T:L:T:L:T:LL:T:L:L
Page 221 and 222: 206 ANNE BURNSSu: Oh (laughs) . . .
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Page 251 and 252: 236 J. KEITH CHICKare responsible f
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Page 258 and 259: Chapter 15Neil MercerLANGUAGE FOR T
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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 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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