English Language Teaching in its Social Context
English Language Teaching in its Social Context
English Language Teaching in its Social Context
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INDEX 349teachers 6, 22740; constructs of 307;difficulties with ‘ground rules’ for classroomlanguage use 252-3; discursive practices <strong>in</strong>the classroom 312-14; exploration ofrelationships between grammar anddiscourse 196-7; idiosyncracies 23 5,299-300, 301; as language processors 23;learn<strong>in</strong>g from discourse of lessons 316-1 7;motivation see motivation; research onlearner characteristics 3042; resistance 6,208--26, 283; as social be<strong>in</strong>gs 25; socialpractices 310, 314 ~ 16; strategies 173-6;taciturnity 23 I 2; uptake see uptake; viewsof 22-5learn<strong>in</strong>g 6-8; and acquisition 12; with<strong>in</strong>classroom as culture 137-8;culturally-specific <strong>in</strong>teractional styles asbarriers to 229-34; experiential 113,261-2, 264-5, 267; role oftalk <strong>in</strong> 260~ I;SLA theory and 306-9learn<strong>in</strong>g opportunities 290-1, 292learn<strong>in</strong>g styles 35; Tamil students and 2 18,223Lee, P.L.M. 250 1Leont’ev, A.N. 308-9levels of language 14Lev<strong>in</strong>son, S. 116, 117 18Lew<strong>in</strong>, K. 57-8Lightbown, P. 49Lii, J.H. 93l<strong>in</strong>ear model of language acquisition 191 -2literacy practices 115local multiracial vernaculars 116Long, M. 50, 51, 79, 160L2‘long conversation’ 255, 267Lozanov, G. 153 4Lynch, T. 77 8MacDonald, C. 227, 236-7Maclntyre, P.D. 23~5macro factors 234-7magisterial discourse 93Mal<strong>in</strong>owski, B. 128mastery 37-8McDermott, R. 237McTear, M. 310mean<strong>in</strong>g 126; loss of 237; negotiation of21-2,79-80, 82medical practitioners 46medium for <strong>in</strong>struction: <strong>English</strong> as 219, 236-7;use of language as 243 57Mercer, N. 265, 340-2Merrow, J. 93metaphors 4; for second language acquisition191-2methodology 4-5, 147-66; audio-l<strong>in</strong>gualism149-52; communicative language teach<strong>in</strong>g155 -8; historical/pre-World War I1 148--9;humanistic methodologies 1524; immersionprogrammes and the natural approach158-9; task-based learn<strong>in</strong>g 159-62;text-based teach<strong>in</strong>g 162-3, 164; see alsofocus on formmethods 4 5, 167 79, 180~~1 ; approach<strong>in</strong>gteach<strong>in</strong>g <strong>in</strong> terms of 167-9; learner strategies173-6; nature of effective teach<strong>in</strong>g 169-76;teacher strategies 169 72Michigan Test 292m<strong>in</strong>ority ethnic groups 115--16misrecognition 272-3, 2734Mitchell, R. 59-60mode 259mode cont<strong>in</strong>uum 259-60model of second language learn<strong>in</strong>g 13-1 4modell<strong>in</strong>g 202, 203-5Modern <strong>Language</strong> Aptitude Test (MLAT) 24,31 --2modularity 1 617; and second language learn<strong>in</strong>g17Moerman, M. 101Moore, A. 253Morgan, M. 168morphology 39motivation 24, 30 1 ; and attitudes 334; <strong>in</strong> theclassroom sctt<strong>in</strong>g 34; Tamil students 2 15Naiman, N. 312National Centre for <strong>English</strong> <strong>Language</strong> <strong>Teach<strong>in</strong>g</strong>and Research (NCELTR) Literacy Project200 7natural approach 61, 158-9natural method 149Natural Order Hypothesis 159nature and nurturc 16navigation of discourse 8, 306-22needs analysis 158negation 18, 182negative evidence 22negotiation 98, 100-2; jo<strong>in</strong>t negotiation of text202, 205-7; ofmean<strong>in</strong>g 21 2, 79-80, 82‘new ethnicities’ 116Newport, E. 39non-participant observation 324-5nonverbal <strong>in</strong>formation 334, 336, 337normative culture 130-1noun phrase accessibility hierarchy 185Nunan, D. 59nurture and nature 16Obler, L. 31observable data 126observation 324-5observer’s paradox 324Ogbu, J. 235O’Malley, J. 175O’Neill, R. 2 13
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