000			01228cam a2200337 a 4500
999			_c1479 _d1479
001			784837
003			OSt
005			20190603192419.0
008			911119s1991 enka b 1 0 eng d
010			_a 91004395
020			_a0521269091 ([pbk)
020			_a9780521269094 (pbk)
035			_aocm23015567
040			_aDLC _beng _cJCRC _dDLC
049			_aAEU
050	0	0	_aP53 _b.A475 1991
100	1		_aAllwright, Dick
110			_aLancaster University
245	1	0	_aFocus on the Language Classroom : _ban Introduction to Classroom Research for Language Teachers / _cDick Allwright and Kathleen M. Bailey.
260			_aNew York : _bCambridge University Press ; _c1991.
300			_axx, 250 p. : _bill. ; _c24 cm.
338			_avolume _bnc _2rdacarrier
440			_aCambridge Language Teaching Library
440			_aNew Directions in Language Teaching
504			_aIncludes bibliographical references (p. 224-239) and indexes.
505			_a"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			_aIn 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			_aFocus on the Language Classroom: _tdescribes classroom research _texamines the principles behind conducting effective research _treviews research on error treatment, classroom interaction and receptivity _tprovides discussion and reading suggestions to follow up each chapter _tincludes ideas and guidance for minor and major research projects." (Book Cover)
505			_aCONTENTS
505			_aPart 1: Classroom research: what it is and why it is important
505			_a1. The development of classroom research _t1.1. What is classroom research? _t1.2. How is it done? _t1.3. Where did classroom research come from? _t1.4. How has it developed? _t1.5. What has happened to the early concerns? _t1.6. What has happened to the basic tools?
505			_aMini-project: Sizing up the instruments
505			_a2. Why focus on the classroom? _t2.1. The classroom is the crucible _t2.2. The management of interaction in the classroom _t2.3. The management of learning in the classroom
505			_aMini-project: Planned aspects and co-produced outcomes
505			_aPart 2: Classroom research: principles and procedures
505			_a3. Getting started -- the question of approach _t3.1. How do you decide what to investigate? _t3.2. The problem of approach _t3.3. Reliability, validity, and generalisability _t3.4. Generalisability and the different approaches to classroom research
505			_aMini-project: A data-driven analysis
505			_a4. Issues in data collection and analysis _t4.1. Discourse analysis and transcription _t4.2. Objectivity and subjectivity _t4.3. Quantitative versus qualitative issues _t4.4. Combined approaches to data collection and analysis _t4.5. Dealing with teachers and learners _t4.6. The role of learners in classroom research _t4.7. Triangulation: the value of multiple perspectives _t4.8. Getting baseline data
505			_aMini-project: Analysing classroom discourse
505			_aPart 3: The treatment of oral errors in language classrooms
505			_a5. Oral errors: the general picture _t5.1. Problems in defining 'error' _t5.2. 'Errors' in first language acquisition _t5.3. 'Errors' in native language conversations _t5.4. Developmental stages in second language learning _t5.5. Hypothesis testing and fossilization
505			_aMini-project: Initiation and repair
505			_aPart 4: Input and interaction in language classrooms
505			_a7. Input and interaction in second language classrooms _t7.1. Comprehensible input _t7.2. Interaction _t7.3. Turn distribution and turn taking _t7.4. Some quantitative studies of classroom interaction
505			_aMini-project: Using analytic categories
505			_a8. Wider perspectives on classroom interaction _t8.1. Teacher talk _t8.2. Learning strategies _t8.3. Forced participation _t8.4. Classrooms and group work
505			_aMini-project: Analysing interaction in transcripts
505			_aMajor-project: Recording classroom interaction
505			_aPart 5: Receptivity in language classrooms
505			_a9. Receptivity: the issues involved _t9.1. Openness to what? _t9.2. Receptivity to the teacher as a person _t9.3. Receptivity to the fellow learners _t9.4. Receptivity to the teacher's way of teaching _t9.5. Receptivity to course content _t9.6. Receptivity to teaching materials _t9.7. Receptivity to being a successful language learner _t9.8. Receptivity to the idea of communicating with others
505			_aMini-project: types of receptivity
505			_aMajor project: Autobiography of a language learner
505			_a10. Receptivity: some relevant research _t10.1. Receptivity as attention _t10.2. Anxiety in language learning _t10.4. Competitiveness in classroom language learning _t10.5. Self-esteem in language learning _t10.6. Parent/child/adult roles in language classrooms _t10.7. Motivation, reinforcement and receptivity
505			_aMini-project: Attention
505			_aMajor project: Diary study
505			_aPart 6: Epilogue
505			_a11. Towards exploratory teaching _t11.1. The story so far _t11.2. Helping teachers cope with immediate classroom problems _t11.3. The concept of 'exploratory teaching' _t11.4. The role of the professional researcher _t11.5. The role of fellow teachers _t11.6. The role of the learners _t11.7. Making exploratory teaching a reality
505			_aAppendix A Interaction Analysis
505			_aAppendix B Foreign Language interaction analysis (FLint) system
505			_aAppendix C Foci for Observing Communications Used in Settings (FOCUS)
505			_aAppendix D The Embryonic Category System
505			_aAppendix E Summary of Sinclair and Coulthard's system of analysis
505			_aAppendix F COLT (Communicative Orientation of Language Teaching) category definitions
505			_aAppendix G Chaudron's Features and Types of Corrective Reactions in the Model of Discourse
505			_aAppendix H Transcription conventions for classroom discourse
505			_aBibliography
505			_aIndex
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aClassroom environment.
700	1		_aBailey, Kathleen M.
710			_aMonterey Institute of International Studies
830		0	_aNew directions in language teaching.
856			_uhttp://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/focus-language-classroom/ _zPublisher's Website.
942			_2z _cBK