Classroom-oriented Research

This volume collects papers related to different aspects of classroom-oriented research on teaching and learning second and foreign languages. It provides important guidelines for researchers interested in conducting their own classroom-oriented research.

The volume brings together papers related to different aspects of classroom-oriented research on teaching and learning second and foreign languages that have been authored by specialists from Poland and abroad. The first part contains contributions dealing with individual variation in the language classroom, in particular age, anxiety, beliefs and language learning strategies. The second part deals with various facets of teachers' behaviors in the classroom, focusing in particular on classroom communication and the use of action research in teacher training. The third part includes papers devoted to various instructional practices, such as the use of new technologies, the development of intercultural competence, assessment or combining content and language. Finally, the last part deals with issues involved in research methodology, with special emphasis being placed on the use of diaries, observations, mixed methods research as well as triangulation.

The papers included in the collection represent a variety of theoretical perspectives and research methods Many of the contributions report the findings of original research which enhance our knowledge of teaching and learning in the language classroom The studies reported in the volume provide important guidelines for researchers interested in conducting classroom-oriented research The theoretical issues and research findings presented in specific papers serve as a basis for concrete pedagogic implications Includes supplementary material: sn.pub/extras

Inhalt
From the Contents: Age and the classroom learning of additional languages.- The sociolinguistic parameters of L2 speaking anxiety.- Comparing teachers' and learners' views on grammar instruction and error correction.- Stability and variability in pre-service teachers' beliefs.- The relationship between learning strategies and speaking performance.