Pawlak Classroom-Oriented Research

Reconciling Theory and Practice
1. Auflage 2016
ISBN: 978-3-319-30373-4
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 290 Seiten

Reihe: Education (R0)

This collection gathers contributions from scholars from Poland and abroad addressing different facets of research into the processes of foreign-language and second-language learning and teaching as they transpire in a typical language classroom. The book is divided into three parts, which address in turn: research directions and methodology, the findings of empirical research, and links between theoretical considerations and classroom practice. Accordingly, the first part includes papers that examine the role of different research paradigms, put forward concrete research proposals, present innovative data gathering tools or assess the role of such instruments in language teaching. The second part includes reports on original research studies focusing e.g. on teachers' beliefs, the role of lexis and pragmatics, the application of modern technologies, the teaching and assessment of primary school children, and the development of social skills from a cross-cultural perspective. Finally, the third part of the book demonstrates how theory-driven approaches can enhance the effectiveness of instructed second language acquisition.

Autoren/Hrsg.

Pawlak, Miroslaw

Inhaltsverzeichnis

1;Preface;7
2;Contents;9
3;Contributors;11
4;Part I Research Directions and Methodology;16
5;1 Quantitative and Qualitative Classroom Research—Friendship or War?;17
5.1;Abstract;17
5.2;1 Introduction;17
5.3;2 Research Paradigms;18
5.3.1;2.1 The Quantitative Paradigm;18
5.3.2;2.2 The Qualitative Paradigm;19
5.4;3 Quantitative, Qualitative and Combined Paradigms in Classroom Research;21
5.5;4 Paradigms in Language Education and Their Impact on the Polish Context;24
5.6;5 Conclusions and Implications for Teacher Education;26
5.7;References;28
6;2 Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context;32
6.1;Abstract;32
6.2;1 Introduction;33
6.3;2 L2 WTC and Its Measurement;34
6.4;3 The Study;38
6.4.1;3.1 Aims and Methodology;38
6.4.2;3.2 Results;42
6.5;4 Discussion and Conclusions;43
6.6;Appendix: Questionnaire;44
6.7;Part I: WTC During a Speaking Class;44
6.8;Part II: WTC Outside the Classroom;44
6.9;Part III: Communication Confidence;45
6.10;Part IV: Learner Beliefs;45
6.11;Part V: Classroom Environment;46
6.12;Part VI: International Posture;46
6.13;Part VII: Ideal L2 Self;47
6.14;Part VIII: Ought-to L2 Self;47
6.15;References;48
7;3 Conceptualizing and Measuring the Construct of Pronunciation Anxiety: Results of a Pilot Study;51
7.1;Abstract;51
7.2;1 Introduction;52
7.3;2 Conceptualizing the Construct of Pronunciation Anxiety. FL Pronunciation and Emotions;52
7.3.1;2.1 The Definition of Pronunciation Anxiety;53
7.3.2;2.2 The Working Model of Pronunciation Anxiety;55
7.3.3;2.3 Designing the Pilot Version of the MPA-FLC;56
7.4;3 Piloting the MPA-FLC;57
7.4.1;3.1 Participants and Procedures;57
7.4.2;3.2 Descriptive Statistics;58
7.4.3;3.3 Internal Reliability;59
7.4.4;3.4 Test-Retest Reliability;61
7.4.5;3.5 Validity of MPA-FLC;63
7.5;4 Conclusions and Further Research Directions;64
7.6;Acknowledgements;65
7.7;Appendix 1;65
7.7.1;Measure of Pronunciation Anxiety in the FL Classroom (MPA-FLC);65
7.8;References;66
8;4 Learning from Retired Language Teachers’ Biographies: A Research Proposal;69
8.1;Abstract;69
8.2;1 Introduction;69
8.3;2 Biographical Research;70
8.4;3 A Proposal for a Biographical Study on Retired Language Teachers;71
8.4.1;3.1 The Suggested Scheme of a Biographical Study;71
8.4.2;3.2 Interview with Lena,;73
8.5;4 Conclusion;85
8.6;References;85
9;5 Capturing Effective Teaching: The Construct of an Observation Scheme;87
9.1;Abstract;87
9.2;1 Introduction;87
9.3;2 Effectiveness in General Education;88
9.4;3 Second Language Acquisition and Effectiveness;90
9.5;4 Observation as a Tool for Capturing Effectiveness;92
9.6;5 What Could an Observation Scheme for Effective Language Teaching Be Used for?;94
9.7;6 Construct of an Observational Tool for Capturing Effective EFL Teaching;95
9.8;Acknowledgements;97
9.9;References;97
10;6 Methodological and Ethical Issues in Research Interviewing with a Multicultural Group of University Students: Are There Dos and Don’ts?;100
