000			08765cam a2200637 a 4500
999			_c3209 _d3209
003			UkLCURL
005			20231211160245.0
008			080806s2009 enka b 001 0 eng
010			_a2008034837
015			_aGBA8A7693 _2bnb
016			_a014749626 _2Uk
020			_a9781403985316 (hbk.)
020			_a1403985316 (hbk.)
020			_a9781403985323 (pbk.)
020			_a1403985324 (pbk.)
035			_a(OCoLC)ocn144227182
035			_a(DLC)2008034837
040			_aDLC _cDLC _dBTCTA _dBAKER _dYDXCP _dC#P _dBWX _dCDX _dBWK _dSINIE _dUKM _dDLC _dJCRC
050	0	0	_aPE1128.A2 _bA43 2009
082	0	0	_a428.2/4 _222
100	1		_aAllwright, Dick
245	1	4	_aThe Developing Language Learner : _ban Introduction to Exploratory Practice / _cDick Allwright and Judith Hanks.
260			_aBasingstoke, UK : _bPalgrave Macmillan, _c2009.
300			_axv, 312 p. : _bill. ; _c23 cm.
440			_aResearch and practice in applied linguistics.
504			_aIncludes bibliographical references (p. 286-301) and index.
505			_a1. General Introduction: Learners, and What We Think of Them _tIntroduction -- What we mean by 'key developing practitioners' -- Learners speaking for themselves -- Five Propositions about learners -- But if there's nothing new, why read on? -- And if I do read on, what will I find?
505			_aPart I The Developing View of the Learner
505			_a2 Introduction to Part I _tThe importance of our educational experiences -- The structure of Part I
505			_a3. Assessment and the Learner _tIntroduction -- Standards, standardisation and their implications for assessment and for views of the learner -- Language testing research and development: the elusive 'washback' phenomenon -- Approaches to language assessment in the classroom -- The assessment of teachers -- Conclusion
505			_a4. Method and the Learner _tIntroduction: why should we care about language teaching methods? -- The behaviourist approach to language teaching method -- The return to cognitivism for the next new psychology-based method -- A first, almost socio-psychological approach: community language learning -- Something else really different: autonomous language learning -- Through radicalism to a new mainstream method: communicative language teaching -- The arrival of a less radical, but more influential form of communicative language teaching -- Technology-based methods: computer-assisted language learning and the lexical approach -- Another alternative approach promising a shift in control: task-based language learning -- The story so far -- Rethinking the whole notion of "method': critical language pedagogy and the "postmethod condition' -- The postmethod condition and "liberatory autonomy' -- So what, though? What view of the learner actually prevails in the world's classrooms?
505			_a5. Teacher Training and the Learner _tIntroduction: personal professionalism and institutional standardisation -- Two barriers -- The processes of teacher training: (1) training in teaching methods -- The processes of teacher training: (2) teaching practice -- Teacher training and the learner: some final comments
505			_a6. Learner Variables and the Learner _tIntroduction -- Aptitude -- The good language learner -- Learning styles and strategies -- Learner training -- Attitude and motivation -- Individual differences in general: where are we now?
505			_a7. Second Language Acquisition Studies and the Learner _tIntroduction: the importance of understanding second language acquisition -- The starting point: describing and explaining 'natural' second language acquisition -- SLA and pedagogy: the 'route' and 'rate' issue -- Another problematic issue in the relationship between SLA and pedagogy: how important is social context? -- A return to positive thinking about SLA's implications for pedagogy -- Back to social context and controversy over the proper scope of SLA -- SLA and the learner: concluding comments
505			_aPart II Research Models: What We Have and What We Need
505			_a8. Introduction to Part II: What the Past Has Provided _tOur purposes and their implications for Part II -- Third-party research: what it is and the promises it implies -- Research on language teaching method -- Research on the other topics from Part I -- So where are we now and where are we going next?
505			_a9. Going Beyond Experiments: Descriptive and Qualitative Classroom Research _tThe origins of descriptive classroom research: three important developments -- The shift from teacher training to a greater interest in learners -- Focusing on learners -- Understanding the essentially social nature of classroom language learning and teaching -- Trying to understand learners does not necessarily help learners understand themselves, but it could show the way forward -- The case against third-party classroom research: the ethical and epistemological issues
505			_a10. The Research We Now Need: Principled and Inclusive Practitioner Research _tA first way forward: Action Research -- Rethinking practitioner research: the issue of agency, and a major shift in priorities -- The problem of communicability -- The research model we propose: seven principles for inclusive practitioner research -- Principles and propositions -- From principles to practices: why we specify principles rather than research procedures
505			_aPart III Inclusive Practitioner Research in Practice
505			_a11. Introduction to Part III _tSustainability -- The structure of Part III -- The basic processes of practitioner research: action for understanding and action for change - the importance of intentions
505			_a12. Getting Started on Working for Understanding _tIntroduction -- Identifying what is puzzling -- What about reading something? -- Doubts and reassurances -- The case studies -- Two key issues: integration and collegiality
505			_a13. Conducting Investigations _tIntroduction -- Finding appropriate activities to generate data -- Thinking about activities for their suitability -- Adapting activities to use them for data-generation -- Some further words on research quality -- The case studies -- A reflection on our propositions about learners
505			_a14. The 'Web of Life' of the Rio de Janeiro Exploratory Practice Group _tIntroduction -- Bringing people together -- Experiencing built-in flexibility -- Harnessing curiosity and courage -- Prioritising quality of life -- Building trust and collegiality -- 'Doing better' EP practitioners -- Sustaining our development
505			_a15. Developing Understandings In and Beyond the Classroom _tIntroduction: what this book has been about so far -- Disseminating EP -- The wider concept of sharing -- Going beyond the research setting: what teachers can do -- Going beyond the research setting: what learners can do -- Evaluating EP as a research model for the developing learner -- Evaluating EP as a form of pedagogy -- But, the final question: is EP sustainable?
505			_aPart IV Sources and Resources for Inclusive Practitioner Research _tSources and Resources
505			_aPostscript
520			_a"If we want to treat learners as practitioners of learning, alongside teachers as practitioners of teaching, and therefore capable of reaping the developmental benefits of practitioner research, how can we best proceed? For Allwright and Hanks the answer lies in Exploratory Practice - an inclusive form of practitioner research developed largely in Rio de Janeiro, Brazil, and in Lancaster, England, that enables both learners and teachers to develop their own understandings of their learning and teaching lives. After arguing that developments in the field of applied linguistics have fallen short of establishing such a perspective on learners, and reviewing current research models, the authors propose seven principles for a truly inclusive extension of practitioner research - Exploratory Practice. Five full chapters document, through learner and teacher narratives from around the world, how Exploratory Practice can engage learners as developing practitioners of learning, and enhance the learning process by enriching human relationships in the classroom." (Book Cover)
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aEnglish teachers _xTraining of.
650		0	_aInternet in education.
700	1		_aHanks, Judith.
830		0	_aResearch and practice in applied linguistics.
856			_uhttps://link.springer.com/book/10.1057/9780230233690 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/5lqjs2/alma991037560789705161 _zCheck the UO Library catalog.
942			_2z _cBK