Synthesizing Research on Language Learning and Teaching /
edited by John M. Norris and Lourdes Ortega.
- Philadelphia, PA : John Benjamins Publishing Company, 2006.
- xiii, 349 p. : ill. ; 25 cm.
- Language Learning and Language Teaching 1569-9471 .
Vol. 13 in the Language learning and language teaching series.
Includes bibliographical references and indexes.
"This volume presents the first collection of work on research synthesis in applied linguistics. It introduces readers to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a 'synthetic ethic'. The book then features seven empirical syntheses, each modelling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback; Instructed Pragmatics Development; and Reading Strategy Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron." (Book Cover) TABLE OF CONTENTS: SECTION I. INTRODUCTION Chapter 1 The value and practice of research synthesis for language learning and teaching John M. Norris and Lourdes Ortega SECTION II. RESEARCH SYNTHESES Introduction to Section II Chapter 2 Principles, parameters, and SLA: A retrospective meta-analytic investigation into adult L2 learners’ access to Universal Grammar Chapter 3 Investigating the empirical link between task-based interaction and acquisition: A meta-analysis Chapter 4 The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research Chapter 5 Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis Chapter 6 The effects of Explicit Reading Strategy Training on L2 reading comprehension: A meta-analysis Chapter 7 A meta-synthesis of qualitative research on effective teaching practices for English Language Learners Chapter 8 Research synthesis and historiography: The case of assessment of second language proficiency Thomas H. Dinsmore Casey M. Keck, Gina Iberri-Shea, Nicole Tracy-Ventura and Safary Wa-Mbaleka Jane Russell and Nina Spada Eun Hee Jeon and Tadayoshi Kaya Alan Taylor, John R. Stevens and J. William Asher Kip Téllez and Hersh C. Waxman Margaret Thomas SECTION III. COMMENTARIES Introduction to Section III Chapter 9 Meta-analysis, human cognition, and language learning Chapter 10 Some reflections on the development of (meta-analytic) synthesis in second language research Author index Subject index Nick C. Ellis Craig Chaudron
9027219664 (pbk)
1569-9471
2006042702
Second language acquisition--Research--History.
Language and languages--Study and teaching--Research--History.
Vol. 13 in the Language learning and language teaching series.
Includes bibliographical references and indexes.
"This volume presents the first collection of work on research synthesis in applied linguistics. It introduces readers to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a 'synthetic ethic'. The book then features seven empirical syntheses, each modelling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback; Instructed Pragmatics Development; and Reading Strategy Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron." (Book Cover) TABLE OF CONTENTS: SECTION I. INTRODUCTION Chapter 1 The value and practice of research synthesis for language learning and teaching John M. Norris and Lourdes Ortega SECTION II. RESEARCH SYNTHESES Introduction to Section II Chapter 2 Principles, parameters, and SLA: A retrospective meta-analytic investigation into adult L2 learners’ access to Universal Grammar Chapter 3 Investigating the empirical link between task-based interaction and acquisition: A meta-analysis Chapter 4 The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research Chapter 5 Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis Chapter 6 The effects of Explicit Reading Strategy Training on L2 reading comprehension: A meta-analysis Chapter 7 A meta-synthesis of qualitative research on effective teaching practices for English Language Learners Chapter 8 Research synthesis and historiography: The case of assessment of second language proficiency Thomas H. Dinsmore Casey M. Keck, Gina Iberri-Shea, Nicole Tracy-Ventura and Safary Wa-Mbaleka Jane Russell and Nina Spada Eun Hee Jeon and Tadayoshi Kaya Alan Taylor, John R. Stevens and J. William Asher Kip Téllez and Hersh C. Waxman Margaret Thomas SECTION III. COMMENTARIES Introduction to Section III Chapter 9 Meta-analysis, human cognition, and language learning Chapter 10 Some reflections on the development of (meta-analytic) synthesis in second language research Author index Subject index Nick C. Ellis Craig Chaudron
9027219664 (pbk)
1569-9471
2006042702
Second language acquisition--Research--History.
Language and languages--Study and teaching--Research--History.