Research methods for English language teachers / Jo McDonough, Steven McDonough.

By: McDonough, Jo Contributor(s): McDonough, Steven H Material type: Text

TextLanguage: English Publication details: London ; New York : New York : Arnold ; Distributed exclusively in the USA by St. Martin's Press, c1997. Description: vi, 262 p. : ill. ; 24 cmISBN: 0340614722 (bb); 0340614722 (pb); 9780340614723Subject(s): English language -- Study and teaching -- Foreign speakers -- Research -- MethodologyDDC classification: 428.0072 LOC classification: PE1128.A2 | M384 1997Online resources: Publisher description | Ebook Fulltext

Contents:

TOC Introduction: setting the scene -- Pt. 1. principles and perspectives. 1. Teachers in action. 2. The teacher researcher in focus. 3. What is research? 4. Principles and problems: what makes good research? 5. Generating research -- Pt. 2. topics and methods. 6. Definitions and overview. 7. Observing language classrooms. 8. Diaries and diary studies. 9. Using numbers. 10. Doing experiments. 11. Asking questions. 12. Looking inside: methods for introspection. 13. Studying cases. 14. Mixing research methods.

Summary: Summary: 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. -- Back cover.

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Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode	Item holds
E-Book	Dr. S. R. Lasker Library, EWU E-book		428.0072 MCR 1997 (Browse shelf(Opens below))		Not For Loan
Text	Dr. S. R. Lasker Library, EWU Reserve Section	Non-fiction	428.0072 MCR 1997 (Browse shelf(Opens below))	C-1	Not For Loan		15851

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Includes bibliographical references (p. [247]-256) and index.

TOC Introduction: setting the scene --
Pt. 1. principles and perspectives. 1. Teachers in action. 2. The teacher researcher in focus. 3. What is research? 4. Principles and problems: what makes good research? 5. Generating research --
Pt. 2. topics and methods. 6. Definitions and overview. 7. Observing language classrooms. 8. Diaries and diary studies. 9. Using numbers. 10. Doing experiments. 11. Asking questions. 12. Looking inside: methods for introspection. 13. Studying cases. 14. Mixing research methods.

Summary:
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. -- Back cover.

English

Tahur Ahmed

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