Literaturnachweis - Detailanzeige
| Autor/in | Rossiter, Marian J. |
|---|---|
| Titel | The challenges of classroom-based SLA research. |
| Quelle | In: Applied language learning, 12 (2001) 1, S. 31-44 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1041-679X |
| Schlagwörter | Empirische Forschung; Kommunikationsstrategie; Affektives Lernen; Unterrichtsforschung; Sprechen; Fremdsprachenunterricht; Zweitsprachenerwerbsforschung; Englischunterricht; Erwachsener; Kanada |
| Abstract | The paper outlines challenges that arose in the course of a classroom-based research project, identifies the realities of the second language setting that contributed to these complexities, and examines useful sources of support available to novice investigators. Despite concerted efforts to eliminate potential problems, difficult decisions had to be made during a study of adult learners registered in a full-time English as a second language program in Canada. In this study, three oral communication tasks were administered on 4 occasions over 15 weeks to three groups: a comparison group, a communication strategy instruction group, and an affective strategy instruction group. The author discusses the contextual limitations imposed by intact classes, as well as complexities involved in teacher and student participation, data collection, choice of tasks, data analysis, and ethical considerations. Research manuals (Freeman, 1998; Hatch & Lazaraton, 1991; Johnson, 1992; McDonough & McDonough, 1997; Nunan, 1992; Shachter & Gass, 1996) are examined to determine the attention directed to the types of second language acquisition research issues encountered in this study. Finally, the author proposes additional sources of support to strengthen second language classroom-based research by novice researchers and classroom teachers. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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