Customer Reviews

Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers (Cambridge Language Teaching Library)

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Excellent summary on the development of classroom research provides insights on what is classroom research and why it is important at this moment. Lucid but reader friendly style of writing catches reader¡¯s attention, and provides insights as well as thought provoking suggestions on understanding learner errors, input and interaction in language classrooms. The book extends the scope of classroom interaction from diverse angles-receptivity, attention, etc. In the appendices section of the book, Allwright and Bailey illustrate classroom interaction analysis schema which are quite helpful for the novice researchers regarding what to look at in the language classroom. The diverse observation schema illustrated might meet future researchers¡¯ needs coming from different research backgrounds. However, the authors do not limit the scope of investigation within quantifiable and observable data. Their explanations as to the differences between quantitative and qualitative research paradigm might ameliorate novice researchers¡¯ conceptualization in understanding two different research positions.

"Focus on the Language Classroom" was written specifically for language teachers with little or no background in research practices or statistics, with its main aim to bridge the gap between research and teaching. It is divided into five parts. The first part explains what classroom research is and why it is important. The second part looks at principles and procedures of classroom research. Both parts are quite interesting and are worth reading. The last three parts of "Focus on the Language Classroom", which is the core of the book, look at specific research findings and their implications for teaching. Although I found the "discussion starters" and "suggestions for further reading" of each chapter to help, in the main, I found the latter parts of this book to be to be rather dull. Partly, it was because the book is a little old and therefore, the issues are somewhat dated. Partly, it was because Allwright and Bailey don't make data analysis look so inspiring. But mainly, I didn't like these chapters because nearly all the data were taken from sloppy teachers, real and imagined. I was also frequently peeved at the models that researchers have generated. They vary from the simple and pointless, to the complex and useless. I have one of my own that you'd perhaps like to spend the next few hours in your ivory tower pondering; if you buy this book, you will either a) put on weight, b) lose weight, or c) stay the same. If there is a conclusion, then it is that there is still a big gap between research and teaching, and this book doesn't narrow that gap.