آمار
| تعداد نشریات | 43 |
| تعداد شمارهها | 1,228 |
| تعداد مقالات | 15,067 |
| تعداد مشاهده مقاله | 50,603,496 |
| تعداد دریافت فایل اصل مقاله | 13,696,439 |
The Hunches a Language Teacher Lives by in an Action Research: Revelations of an L2 Writing Teacher | ||
| Journal of English Language Teaching and Learning | ||
| دوره 8، شماره 18، اسفند 2016، صفحه 87-122 اصل مقاله (902.65 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| sue-san Ghahremani Ghajar1؛ Atefeh Navarchi2؛ Marjan Vosoughi* 3 | ||
| 1Alzahra university,Tehran , Iran | ||
| 2Alzahra university , Tehran, Iran | ||
| 3Alzahra University, Tehran, Iran | ||
| چکیده | ||
| The researchers in this study aimed to demonstrate how impossible it could be for a language teacher to take fixed, systematic routes of action in recent Action Research designs. This was instantiated in an L2 (here, English) 'essay writing' course among some Persian speaker university students majoring in Hygiene Sciences including (Family and Environment). Evidences regarding individualistic progress of students in 1)selecting a topic for their writing assignments, and 2) initiating talk on their selected topics are discussed to verify how complex it was to undertake the "process" and "catalytic" trustworthiness check of the present study via fixed action plans. | ||
| کلیدواژهها | ||
| Action Research؛ Reflective Teacher؛ Essay Writing؛ Technical AR؛ Participatory AR | ||
| مراجع | ||
|
Allison, D., Corcos, R. & Lam, A. (1994). Laying Down The Law? Reflecting On Course Design in Progress. Hong Kong Papers in Linguistics and Language Teaching 17, 1-12. Anderson, G. L., Herr, K. & Nihlen, A. S. (1994). Studying your own School. An Educator's Guide to Qualitative Practitioner Research, Thousand oaks, CA: Corvin press.
Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 61.
Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for practitioners, New York: Routledge.
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using functional grammar: An explorer’s guide. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Carr, W. & Kemmis, S. (1986). Becoming critical: Knowing through action research. Geelong, Victoria: Deakin University.
Clandinin, D. Jean & Connelly, F. Michael (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, Ca: Jossey-Bass.
Crawford-Lange, L. M. (1982) Curricular Alternatives for Second-language learning, in T. V. Higgs (Ed.) Curriculum Competence and the Foreign Language Teacher. Skokie: National Textbook Company.
Denzin, N. K., & Lincoln, Y. S. (Eds.) (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Freeman, D., & Richards, J. C. (1996). Prologue: A look at uncritical stories. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 1–6). Cambridge: Cambridge University Press.
Frelin, A. (2013). Exploring teachers' relational professionalism in schools. Rotterdam, The Netherlands: Sense Publishers.
Gao, X., & Xu, H. (2014). The dilemma of being English language teachers: Interpreting teachers’ motivation to teach and professional commitment in China’s hinterland regions. Language Teaching Research, 18(2), 152–168. Doi: 10.1177/ 1362168813505938.
Authors, (2015). How We Weave Our Learning Carpet: A Course on Rooted Syllabus Design! Paper presented at seventh Multiversity Conference: 'Decolonisation, Leadership and Knowledge Democracy in the 21st Century University', University of Nottingham Malaysia Campus, 25th - 27th January.
Glaser, Barney G. and Strauss A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago, IL: Aldine Publishing Co.
Golombek, P. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447–464.
Greenwood, D., & Levin, M. (2007). Introduction to action research. Social research for social change (2nd ed.). Thousand Oaks, CA: Sage Publications.
Haneda, M. & Alexandre, M. (2015). ESL teacher advocacy beyond the classroom. Teaching and Teacher Education, 49, 149-158.
Harrington, H. (1994). Teaching and knowing. Journal of Teacher Education, 45, 190– 198.
Hopkins, D. (1994). A teacher’s guide to classroom research (2nd ed.). Buckingham: Open University Press.
Hyland, K. (2014). Written academic English. In The Cambridge Handbook of English Corpus Linguistics, In D. Biber & R. Reppen. Cambridge University Press.Genre and Discourse Analysis in Language for Specific Purposes. In C. Chappele (ed.) The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing 16, 148 – 64.
Hyland, K. (2016). Methods and methodologies in second language writing research. System, 59, 116-125.
Jia, L. (2009). Contrasting models in literacy practice among heritage learners of Mandarin. Journal of Asian Pacific Communication, 19, 56–75.
Johnson, R. K. (1989). The second language curriculum. New York: Cambridge University Press.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. 3rd edition. Geelong: Deakin University Press.
Lillis, T., & Curry, M. J. (2010).Academic writing in global context. London: Routledge.
Lotherington, H. (2002). Coordinated action research as a model for PD in bilingual education. Australian Language Matters, 10(2), 5.
McKernan, J., (1991). Curriculum Action Research. A Handbook of Methods and Resources for the Reflective Practitioner, London: Kogan Page.
Masters, J. (1995) 'The History of Action Research' in I. Hughes (ed) Action Research Electronic Reader, The University of Sydney, on-line http://www.behs.cchs.usyd.edu.au/arow/Reader/rmasters.htm.
Mills, G. E. (2000). Action Research: A Guide for the Teacher Researcher: Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458 ($28). Tel: 800-282-0693 (Toll Free); Web site: http://www. prenhall.com.
Nunan, D. (1990). Action research in the language classroom. In J. Richards & D. Nunan (Eds.), Second language teachereducation (pp. 62–81). New York: Cambridge University Press.
Paltridge, B. (2004). The exegesis as a genre: An ethnographic examination. In L. Ravelli and R. Ellis (eds.), Analysing Academic Writing: Contextualized Frameworks. 84 – 103. London and New York: Continuum.
Pennington, M. (1996). When input becomes intake: Tracing the sources of teachers’ attitude change. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 320–350). Cambridge: Cambridge University Press.
Robinson, P. (1991). ESP today: A practitioner's guide. New York & London: Prentice Hall International.
Somekh, B. (1993). Quality in educational research – the contribution of classroom teachers. In J. Edge, & K. Richards (Eds.), Teachers develop, teachers research: Papers on classroom research andteacher development (pp. 26–38). Oxford: Heinemann.
Street, B. (2013). Applying Earlier Literacy Research in Iran to Current Literacy Theory and Policy. Iranian journal of society, culture, and language, 1(1), 1.9.
Stringer, E. T., Christensen, L. M. F. & Baldwin, S. C. (2009). Integrating teaching, learning, and action research: enhancing instruction in theK-12 classroom: Sage.
Swales, J. M. (2009). Incidents in an educational life: A memoir (of sorts). Ann Arbor, MI: University of Michigan Press.
Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics, 29, 619–644.
Thomas S. C. Farrel (2007) “Action Research” in Reflective Language Teaching: From Research to Practice, Continuum, 94-106.
Wallace, M. (1996). Structured reflection: The role of the professional project. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 281–294). Cambridge: Cambridge University Press.
Yuan, R., Sun, P., & Teng, L. (2016). Understanding Language Teachers’ Motivations towards Research. TESOL Quarterly, 50(1), 220-234.
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127.
Zuber-Skerritt, O. (2005). New directions in action research. London: The Falmer Press, Taylor & Francis Inc. | ||
|
آمار تعداد مشاهده مقاله: 15 تعداد دریافت فایل اصل مقاله: 19 |
||