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"It will impress scholars interested in classroom research and discourse analysis for its solid argumentation, excellent documentation, and multitude of examples. In fact it should be required reading..." MLJ
Synopsis The "Applied Linguistics and Language Study" series aims to identify and illustrate key issues in the practice and theory of language and language teaching, by drawing on current research in linguistics, pragmatics and psychology. It is directed at language teachers and students who want a clear definition of the scope of applied linguistics and language study. It aims to keep up with recent trends in the subject and is a continuing record of current research around the world. This particular volume looks at classroom research in the second or foreign language classroom. The author notes that little is known about what happens in language lessons and how they may contribute to second language acquisition. He stresses the need to study classroom interaction in its social context and proposes an ethnographic approach to the subject, one which benefits the teachers doing action research and researchers investigating learning processes. The book examines the different settings within which EFL/ESL teaching and learning take place and analyzes the aims, objectives and methods of classroom research and relates that research to different paradigms within applied linguistics and looks at the relevance of concepts such as topic, activity, repair, correction and turn taking. Three chapters examine research and three examine aspects of second language classroom work from different angles. This "dual core" is flanked by chapters providing context and connections. Boxes in the text incorporate contentious issues, problems or examples. They can be used to focus the reader's attention and provide references for further research. It is intended to be of value to practising teachers, students of applied linguistics and teachers in training.
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