DOCSLIB.ORG

Language Learners Ing to College Graduates Holding a Grammatical Concept That Has Recently Conversation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Learners Ing to College Graduates Holding a Grammatical Concept That Has Recently Conversation Including hile teaching at an academy in the United Second- States, I (LS) asked stu - dents to write personal- experience stories. One Wstudent, a girl from Burma, turned in language a painstakingly written account of her experiences coming to the United States from a refugee camp in Thai - Learners land. Unfortunately, despite all her hard work, her story made little sense in English. Since the paper needed a major in the overhaul, and we lacked the time in class, I invited her to my house. Start - ing at the beginning, we talked through her story step by step, crafting it on the computer as the details emerged from her memory. Yes, the writing came from me, but the story was hers. I believe that by giving her a voice in English, I was not only build - Writing ing her language abilities, but also bringing her story to life. Helping students to write across a language barrier is not always such a drastic process. Writing, however, is arguably one of the most cognitively demanding things that we do in school, and for that reason, it poses Classroom significant challenges to second-lan - guage learners and the teachers who work with them. A Significant Challenge with more diverse sending and re - In addition—and this is often over - Educators worldwide face a ceiving countries than in the past. looked—a skilled writer needs to growing challenge as migration Teachers in more and more countries know what different types of docu - brings learners from other parts of now face the daunting challenge of ments look like and how they are the world. According to the United working with learners struggling to constructed. What is appropriate and Nations Economic and Social Coun - write across a language barrier. typical varies with the genre—poem cil, in 2010, three percent of the Writing demands linguistic knowl - or personal letter, blog or résumé, world’s population lived outside their edge, fluency, and rhetorical exper - book report or literary analysis paper. country of origin. 1 In the United tise. Since writing is a productive Writing is a skill learned through ex - States, where we work, more than rather than receptive skill, writers perience in different settings where nine percent of American public need sufficient vocabulary and the expectations about language, style, school students—some 4.6 million, ability to construct sentences in the and structure may also differ widely. according to 2014-2015 statistics— new language. Further, they need Learning to write—in any language— were classified as English-language knowledge of the writing system for is a lifelong process. learners. 2 Migration is a global trend, that language, including spelling and punctuation rules. BY LAURIE STANKAVICH and AMANDA LIVANOS 16 The Journal of Adventist Education • July-September 2017 http://jae.adventist.org Younger learners can more easily the assignment. Hyland and Hyland ment. But periodic error correction surmount the obstacles posed by observe that “Teachers respond to stu- will give students a realistic idea of crossing a language barrier, not only dents in their comments as much as areas in which they need to improve. because they study more basic materi - texts, and experienced teachers often In some circumstances, indirect als, but also because they have a lan - tailor their feedback to suit each stu- feedback may be helpful as well. In guage learning advantage. Research dent, considering their backgrounds, this type of feedback, the teacher suggests that, if in an immersion situ - needs and preferences as well as the draws attention to errors without cor - ation, younger learners can attain na - relationship they have with them and recting them; for example, underlining tive-like proficiency in a few years. the ongoing dialogue between them.” 7 each instance or using an error coding Jill Fitzgerald’s survey of 56 studies Ultimately, teachers should keep the system. In this type of system, a of multilingual writing in preschool learners’ needs at the forefront. teacher might use a “V” to refer to through 12th grade uncovered few When a writer makes many lan- problems with verb tense, a “C” to de - surefire solutions, but several studies guage-related mistakes, teachers tend note comma errors, and so on. Coding did show that preschool and primary to focus their energy on those areas, goes a step beyond underlining by di - learners developed very similarly to often neglecting content as a result. recting students’ attention to the types native speakers of the same age However, the ideas shared by lan- of mistakes they frequently make and group. 