Annual Index: Volume 52 (1998) Authors and titles Articles Storch, N. A classroom based study: insights from Arnold, J. Towards more humanistic language a collaborative text reconstruction task. 52/4. teaching. 52/3. Vallance, M. The design and use of an Internet Boers, F. A cognitive semantic approach to resource for business English learners. 52/1. teaching prepositions Wang, Q. Self-development through classroom Borg, S. Data-based teacher development. 52/4. observation. 52/3. Cadorath, J. Unplanned classroom language and Waters, A. Managing monkeys in the ELT class- teacher training. 52/3. room. 52/1. Carter, R. Orders of reality: CANCODE, commu- Wharton,’5 . Teaching language testing on a pre- nication and culture. 52/1. service TEFL course. 52/2. Cook, G. The uses of reality: a reply to Ron Carter. White, R. What is quality in English language 52/1. teacher education? 52/2. Cullen, R. Teacher talk and the classroom context. Woodfield, H. Diaries: a reflective tool on an 2/3. INSET language course. 52/4. Demecheleer, M. (see Boers, F. 52/3). Dudley-Evans, T. (see Kay, H. 52/4). Comment Field, J. Skills and strategies: towards a new DeFelice, W. Reinvesting in language. 52/1. methodology for listening. 52/2 Murray, N. A conundrum for language teaching. Flowerdew, L. A cultural perspective on group 52/2. work. 52/4. Fotos, S. Shifting the focus from forms to form in Talking shop the EFL classroom. 52/4. Roger Bowers with David Crystal 52/2; with Gadd, N. Towards less humanist English teaching. Moira Runcie 52/4. 52/3. Gray, J. The language learner as teacher: the use of interactive diaries in teacher training. 52/1. Key concepts in ELT Gollin, J. Deductive vs. inductive language learn- Harris, S. (see Cadorath, J. 52/3) Jenkins, J. Which pronunciation norms and ing. 52/1. models for English as an International Lan- Rubdy, R. Task. 52/3 guage. 52/2. Joseph, M. The ELT specialist and linguistic Survey reviews hegemony: a response to Tully and Mathew. ELT coursebooks for secondary schools (Camp- 52/3. bell et al.). 52/4. Kay, H. Genre: what teachers think. 52/4. Grammar practice books (A. Fortune). 52/1. Lazarus, E. (see Woodfield, H. 52/4). Language Teaching: A Scheme for Teacher Edu- Lee, I. Supporting greater autonomy in language cation (J. Jenkins and N. Murray). 52/3. learning. 52/4. Recent materials for the teaching of ESP (J. Liu, D. Ethnocentrism in TESOL: Teacher educa- McDonough). 52/2. tion and the neglected needs of international TESOL students. 52/1. Reviews Nunan, D. Teaching grammar in context. 52/2. FCE practice materials (S. Leather). 52/1. Ramani, E. (see Joseph, M. 52/3). Focus on Reading (new edition) by S. Hood, N. Sengupta, S. Peer evaluation: ‘I am not the Solomon, and A. Burns (C. Walker). 52/2. teacher’. 52/1. A Framework for Task-Based Learning by J. Seth, N. (see Wang, Q. 52/3). Willis (B. Tomlinson). 52/3. Sharp, A. ELT project planning and sustainability. Interaction in the Language Curriculum by L. van 52/2. Lier (R. Rubdy). 52/2. 360 ELT Journal Volume 52/4 October 1998 © Oxford University Press 1998 Annual Index: Volume 52 (1998) Authors and titles Articles Storch, N. A classroom based study: insights from Arnold, J. Towards more humanistic language a collaborative text reconstruction task. 52/4. teaching. 52/3. Vallance, M. The design and use of an Internet Boers, F. A cognitive semantic approach to resource for business English learners. 52/1. teaching prepositions Wang, Q. Self-development through classroom Borg, S. Data-based teacher development. 52/4. observation. 52/3. Cadorath, J. Unplanned classroom language and Waters, A. Managing monkeys in the ELT class- teacher training. 52/3. room. 52/1. Carter, R. Orders of reality: CANCODE, commu- Wharton,’5 . Teaching language testing on a pre- nication and culture. 52/1. service TEFL course. 52/2. Cook, G. The uses of reality: a reply to Ron Carter. White, R. What is quality in English language 52/1. teacher education? 52/2. Cullen, R. Teacher talk and the classroom context. Woodfield, H. Diaries: a reflective tool on an 2/3. INSET language course. 52/4. Demecheleer, M. (see Boers, F. 52/3). Dudley-Evans, T. (see Kay, H. 52/4). Comment Field, J. Skills and strategies: towards a new DeFelice, W. Reinvesting in language. 52/1. methodology for listening. 52/2 Murray, N. A conundrum for language teaching. Flowerdew, L. A cultural perspective on group 52/2. work. 52/4. Fotos, S. Shifting the focus from forms to form in Talking shop the EFL classroom. 