Classroom-Oriented Research (eBook)

Reconciling Theory and Practice

Mirosław Pawlak (Herausgeber)

eBook Download: PDF

2016 | 1st ed. 2016
286 Seiten
Springer International Publishing (Verlag)
978-3-319-30373-4 (ISBN)

Infos

This collection gathers contributions from scholars from Poland and abroad addressing different facets of research into the processes of foreign-language and second-language learning and teaching as they transpire in a typical language classroom. The book is divided into three parts, which address in turn: research directions and methodology, the findings of empirical research, and links between theoretical considerations and classroom practice. Accordingly, the first part includes papers that examine the role of different research paradigms, put forward concrete research proposals, present innovative data gathering tools or assess the role of such instruments in language teaching. The second part includes reports on original research studies focusing e.g. on teachers' beliefs, the role of lexis and pragmatics, the application of modern technologies, the teaching and assessment of primary school children, and the development of social skills from a cross-cultural perspective. Finally, the third part of the book demonstrates how theory-driven approaches can enhance the effectiveness of instructed second language acquisition.

Inhalt

Preface 7
Contents 9
Contributors 11
Part I Research Directions and Methodology 16
1 Quantitative and Qualitative Classroom Research—Friendship or War? 17
Abstract 17
1 Introduction 17
2 Research Paradigms 18
2.1 The Quantitative Paradigm 18
2.2 The Qualitative Paradigm 19
3 Quantitative, Qualitative and Combined Paradigms in Classroom Research 21
4 Paradigms in Language Education and Their Impact on the Polish Context 24
5 Conclusions and Implications for Teacher Education 26
References 28
2 Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context 32
Abstract 32
1 Introduction 33
2 L2 WTC and Its Measurement 34
3 The Study 38
3.1 Aims and Methodology 38
3.2 Results 42
4 Discussion and Conclusions 43
Appendix: Questionnaire 44
Part I: WTC During a Speaking Class 44
Part II: WTC Outside the Classroom 44
Part III: Communication Confidence 45
Part IV: Learner Beliefs 45
Part V: Classroom Environment 46
Part VI: International Posture 46
Part VII: Ideal L2 Self 47
Part VIII: Ought-to L2 Self 47
References 48
3 Conceptualizing and Measuring the Construct of Pronunciation Anxiety: Results of a Pilot Study 51
Abstract 51
1 Introduction 52
2 Conceptualizing the Construct of Pronunciation Anxiety. FL Pronunciation and Emotions 52
2.1 The Definition of Pronunciation Anxiety 53
2.2 The Working Model of Pronunciation Anxiety 55
2.3 Designing the Pilot Version of the MPA-FLC 56
3 Piloting the MPA-FLC 57
3.1 Participants and Procedures 57
3.2 Descriptive Statistics 58
3.3 Internal Reliability 59
3.4 Test-Retest Reliability 61
3.5 Validity of MPA-FLC 63
4 Conclusions and Further Research Directions 64
Acknowledgements 65
Appendix 1 65
Measure of Pronunciation Anxiety in the FL Classroom (MPA-FLC) 65
References 66
4 Learning from Retired Language Teachers’ Biographies: A Research Proposal 69
Abstract 69
1 Introduction 69
2 Biographical Research 70
3 A Proposal for a Biographical Study on Retired Language Teachers 71
3.1 The Suggested Scheme of a Biographical Study 71
3.2 Interview with Lena, 73
4 Conclusion 85
References 85
5 Capturing Effective Teaching: The Construct of an Observation Scheme 87
Abstract 87
1 Introduction 87
2 Effectiveness in General Education 88
3 Second Language Acquisition and Effectiveness 90
4 Observation as a Tool for Capturing Effectiveness 92
5 What Could an Observation Scheme for Effective Language Teaching Be Used for? 94
6 Construct of an Observational Tool for Capturing Effective EFL Teaching 95
Acknowledgements 97
References 97