3 In general, second-language- guage learners are as meaningful as pointing them toward the correction. acquisition research supports the per - those of the other students in the At high school and college levels, ception that younger learners have an classes. Teachers should strive to look depending on students’ maturity, push - advantage in terms of developing a past students’ language errors and ing them to correct mistakes them - native-like intuition about grammar hear what they really have to say. I selves with this approach can foster patterns in a second language. (AL) often read written assignments valuable proofreading skills. A study by The sensitive period for language at least once without marking any Ferris and Roberts showed that even learning seems to diminish around pu - mechanical errors in order to inten- when the results from only underlining berty, possibly because of neurological tionally give feedback about content. mistakes seemed equally effective com - changes that take place around that However, teachers are doing lan- pared with coding, students neverthe - age. 4 For this reason, emotional sup - guage learners a disservice if they sim- less preferred the coding option. 10 port from teachers may help younger ply ignore their errors. “Since lan- Both types of indirect feedback students adjust to learning in a new guage problems constrain the entire work best for easily defined types of language, but providing specific in - composing process, editing is a critical errors. If students already understand struction is not linguistically vital. and necessary facet of the text creat- the grammatical principle behind the Therefore, for the rest of the article, ing process, not just a clean-up activ- error, they will often be able to cor - we will offer recommendations about ity.” 8 Students must be taught the im- rect it themselves just by having their learners who are not conversationally portance of clean writing, and without attention drawn to it (like problems fluent in the language in which they help, they may be unaware of the er- with pronouns, articles, and even are writing and who are approaching rors they are making. This is why we verb tenses). However, fixing other or have passed puberty—in other (LS and AL) believe that teachers errors presents a challenge. For exam - words, those over the age of 12. should select specific assignments for ple, writing “wrong word” may not which they will correct all errors. help the student find the right word. Giving Effective Feedback Chandler’s study has shown such di- Instead, it may be helpful to provide One of the most hotly debated rect error correction to be the best suggestions, perhaps by underlining a challenges in teaching writing to sec - method at increasing accuracy both phrase and, above it, writing how a ond-language learners is how to effec - immediately and in the long term.9 native speaker might typically convey tively give them feedback. The litera - I (AL) often correct all the errors the idea. In one recent example, a ture is inconclusive about whether on my students’ short, in-class jour- student wrote that CD’s were “a com - direct correction or student self-cor - naling assignments. I don’t take off mon thing to listen to music.” The rection works best in the long term. 5 points for their mistakes, but when I teacher underlined the word thing For example, some teachers correct return their papers, I ask them to re- and, in class, pointed out that a more every error on every assignment, but view the corrections. They often ex- appropriate word was way . this time-consuming process may not claim, “Wow, I didn’t realize I made Since marking all errors can be help students write better. Other so many mistakes!” This exercise time-consuming, even if indirect meth - teachers believe that students should should not be discouraging, which is ods are used, it may be helpful at correct their own errors (self-correc - one reason we don’t recommend cor- times to focus the feedback on certain tion), but this may not always be ef - recting all errors on every assign- areas. Ferris and Hedgcock suggest fo - fective, either. 6 Most teachers rely on cusing on serious errors—those “inter - common sense, varying the approach fering with the comprehensibility of a to fit the learners and the purpose of http://jae.adventist.org The Journal of Adventist Education • July-September 2017 17 text”—and those that are “frequent” ment, students will benefit more from or “stigmatizing.” 11 Alternatively, reading preschool books than listen - teachers may choose to focus on a Language learners ing to college graduates holding a grammatical concept that has recently conversation. 14 Language learners been covered in class or a recurring may find it daunting may find it daunting to read materials problem for this particular student. to read materials beamed to their own age group, but Whatever type of feedback teach - books for elementary students and ers choose, they should also remem - beamed to their own even picture books with a few sen - ber the value of positive feedback.
Load more

Recommended publications
  • Downloaded for Free
    Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-­‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-­‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors .............................................................................................................................................................................................................
