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Classroom-Oriented Research

Reconciling Theory and Practice

  • Book
  • © 2016

Overview

Editors:
  1. Mirosław Pawlak

    1. Zakład Filologii Angielskiej, Adam Mickiewicz University, Kalisz, Poland

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  • The papers included represent a variety of theoretical perspectives and research methodologies
  • Many of the contributions report on findings of original research and enhance our knowledge of teaching and learning in the language classroom
  • The studies reported on provide important guidelines for researchers interested in conducting classroom-oriented research
  • The theoretical issues and research findings presented pave the way for concrete educational advances
  • Includes supplementary material: sn.pub/extras

Part of the book series: Second Language Learning and Teaching (SLLT)

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Table of contents (18 chapters)

  1. Front Matter

    Pages i-xv
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  2. Research Directions and Methodology

    1. Front Matter

      Pages 1-1
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    2. Quantitative and Qualitative Classroom Research—Friendship or War?

      • Hanna Komorowska
      Pages 3-17

    3. Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context

      • Anna Mystkowska-Wiertelak, Mirosław Pawlak
      Pages 19-37

    4. Conceptualizing and Measuring the Construct of Pronunciation Anxiety: Results of a Pilot Study

      • Małgorzata Baran-Łucarz
      Pages 39-56

    5. Learning from Retired Language Teachers’ Biographies: A Research Proposal

      • Dorota Werbińska
      Pages 57-74

    6. Capturing Effective Teaching: The Construct of an Observation Scheme

      • Melanie Ellis
      Pages 75-87

    7. Methodological and Ethical Issues in Research Interviewing with a Multicultural Group of University Students: Are There Dos and Don’ts?

      • Emilie Martinez
      Pages 89-105

  3. Empirical Investigations

    1. Front Matter

      Pages 107-107
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    2. Future Teachers’ Beliefs About Language Learning. A Study on Selected Subjective Theories

      • Anna Michońska-Stadnik
      Pages 109-121

    3. BA Thesis Writing Process and Pre-service Teachers’ Beliefs on Teaching Writing

      • Łukasz Salski, Weronika Szubko-Sitarek
      Pages 123-134

    4. Kindergarten Teachers’ Beliefs About the Goals of Very Early FL Instruction and Their Classroom Practices: Is There a Link?

      • Joanna Rokita-Jaśkow
      Pages 135-150

    5. Teachers’ Beliefs and Practices of Assessing Young Learners

      • Adrian Golis
      Pages 151-166

    6. Techniques Used to Assess Language Areas and Skills at the Lower-Primary Level: Research Results

      • Katarzyna Rokoszewska
      Pages 167-183

    7. Lexis in Writing: Investigating the Relationship Between Lexical Richness and the Quality of Advanced Learners’ Texts

      • Małgorzata Krzemińska-Adamek
      Pages 185-196

    8. Interlanguage Pragmatics of EFL Advanced Learners: Insights from a Longitudinal Study into the Development of the Speech Act of Request in the Polish Context

      • Anna Szczepaniak-Kozak
      Pages 197-212

    9. New Technologies and the ‘Wow’ Factor: Investigating the Relationship Between Time of Exposure to New Media and Students’ Opinions on Game-Supported Language Learning

      • Krzysztof Kotuła
      Pages 213-228
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Keywords

About this book

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.

Editors and Affiliations

  • Zakład Filologii Angielskiej, Adam Mickiewicz University, Kalisz, Poland

    Mirosław Pawlak

Bibliographic Information

  • Book Title: Classroom-Oriented Research

  • Book Subtitle: Reconciling Theory and Practice

  • Editors: Mirosław Pawlak

  • Series Title: Second Language Learning and Teaching

  • DOI: https://doi.org/10.1007/978-3-319-30373-4

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing Switzerland 2016

  • Hardcover ISBN: 978-3-319-30371-0Published: 10 May 2016

  • Softcover ISBN: 978-3-319-80792-8Published: 27 May 2018

  • eBook ISBN: 978-3-319-30373-4Published: 30 April 2016

  • Series ISSN: 2193-7648

  • Series E-ISSN: 2193-7656

  • Edition Number: 1

  • Number of Pages: XV, 286

  • Number of Illustrations: 1 illustrations in colour

  • Topics: Language Education, Applied Linguistics

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