ABSTRACT
The papers collected in this volume represent a largely retrospective record of work in LA research and development that their authors have undertaken. Some of this work has been practice- and problem-driven, initiated by practitioners who, dissatisfied with some features of their teaching, have looked about them for ‘new ways to do old things better’ (Corder, 1978: 80). By contrast, other work reported is clearly theory-driven: broader theories of learner-centred humanistic education, often incorporated into some specific theory of language education have been the sources of inspiration, suggesting ‘new things to do’ (Corder, 1978:80).
