Research Questions in Language Education and Applied Linguistics

This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions. Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods, classroom research, form-focusedinstruction, age effects, literacy, proficiency, and teacher education and teacher development. The book serves as a reference and offers inspiration to researchers and students in language education. An important skill in reviewing the research literature is following a study's plan of attack. Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study's goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe's book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners' language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22)As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFLChapter Metacognition in Academic Writing: Learning Dimensions is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Provides a rich collection of research questions that are suggested by well-known experts in the field of language education research Offers guidance on finding relevant and original topics for future research Is a source of research inspiration from the undergraduate to postgraduate level

Autorentext

Hassan Mohebbi's main research interests are L2 writing instruction, individual differences, and assessment literacy. He is an editorial board member of Language Testing in Asia (Springer), Language Teaching Research Quarterly (EUROKD), Asian-Pacific Journal of Second and Foreign Language Education (Springer), and Frontiers in Psychology.

Dr Christine Coombe is an Associate Professor of General Studies at Dubai Men's College, Higher Colleges of Technology in the UAE.  She served as President of the TESOL International Association from 2011 to 2012. Christine has authored/edited over 50 books on different aspects of English language teaching, learning and assessment.  Throughout her career she has received several awards including the 2018 James E Alatis Award for exemplary service to TESOL.  In 2017 she was named to TESOL's 50@50 list which honored 50 top professionals who have made an impact on ELT in the past 50 years.   

Inhalt
Introduction.- Part I: Teaching and teaching-related topics*.-* 1 Attending to Form in the Communicative Classroom; Martin East.- 2 Blended Learning; Lana Hiasat.- 3 Content and Language Integrated Learning (CLIL); Zohreh R. Eslami and Zihan Geng.- 4 Content-Based Language Teaching; Zubeyde Sinem GENC.- 5 Creativity and Language Teaching; Tamas Kiss.- 6 Discourse Analysis; Brian Paltridge.- 7 English Academic Vocabulary Teaching and Learning; Sophia Skoufaki.- 8 English for Academic Purposes; Helen Basturkmen.- 9 English for Specific Purposes; Helen Basturkmen.- 10 English-Medium Instruction; Keith M. Graham and Zohreh R. Eslami.- 11 Focus on Form in Second Language Instruction; Alessandro Benati.- 12 A Genre-Based Approach to Writing Instruction in the Content Areas; Luciana C. de Oliveira & Sharon L. Smith.- 13 Global Englishes and Teaching English as an International Language; Heath Rose and Mona Syrbe.- 14 Identity in language learning and teaching; Bonny Norton.- 15 Inclusive Language Teaching; David Gerlach.- 16 Increasing Reading Fluency; Neil J Anderson.- 17 Instructional Pragmatics; Zohreh R. Eslami and Shaun Weihong Ko.- 18 Interactionist Approach to Corrective Feedback; Rebekha Abbuhl.- 19 Issues in Teaching and Assessing Language as Communication; Barbara Hoekje.- 20 Language Teaching in Difficult Circumstances; Jason Anderson, Amol Padwad and Richard Smith.- 20 Language Teaching in Difficult Circumstances; Jason Anderson, Amol Padwad and Richard Smith.- 21 Materials in the Language Classroom; Kathleen Graves.- 22 Motivation in Practice; Julie Waddington.- 23 Second Language Writing Instruction; Ken Hyland.- 24 Task-based Language Teaching; Rod Ellis.- 25 Teacher & Learner Perspectives on Vocabulary Learning and Teaching (VLT); Jonathan Newton.- 26 Teachers' Relational Practices and Students' Motivation; Alastair Henry.- 27 Teaching English as an International Language; Aya Matsuda.- 28 Teaching for Transfer of Second Language Learning; Mark A. James.- 29 Teaching Speakers of Marginalized Varieties: Creoles and Unstandardized Dialects; Jeff Siegel.- 30 Teaching Suprasegmentals in English as a Lingua Franca Contexts; Christine Lewis and David Deterding.- 31 Translanguaging in Teaching/learning Languages; Leslie Barratt.- 32 Translanguaging with SLIFE Students for More Inclusive Teaching; Eileen Ariza.- 33 World Englishes, English as a Lingua Franca and ELT; Paola Vettorel.- Part II: Learners and learning-related topics.- 34 Child Task-based Language Learning in Foreign Language Contexts; María del Pilar García Mayo.- 35 Emergent Bilingualism in Foreign Language Education; Pat Moore and Blake Turnbull.- 36 Extramural English in Language Education; Pia Sundqvist.- 37 Language Learning Strategies; Mirosaw Pawlak.- 38 Language Proficiency and Academic Performance; Saleh Al-Busaidi.- 39 Learner…