tables

LIST OF TABLES

TABLE
A-1	A comparison of evaluation types (after Long 1984:417).
A-2	Korean schools and teachers (April 1, 1996) (based on figures from the ministry of education website).
A-3	Number of students per class (based on figures from the Ministry of Education website).
A-4	Rate of students entering a higher school (based on figures from the Ministry of Education website).
A-5	English education in Korea (based on Lee 1991).
A-6	Cultural learning styles (based on Scovel 1994:214).
A-7	Interaction characteristics of Koreans (based on Hofstede 1986:312-15).
A-8	Classroom expectations (based on Cortazzi 1990:62).
A-9	Definitions of autonomy in second language learning.
A-10	List of questions relating to the promotion of learner autonomy in the classroom (Wenden 1991b:3).
A-11	Levels for encouraging learner autonomy (Nunan, 1997:195).
A-12	The macro-skills of language counselling (Kelly 1996:95).
A-13	The micro-skills of language counselling (Kelly 1996:96).
A-14	Pedagogical, cultural and political concerns relating to the promotion of learner autonomy.
A-15	Cognitive learning strategy definitions (Chamot 1987; O'Malley & Chamot 1990) (adapted from Wenden 1991b:21).
A-16	Learning strategies and their definitions (adapted from Chamot & Kupper 1989:15-17).
A-17	Comparison of strategy-assessment types (Oxford 1996a:35-6).
A-18	Research findings relating to learner training.
A-19	Survey of findings in self-assessment research (based on Oscarson 1997, 175-187).
A-20	Sources of motivation (Van Lier 1996:105).
A-21	Factors effecting motivation (from Schmidt et al. 1996).
A-22	Kolb's four stages of learning (adapted from Skehan 1998:246).
A-23	Learning Style Preference Means According to Language Background (Reid 1987:96).
A-24	Stages of information processing and concepts of style (Skehan 1998:255).
A-25	Details of studies of associations between student outcomes and classroom environment (based on Fraser 1986:91-92).
A-26	Major curriculum components of second language programmes (Stern 1983:436).
A-27	Language syllabus design: two types (White 1988:44).
A-28	The formal syllabus. Compiled from Breen (1987a:85-87).
A-29	The functional syllabus. Compiled from Breen (1987a:88-90).
A-30	The CTP Model. Adapted from White (1988:103).
A-31	The Task-based syllabus. Based on Breen (1987b:161-164).
A-32	Research on task types. Based on Nunan (1993:60) and Skehan (1998:116-117).
A-33	Methods of analysing tasks for selection in task-based syllabi.
A-34	Tasks of ascending difficulty (Brown et al 1984).
A-35	Analysis of tasks using Pica et al's (1993) framework (Skehan 1998:105).
A-36	Selective goal influences from task characteristics (Skehan 1998).
A-37	Factors influencing task-difficulty (adapted from Skehan 1998:135)
A-38	Research findings related to task-selection according to pedagogic options (based on Long & Crookes 1993:41).
A-39	Structures for projects
A-40	The task-based syllabus - review of problems.
A-41	TWA: Introduction section needs analyses.
A-42	TWA – reflective instruments
A-43	The CMI curriculum (adapted from Van Lier 1996:11).
A-44	Comparison of standardised testing and authentic assessment (Kohonen 1999:285).
A-45	Differences between criterion-referenced tests and norm-referenced tests (Brown 1995:12).
A-46	Methodological stages in implementing tasks (Skehan 1996a:54).
A-47	Conversation English courses, class details 1997 – 1999.
A-48	Student registrations during the period of study.
A-49	The relationship between ideology, curriculum models and innovation (White 1988:132).
A-50	ANULC Programme framework (textbooks).
A-51	Freshman syllabus design issues (based on Breen & Candlin 1980:93-4).
A-52	Analysis of some published rating scales (Lee 1991:280).
A-53	Research instrument 1, part 1.
A-54	Research instrument 1, part 2.
A-55	Research instrument 2, Section A: "My contribution in class”.
A-56	Research instrument 2, Section B: "Do we need more of anything?”
A-57	Research instrument 2, Section C: "The teacher”.
A-58	Research instrument 2, Section D: "The English lessons in the Language Centre”.
A-59	Research instrument 2, Section E: "General”.
A-60	Research instrument 4: ANU student evaluation instrument.
A-61	Research instrument 5: Student interview questions.
A-62	Research instrument 6: Teacher-interview questions.
A-63	Research instrument 1 (self-assessment) results, 1998, 1999.
A-64	Research instrument 2: (student questionnaire), December 1998 results (numbers and percentages).
A-65	Research instrument 2: (student questionnaire), June 1999 results (numbers and percentages).
A-66	Research instrument 3: (teacher questionnaire): December 1998, percentage results.
A-67	Research instrument 3: (teacher questionnaire): June 1999, percentage results.
A-68	Research instrument 3: (teacher questionnaire): December 1999, percentage results.
A-69	Abbreviations used in appendices A-70 & A-71.
A-70	University Student Questionnaire, June 1998.
A-71	University Student Questionnaire, December 1998.
A-72	Research instrument 6: Condensed results.
A-73	Research instrument 6: Teachers' responses, question 1.
A-74	Research instrument 6: Teachers' responses, question 2.
A-75	Research instrument 6: Teachers' responses, question 3.
A-76	Research instrument 6: Teachers' responses, question 4.
A-77	Research instrument 6: Teachers' responses, question 5.
A-78	Research instrument 6: Teachers' responses, question 6.
A-79	Research instrument 6: Teachers' responses, question 7.
A-80	Research instrument 6: Teachers' responses, question 8.
A-81	Research instrument 6: Teachers' responses, question 9..
A-82	Research instrument 6: Teachers' responses, general remarks about the programme.
A-83	Research instrument 6: Teachers' responses, general remarks about autonomy and independence.
A-84	A-Research instrument 6: Teachers' responses, general remarks about the classroom environment.
A-85	A-Research instrument 6: Teachers' responses, general remarks about self-assessment.
A-86	Research instrument 6: Teachers' responses, general remarks about the students.
A-87	Research instrument 6: Teachers' responses, general remarks about the teachers.
A-88	Research instrument 6: Teachers' responses, general remarks about the textbooks.
A-89	Research instruments 2 & 3, Section A – student/teacher comparison (totals).
A-90	Research instruments 2 & 3, Section B – student/teacher comparisons.
A-91	Research instruments 2 & 3, Section C – student/teacher comparisons.
A-92	Research instruments 2 & 3, Section D – student/teacher comparisons.
A-93	Research instruments 2 & 3, Section E – student/teacher comparisons.
A-94	An affective/complex extension of Breen's (1987b) process paradigm in language syllabus design.
A-95	Activities in Chapter 1 of "Tell Me More!”
A-96	Activities in Project 1 of "The Way Ahead”.