Introduction and outline of the research

1.1.  Introduction
1.2.  Research questions
1.3.  Programme evaluation
1.4.  Conclusion

The Situation

2.1.  Introduction
2.2.  The situation
2.3.    English Education in Korea
2.4.    Cultural Influences on Learning in Korea
2.5.    Historical and cultural background: conclusion
2.6.    Background to the study

Literature review: autonomy, affect and task-based syllabi

3.1. Introduction
3.2. Autonomy in language learning
      3.2.1. Autonomy
       3.2.2. Learner Training
      3.2.3. Self-Assessment
3.3. Affect In language learning
3.3.1. Introduction
       3.3.2. Motivation
       3.3.3. Attitudes and Beliefs
       3.3.4. Anxiety
       3.3.5. Learning Styles
       3.3.6. The Learning Environment
       3.3.7. Affect - conclusion.
3.4. Syllabus design
       3.4.1. Introduction
       3.4.2. Syllabus types
       3.4.3. The propositional paradigm
       3.4.4. The process paradigm
       3.4.5. Syllabus-design: Conclusion
3.5. Conclusion

Programme principles and goals

        4.1. Basic assumptions
        4.2. The main goal
        4.3. Programme principles
        4.4.  Conclusion

Needs analysis

5.1.  Introduction
5.2.  Brief literature review
5.3.  The study
5.4.  Needs analysis instruments
5.5.  Conclusion

Curriculum design

6.1.  Introduction
6.2.    The curriculum
6.3.    The syllabus
6.4.    Assessment
6.5.    Teacher development
6.6.    The curriculum and complexity theory

Programme implementation & management

7.1.  Introduction
7.2.    Principles 
7.3.    Practicalities

8.1.  Introduction
8.2.  Evaluation instruments
8.3.  Research instrument 1
8.4.  Research instrument 2
8.5.  Research instrument 3
8.6.  Research instrument 4
8.7.  Research instrument 5
8.8.  Research instrument 6
8.9.  Conclusion

Conclusions and recommendations

9.1.  A process of change
9.2.  An extension of the process paradigm
9.3.  Recommendations for research
9.4.    Conclusion