English Language Teaching in its Social Context

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ContentsList of illustrationsAcknowledgementsXxiiChristopher N. Candlin and Neil MercerINTRODUCTIONPART ONEHow is language learning explained?Rosamond Mitchell and Florence Myles1 SECOND LANGUAGE LEARNING: I
Page 2 and 3: English Language Teaching in its So
Page 4: English Language Teaching in its So
Page 7: First published 2001by Routledge11
Page 12 and 13: ILLUSTRATIONS xiTables2.1 Compariso
Page 14 and 15: A C I< N 0 W L E D G E M E N T SXi
Page 16 and 17: Christopher N. Candlinand Neil Merc
Page 18: INTRODUCTION 3learning, and in whic
Page 22 and 23: INTRODUCTION 7not only a medium for
Page 24: PART ONEHow is language learningexp
Page 27 and 28: 12 ROSAMOND MITCHELL AND FLORENCE M
Page 43 and 44: Chapter 2Patsy M. Lightbown and Nin
Page 45 and 46: 30 PATSY M. LIGHTBOWN AND NINA SPAD
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~ errorswereChapter 3Rod EllisSECON
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46 ROD ELLISMy perspective is that
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48 ROD ELLISuniversity-based rescar
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50 ROD ELLISMuch of Krashen’s pub
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52 ROD ELLIS(1 979: 71-7) has so am
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54 ROD ELLISmight confound the stud
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56 ROD ELLISmight profitably engage
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58 ROD ELLISwhat effect involving w
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theby60 ROD ELLISdeem necessary. Cr
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62 ROD ELLISThird, the method of im
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64 ROD ELLISthe innovation’s feas
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66 ROD ELLISFor Widdowson, the appl
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68 ROD ELLISin a way that makes the
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~ (170 ROD ELLISAgard, P. and Dunke
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72 ROD ELLISJarvis, G. (1983) ‘Pe
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~ (1~ (1~ (174 ROD ELLISVan Lier, L
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76 PETER SI
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~ how~ physical78 PETER SI
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80 PETER SI
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82 PETER SKEHANIn the literature, t
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84 PETER SI
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86 PETER SI
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88 PETER SI
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Chapter 5Leo van LierCONSTRAINTS AN
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92 LEO VAN LIERIn this conversation
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94 LEO VAN LIERTaking a closer look
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96 LEO VAN LIERbe called a closed r
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98 LEO VAN LIERIt is therefore usef
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100 LEO VAN LIERSpeaker 2, an ESL l
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102 LEO VAN LIERfor utterance desig
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104 LEO VAN LIERLearners need, in a
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~ (106 LEO VAN LIERGibson, J. J. (1
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Chapter 6Celia RobertsLANGUAGE ACQU
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unproblematically as homogenised
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112 CELIA ROBERTSthc personal may d
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114 CELIA ROBERTS2 S: very expensiv
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of116 CELIA ROBERTSassumed that som
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118 CELIA ROBERTSa conventional rem
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~ (ed.)~ (1992)~~~ -120 CELIA ROBER
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Chapter 7Michael P. BreenTHE SOCIAL
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124 MICHAEL P. BREENfacilitate comp
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126 MICHAEL P. BREENa classroom. Ho
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theas128 MICHAEL P. BREENlanguage l
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130 MICHAEL P. BREENThe outside obs
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132 MICHAEL P. BREENfor a time ~ di
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itswill134 MICHAEL P. BREENinteract
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136 MICHAEL P. BREENAn initial ques
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138 MICHAEL P. BREENand it could le
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140 MICHAEL P. BREEN9IO11121314Lewi
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~ (1~ (1970)~ (1982)142 MICHAEL P.
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~ (1980b)144 MICHAEL P. BREENStubbs
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Chapter 8Paul KnightTHE DEVELOPMENT
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THE DEVELOPMENT OF EFL METHODOLOGY
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~ can~ cancan~ canTHE DEVELOPMENT O
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1THE DEVELOPMENT OF EFL METHODOLOGY
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~ (1942)~ (1987)~ (1987)~ (1~ (1~ (
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Chapter 9Jack C. RichardsBEYOND MET
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BEYOND METHODS 169an essentially ne
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BEYOND METHODS 171taking breaks, li
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BEYOND METHODS 173Learner strategie
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BEYOND METHODS 1754 What should I e
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BEYOND METHODS 177learner are appro
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~ (1BEYOND METHODS 179Phillips, J.
