| 000 -LEADER |
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| fixed length control field |
01228cam a2200337 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
784837 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190603192419.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
911119s1991 enka b 1 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
91004395 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0521269091 ([pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780521269094 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
ocm23015567 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| Modifying agency |
DLC |
| 049 ## - LOCAL HOLDINGS (OCLC) |
|---|
| Holding library |
AEU |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
P53 |
| Item number |
.A475 1991 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Allwright, Dick |
| 110 ## - MAIN ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
Lancaster University |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Focus on the Language Classroom : |
| Remainder of title |
an Introduction to Classroom Research for Language Teachers / |
| Statement of responsibility, etc. |
Dick Allwright and Kathleen M. Bailey. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Cambridge University Press ; |
| Date of publication, distribution, etc. |
1991. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xx, 250 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Cambridge Language Teaching Library |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
New Directions in Language Teaching |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 224-239) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Focus on the Language Classroom is an introduction to classroom research for language teachers. This book makes accessible to teachers and teacher trainees a research area that has largely been the province of academicsL the systematic study of what really happens in language classrooms. Classroom research is an important area for all those involved in education because there is still so much that we do not understand about how classroom language lessons work. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
In this book the authors define the aims and principles of classroom research, present some of the findings in key areas and guide the reader through the practicalities of setting up and carrying out investigative projects. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on the Language Classroom:<br/> |
| Title |
describes classroom research<br/> |
| -- |
examines the principles behind conducting effective research<br/> |
| -- |
reviews research on error treatment, classroom interaction and receptivity<br/> |
| -- |
provides discussion and reading suggestions to follow up each chapter<br/> |
| -- |
includes ideas and guidance for minor and major research projects." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 1: Classroom research: what it is and why it is important |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. The development of classroom research<br/> |
| Title |
1.1. What is classroom research?<br/> |
| -- |
1.2. How is it done?<br/> |
| -- |
1.3. Where did classroom research come from?<br/> |
| -- |
1.4. How has it developed?<br/> |
| -- |
1.5. What has happened to the early concerns?<br/> |
| -- |
1.6. What has happened to the basic tools? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: Sizing up the instruments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Why focus on the classroom?<br/> |
| Title |
2.1. The classroom is the crucible<br/> |
| -- |
2.2. The management of interaction in the classroom<br/> |
| -- |
2.3. The management of learning in the classroom |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: Planned aspects and co-produced outcomes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 2: Classroom research: principles and procedures |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Getting started -- the question of approach<br/> |
| Title |
3.1. How do you decide what to investigate?<br/> |
| -- |
3.2. The problem of approach<br/> |
| -- |
3.3. Reliability, validity, and generalisability<br/> |
| -- |
3.4. Generalisability and the different approaches to classroom research |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: A data-driven analysis |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Issues in data collection and analysis<br/> |
| Title |
4.1. Discourse analysis and transcription<br/> |
| -- |
4.2. Objectivity and subjectivity<br/> |
| -- |
4.3. Quantitative versus qualitative issues<br/> |
| -- |
4.4. Combined approaches to data collection and analysis<br/> |
| -- |
4.5. Dealing with teachers and learners<br/> |
| -- |
4.6. The role of learners in classroom research<br/> |
| -- |
4.7. Triangulation: the value of multiple perspectives<br/> |
| -- |
4.8. Getting baseline data |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: Analysing classroom discourse |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 3: The treatment of oral errors in language classrooms |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Oral errors: the general picture<br/> |
| Title |
5.1. Problems in defining 'error'<br/> |
| -- |
5.2. 'Errors' in first language acquisition<br/> |
| -- |
5.3. 'Errors' in native language conversations<br/> |
| -- |
5.4. Developmental stages in second language learning<br/> |
| -- |
5.5. Hypothesis testing and fossilization |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: Initiation and repair |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 4: Input and interaction in language classrooms |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Input and interaction in second language classrooms<br/> |
| Title |
7.1. Comprehensible input<br/> |
| -- |
7.2. Interaction<br/> |
| -- |
7.3. Turn distribution and turn taking<br/> |
| -- |
7.4. Some quantitative studies of classroom interaction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: Using analytic categories |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. Wider perspectives on classroom interaction<br/> |
| Title |
8.1. Teacher talk<br/> |
| -- |
8.2. Learning strategies<br/> |
| -- |
8.3. Forced participation<br/> |
| -- |
8.4. Classrooms and group work<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: Analysing interaction in transcripts<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Major-project: Recording classroom interaction<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 5: Receptivity in language classrooms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. Receptivity: the issues involved<br/> |
| Title |
9.1. Openness to what?<br/> |
| -- |
9.2. Receptivity to the teacher as a person<br/> |
| -- |
9.3. Receptivity to the fellow learners<br/> |
| -- |
9.4. Receptivity to the teacher's way of teaching<br/> |
| -- |
9.5. Receptivity to course content<br/> |
| -- |
9.6. Receptivity to teaching materials<br/> |
| -- |
9.7. Receptivity to being a successful language learner<br/> |
| -- |
9.8. Receptivity to the idea of communicating with others<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: types of receptivity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Major project: Autobiography of a language learner |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. Receptivity: some relevant research<br/> |
| Title |
10.1. Receptivity as attention<br/> |
| -- |
10.2. Anxiety in language learning<br/> |
| -- |
10.4. Competitiveness in classroom language learning<br/> |
| -- |
10.5. Self-esteem in language learning<br/> |
| -- |
10.6. Parent/child/adult roles in language classrooms<br/> |
| -- |
10.7. Motivation, reinforcement and receptivity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Mini-project: Attention<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Major project: Diary study<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 6: Epilogue |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11. Towards exploratory teaching<br/> |
| Title |
11.1. The story so far<br/> |
| -- |
11.2. Helping teachers cope with immediate classroom problems<br/> |
| -- |
11.3. The concept of 'exploratory teaching'<br/> |
| -- |
11.4. The role of the professional researcher<br/> |
| -- |
11.5. The role of fellow teachers<br/> |
| -- |
11.6. The role of the learners<br/> |
| -- |
11.7. Making exploratory teaching a reality<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix A Interaction Analysis<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix B Foreign Language interaction analysis (FLint) system<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix C Foci for Observing Communications Used in Settings (FOCUS)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix D The Embryonic Category System<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix E Summary of Sinclair and Coulthard's system of analysis<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix F COLT (Communicative Orientation of Language Teaching) category definitions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix G Chaudron's Features and Types of Corrective Reactions in the Model of Discourse <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix H Transcription conventions for classroom discourse <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Bibliography |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Classroom environment. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Bailey, Kathleen M. |
| 710 ## - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
Monterey Institute of International Studies |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
New directions in language teaching. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/focus-language-classroom/">http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/focus-language-classroom/</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
