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‘modclling’ivhichTHE USES OF COMPUTERIZED LANGUAGE CORPORA 69all the culturally various pedagogic traditions in hvhich they \vork antl study, arc, as Ixwis\vould put it, ‘hvrong’.Conclusion1 have contrasted throughout this rcply what I scc as the soft and the hard line \ ie-\vs of therelevance of corpus findings to language teaching. In thc one, \IC have the wicc ofmoderation urging a limited application ~ as Carter calls it ~ by \ii-tucof its very reasonableness does not amount to anything very radical. In the other, \vc havethc stronger view: cvangclical, authoritarian, antl dismissive of tradition, assuming that alittle of the latest linguistics theory is all that is needcd to changc- the coursc of languagcteaching.I believe that if Carter lvcrc to follo\v his arguments through to their conclusion,he too \vould explicitly reject, as I do, the morc extreme versions hth of corpus linguisticsantl of corpus-driven language teaching, Rut it is b: no means clear whether he docs so.Notes1 This point has bcrn made hy corpus linguists thcmsclves (Francis 1979, Stul)lw1996: 1 I), hut the point is not adequately taken on board, either in corpus constructionor analysis.2 Stubbs (1996: 21) tells us that thr. ‘deep patterning’ rcvcalrd by corpuh anal!‘bcyond human ol)servation antl memory’,3 This issue is clouded by snolhish and chauvinistic claims that a particdar national orsociolcct is lxttcr than anothcr. But this is not a necessary componcnt of the notion thatcrrtain usages ~ literary, xvrittcn, or simpl\ eloquent and elegant one^ arc morcdesirable models than others.ReferencesAston, G. 1995. ‘Corpora in language pdagogy: matching theory antl practice’ in G. Cook andB. Scitllhofcr (cd.;.). Principle cind Prcictic-e in Applied I.inguittic.>. Oxti)rd: Oxfo~-tl Uni\ crhityPress.Cat-trr, I
70 GUY COOKSummers, D. and M. Rundell (etls.). 1995. Longman Dictionary of Contemporary English. London:Longman.West, M. P. 1926. Learning to Read a Foreign Language. NcwYork: Longmans, Grccn.Widdowson, H. G. 1990. ‘Discourses of enquiry and conditions of relevance’in J. E. Alatis(etl). Linguistics, Language Teaching and I.angnup Acq~iisition. Washington DC: GeorgetownUniversity Press.Willis, D. 1990. The Lexical .$llabns. London: Collins.
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Innovation in English Language Teac
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Innovation in English Language Teac
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FOV my parents, Ron and Anne HallSi
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V i i iCONTENTSPART TWOPolitical an
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IllustrationsFigures1.12.12.22.38.1
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Ac I< n ow I e d g e m e n t sThe e
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x i vAC I< N 0 W L E D G E M E N TS
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2 DAVID R. HALL AND ANN HEWINGScurr
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4 DAVID R. HALL AND ANN HEWINGSmodi
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PART ONEDirections in curriculumcha
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10 MICHAEL P. BREEN AND CHRISTOPHER
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as12 MICHAEL P. BREEN AND CHRISTOPH
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~ spoken,~ whatwhichincludingand14
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16 MICHAEL P. BREEN AND CHRISTOPHER
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Page 61 and 62: Chapter 3Michael LewisLEXIS IN THE
Page 63 and 64: 48 MICHAEL LEWISin language teachin
Page 65 and 66: 50 MICHAEL LEWISSinclair advanced a
Page 67 and 68: 52 MICHAEL LEWISto aid acquisition.
Page 69 and 70: 54 MICHAEL LEWISmetaphorical usage
Page 71 and 72: 56 MICHAEL McCARTHY AND RONALD CART
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Page 79 and 80: couldChapter 5Guy CookTHE USES OF C
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Page 93 and 94: 78 ANN HEWINGS AND MARTIN HEWINGSTa
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Page 100: PART TWOPolitical and institutional
Page 103 and 104: 88 RONALD CARTERto persuade teacher
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Page 107 and 108: 92 RONALD CARTER‘Control’ 15 al
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Page 113 and 114: 98 RONALD CARTERBibliographyCarter,
Page 115 and 116: 100 GARY M. JONESTcihle 8. ICompuls
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Page 121 and 122: 106 GARY M. JONESRevised syllabusAs
Page 123 and 124: Chapter 9Kimberley BrownWORLD ENGLI
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Page 129 and 130: 114 KIMBERLEY BROWNTable 9. IJourna
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Page 133 and 134: 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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