Researching Language Teacher Cognition and Practice
International Case Studies
Roger Barnard, Anne Burns
- Paperback - 200 pages
- 04 Sep 2012
- Multilingual Matters
- 210 x 148 (A5)
This book presents a novel approach to discussing how to research language teacher cognition and practice. An introductory chapter by the editors and an overview of the research field by Simon Borg precede eight case studies written by new researchers, each of which focuses on one approach to collecting data. These approaches range from questionnaires and focus groups to think aloud, stimulated recall, and oral reflective journals. Each case study is commented on by a leading expert in the field - JD Brown, Martin Bygate, Donald Freeman, Alan Maley, Jerry Gebhard, Thomas Farrell, Susan Gass, and Jill Burton. Readers are encouraged to enter the conversation by reflecting on a set of questions and tasks in each chapter.
This book will be a very useful resource for researchers and others interested in teacher cognition in language teaching. As well as providing fascinating case studies of research in this area, the expert commentaries on each study clarify the issues involved and provide guidelines for how such research can be conducted.
Jack Richards, University of Sydney/RELC Singapore
This collection offers an innovative combination of authentic researcher voices and expert commentary. Teacher cognition may be the focus, but its appeal is much wider: the methodological riches on offer make this an essential addition to the bookshelves of all doctoral researchers and supervisors in our field.
Keith Richards, University of Warwick, UK
This volume fills an important gap in the research literature on language teacher cognition, bringing together under one cover a set of case studies of researchers' experiences with different methodological procedures. Highly readable and engagingly personal, these narrative presentations provide an effective tool for training novice researchers and reflective practitioners.
Devon Woods, Carleton University, Canada
I thoroughly recommend this book to graduate student researchers and their supervisors. It is interesting to read and highly informative with regard to practical as well as theoretical issues.
Rosemary Wette, University of Auckland, New Zealand in New Zealand Studies in Applied Linguistics, Volume 19 (1) 2013
The book is an insightful evaluation of the trials and tribulations of conducting qualitative research on language teacher cognition. The book would be a useful resource for anyone working with students in this area, as it demonstrates how even the most considered of studies
can benefit from alternative views.
Diego Navarro, University of Wellington, New Zealand in Literacy And Social Responsibility: Multiple Perspectives
Roger Barnard is a senior lecturer in applied linguistics at the University of Waikato. He has recently accepted Visiting Professorships in Japan, Korea, Vietnam and Timor-Leste, where he has taught undergraduate and postgraduate courses and undertaken joint research projects. His research interests focus on teacher cognition and classroom interaction.; Anne Burns holds professorial positions at Aston University, Birmingham, and the University of New South Wales, Sydney. She is also an Honorary Professor at the University of Sydney and a Visiting Professor at the University of Stockholm. She is known for her work in action research, teacher education, and the theory and practice of teaching speaking.
Postgraduate, Research / Professional, Undergraduate