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FOCUS ON FORM 181problematic. Howev
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FOCUS ON FORM 183classrooms are use
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FOCUS ON FORM 185An example of the
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~ (1985)~ (1FOCUS ON FORM 187focus
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FOCUS ON FORM 189Long, M.H. and Cro
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Chaptev 11David NunanTEACHING GRAMM
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TEACHING GRAMMAR IN CONTEXT 193gram
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TEACHING GRAMMAR IN CONTEXT 195Exam
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TEACHING GRAMMAR IN CONTEXT 197cont
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~ (1~ (1996)TEACHING GRAMMAR IN CON
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GENRE-BASED APPROACHES TO WRITING 2
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GENRE-BASED APPROACHES TO WRITING 2
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5GENRE-BASED APPROACHES TO WRITING
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~ (1990)~ (198GENRE-BASED APPROACHE
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ETHNOGRAPHY OF A SRI LANI
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ETHNOGRAPHY OF A SRI LANKAN CLASSRO
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Chapter 14J. Keith ChickSAFE-TALK:
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SAFE-TALI< 229Organisation of the s
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SAFE-TALI< 231141516171819202122232
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SAFE-TALI< 233function is to signal
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SAFE-TALI< 235Ogbu (198 l), too, wh
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SAFE-TALI< 237junior primary school
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~ (1976)~ (1982b)~~~~~ (1979)SAFE-T
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PART THREEAnalysing teaching and le
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244 NEIL MERCER2 What would you say
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246 NEIL MERCERAs in much classroom
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248 NEIL MERCERDescribing shared ex
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250 NEIL MERCERArthur reports that
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crucially(d)252 NEIL MERCERused by
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254 NEIL MERCERA socio-cultural per
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~ (2000)256 NEIL MERCERBrown, A. an
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Chapter 16Pauline GibbonsLEARNING A
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andregisters260 PAULINE GIBBONSincr
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262 PAULINE GIBBONSText 1.1Hannah:
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264 PAULINE GIBBONSanother magnet w
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266 PAULINE GIBBONSnotion of the
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~ (1991)~ (1994)~ (1985)268 PAULINE
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~ (1992)~ (1270 PAULINE GIBBONSWell
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272 ANGEL M. Y. LINparticipate in t
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274 ANGEL M. Y. LIN21, 1998). Besid
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276 ANGEL M. Y. LINcould understand
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278 ANGEL M. Y. LIN872.5 Ss:872.8T:
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280 ANGEL M. Y. LIN478.8479 T:479.5
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culturalto282 ANGEL M. Y. LIN(1) St
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284 ANGEL M. Y. LINcollaborate in t
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~ (1~ (1286 ANGEL M. Y. LIN(1984) D
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288 ASSIA SLIMANIemotional disposit
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290 ASSIA SLIMANIMethodUptakeThe pr
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292 ASSIA SLIMANIMethod effectI am
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294 ASSIA SLIMANIby the learners. T
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296 ASSIA SLIMANIFTable 18.2 Effect
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298 ASSIA SLIMANIimportant and thos
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300 ASSIA SLIMANIfigures are partic
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~ (1~ (1~ (1~ (1~ (1982)~ (1989)The
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APPENDIX 1: UPTAKE RECALL CHARTQUES
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Chapter 19Michael P. BreenNAVIGATIN
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308 MICHAEL P. BREENThe apparent as
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310 MICHAEL P. BREENdiscourse. More
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312 MICHAEL P. BREENor explicit dis
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314 MICHAEL P. BREENwhich they not
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316 MICHAEL P. BREENto earlier feat
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318 MICHAEL P. BREENoutput and dire
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~ (1~ (1~ (1984)~ (1320 MICHAEL P.
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~ (1322 MICHAEL P. BREENPlough, I.
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324 JOAN SWANNYou will also need to
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326 JOAN SWANNmay be hard to do thi
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328 JOAN SWANNMaking field-notesFic
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330 JOAN SWANNWhile transcripts all
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someimpossible332 JOAN SWANNadopted
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334 JOAN SWANNIn a column transcrip
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336 JOAN SWANNTranscriptNotcs1 [Onc
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sometimes338 JOAN SWANNDr Kcval:[Go
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340 JOAN SWANNTable 20. INumber and
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342 JOAN SWANNFocal Group 1 pre-int
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~ (1996)344 JOAN SWANNNote1 See, fo
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346 INDEXCazden, C. 233Chaudron, C.
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348 INDEXhumanistic methodologies 1
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350 INDEXoperation 65, 66opposition
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352 INDEXteacher-learner interactio
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