Added by: rapgreen | Karma: 1035.14 | Coursebooks, Only for teachers | 8 April 2009
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The research in this book refl ects a convergence of two long-standing interests of mine: language learning and the organization of social interaction. Classrooms represent a unique opportunity to see the intersection of these two interests. The technological capacities of the corpus of data I’ve had to work with (the Multimedia Adult English Learner Corpus, Reder, 2005) allow for focused investigations of learner–learner interaction in and around language learning tasks. This corpus of classroom video recorded interaction that includes six camera views of each classroom is allow researchers and practitioners new insights into what learning looks like in the classroom.
This book is written to guide student and novice researchers through their critical reading of a research paper in the field of second language learning.My aim is to help these readers relate the basic knowledge they acquire during introductory courses on investigation in applied linguistics to their own independent reading of research papers. They will be shown ways of approaching the appraisalof the abstract and the introductory section of the study, both of which set the stage by describing the rationale as well as the objective of the work. Similarly, the reader will be given ideas about how to assess the method and procedures section so that he or she can decide, for example, whether the research design was appropriate, and what precautions were taken to guard against threats of validity to the findings.
Teaching language and literature in elementary classrooms : a resource book for professional development
Added by: rapgreen | Karma: 1035.14 | Coursebooks, Only for teachers | 8 April 2009
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The following elements will be found in this second edition: • Strategies for dealing with problems of disruption in the classroom • Expanded discussions related to diversity and special needs • Increased attention to methods of evaluation and mandated testing programs • Reorganization of chapter sections to make them more useful to readers • A new chapter on Play and the Fine Arts • Integration of electronic teaching technology into all chapters • Extensive in-text annotations of children’s literature, discussions of new titles in children’s literature, cultural literatures, book clubs,series books, and the influence of books published internationally • Updated reports of research and best-practice studies • New classroom observations
Added by: rapgreen | Karma: 1035.14 | Coursebooks, Only for teachers | 8 April 2009
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The purpose of this book is twofold: First, it is to introduce the reader to Lev Vygotsky’s sociocultural theory (SCT) and Mikhail Bakhtin’s literary theory. These theories constitute the foundation for an alternative framework for theory, research, teaching, and testing in second language acquisition (SLA). Second, it is to discuss the existing cognitive bias in SLA theory and research.
Added by: rapgreen | Karma: 1035.14 | Coursebooks, Only for teachers | 7 April 2009
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Two recent movements in applied linguistics/learner-centered language teaching and a renewed interest in the authenticity, interactiveness, and impact of language assessments have come together to bring about a greater concern for and interest in expanding the role of the learner or test-taker in the assessment process. Learner-centered teaching has focused not only on the types of learning activities or tasks with which learners interact in language classes, but also on greater involvement of learners in directing their own learning. Interest in facilitating self-directed learning has led to the development of self-access or independent learning centers, where learners work by themselves, in pairs, and in small groups, interacting in a wide variety of activities involving a vast array of technologies, from tape and video players to live satellite transmissions to the most sophisticated computer-based multimedia learning programs, as well as human tutors and group facilitators. What has often been slighted in both learner-centered classroom activities and self-access centers is the development of appropriate assessment procedures in which learners are not only test-takers but also active participants in the assessment process. The chapters in this volume provide some useful insights into this issue and suggest a number of approaches for greater involvement of learners in the assessment process. Interest among language testers in making language assessments more authentic and interactive, and for facilitating positive impact on test-takers, has led to renewed interest in assessment procedures such as self-assessment and portfolios, and research into the application of research