6 Methodological and Ethical Issues in Research Interviewing with a Multicultural Group of University Students: Are There Dos and Don’ts? 100
Abstract 100
1 Introduction 100
2 Basic Issues Related to Research Interviewing in the Foreign Language Classroom 102
2.1 Arguments for and Against 103
2.2 Ethical Issues 105
2.3 Interview Types and Their Potentials 106
3 Focus on Interview Questions 108
3.1 Interview Guides from Three Projects with German as a Foreign Language Learners at Friedrich Schiller University of Jena 108
3.2 Types of Interview Questions 110
3.3 Further Recommendations for Conducting an Interview 111
4 Analyzing Responses Through Meaning Coding, Condensing, and Interpretation 112
4.1 Meaning Coding 112
4.2 Meaning Condensing 113
4.3 Meaning Interpretation 114
5 Concluding Remarks 114
References 115
Part II Empirical Investigations 117
7 Future Teachers’ Beliefs About Language Learning. A Study on Selected Subjective Theories 118
Abstract 118
1 Introduction 119
2 The Notion of Subjective Theories in Language Attainment—A Summary of Research Findings 119
3 Future Teachers’ Beliefs on Selected Aspects of L2 Attainment—A Survey Study 121
3.1 Group Description and Research Procedure 122
3.2 Research Findings and Discussion 123
4 Concluding Remarks 128
References 129
8 BA Thesis Writing Process and Pre-service Teachers’ Beliefs on Teaching Writing 131
Abstract 131
1 Introduction 131
2 Background 132
2.1 Writing as a Skill 132
2.2 Teaching Writing 132
2.3 Pre-service Teachers’ Beliefs 133
2.4 Pre-service Teachers’ Beliefs About Writing 134
3 Research 134
3.1 The Participants 135
3.1.1 The TEFL Course 135
3.1.2 The BA Seminar Course 135
3.2 Data Collection and Analysis 136
3.3 Results 137
3.3.1 Beliefs About Previous Writing Instruction 137
3.3.2 Beliefs About the Process of Writing the BA Thesis 139
4 Conclusions, Implication and Future Research 140
References 142
9 Kindergarten Teachers’ Beliefs About the Goals of Very Early FL Instruction and Their Classroom Practices: Is There a Link? 143
Abstract 143
1 Introduction 143
2 On the Relationship of Teacher Beliefs and Practices 144
3 Teachers as Agents of the European Language Education Policy 146
4 The Study 148
4.1 Aims and Research Questions 148
4.2 Method 148
4.2.1 Participants 148
4.2.2 Materials 149
4.2.3 Procedure 152
4.3 Results 152
5 Discussion 155
6 Conclusions and Limitations to the Study 157
Acknowledgment 157
References 157
10 Teachers’ Beliefs and Practices of Assessing Young Learners 159
Abstract 159
1 Introduction 159
2 Review of Literature 160
3 The Study 162
3.1 Research Rationale 162
3.2 Method 163
3.2.1 Research Questions 163
3.2.2 Participants 163
3.2.3 Research Procedure and Instrument 164
3.2.4 Results 165
4 Discussion and Conclusion 172
References 173
11 Techniques Used to Assess Language Areas and Skills at the Lower-Primary Level: Research Results 175
Abstract 175
1 Introduction 175
2 Assessing Young Language Learners 176
3 The Study 178
3.1 Aims and Research Questions 178
3.2 Method 179
3.3 Results 180
4 Discussion 188
5 Conclusions 190
References 190
12 Lexis in Writing: Investigating the Relationship Between Lexical Richness and the Quality of Advanced Learners’ Texts 192
Abstract 192
1 Introduction 192
2 Theoretical Background 194
2.1 Type-Token Ratio Measures of Lexical Diversity 194
2.2 Measures of Lexical Sophistication 195
2.3 Vocabulary in Written Language Production 197
3 The Study 198
3.1 Purpose of the Study 198
3.2 Method 198
3.2.1 Participants 198
3.2.2 Instruments and Procedure 199
3.2.3 Results and Discussion 201
4 Conclusion 202
References 203
13 Interlanguage Pragmatics of EFL Advanced Learners: Insights from a Longitudinal Study into the Development of the Speech Act of Request in the Polish Context 204
Abstract 204
1 Introduction 204
2 Literature Review 205
3 The Study 207
3.1 Aims 207
3.2 Participants 208
3.3 Method of Data Collection 209
3.4 Method of Data Analysis 210
3.5 Results of Data Analysis 210
