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AC I< N 0 W L E D G E M E N T S xi i iMichael Lewis and LanguageTeaching Publications (LTP) for ‘Lcxis in the syllabus’ in TheLexical Approach:The State of E1.T and a Way Forward, 1993.Dcfeng Li and TESOL for ‘It’s always more difficult than you plan and imagine: teachers’perceived difficulties in introducing the communicative approach in South Korea’ inTESOL Quarterly,Vol. 32, No. 4, 1998.Numa Markee and Cambridge University Press for ‘The diffusion model of innovation inlanguage teaching’ in Annual Review $Applied /.inguistics, 1 3, 1993.David Nunan for ‘Action research in language education’ in J. Edge and K. Richards (eds)Teachers Develop Teacher Research Papers on Classroom Research and Teacher Derdopment, 1993.Reprinted by permission of Macmillan Press Ltd. Includes table: ‘Types of informationrequired in a lcarner-ccntered system’ from G. Krindley Needsilnalysis and Objective Settingin the Adult Mi‘qrant Program, 1984, reproduced hy permission of NSW Adult MigrantEducation Scrvice. Includes material from table: ‘Three altcrnative ways of groupinglearners’ from ESL Curriculum Guidelines, South Australian Education Department, 1990,reproduced by permission of The Department of Education, Training and Employment(SA). Includes material from table: ‘Three alternative ways of grouping learners’ from K.Willing, Learning Svles In Adult Migrant Education, 1998, reproduced by permission ofN CE LTR .David Nunan, Clarice Lamb, and Cambridge University Prrss for material from The Se!flDirected Teacher: Managing the Learning Process, 1996.William Savage and Graeme Storer for ‘An emergent language program framework: activelyinvolving learners in needs analysis’ reprinted from $stem, Vol. 20, No. 2, 1992 withpermission from Elsevier Science.Simon Sergeant for ‘CALL innovation in the ELT curriculum’ in C. Kennedy, 1’. Lloylc andC. Goh (cds) Exploring Change in English Language Teaching, 1999. Kcprinted 11: pcrmissionof Macmillan Press Ltd.Zakia Shanvar and English Teaching Forum for ‘Adapting intlividualisation techniques for’ in English Teaching Forum, April 1991 .While the publishers and editors have made every effort to contact authors and copyrightholders of lvorks reprinted in Innovation in English /,anpage Euching, this has not been possil,lcin every case. They would \celcomc correspondence from individuals or companics thcyhave bccn unable to trace.Wc \vould likc to thank thc authors who contributed thcir chapters, as kvell as colleagueswithin and outsidcThe Open University and Macquaric University \Tho gave advice on thecontents. Special thanks are due to the following people for thcir assistance in the productionof this book:Helen Boyce (course manager)Freda Barnfield, Pam Burns and Libby 13rill (course secretaries)Liz Freeman (Copublishing)Nanette Ileynolds, Frances Wilson and the staff of the Rc-source Centrc of the NationalCentre for English Language Teaching and Research, Macquarie University.Critical readersProfessor Vijay K. Rhatia (L)ept of English, City University, I long Kong)Gcoff Thompson (Applied English Language Studies Unit, 12iverpool University, UK)Professor Leo van Lier (Educational Linguistics, University of Montcrey, USA)
x i vAC I< N 0 W L E D G E M E N TSExternal assessorProfessor Ronald Carter (Dept of English Studies, Nottingham Unil ersity, UK)Developmental testersIlona C7iraky (Italy)Eladyr Maria Norhcrto da Sil\a (Brad)Chitrita Mukcrjee (Australia)Doricn GonLales (UK)Patricia Williams (Denmark)We ha\-e reproduced all original papers and chapters as faithfully as we have been alde to,givcn the inevitable restrictions of space and the nccd to produce a cohcrcnt and readablccollection for rcaders worldwide. Whrre wc have had to shorten original materialsubstantially, these chapters arc markcd as adapted. Ellipses within square brackets indicatewhere text has bcen omitted from thc original. Individual refcrcncing styles have beenretained as in the original texts.
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50 MICHAEL LEWISSinclair advanced a
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52 MICHAEL LEWISto aid acquisition.