10.1;Abstract;100
10.2;1 Introduction;100
10.3;2 Basic Issues Related to Research Interviewing in the Foreign Language Classroom;102
10.3.1;2.1 Arguments for and Against;103
10.3.2;2.2 Ethical Issues;105
10.3.3;2.3 Interview Types and Their Potentials;106
10.4;3 Focus on Interview Questions;108
10.4.1;3.1 Interview Guides from Three Projects with German as a Foreign Language Learners at Friedrich Schiller University of Jena;108
10.4.2;3.2 Types of Interview Questions;110
10.4.3;3.3 Further Recommendations for Conducting an Interview;111
10.5;4 Analyzing Responses Through Meaning Coding, Condensing, and Interpretation;112
10.5.1;4.1 Meaning Coding;112
10.5.2;4.2 Meaning Condensing;113
10.5.3;4.3 Meaning Interpretation;114
10.6;5 Concluding Remarks;114
10.7;References;115
11;Part II Empirical Investigations;117
12;7 Future Teachers’ Beliefs About Language Learning. A Study on Selected Subjective Theories;118
12.1;Abstract;118
12.2;1 Introduction;119
12.3;2 The Notion of Subjective Theories in Language Attainment—A Summary of Research Findings;119
12.4;3 Future Teachers’ Beliefs on Selected Aspects of L2 Attainment—A Survey Study;121
12.4.1;3.1 Group Description and Research Procedure;122
12.4.2;3.2 Research Findings and Discussion;123
12.5;4 Concluding Remarks;128
12.6;References;129
13;8 BA Thesis Writing Process and Pre-service Teachers’ Beliefs on Teaching Writing;131
13.1;Abstract;131
13.2;1 Introduction;131
13.3;2 Background;132
13.3.1;2.1 Writing as a Skill;132
13.3.2;2.2 Teaching Writing;132
13.3.3;2.3 Pre-service Teachers’ Beliefs;133
13.3.4;2.4 Pre-service Teachers’ Beliefs About Writing;134
13.4;3 Research;134
13.4.1;3.1 The Participants;135
13.4.1.1;3.1.1 The TEFL Course;135
13.4.1.2;3.1.2 The BA Seminar Course;135
13.4.2;3.2 Data Collection and Analysis;136
13.4.3;3.3 Results;137
13.4.3.1;3.3.1 Beliefs About Previous Writing Instruction;137
13.4.3.2;3.3.2 Beliefs About the Process of Writing the BA Thesis;139
13.5;4 Conclusions, Implication and Future Research;140
13.6;References;142
14;9 Kindergarten Teachers’ Beliefs About the Goals of Very Early FL Instruction and Their Classroom Practices: Is There a Link?;143
14.1;Abstract;143
14.2;1 Introduction;143
14.3;2 On the Relationship of Teacher Beliefs and Practices;144
14.4;3 Teachers as Agents of the European Language Education Policy;146
14.5;4 The Study;148
14.5.1;4.1 Aims and Research Questions;148
14.5.2;4.2 Method;148
14.5.2.1;4.2.1 Participants;148
14.5.2.2;4.2.2 Materials;149
14.5.2.3;4.2.3 Procedure;152
14.5.3;4.3 Results;152
14.6;5 Discussion;155
14.7;6 Conclusions and Limitations to the Study;157
14.8;Acknowledgment;157
14.9;References;157
15;10 Teachers’ Beliefs and Practices of Assessing Young Learners;159
15.1;Abstract;159
15.2;1 Introduction;159
15.3;2 Review of Literature;160
15.4;3 The Study;162
15.4.1;3.1 Research Rationale;162
15.4.2;3.2 Method;163
15.4.2.1;3.2.1 Research Questions;163
15.4.2.2;3.2.2 Participants;163
15.4.2.3;3.2.3 Research Procedure and Instrument;164
15.4.2.4;3.2.4 Results;165
15.5;4 Discussion and Conclusion;172
15.6;References;173
16;11 Techniques Used to Assess Language Areas and Skills at the Lower-Primary Level: Research Results;175
16.1;Abstract;175
16.2;1 Introduction;175
16.3;2 Assessing Young Language Learners;176
16.4;3 The Study;178
16.4.1;3.1 Aims and Research Questions;178
16.4.2;3.2 Method;179
16.4.3;3.3 Results;180
16.5;4 Discussion;188
16.6;5 Conclusions;190
16.7;References;190
17;12 Lexis in Writing: Investigating the Relationship Between Lexical Richness and the Quality of Advanced Learners’ Texts;192
17.1;Abstract;192
17.2;1 Introduction;192
17.3;2 Theoretical Background;194
17.3.1;2.1 Type-Token Ratio Measures of Lexical Diversity;194
17.3.2;2.2 Measures of Lexical Sophistication;195
17.3.3;2.3 Vocabulary in Written Language Production;197
17.4;3 The Study;198
17.4.1;3.1 Purpose of the Study;198
17.4.2;3.2 Method;198
17.4.2.1;3.2.1 Participants;198
17.4.2.2;3.2.2 Instruments and Procedure;199
17.4.2.3;3.2.3 Results and Discussion;201
17.5;4 Conclusion;202
17.6;References;203
18;13 Interlanguage Pragmatics of EFL Advanced Learners: Insights from a Longitudinal Study into the Development of the Speech Act of Request in the Polish Context;204