    [Show full text]
  • Marketing Fragment 6 X 10.T65
    Cambridge University Press 978-0-521-53430-7 - Second Language Writing Ken Hyland Frontmatter More information Second Language Writing © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-53430-7 - Second Language Writing Ken Hyland Frontmatter More information CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education, and related areas. Books in the series focus on a wide range of issues and are written in a style that is accessible to classroom teachers, teachers-in-training, and teacher educators. In this series: Agendas for Second Language Literacy by Sandra Lee McKay Reflective Teaching in Second Language Classrooms by Jack C. Richards and Charles Lockhart Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community edited by Fred Genesee Understanding Communication in Second Language Classrooms by Karen E. Johnson The Self-Directed Teacher: Managing the Learning Process by David Nunan and Clarice Lamb Functional English Grammar: An Introduction for Second Language Teachers by Graham Lock Teachers as Course Developers edited by Kathleen Graves Classroom-Based Evaluation in Second Language Education by Fred Genesee and John A. Upshur From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms by Jo Ann Aebersold and Mary Lee Field Extensive Reading in the Second Language Classroom by Richard R. Day and Julian Bamford Language Teaching Awareness: A Guide to Exploring Beliefs and Practices by Jerry G. Gebhard and Robert Oprandy Vocabulary in Second Language Teaching by Norbert Schmitt Curriculum Development in Language Teaching by Jack C.
    [Show full text]
  • Ken Hyland Frontmatter More Information
    Cambridge University Press 978-0-521-82705-8 - Second Language Writing Ken Hyland Frontmatter More information Second Language Writing © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-82705-8 - Second Language Writing Ken Hyland Frontmatter More information CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education, and related areas. Books in the series focus on a wide range of issues and are written in a style that is accessible to classroom teachers, teachers-in-training, and teacher educators. In this series: Agendas for Second Language Literacy by Sandra Lee McKay Reflective Teaching in Second Language Classrooms by Jack C. Richards and Charles Lockhart Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community edited by Fred Genesee Understanding Communication in Second Language Classrooms by Karen E. Johnson The Self-Directed Teacher: Managing the Learning Process by David Nunan and Clarice Lamb Functional English Grammar: An Introduction for Second Language Teachers by Graham Lock Teachers as Course Developers edited by Kathleen Graves Classroom-Based Evaluation in Second Language Education by Fred Genesee and John A. Upshur From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms by Jo Ann Aebersold and Mary Lee Field Extensive Reading in the Second Language Classroom by Richard R. Day and Julian Bamford Language Teaching Awareness: A Guide to Exploring Beliefs and Practices by Jerry G. Gebhard and Robert Oprandy Vocabulary in Second Language Teaching by Norbert Schmitt Curriculum Development in Language Teaching by Jack C.
    [Show full text]
  • Discourse Studies
    Discourse Studies http://dis.sagepub.com Stance and engagement: a model of interaction in academic discourse Ken Hyland Discourse Studies 2005; 7; 173 DOI: 10.1177/1461445605050365 The online version of this article can be found at: http://dis.sagepub.com/cgi/content/abstract/7/2/173 Published by: http://www.sagepublications.com Additional services and information for Discourse Studies can be found at: Email Alerts: http://dis.sagepub.com/cgi/alerts Subscriptions: http://dis.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations (this article cites 10 articles hosted on the SAGE Journals Online and HighWire Press platforms): http://dis.sagepub.com/cgi/content/refs/7/2/173 Downloaded from http://dis.sagepub.com by Ken Hyland on August 19, 2008 © 2005 SAGE Publications. All rights reserved. Not for commercial use or unauthorized distribution. ARTICLE 173 Stance and engagement: a model of interaction in academic discourse Discourse Studies Copyright © 2005 SAGE Publications. (London, Thousand Oaks, CA and New Delhi) www.sagepublications.com Vol 7(2): 173–192. 1461-4456 KEN HYLAND (200505) 7:2; UNIVERSITY OF LONDON 10.1177/1461445605050365 ABSTRACT A great deal of research has now established that written texts embody interactions between writers and readers. A range of linguistic features have been identified as contributing to the writer’s projection of a stance to the material referenced by the text, and, to a lesser extent, the strategies employed to presuppose the active role of an addressee. As yet, however, there is no overall typology of the resources writers employ to express their positions and connect with readers.