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54 MICHAEL LEWISmetaphorical usage
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56 MICHAEL McCARTHY AND RONALD CART
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62 MICHAEL MCCARTHY AND RONALD CART
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couldChapter 5Guy CookTHE USES OF C
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asveryremainsof language use is bet
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moclcratc,to68 GUY Cool
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70 GUY COOKSummers, D. and M. Runde
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72 ANN HEWINGS AND MARTIN HEWINGSar
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82 ANN HEWINGS AND MARTIN HEWINGSrt
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PART TWOPolitical and institutional
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88 RONALD CARTERto persuade teacher
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90 RONALD CARTERIt is no semantic a
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92 RONALD CARTER‘Control’ 15 al
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94 RONALD CARTERcorresponds to a re
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1 of96 RONALD CARTER6.the workplace
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98 RONALD CARTERBibliographyCarter,
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100 GARY M. JONESTcihle 8. ICompuls
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102 GARY M. JONESpupils have an ins
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104 GARY M. JONESregard to short-te
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106 GARY M. JONESRevised syllabusAs
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Chapter 9Kimberley BrownWORLD ENGLI
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theoretic indigenization would invo
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112 KIMBERLEY BROWNidentifiable. To
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114 KIMBERLEY BROWNTable 9. IJourna
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116 KIMBERLEY BROWN5678Professional
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Chapter 10Numa MarkeeTHE DIFFUSION
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120 NUMA MARKEE“What”Innovation
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122 NUMA MARKEE“When”While some
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124 NUMA MARI
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~ 198611~ 1989.126 NUMA MARKEEESP.
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in128 ZAKIA SARWARPeople lcarn even
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130 ZAKIA SARWARVoluntary learningT
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132 ZAI
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signifying134 ZAI
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136 ZAI
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138 WILLIAM SAVAGE AND GRAEME STORE
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150 DEFENG LIis that Bachman takes
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152 DEFENG LImagazines, English nch
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154 DEFENG LIDificu1tie.s caused by
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156 DEFENG LIthink that \\as a good
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158 DEFENG LID@culties caused ty th
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160 DEFENG LICLT’s inadcquatc acc
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THE COMMUNICATIVE APPROACH IN SOUTH
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THE COMMUNICATIVE APPROACH IN SOUTH
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PART THREEPlanning and implementing
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170 ADRIAN HOLLIDAYsocially constru
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172 ADRIAN HOLLIDAYAmlirosc-Yeoh re
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174 ADRIAN HOLLIDAYscenarios in a p
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176 ADRIAN HOLLIDAYOne teacher reco
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Chapter 15Kathleen GravesA FRAMEWOR
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particularly,teachers180 KATHLEEN G
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182 I
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184 KATHLEEN GRAVESimmigrants in an
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186 I
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188 Icyond the constraints of the t
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190 KATHLEEN GRAVESconducted within
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192 KATHLEEN GRAVESnecessary. Teach
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545.194 KATHLEEN GRAVEShut . . .”
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196 I
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198 DAVID NUNANDespite the difficul
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200 DAVID NUNANTable 16.2 ’l’hc
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202 DAVID NUNANsuch as unhersity-ba
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204 DAVID NUNAN1 ’l’hrough thc
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206 DAVID NUNAN............Children
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Chapter 17Susan FeezCURRICULUM EVOL
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210 SUSAN FEEZ2.1 .-! The challenge
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212 SUSAN FEEZstretches of meaningf
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214 SUSAN FEEZAt the same time they
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in216 SUSAN FEEZThe writers of the
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218 SUSAN FEEZ12Can untlcrtakc the
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220 SUSAN FEEZ3.2.3 Spec!fic object
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222 SUSAN FEEZagainst the explicit
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224 SUSAN FEEZPhase 2: Modelling an
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226 SUSAN FEEZa methodology for pro
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228 SUSAN FEEZPainter, C. (1 985) L
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230 DAVID R. HALLTheoryThe need to
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thethe232 DAVID R. HALLway in which
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234 DAVID R. HALLA communicative ap
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236 DAVID R. HALLA genre-based appr
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238 DAVID R. HALL“word”and grad
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Chapter 19Simon SergeantCALL INNOVA
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242 SIMON SERGEANTattention.Technoc
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244 SIMON SERGEANTStor) boardGapmas
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246 SIMON SERGEANT\vhich produce as
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248 SIMON SERGEANTAppendix: value-a
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PART FOUREvaluating curriculum chan
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254 PAULINE REA-DICKINS AND KEVIN G
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262 PAULINE REA-DICKINS AND I
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264 DAVID R. CARLESS2 Review of sel
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of266 DAVID R. CARLESSaged 6-7 year
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268 DAVID R. CARLESSTable 21. IExce
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270 DAVID R. CARLESSteachers. The f
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272 DAVID R. CARLESSIn other \vortl
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274 DAVID R. CARLESSClark, J., Scar
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276 JOAN LESII
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278 JOAN LESIKINThe participant rol
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280 JOAN LESIKINthe ratio of 40: 10
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282 JOAN LESII
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Indexabilities 16accountahilitj 2 5
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286 INDEXexpantling 145-6Expanding
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288 INDEXparticipant roles 277 8, 2
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