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Cover, abstract and contents page

Chapter 1 Introduction Explains the purpose of the investigation and gives an outline of the thesis. Sets out the two steps involved in the study.

Chapter 2 Towards a descriptive model of ELT materials. Reviews existing descriptive models and sets out a synthesis of two new models: i) a model for the product of analysis and description, and ii) a model for the process of analysis and description.
Chapter 3 Applying the model Applies the model for the product and process of analysis and description to 5 main coursebooks and presents a synthesized description

Chapter 4 ELT materials as the application of Applied Linguistic thought Presents a review of Applied Linguistic thought in relation to materials design from the early 1970s to the mid 1980s; relates this to the nature of the materials as set out in Chapter 3.

Chapter 5 ELT materials as representing the personal perceptions of authors Outlines an approach to analyzing authors' perceptions based on phenomenology and presents data obtained from repertory grids and interviews; relates the findings to the nature of the analyzed materials.

Chapter 6 ELT materials as a publishing product Outlines an approach to analyzing publishing processes based on organization theory and presents a documentary account of the stages involved in ELT textbook publishing; relates this to the nature of the analyzed materials

Chapter 7 ELT materials as a social product Outlines an approach to analyzing the impact of macro-sociological forces based on critical theory and presents a review of investigations into the form of cultural products; relates this to the nature of the analyzed materials.

Chapter 8 Conclusion Summarises the thesis and discusses the prospects for innovation

Bibliography Complete bibliography of sources cited

	Why are English Language Teaching materials the way they are?
	. Andrew Littlejohn, PhD Lancaster University 1992
	.
	Abstract This thesis investigates 'main course' English language teaching (ELT) materials and the factors which shape their nature. A model for the analysis of language teaching materials is first developed in Chapter 2 and then applied, in Chapter 3, to five main coursebooks. The materials are found to be characterised by reproductive tasks and a high degree of scripting of classroom interaction. Four perspectives are then adopted in order to explain the nature of the materials. The first of these, examined in Chapter 4, considers the impact of Applied Linguistics and finds only a relatively weak link with the materials. The second explanatory perspective, examined in Chapter 5 turns to Phenomenology. Through the use of repertory grids and interviews, it is found that the materials can be explained by the manner in which the authors typify teachers, learners and language learning. The third perspective, examined in Chapter 6, draws on Organization Theory to consider the role of the publisher in materials production. A documentary account of ELT publishing is presented and it is found that the premises for publication encourage conservatism in materials design as publishers endeavour to replicate the characteristics of established market leaders. The last perspective, examined in Chapter 7, adopts Critical Theory to view the materials as cultural objects and finds an explanation for their nature in the overall societal context in which their production and demand is located. The final chapter, , shows how the findings of the thesis can be viewed as providing a coherent explanation, noting, however, the apparent failure of Applied Linguistics to influence main course materials design. A future role for the descriptive model developed in the thesis is discussed and some indications for possible innovation in materials design are offered.