English Language Teaching in its Social Context

350 INDEXoperation 65, 66opposition, student 6, 208 26; contextualizing222-5oral approach 149organic approach 102, 191-3; pedagogicalinplications for grammar teaching 193 8output: comprehensible 21, 79, 260 1 ; see alsoperformance, productionoutsider/insider problem 52 3participant observation 324-5participation 313-1 4participative competence 171 -2Passeron, J.C. 93Patkowski, M. 37-8Pavesi, M. 185-6Peabody Picture Vocabulary Test 40pedagogy see teachingPeirce, B.N. 208-10Pennycook, A. 208- IO, 285perceived innovations 6 1performance 127; competence and 14 15; useand learning 2 I -2personal knowledge 56personal voice 81personality 32-3Phillips, J. 175phonetic symbols 338, 339Piaget, J. 17Pica, T. 52, 100, 101Pierce, B. 1 IOPimsleur Language Aptitude Battery (PLAK)31-2plan, syllabus as 296Polanyi, M. 56positioning 1 13- 15power 34, 98Prabhu, N.S. 61, 63, 160, 161-2practical action research 58practical knowledge 46-8practice see social practicespragmatics 109-10praxis (theory of action) 51, 66~-7precision 94-5preference 228; learner preferences 35prescriptions 168private instruction 220proactive resources 101L2problem-solving model 62production 3, 75-89; importance of output81-4; problems with communicationstrategies 84-7; roles for output 79 8 1professional context 1proficiency testing 30progressive approach 200pronunciation 39, 2 19prosodic cues 2 32provisional specifications 60proximal development, zone of 96, 266pure research 5 1qualitative analysis 33942quantitative analysis 33942radical resistance 224-5Raheem, R. 223Rampton, B. 25Rampton, M.H.H. 324, 325Rathunde, K. 103rationalist approach I68reactive resources 101 -2reading 175 6reality, syllabus as 296recall, learner 313-1 4rccaps 248recitation 94~5recording spoken language 326 7Reform Movement 148reformulations 247register 7, 258 70Reid, J. 35rejections 247relative autonomy 209relative clause formation 185-6rcpair 100-- 2rcpctitions 247reporting, teacher-guided 261, 262-3, 265-6reproduction of social worlds 7, 271-86rcsearch 3,44 -74; action research 57-60, 137;applied linguists’ perspective 64-8;classroom as culture mctaphor 135-6, 137;classroom research 5 1-2, 67, 125S8; cultureof 53 6; educational perspcctivcs 53-60;innovationist perspective 60-4; on learnercharacteristics 30-1 ; SLA researchers’perspective 48-5 3; technical and practicalknowledge 46 8research, development and diffusion model 62researcher stance 324--6resistance: conservativc culturc of classroomand resistance to change 132; learners’ 6,208 26, 283; opposition and 224-5resources: constraints and 924, 103; cultureof classroom as resource 136-7retention 313-14Richards, J.C. 155Richardson, K. 324, 325Rogers, K. 61Rogers, T.S. 155role play 2 19-20routines 19rules: ‘ground rules’ for classroom languageuse 252-3, 255; institutional contraints92~ 4safe-talk 227-40