52/4. Roger Bowers with David Crystal 52/2; with Gadd, N. Towards less humanist English teaching. Moira Runcie 52/4. 52/3. Gray, J. The language learner as teacher: the use of interactive diaries in teacher training. 52/1. Key concepts in ELT Gollin, J. Deductive vs. inductive language learn- Harris, S. (see Cadorath, J. 52/3) Jenkins, J. Which pronunciation norms and ing. 52/1. models for English as an International Lan- Rubdy, R. Task. 52/3 guage. 52/2. Joseph, M. The ELT specialist and linguistic Survey reviews hegemony: a response to Tully and Mathew. ELT coursebooks for secondary schools (Camp- 52/3. bell et al.). 52/4. Kay, H. Genre: what teachers think. 52/4. Grammar practice books (A. Fortune). 52/1. Lazarus, E. (see Woodfield, H. 52/4). Language Teaching: A Scheme for Teacher Edu- Lee, I. Supporting greater autonomy in language cation (J. Jenkins and N. Murray). 52/3. learning. 52/4. Recent materials for the teaching of ESP (J. Liu, D. Ethnocentrism in TESOL: Teacher educa- McDonough). 52/2. tion and the neglected needs of international TESOL students. 52/1. Reviews Nunan, D. Teaching grammar in context. 52/2. FCE practice materials (S. Leather). 52/1. Ramani, E. (see Joseph, M. 52/3). Focus on Reading (new edition) by S. Hood, N. Sengupta, S. Peer evaluation: ‘I am not the Solomon, and A. Burns (C. Walker). 52/2. teacher’. 52/1. A Framework for Task-Based Learning by J. Seth, N. (see Wang, Q. 52/3). Willis (B. Tomlinson). 52/3. Sharp, A. ELT project planning and sustainability. Interaction in the Language Curriculum by L. van 52/2. Lier (R. Rubdy). 52/2. 360 ELT Journal Volume 52/4 October 1998 © Oxford University Press 1998 Introducing Reading by F. Davies (C. Walker). 52/2. Power, Pedagogy, and Practice edited by T. Hedge Introducing Standard English by J. Wilkinson (J. Malieque). 52/1. Readings in Teacher Development by K. Head and Linguistics by H.G. Widdowson (S. Baohui). 52/1. P. Taylor (A. Maley). 52/4. Oxford Introductions to Language Study (M. Teaching Reading Skills in a Foreign Language Connelly). 52/1. (2nd edition) by C. Nuttall (C. Walker). 52/2. Penguin English Applied Linguistics (M. Con- 30 Years of Language Teaching edited by E. nelly). 52/1. Hawkins (R. Bowers). 52/3. Topics Alternative methodologies: Arnold 52/3; Gadd 52/3. Humanistic language teaching: Arnold 52/3; Gadd Authentic language: Carter 52/1; Cook 52/1. 52/3 Autonomy in language learning: Lee 52/4; Sen- Inductive learning: Gollin 52/1. gupta 52/1. Internet: Vallance 52/1. Awareness raising: Boers and Demecheleer 52/3; Learner independence: Lee 52/4; Sengupta 52/1. Gray 52/1; Lee 52/4; Storch 52/4; Wang and Lesson planning: Cadorath and Harris 52/3. Seth 52/3; Woodfield and Lazarus 52/4. Linguistic hegemony: Joseph and Ramani 52/3. Listening: Field 52/2. Business English: Vallance 52/1. Methodology: Arnold 52/3; Gadd 52/3; Field 52/2. Classroom language: Cadorath and Harris 52/3; Models of English: Carter 52/1; Cook 52/1; Cullen 52/3. Jenkins 52/2. Classroom management: Waters 52/1. Observation: Wang and Seth 52/3. Classroom research: Borg 52/4; Storch 52/4. Peer evaluation: Sengupta 52/1. Classroom techniques: Nunan 52/2; Lee 52/4. Prepositions: Boers and Demecheleer 52/3. Cognitive approaches: Boers and Demecheleer Project planning: Sharp 52/2. 52/3. Pronunciation: Jenkins 52/2. Computer-based teaching: Vallance 52/1. Quality: White 52/2. Corpus-based language: Carter 52/1; Cook 52/1. Real language: Carter 52/1; Cook 52/1. Cross-cultural issues: Flowerdew 52/4; Joseph and Semantics: Boers and Demecheleer 52/3. Ramani 52/3. Task: Rubdy 52/3. Deductive learning: Gollin 52/1. Teacher development: Borg 52/4; Wang and Seth Diaries: Gray 52/1; Woodfield and Lazarus 52/4. 52/3. English as an international language: Jenkins 52/2. Teacher education: White 52/2. English in relation to ethnic languages: Joseph and pre-service: Gray 52/1; Wharton 52/2. Ramani 52/3. in-service: Borg 52/4; Cadorath and Harris Ethnocentrism: Liu 52/1. 52/3; Liu 52/1; Wang and Seth 52/3; Waters Form-focused activities: Fotos 52/4. 52/1; Woodfield and Lazarus 52/4. Genre: Kay and Dudley-Evans 52/4. Teacher perceptions: Kay and Dudley-Evans 52/4. Grammar teaching: Boers and Demecheleer 52/3; Testing: Wharton 52/2. Fotos 52/4; Nunan 52/2. Text reconstruction: Storch 52/4. Group work: Flowerdew 52/4. Use of course books: Cadorath and Harris 52/3. Countries referred to China: Wang and Seth 52/3. Malawi: Sharp 52/2. Estonia Mexico: Cadorath and Harris 52/3. Hong Kong: Flowerdew 52/4; Lee 52/4; Sengupta South Africa: Joseph and Ramani 52/3. 52/1. Index to Volume 52