Research Methods for Language Teaching
Build confidence in studying language teaching with solid research methods.
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- • Understand the role of research in language teaching and applied linguistics.
- • Build a strong foundation for reading and evaluating research studies.
- • Support classroom practitioners who want evidence-based insights.
- • Useful for students and researchers working in language education.
الوصف
Research methods are essential for understanding and improving language teaching. This book introduces core approaches used to investigate classroom practice, learner experience, and teaching effectiveness. It is written for students, teachers, and researchers in applied linguistics who want a clear foundation in research design and interpretation. The content supports informed reading of studies and practical engagement with research in language education.
فهرس المحتويات
List of Figures and Tables Series Editor’s Introduction Acknowledgements Introduction Section I: Inquiry Chapter 1: How to ACE the Research Process Chapter 2: The Noun and the Verb of the Literature Review Chapter 3: Research Questions and Research Design: Concretizing Inquiry Chapter 4: Research Ethics: Reasons, Roles, Responsibilities and Relationships Section II: Data Collection Chapter 5: Making Questionnaires Work for You Chapter 6: Interviews, Focus Groups and Reflections Chapter 7: Case Studies, Ethnography and Visual Data Chapter 8: Transcription: Process and Product Chapter 9: Approaches to Collection of Quantitative Data Section III: Data Analysis Chapter 10: Interpretive Analysis of Qualitative Data Chapter 11: Approaches to Analysis of Quantitative Data Section IV: Bringing It All Together Chapter 12: Arguments, Implications and Communities of Practice Appendix Glossary References Index
معاينة
significant gap between the field of applied linguistics and the
day-to-day classroom realities of many language teachers and
learners. For example, Selivan recently wrote that “Much
applied linguistics research remains unapplied, is often misapplied, or is downright inapplicable” (2016, p. 25). This gap
appears to have existed for some time and has yet to be
brided. For example, in 1954, Pulgram published Applied
Linguistics in Language Teaching, which was followed a few years
later by Robert Lado’s classic work, Linguistics Across Cultures:
Applied Linguistics for Language Teachers (1957). However, we
are still seeing articles 60 years later helping language teachers
to apply linguistic theory to language lessons (Magrath, 2016).
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