    [Show full text]
  • Title Feedback on Second Language Students' Writing Author(S) Hyland
    Title Feedback on second language students' writing Author(s) Hyland, K; Hyland, F Citation Language Teaching, 2006, v. 39 n. 2, p. 83-101 Issue Date 2006 URL http://hdl.handle.net/10722/57356 Language Teaching. Copyright © Cambridge University Rights Press. State-of-the-art article Feedback on second language students’ writing Ken Hyland Institute of Education, University of London [email protected] Fiona Hyland University of Hong Kong [email protected] But while feedback is a central aspect of L2 writing Feedback is widely seen as crucial for encouraging and programs across the world, the research literature consolidating learning, and this significance has also has not been unequivocally positive about its role in been recognised by those working in the field of second writing development, and teachers often have a sense language (L2) writing. Its importance is acknowledged in that they are not making use of its full potential. Many process-based classrooms, where it forms a key element of questions relating to feedback remain unanswered or the students’ growing control over composing skills, and only partially addressed: Does it make a difference to by genre-oriented teachers employing scaffolded learning students’ writing? If so, in what areas? What is the best techniques. In fact, over the past twenty years, changes way of delivering feedback? Can error correction and in writing pedagogy and research have transformed form focused feedback have long term benefits on feedback practices, with teacher written comments often students’ writing? Can technology play a greater part supplemented with peer feedback, writing workshops, in delivering feedback? What role can peer feedback conferences, and computer-delivered feedback.
    [Show full text]
  • INTERNATIONAL HANDBOOK of ENGLISH LANGUAGE TEACHING Springer International Handbooks of Education
    INTERNATIONAL HANDBOOK OF ENGLISH LANGUAGE TEACHING Springer International Handbooks of Education Volume 11 A list of titles in this series can be found at the end of this volume. International Handbook of English Language Teaching Parti Edited by Jim Cummins The University of Toronto, Canada and Chris Davison The University of Hong Kong, China Springe] Jim Cummins Ontario Institute for Studies in Education/Canada Chris Davison The University of Hong Kong/China Library of Congress Control Number: 2006932383 ISBN-13: 978-0-387-46300-1 ISBN-10: 0-387-46300-3 e-ISBN-13: 978-0-387-46301-8 e-ISBN-10: 0-387-46301-1 Printed on acid-&ee paper. © 2007 Springer Sciences-Business Media, LLC. All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. While the advice and information in this book are believed to be true and accurate at the date of going to press, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made.
    [Show full text]
  • Ken Hyland City University of Hong Kong
    P1: GCQ CY243/Hyland 0521827051 September 9, 2003 16:38 Second Language Writing i P1: GCQ CY243/Hyland 0521827051 September 9, 2003 16:38 ii P1: GCQ CY243/Hyland 0521827051 September 9, 2003 16:38 CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education, and related areas. Books in the series focus on a wide range of issues and are written in a style that is accessible to classroom teachers, teachers-in-training, and teacher educators. In this series: Agendas for Second Language Literacy by Sandra Lee McKay Reflective Teaching in Second Language Classrooms by Jack C. Richards and Charles Lockhart Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community edited by Fred Genesee Understanding Communication in Second Language Classrooms by Karen E. Johnson The Self-Directed Teacher: Managing the Learning Process by David Nunan and Clarice Lamb Functional English Grammar: An Introduction for Second Language Teachers by Graham Lock Teachers as Course Developers edited by Kathleen Graves Classroom-Based Evaluation in Second Language Education by Fred Genesee and John A. Upshur From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms by Jo Ann Aebersold and Mary Lee Field Extensive Reading in the Second Language Classroom by Richard R. Day and Julian Bamford Language Teaching Awareness: A Guide to Exploring Beliefs and Practices by Jerry G. Gebhard and Robert Oprandy Vocabulary in Second Language Teaching by Norbert Schmitt Curriculum Development in Language Teaching by Jack C.