3.5.1 Student Requests of a Teacher 210
3.5.2 Manager Requests of a Colleague 212
4 Discussion 213
5 Final Remarks 216
References 217
14 New Technologies and the ‘Wow’ Factor: Investigating the Relationship Between Time of Exposure to New Media and Students’ Opinions on Game-Supported Language Learning 220
Abstract 220
1 Introduction 220
2 Video Games in Foreign Language Teaching 221
2.1 Role-Playing and Adventure Video Games in Language Teaching 221
2.2 Life Simulation Video Games in Language Teaching 222
2.3 Arcade Video Games in Language Teaching 223
2.4 Puzzle Video Games in Language Teaching 224
3 Research Project 224
3.1 Research Goals 224
3.2 Research Participants 226
3.3 Research Procedure 226
3.4 Description of the Research Tool 227
3.5 Data Analysis 229
3.6 Results 230
3.6.1 Participants’ Opinions on Game-Supported Language Learning 230
3.6.2 Correlations of the “General GSLL Perception” Variable 230
3.6.3 Differences in Game-Supported Language Learning Perception in Group a and B 233
4 Conclusions 233
References 234
Part III Linking Theory and Classroom Practice 236
15 CPH Theory, Early Classroom Instruction and Age-Related Issues that Are Separable from Age 237
Abstract 237
1 The CPH and Early Language Instruction 237
2 The Debate Regarding the Relevance of the CPH 238
3 The Debate Regarding Maturation 239
4 ‘A More Nuanced Look’ 240
5 Pedagogical Implications 242
6 Envoi 244
References 245
16 Reconciling SLA Theories with Classroom Practice: Designing a Principled Eclectic Bridge 248
Abstract 248
1 Introduction 248
2 The Theory/Practice Split—An Overview 249
2.1 The Roots of the Theory/Practice Dichotomy 249
2.2 The Manifestations of the Theory/Practice Dichotomy 250
2.2.1 Property Versus Transition and Generative L2 Acquisition Research 250
2.2.2 Paradigmatic Theories and the Patchwork of Insights 251
2.2.3 The Transmission Model of Teacher Education 251
2.3 The Theory/Practice Dichotomy—Current Attempts at Reducing the Gap 252
2.3.1 Back to School 252
2.3.2 The Eclectic Position 252
2.4 Summary of the Findings—Moving Towards Principled Eclecticism 253
3 Developing a Three-Axis Framework—Designing a Principled Eclectic Bridge 254
3.1 Laying the Foundations 255
3.2 Language Axis 255
3.3 Learner Axis 256
3.4 Learning Axis 256
3.5 Arranging the Axes 257
4 Applying the Framework—Constructing the Theory/Practice Bridge 257
4.1 Research Context and Theoretical Background 257
4.2 Research Questions and Hypotheses 258
4.3 Research Method and Participants 259
4.4 Research Procedures 259
4.4.1 Activity A 259
4.4.2 Activity B 260
4.4.3 Activity C 260
4.5 Discussion of the Findings 261
5 Concluding Remarks 262
References 262
17 Raising Strategic Awareness as a Prerequisite for Successful Strategy Training 265
Abstract 265
1 Introduction 265
2 Components of Strategy-Based Instruction 266
3 Metacognition 267
4 Raising Learners’ Strategic Awareness 268
5 Presenting and Modelling Strategies 272
6 Providing Practice Opportunities 273
7 Evaluating Strategy Effectiveness 274
8 Obstacles 274
9 Conclusion 275
References 276
18 Teaching Foreign Language Literature with the Use of Film Adaptation and the Problem of Medium Specificity 279
Abstract 279
1 Introduction 279
2 The Importance of Media Literacy in Literature Classroom 280
3 Critical Responses to Fidelity Criticism 281
4 Making a Case for Adopting a Comparative Approach 283
5 Closing Remarks 289
References 290

Produkt-Details

• Erscheint lt. Verlag: 30.4.2016
• Reihe/Serie: Second Language Learning and Teaching
• Reihe/Serie: Second Language Learning and Teaching
• Zusatzinfo: XV, 286 p. 1 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Classroom-oriented Research • Instructed Second Language Acquisition • Research Methodology • Second and Foreign Language Pedagogy • Teaching and Assessment of primary school children
• ISBN-10: 3-319-30373-2 / 3319303732
• ISBN-13: 978-3-319-30373-4 / 9783319303734