English Language Teaching in its Social Context

348 INDEXhumanistic methodologies 152 4Hymes, D. 126, 155hypothesis testing 80ice-breaker tasks 194identity 2 19; social 1 10ideology: language practice and 1 15-1 6; macrocontext of lcarning and 235-7, 237-8idiosyncracies, learners’ 23-5, 299-300, 301immersion 76, I 18; programmes 158-9incompatible habitus 272, 275-8, 283-4incomplete success 19 -20independent construction 202inequalities, social 7, 271-86inhibition 32- 3initiation-response-feedback (IRF) exchange94 6, 1014, 245-6, 261-3, 281innovation: conservatism of culture of theclassroom 132; culturally-specificinteractional styles as barriers to 229- 34;SLA and 60 4input 45; comprehensible 21, 75-6,79, 159;generating better input 79- 80input-output model 102insider/outsider problem 52-3institutional constraints and resources 92 ~4institutional ideologies 235-7, 237 8instrumental motivation 33integrative motivation 33intelligence 24, 3 1interaction 4, 7-8; in bilingual and multilingualsettings 249-52; constraints, resources,equality and symmetry 4, 90 107; culture ofthe classroom 129; evaluation of8,287-305; importance of study of 287 8;importance of talk in learning 260-1 ;language learning process 2 1-2; learninga new register 258- 70; and pragmaticsin SLA 109-1 0; recording andtranscribing 8, 32344; reproduction/transformation of social worlds 271 -86;use of language as a medium 243-57;see also discourseinteractional competence 17 1-2interactional symmetry 98interactive model of research use 47-8International Phonetic Alphabet (IPA) 338interpretation 65, 66interpretative research tradition 53 6intersubjective experience 126-7, 248, 254-5intertextual relationships 268interviews 291intrinsic motivation 97Jarvis, G. 51Jayalakshmi, G.D. 336, 338, 339, 340job applications genre 201 7Johnson, J. 39Johnson, R.K. 250 1Johnston, M. 51joint construction 95-7, 1334joint negotiation of text 202, 205-7journals 2634, 266-7Kandiah, T. 210 1 I , 224Karabel, J. 234Kasper, G. 83, 109Kellerman, E. 191-2Kemmis, S. 54, 55Kennedy, G. 61Kingbury, R. 213knowledge: guided construction of 254-5;personal 56; sources of and comprehension77 -8; technical and practical 46 8knowledge-driven model of research use 47Krashen, S. 12, 17, 61, 158-9; comprehensibleinput 2 1, 75-6, 79, 159; theory 49 50Kuper, A. 234KwaZulu schools 227 40La Forge, P.G. 153laboratory: experimental 123-5; language 152Labov, W. 324Lambert, W.E. 33language: carrying the history of classroomactivity into its future 254-5; and context 7;cultural and cognitive tool 6-7; importantpedagogic tool 254; levels of 14; medium forteaching and learning 243 --57; and teaching243G6; views on the nature of 14-1 5language acquisition see second languageacquisitionlanguage anxiety 24&5language aptitude 24, 31-2language-focus-IRF 28 1-2language laboratory 152language learning 2 4 , 11-27; contingency,negotiation and 100-2; factors affecting2843; and language use 21-2; links withsocial practice 25; process 16-22; theory and12-14; views of the language learner 22 ~5;views on the nature of language 14--15language medium policy 236; see alto medium ofinstructionlanguage processing 23language socialisation see second languagesocialisationlanguage transfer 20language varictics 334-9Latin 148layouts, transcript 331 4, 335learner-learner interaction 91-2, 98-1 02,1034learners: active explorers of language 195-6;autonomy 97, 299 -300; characteristics of‘good languagc Irarner’ 28 9; collusion with