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Classroom-oriented Research: Achievements and Challenges (1st Edition)

Book Info
Year: 2014
Pages: 301
Language: English
Series: English
DOI: 10.1007/978-3-319-00188-3
ISBN: 9783319001876,9783319001883

The volume brings together papers related to different aspects of classroom-oriented research on teaching and learning second and foreign languages that have been authored by specialists from Poland and abroad. The first part contains contributions dealing with individual variation in the language classroom, in particular age, anxiety, beliefs and language learning strategies. The second part deals with various facets of teachers’ behaviors in the classroom, focusing in particular on classroom communication and the use of action research in teacher training. The third part includes papers devoted to various instructional practices, such as the use of new technologies, the development of intercultural competence, assessment or combining content and language. Finally, the last part deals with issues involved in research methodology, with special emphasis being placed on the use of diaries, observations, mixed methods research as well as triangulation.

Front Matter....Pages i-xvii
Front Matter....Pages 1-1
Age and the Classroom Learning of Additional Languages....Pages 3-13
The Sociolinguistic Parameters of L2 Speaking Anxiety....Pages 15-32
Stability and Variability in Pre-Service Language Teachers’ Beliefs....Pages 33-53
The Relationship Between Learning Strategies and Speaking Performance....Pages 55-68
Strategy Training and its Application in the Process of Foreign Language Learning....Pages 69-84
Front Matter....Pages 85-85
On the Role of Teacher Questions in EFL Classrooms: Analysing Lesson Videos....Pages 87-100
Teacher Interpersonal Communication Abilities in the Classroom with Regard to Perceived Classroom Justice and Teacher Credibility....Pages 101-120
Action Research and Teacher Development: MA Students’ Perspective....Pages 121-137
Communicating Solidarity with the Reader: Linguistic Politeness Strategies in EFL Methodology Textbooks....Pages 139-152
Front Matter....Pages 153-153
Micro- and Macro-Perspectives on Students’ Attitudes to Online Classes....Pages 155-167
The Use of Internet Resources in Developing Autonomy in Learning English Pronunciation: A Qualitative Study....Pages 169-184
Intercultural Teaching in the Polish Context....Pages 185-202
Getting Closer to Native Speaker Competence: How Psycholinguistic Experiments Can Enrich Language Learning and Teaching....Pages 203-217
Using Dynamic Assessment to Improve L2 Learners’ Knowledge of Grammar: Evidence from the Tenses....Pages 219-227
How to Teach in CLIL? Some Remarks on CLIL Methodology....Pages 229-240
Front Matter....Pages 241-241
Teacher Narratives in Teacher Development: Focus on Diary Studies....Pages 243-258
Observations: The Eyes and Ears of Foreign Language Lessons....Pages 259-274
The Why and How of Using Mixed Methods in Research on EFL Teaching and Learning....Pages 275-288
Triangulation in Researching Autonomy: A Post-Research Analysis....Pages 289-301