English Language Teaching in its Social Context

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Indexabsolute innovation 6 1academic competence 171-2academic register 258-70acquisition see second language acquisitionaction research 57-60, 137active exploration of language 195-6adolescent learners 40-- 1adopters 61adult learners 40-1, 174-5; genre-basedapproaches 5-6, 200-7Adult Migrant Education Program (AMEP)Literacy Project 200-7advocacy 325affective factors 24-5Affective Filter Hypothesis 159age 23, 3642agency: crcative, discursive 273, 278-82, 284Allwright, R. 287, 288, 306, 31 1, 315alternation, transcribing 336, 337, 338American Kernel Lessons (AKL): Intermediate 2 13. 14amplifications 248Anderson, A. 77-8Anderson, J.K. 17anti-grammar stance 148anxiety 24 5apartheid 22740; macro context of schoolingfor black people 235-7Aphek, E. 173application 65, 66applied linguistics 64 8applied science, education as 54-5appraisal 65, 66apprenticeship 1 13; into a culture 260aptitude 24, 31-2Arens, K. 168Army Specialized Training Program (ASTP) 149Arthur, J. 249-50Asher, J. 154Aston, G. 82asymmetry 131-2attitudes: to English as a language 2 15-1 6,222-3; role in language learning 24, 334audio-lingualism 44, 149-52audio recordings 326 7auditory discrimination test 39Auer, P. 117authenticity 129; using authentic data 194-5automaticity 80-1autonomy: learner 97, 299-300; school’srelative autonomy 209Rahns, J. 52balanced divergent factor 64Bangalore/Madras Communicational TeachingProject (CTP) 634, 160Reckerman, T.M. 171behaviourist psychology 149-5 1beliefs, learner 35-6belonging 1 18-1 9Beretta, A. 25, 50, 63-4Rerlitz, M. 149bilingual classrooms 1 7 1-2bilingual code-switching 250-2black South Africans 22740Bley-Vroman, R. 75Bloomfield, L. 149Blum, R.E. 169Bot, M. 227Bourdieu, P. 93, 272-3, 283Breen, M.P. 158, 160Rrindley, G. 65Brumfit, C. 59-60, 68Bruner, J. 96, 254burcaucratic structures 235 7, 237-8Cameron, D. 324, 325Camilleri, A. 251Canale, M. 83, 84Candlin, C.N. 158, 160Carr, W. 54, 55
346 INDEXCazden, C. 233Chaudron, C. 31 1child learners 40-1choices, set of 193-4Chomsky,N. 14, 15, 16, 17,45, 152chorusing 231, 232-3Clark, E. 76-7Clark, H.H. 76-7classroom: as coral gardens see classroom asculture metaphor; as discourse 125-8; asexperimental laboratory 123-5classroom context I ; motivation 34; strategiesand goals in 4 -6classroom as culture metaphor 128- 34; learningwithin 137-8; researching within 135 6;reviewing 134-5; teaching within 136 7classroom interaction see interactionclassroom management 170classroom research 51-2, 67, 125 8Claude, M. 229-30Clifford, R. 84-5Coates, J. 334COBUILD team 15coconstruction 95-7, 1334code-switching 250-2cognition 94-5cognitive factors 24Cohen, A.D. 173, 174collective culture 130Collins, J, 237, 238, 273, 284collusion 6, 22740column transcript layouts 3324communication strategies 824; problems with847Communicational Teaching Project (CTP)634, 160communicative competence 83, 84, 155communicative language teaching (CLT) 155-8,200, 227-8community language learning (CLL) 153compatible habitus 274- 5, 282competence: communicative 83, 84, 155;participative, interactional and academic171-2; and performance 14-15; strategic82 4comprehensible input 21, 75-6, 79, 159comprehensible output 21, 79, 260-1comprehension 3, 75--89; place of in languagelearning 75-6; strategies 76 8computer-based analysis 340 2conceptual evaluation 65, 66concordancing 342, 343concurrent resources 101 -2confidentiality 325-6confirmations 247confirmatory research tradition 53-6Conrad, J. 36conservatism 132 -3constraints 92 4, 103consultants, researchers as 52-3contextual knowledge 78contextualisation 116- 19contingency 98-1 02, 102; negotiation, languagelearning and 100-2continuity 248control 98conversation analysis (CA) 116-1 7, 119conversational inference 1 17conversational interaction 99-100co-operative learning activities 34Cope, W. 200co-production 288coral gardens, classroom as 128-34; see a/.soclassroom as culture metaphorCorder, S.P. 48, 49Cornelius, E.T. 2 13corpus linguistics 15, 340-2correction of errors 180, 298-9creativity 19; creative, discursive agency 273,27% 82, 284critical action research 59critical ethnography 2 11Critical Period Hypothesis 36, 37 9Crookes, G. 34, 58, 59, 60, 160 2cross-linguistic influences 20Csikszentmihalyi, M. I03cued elicitations 246-7cultural capital 272, 274 -5, 282culturally-specific interaction styles 22740;barriers to innovation and learning 229 34;limitations of explanations of school failure234-5culture 252~ 3, 254; classroom as see classroomas culture metaphor; and student opposition216-18, 221-2, 223-4Curran, C. 153Day, K. 313decision-driven modcl of research use 47deference politeness 228determination 2 I4 16dcvclopmental sequences 18, 182dialogue 97, 254differences between learners 23~5, 299-300,301differentiation 129 30direct elicitations 246direct method 149discourse 59; classroom as 125 8; dimensions of309-16; grammar and 196 7; languageacquisition or language socialisation 4,108-2 1 ; managing 318; navigating 8,306-22; positioning in and through 113-15;what learners learn from the discourse oflessons 316-1 7; see also interactiondiscourse skills 81
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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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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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~ (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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148 PAUL I
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150 PAUL I
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152 PAUL I
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154 PAUL I
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~ do~ iswouldwhat156 PAUL KNIGHTLIS
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160 PAUL I
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162 PAUL KNIGHT6 Raman goes to see
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~ (1~ (1~ (1~ (1933)164 PAUL KNIGHT
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~ (1~ (1~~~ (1166 PAUL KNIGHTForeig
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168 JACI< C. RICHARDSa basis for es
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170 JACK C. RICHARDSClassroom manag
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172 JACK C. RICHARDSinformation, an
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174 JACK C. RICHARDSMore recent wor
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176 JACI< C. RICHARDSsuccessful rea
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~ (1985b)178 JACI< C. RICHARDSCohen
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Chapter 10Michael H. LongFOCUS ON F
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182 MICHAEL H. LONG“interfering
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184 MICHAEL H. LONGdcvelopmcnt now
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186 MICHAEL H. LONGPavcsi’s study
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~ (1989)~ (1~ (1984)~ (1~ (1~ (1188
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~ (1~ (1190 MICHAEL H. LONGSpada, N
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eingmore192 DAVID NUNANsense. This
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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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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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~ 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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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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Page 322 and 323: NAVIGATING THE DISCOURSE 307psychol
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Page 362 and 363: INDEX 347discursive practices 3 10,
Page 364 and 365: INDEX 349teachers 6, 22740; constru
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English Language Teaching in its Social Context

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