    [Show full text]
  • Metadiscourse in Academic Writing: a Reappraisal
    Applied Linguistics 25/2: 156±177 # Oxford University Press 2004 Metadiscourse in Academic Writing: A Reappraisal 1KEN HYLAND and 2POLLY TSE 1University of London, 2Chinese University of Hong Kong Metadiscourse is self-re¯ective linguistic material referring to the evolving text and to the writer and imagined reader of that text. It is based on a view of writing as social engagement and in academic contexts reveals the ways that writers project themselves into their discourse to signal their attitude towards both the propositional content and the audience of the text. Despite considerable interest in metadiscourse by teachers and applied linguists, however, it has failed to achieve its explanatory potential due to a lack of theoretical rigour and empirical confusion. Based on an analysis of 240 L2 postgraduate dissertations totalling 4 million words, we oer a reassessment of metadiscourse, propose what we hope is a more robust model, and use this to explore how these students used metadiscourse. Essentially our argument is that metadiscourse oers a way of understanding the interpersonal resources writers use to present propositional material and therefore a means of uncovering something of the rhetorical and social distinctiveness of disciplinary communities. INTRODUCTION Metadiscourse, often wrongly characterized as `discourse about discourse', is a concept familiar to many engaged in research and instruction in composition, reading, and text structure. Based on a view of writing as a social and communicative engagement between writer and reader, metadiscourse focuses our attention on the ways writers project themselves into their discourse to signal their attitude towards both the content and the audience of the text.
    [Show full text]
  • The English Connection a Korea TESOL Publication
    The English Connection A Korea TESOL Publication Spring 2016, Volume 20, Issue 1 Profcasting, poetry, and improving your job prospects Plus: Get students motivated with their writing! And: introducing... Michael Free Contents Editorial – by Julian Warmington 6 President’s Message – by Lindsay Herron 7 Features Topics, Choices, and Motivation in the Writing Class 10 by Tim Self Experiential Advice for Improving Job Prospects 12 by Karl Hedberg and Paul D. Tanner Creative Writing with Sijo 16 by Michael Free and Yuri Angie White So, What Are Discourse Markers, Anyway?! 23 by Andrew White Columns Contemplative Practice: From Letting Go To Letting Come 8 by Thomas S.C. Farrell KOTESOL People: Introducing Michael Free 14 by Julian Warmington Course Review: My Macquarie University Experience 21 by Eric Fileta Book Review: Academic Written English 26 by Angela Guanying Wu To promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Korea. Spring 2016 Volume 20, Issue 1 3 KoreaTESOL.org The English Connection Editorial Team Editor-in-Chief Executive Editors Julian Warmington Suzanne Bardasz Gil Coombe Jennifer Lee Associate Editor Christopher Miller Copy Editing and Proofing Andrew Griffiths Publications Committee Chair Dean Jorgensen Dr. David Shaffer Julia Morss Maria Pinto Layout / Design: Mijung Lee, Media Station Printing: Myeongjinsa Cover photo by Steve Garrigues. Suggestions and contributions to [email protected] The deadline for Summer 2016 issue is 9 a.m. on Monday, 11 April, 2016 THE ENGLISH CONNECTION, published quarterly, is the official magazine of Korea Teachers of English to Speakers of Other Languages (KOTESOL), an academic organization, and is distributed free of charge as a service to the members of KOTESOL.
    [Show full text]
  • Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda
    Zoltán Dörnyei and Ema Ushioda Motivation and Researching Teaching Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda Second Edition Second Edition Applied Linguistics in Action Series Edited by Christopher N. Candlin & David R. Hall Cultivating motivation is crucial to a language Key new features and material: Edited by Christopher N. Candlin & David R. Hall Applied Linguistics in Action Series learner’s success – and therefore crucial for the • A brand new chapter on current socio-dynamic and language teacher and researcher to understand. This complex systems perspectives fully revised edition of a groundbreaking work reflects • New approaches to motivating students based on the dramatic changes the field of motivation research the L2 Motivational Self System has undergone in recent years, including the impact • Illustrative summaries of qualitative and mixed of language globalisation and various dynamic and methods studies relational research methodologies, and offers ways in • Samples of new self-related motivation measures which this research can be put to practical use in the classroom and in research. Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be Zoltán Dörnyei is Professor of Psycholinguistics in the used in everyday teaching practice and offers practical School of English Studies, University of Nottingham. He is tips. The final section provides a range of useful author of a number of books including Research Methods resources, including relevant websites, key reference in Applied Linguistics (2007) and The Psychology of Second works and tried and tested example questionnaires. Language Acquisition (2009). He has also co-edited Motivation, Written in an accessible style and illustrated with Language Identity and the L2 Self (2009) with Ema Ushioda.