18.1;Abstract;204
18.2;1 Introduction;204
18.3;2 Literature Review;205
18.4;3 The Study;207
18.4.1;3.1 Aims;207
18.4.2;3.2 Participants;208
18.4.3;3.3 Method of Data Collection;209
18.4.4;3.4 Method of Data Analysis;210
18.4.5;3.5 Results of Data Analysis;210
18.4.5.1;3.5.1 Student Requests of a Teacher;210
18.4.5.2;3.5.2 Manager Requests of a Colleague;212
18.5;4 Discussion;213
18.6;5 Final Remarks;216
18.7;References;217
19;14 New Technologies and the ‘Wow’ Factor: Investigating the Relationship Between Time of Exposure to New Media and Students’ Opinions on Game-Supported Language Learning;220
19.1;Abstract;220
19.2;1 Introduction;220
19.3;2 Video Games in Foreign Language Teaching;221
19.3.1;2.1 Role-Playing and Adventure Video Games in Language Teaching;221
19.3.2;2.2 Life Simulation Video Games in Language Teaching;222
19.3.3;2.3 Arcade Video Games in Language Teaching;223
19.3.4;2.4 Puzzle Video Games in Language Teaching;224
19.4;3 Research Project;224
19.4.1;3.1 Research Goals;224
19.4.2;3.2 Research Participants;226
19.4.3;3.3 Research Procedure;226
19.4.4;3.4 Description of the Research Tool;227
19.4.5;3.5 Data Analysis;229
19.4.6;3.6 Results;230
19.4.6.1;3.6.1 Participants’ Opinions on Game-Supported Language Learning;230
19.4.6.2;3.6.2 Correlations of the “General GSLL Perception” Variable;230
19.4.6.3;3.6.3 Differences in Game-Supported Language Learning Perception in Group a and B;233
19.5;4 Conclusions;233
19.6;References;234
20;Part III Linking Theory and Classroom Practice;236
21;15 CPH Theory, Early Classroom Instruction and Age-Related Issues that Are Separable from Age;237
21.1;Abstract;237
21.2;1 The CPH and Early Language Instruction;237
21.3;2 The Debate Regarding the Relevance of the CPH;238
21.4;3 The Debate Regarding Maturation;239
21.5;4 ‘A More Nuanced Look’;240
21.6;5 Pedagogical Implications;242
21.7;6 Envoi;244
21.8;References;245
22;16 Reconciling SLA Theories with Classroom Practice: Designing a Principled Eclectic Bridge;248
22.1;Abstract;248
22.2;1 Introduction;248
22.3;2 The Theory/Practice Split—An Overview;249
22.3.1;2.1 The Roots of the Theory/Practice Dichotomy;249
22.3.2;2.2 The Manifestations of the Theory/Practice Dichotomy;250
22.3.2.1;2.2.1 Property Versus Transition and Generative L2 Acquisition Research;250
22.3.2.2;2.2.2 Paradigmatic Theories and the Patchwork of Insights;251
22.3.2.3;2.2.3 The Transmission Model of Teacher Education;251
22.3.3;2.3 The Theory/Practice Dichotomy—Current Attempts at Reducing the Gap;252
22.3.3.1;2.3.1 Back to School;252
22.3.3.2;2.3.2 The Eclectic Position;252
22.3.4;2.4 Summary of the Findings—Moving Towards Principled Eclecticism;253
22.4;3 Developing a Three-Axis Framework—Designing a Principled Eclectic Bridge;254
22.4.1;3.1 Laying the Foundations;255
22.4.2;3.2 Language Axis;255
22.4.3;3.3 Learner Axis;256
22.4.4;3.4 Learning Axis;256
22.4.5;3.5 Arranging the Axes;257
22.5;4 Applying the Framework—Constructing the Theory/Practice Bridge;257
22.5.1;4.1 Research Context and Theoretical Background;257
22.5.2;4.2 Research Questions and Hypotheses;258
22.5.3;4.3 Research Method and Participants;259
22.5.4;4.4 Research Procedures;259
22.5.4.1;4.4.1 Activity A;259
22.5.4.2;4.4.2 Activity B;260
22.5.4.3;4.4.3 Activity C;260
22.5.5;4.5 Discussion of the Findings;261
22.6;5 Concluding Remarks;262
22.7;References;262
23;17 Raising Strategic Awareness as a Prerequisite for Successful Strategy Training;265
23.1;Abstract;265
23.2;1 Introduction;265
23.3;2 Components of Strategy-Based Instruction;266
23.4;3 Metacognition;267
23.5;4 Raising Learners’ Strategic Awareness;268
23.6;5 Presenting and Modelling Strategies;272
23.7;6 Providing Practice Opportunities;273
23.8;7 Evaluating Strategy Effectiveness;274
23.9;8 Obstacles;274
23.10;9 Conclusion;275
23.11;References;276
24;18 Teaching Foreign Language Literature with the Use of Film Adaptation and the Problem of Medium Specificity;279
24.1;Abstract;279
24.2;1 Introduction;279
24.3;2 The Importance of Media Literacy in Literature Classroom;280
24.4;3 Critical Responses to Fidelity Criticism;281
24.5;4 Making a Case for Adopting a Comparative Approach;283
24.6;5 Closing Remarks;289
24.7;References;290