Research Methods for English Language Teachers

Description

This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the effects of innovations, and they discuss methods appropriate to research in various collaborative modes as well as by individuals. A key feature of the book is an introduction to the debate surrounding different approaches to research, with an evaluation of traditional research in relation to the paradigms associated with reflective practice and action research. The book is ideal for teachers on initial training and post-experience courses, students on degree programmes in applied linguistics and TEFL and, of course, practising teachers with an interest in research methods in language teaching. Cover......Page 1 Title Page......Page 2 Copyright Page......Page 3 Table of Contents......Page 4 Preface......Page 8 Dedication......Page 9 Acknowledgements......Page 10 Introduction: setting the scene......Page 12 Part 1: principles and perspectives......Page 16 Introduction......Page 18 Context and roles......Page 19 Instances......Page 21 Patterns of research: implications......Page 25 Conclusion......Page 28 Discussion notes......Page 30 Introduction......Page 32 Action and reflection......Page 33 A short educational excursion......Page 36 Teacher research and English language teaching......Page 39 Conclusion......Page 45 Discussion notes......Page 46 General views......Page 48 Common views of what research in language teaching does......Page 52 Basic and applied research......Page 53 Description and intervention......Page 55 Normative and interpretive research......Page 58 Conclusion......Page 65 Discussion notes......Page 66 Features of good research......Page 68 Comparison of research traditions on these features......Page 80 Aspects of design of research......Page 81 Conclusion......Page 83 Discussion notes......Page 84 Beginnings......Page 86 Approaches......Page 89 Content: teachers' choices......Page 92 Research and research: existing work......Page 95 Conclusion......Page 99 Discussion notes......Page 100 Part 2: topics and methods......Page 102 Principles, methods, techniques......Page 104 Introduction to methods and techniques......Page 106 Out there: discovering other people's work and telling them about one's own......Page 107 Observation: uses and perspectives......Page 112 Systematizing observation......Page 116 Alternatives to coding schemes......Page 122 Naturalistic observation......Page 125 Conclusion......Page 129 Discussion notes......Page 130 Some definitions......Page 132 Diary data......Page 133 Diaries in language learning and language teaching......Page 138 Keeping a diary......Page 145 Discussion notes......Page 147 Introduction......Page 148 Why count, and what to count......Page 149 Describing the numbers with other numbers......Page 150 Inference from chance - 'significance'......Page 161 Computational aids......Page 163 Discussion notes......Page 164 Why experiments?......Page 166 Causality and the method of detail......Page 168 Experiments and quasi-experiments......Page 169 Some examples......Page 172 Reflections on the experimental approach......Page 176 Conclusion......Page 179 Discussion notes......Page 180 Introduction......Page 182 Questionnaires......Page 183 Interviews......Page 192 Issues in interviewing......Page 196 Conclusion......Page 198 Discussion notes......Page 199 Introduction......Page 200 Introspection......Page 201 Verbal report and think-aloud......Page 202 Research on oneself......Page 205 Research on learners......Page 207 Some examples......Page 211 Conclusion......Page 212 Discussion notes......Page 213 What is a case?......Page 214 Methods in case study research......Page 218 Case studies in language learning and teaching......Page 220 The controversy of case study......Page 227 Discussion notes......Page 229 Principles in mixing methods......Page 230 Teachers' research: some continuing case studies......Page 236 Conclusion......Page 242 Discussion notes......Page 243 The role of research by teachers......Page 244 Appropriate methodologies......Page 245 Development of criteria......Page 246 Teacher research and higher-degree research......Page 247 Evaluations of teacher research......Page 248 And finally .........Page 250 Appendix......Page 252 References......Page 258 Index......Page 268