    [Show full text]
  • Paul Kei Matsuda
    Paul Kei Matsuda http://pmatsuda.faculty.asu.edu/ Arizona State University 4442 W. Linda Lane Department of English Chandler, AZ 85226–2190 USA Box 870302 (480)584-3238 Tempe, AZ 85287-0302 USA [email protected] [email protected] Academic Appointments Full-Time Faculty Appointments Professor, Department of English, Arizona State University, 2011–present. Associate Professor, Department of English, Arizona State University, 2007–2011. Associate Professor, Department of English, University of New Hampshire, 2006–2007. Assistant Professor, Department of English, University of New Hampshire, 2001–2006. Assistant Professor, Department of English, Miami University, Ohio, 2000–2001. Other Appointments Concurrent Professor, Zhengzhou University, Zhengzhou, China, April 2015–present. Concurrent Professor, Nanjing University, Nanjing, China, November 2014–present. Visiting Professor, Thammasat University, Bangkok, Thailand, May 2011, July 2015. Visiting Professor, Chulalongkorn University, Bangkok, Thailand, June 2013, June 2014, June 2015. Visiting Professor, Kanda University of International Studies, Tokyo, Japan, July 2014. Visiting Professor, Jilin University, Changchun, China, May 2014. Visiting Professor, Shih Chien University, Taipei, Taiwan, May 2013. Gorski Visiting Scholar, Pennsylvania State University, April 2010. Visiting Professor, Tamkang University, Danshuei, Taiwan, July 2009. Visiting Professor, University of Utah, Spring 2009. Visiting Researcher, Graduate School of International Development, Nagoya University, June–September
    [Show full text]
  • Research Methods in Applied Linguistics
    Research Methods P in Applied Linguistics A Practical Resource EDITED BY BRIAN PALTRIDGE AND AEK PHAKITI l j Bloomsbury Academic [ An imprint of Bloomsbury Publishing Pic i BLOOMSBURY LONDON • NEW DELHI • NEW YORK • SYDNEY C0NT1NIT Notes on Contributors viii Preface xvi Acknowledgements xvii PART ONE Research Approaches and Methods i 1 Approaches and Methods in Applied Linguistics Research Aek Phakiti and Brian Paltridge 5 2 Quantitative Research and Analysis Aek Phakiti 27 3 Qualitative Research and Analysis Adrian Holliday 49 4 Mixed Methods Research and Analysis Nataliya V. Ivankova and Jennifer L. Greer 63 5 Survey Research Elvis Wagner 83 6 Experimental Research Susan Gass 101 7 Case Studies Christine Pearson Casanave 119 8 Ethnographic Research Sue Starfield 137 9 Critical Research in Applied Linguistics Steven Talmy 153 vi CONTENTS 10 Narrative Inquiry Gary Barkhuizen l69 11 Action Research Anne Burns 187 12 Discourse Analysis Brian Paltridge and Wei Wang 105 13 Research Synthesis Lourdes Ortega 225 14 , Ethics and Applied Linguistics Research Peter De Costa 245 15 Developing a Research Project Brian Paltridge and Aek Phakiti 259 PART TWO Areas of Research 279 16 Researching Speaking Rebecca Hughes 283 17 Researching Listening Larry Vandergrift 299 18 Researching Reading Marie Stevenson 315 19 Researching Writing Ken Hyland 335 20 Researching Grammar Neomy Storch 349 21 Researching Vocabulary David Hirsh 369 22 Researching Pragmatics Carsten Roever 387 CONTENTS 23 Researching Motivation Lindy Woodrow 403 24 Researching Language Learner Stra tegies Heath Rose 421 25 Researching Young Learners Annamaria Pinter 439 26 Researching Language Classrooms Lesley Harbon and Huizhong Shen 457 27 Researching Language Testing and Assessment John Read 471 28 Researching Teachers' Beliefs ~ Simon Borg 487 29 Researching Language and Gender Jane Sunderland 505 30 Researching Language and Identity David Block 527 31 Researching Language Teacher Education Simon Borg 541 Glossary of Key Research Terms 561 Index 576 .
    [Show full text]