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FIGURE
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B-1
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An
open model of evaluation (Bell 1982, cited in White 1988:150).
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B-2
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Context-adaptive
model for language programme evaluation (Lynch 1990, cited in Lynch
1996:4).
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B-3
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Summary
of Skilbeck's situational
model for school-based curriculum development (cited in White 1988:37).
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B-4
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Extension
of Skilbeck's (1984:231) situational model for school-based curriculum
development.
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B-5
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Components
and domains of autonomy in foreign language learning (Littlewood
1996:430).
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B-6
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School
ladder system in Korea (1999). Based
on information on the Korean Ministry
of Education website.
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B-7
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A
framework for developing autonomy in foreign language learning (Littlewood
1996:432).
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B-8
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An
autonomy continuum (Dickinson 1987:10).
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B-9
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Strategy
Classification System (adapted from Oxford 1989).
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B-10
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Gardner
& Smythe's model of motivation (1975:222) (cited in Dickinson
1987:30).
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B-11
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Factors
acting on motivation, within the social context (Williams &
Burden 1997:121).
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B-12
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Competitiveness
and the second language learner (Bailey 1983:97).
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B-13
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Willing's
two-dimensional framework of learning style (Willing 1987:86) (from
Skehan 1998:247).
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B-14
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Bases
for language syllabus design (White 1988:46).
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B-15
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The
paradigm shift in language syllabus design (Breen 1987a:171).
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