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INDEX 287language fcatures 22 ILanguage in thc National Curriculum (LINC)project 3, 87-98; ban 89-90; lessons from96--7language proficicncy orientation 38-9, 4 1language use needs 141, 143largc classes 158; intlivithalization and 127 36Larking, L. 102last stressed elcnicnts 277-8, 279learner-ccntredness 4, 170 I; AMEP 210-1 3;managing the learning process 27-9, 29- 30,38 -9, 40; materials production 232lcarncrs 248-9; actively involving in ncdhanalysis 137 48; and CI T 11-14, 15,18 19; contributions 12 14, 1 5; andintroducing CLT 153, 156-7, 162; mcctingnee& of different lcarncrs 224; antl paradigmYhifting 1 1 I 12; participation in c\aluatingmatcrials 257-8; roles 18-1 9, 28learning: language 229-32; language-basedtheory of‘2 14; lcarning-teaching context16-~17; scaffnldcd 214-15; styles antl CAL2434; tension of syllabus v language andlearning 48-9; ways of and TOC 265learning-ccntredness 29-30learning nectls 180 1learning process, management of 2, 27 45learning process goals 3 6 7learning stratcgics 41, 186-7learning tasks see taskslcnding (class) library 1 3 1 , 1 34Lewis, C. 203 4Lewis, M. 68lexical approach 2, 46--54, 68lexical syllabus 56Lincoln, Y. 110linguicism I I Slinguists 89, 97linkage models 124linking related texts 224LIPT action rrscarch project 2 024listening skills 185local educational growth 163Logan, G.E. 127- 8Long, M. 112long-term goals 230-1Lon, G. 257, 258low-structurc teaching 32--3, 34-5Macaulay, M. 276, 281MacDonald, S.P. 77 8, 79Mackcn, M. 221Malaysian Communicational Syllabus 5 5managcment of the learning process 2, 27-45Masch, N. 105mastery objectives I82 3materials: availability of 11 2-14; evaluation of256 8; pro1)lenis in using CALL 245 6;selccting and tlc\cloping 188-9rnatcrials protluction/drvclopment 229- 39; lackof rxpcrtise and time for 156; samplematcrials 233-8; theory 230 2mathematics 103matrix-organixd course5 190McCarthy, M. 52media I 5-1 6metacogniti ve nccds 141 , 144mctacommunication 14-15metadiscourse 75-6metaphorical patterning 5 3 4methodology: CLT 14- 17; CSWE 222 4Mickan, P. 202 3microteaching 260 1missed opportunities 243- 5modal auxiliaries 5 Imodal verbs 90-2modelling text 224models of innovation 123 4motivation 157moves 72-3Munby, J. 58Murphy, R.: Grurnmur in IJsc 278 80name tags 130, 134national curriculum: Australia 2 15 16; Englandantl Wales 89natural language learning 120, 2 10- 1 1needs, long-tcrm 230-1needs analysis 38-9; actively involving learners13748; course development proccsseyframework 178 8 1needs-hascd communicative approaches 2 10 1 3negotiated spllahus 147Nicholls, A. 120normati! e-re-cducati\ c innovation strategics1234notional/functional syllabuses 121notional-structural approach 2 33notions 2 11notions and topics 184-5‘Nuc1eus:English tor Scicncc and Technology’233Nunan, L). 28, 29, 32,40,48, 198, 200 Iobjective knowledge 200-1objccticc needs 178-9objectives, setting 3945, 181 3opportunities, missed 243 5oral skills 154, 162, 185organization of content and activities I89 90Outer Circle 110-1 I, I I2 13ownership 173-5paradigm shifting 108-1 I ; students’ difficultyIll 12