| Figure B-01 | An open model of evaluation (Bell 1982, cited in White 1988:150) |
| Figure B-02 | Context-adaptive model for language programme evaluation (Lynch 1990, cited in Lynch 1996:4 |
| Figure B-03 | Summary of Skilbeck's situational model for school-based curriculum development (cited in White 1988:37) |
| Figure B-04 | Extension of Skilbeck's (1984:231) situational model for school-based curriculum development |
| Figure B-05 | Components and domains of autonomy in foreign language learning (Littlewood 1996:430) |
| Figure B-06 | School ladder system in Korea (1999). Based on information on the Korean Ministry of Education website |
| Figure B-07 | A framework for developing autonomy in foreign language learning (Littlewood 1996:432) |
| Figure B-08 | An autonomy continuum (Dickinson 1987:10) |
| Figure B-09 | Strategy Classification System (adapted from Oxford 1989) |
| Figure B-10 | Gardner & Smythe's model of motivation (1975:222) (cited in Dickinson 1987:30) |
| Figure B-11 | Factors acting on motivation, within the social context (Williams & Burden 1997:121) |
| Figure B-12 | Competitiveness and the second language learner (Bailey 1983:97) |
| Figure B-13 | Willing's two-dimensional framework of learning style (Willing 1987:86) (from Skehan 1998:247 |
| Figure B-14 | Bases for language syllabus design (White 1988:46 |
| Figure B-15 | The paradigm shift in language syllabus design (Breen 1987a:171) |
| Figure B-16 | Elements of a learner-centred system (Brindley 1984a:77) |
| Figure B-17 | A representation of student subjective needs |
| Figure B-18 | Multiple zones of proximal development (Van Lier 1996:194 |
| Figure B-19 | Curriculum design (Van Lier 1996:189) |
| Figure B-20 | Schematic representation of the socio-educational model of second language acquisition (Gardner 1985, cited in Gardner & MacIntyre 1992:212) |
| Figure B-21 | Influences on noticing and components of working memory and long-term memory (Skehan 1998:57) |
| Figure B-22 | CMI Curriculum design: an adaptation of Van Lier's (1996) model |
| Figure B-23 | The CMI curriculum |
| Figure B-24 | An expanded model of oral test performance (Skehan 1998:170, adapted from McNamara 1995:173) |
| Figure B-25 | Factors associated with initiation of innovation (Fullan 1991:50) |
| Figure B-26 | A formative learning process |