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Interaction, Feedback and Task Research in Second Language Learning: Methods and Design [Kõva köide]

4.00/5 (1 hinnangut Goodreads-ist)
(Georgetown University, Washington DC)
  • Formaat: Hardback, 350 pages, kõrgus x laius x paksus: 155x235x20 mm, kaal: 520 g, Worked examples or Exercises; 28 Line drawings, black and white
  • Ilmumisaeg: 06-Aug-2020
  • Kirjastus: Cambridge University Press
  • ISBN-10: 1108499635
  • ISBN-13: 9781108499637
Teised raamatud teemal:
Interaction, Feedback and Task Research in Second Language Learning: Methods and DesignSuurem pilt
  • Formaat: Hardback, 350 pages, kõrgus x laius x paksus: 155x235x20 mm, kaal: 520 g, Worked examples or Exercises; 28 Line drawings, black and white
  • Ilmumisaeg: 06-Aug-2020
  • Kirjastus: Cambridge University Press
  • ISBN-10: 1108499635
  • ISBN-13: 9781108499637
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781108499637.html
Märksõnad:
The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research.

With discipline-specific examples and clear step-by-step guides used throughout, this book makes second language research methodology accessible for novice researchers, and serves as a resource for more experienced researchers working in the areas of second language interaction and feedback and in task based language teaching and learning.

Arvustused

'The comprehensive and application-oriented book can be seen as an entertaining, helpful and informative guide for beginning researchers. For experienced researchers, the book is a treasure trove of recent literature in the field of interaction, feedback and task-oriented research, which also presents some innovative research methods and draws attention to recent developments in data collection.' Marlene Aufgebauer, Informationen Deutsch als Fremdsprache

Muu info

With clear guides and specific examples, this book makes methodology accessible to those working within L2 interaction and task research.
List Of Figures
xii
List Of Tables
xiii
Preface xv
1 Theory and Approaches in Research into Interaction, Corrective Feedback, and Tasks in L2 Learning
1(26)
1.1 The Scope of This Book and the Inclusion of New Data
4(1)
1.2 Theoretical Background
5(1)
1.3 Interaction Research
6(5)
1.4 Open Research Areas in Interaction
11(1)
1.5 Corrective Feedback Research
12(6)
1.6 Open Research Areas in Corrective Feedback
18(1)
1.7 Task-Based Research
19(6)
1.8 Open Research Areas in TBLT
25(1)
1.9 Conclusions
25(2)
2 Designing Studies of the Roles of Interaction, Feedback, and Tasks in Second Language Learning
27(27)
2.1 Introduction
27(1)
2.2 Research Questions
27(1)
2.3 Different Approaches in Interaction, Feedback, and Task Research
28(5)
2.4 How Do We Come Up with Research Questions and Hypotheses in Interaction, Feedback, and Task Research?
33(2)
2.5 Where Do Research Questions Come From?
35(2)
2.6 Longitudinal Research
37(1)
2.7 Looking for Gaps in the Literature
38(1)
2.8 Finding Questions in Your Own Contexts
39(2)
2.9 Online Contexts and Social Media
41(1)
2.10 How Do We Know If Our Studies Are Feasible?
42(1)
2.11 Thinking about Interaction, Feedback, and Task-Based Research: What Are Hypotheses? What Are Predictions?
43(1)
2.12 Open Science: Materials and Data in the Interaction, Feedback, and Task Areas
44(1)
2.13 Examples of Research Questions and Hypotheses
45(2)
2.14 Replication Studies in Research on Interaction, Feedback, and Tasks in Language Learning
47(2)
2.15 IRIS: A Source of Instruments for Interaction, Feedback, and Task Research
49(1)
2.16 What Are the Difficult Parts about Doing Replications in SLA/Interaction?
50(2)
2.17 What Are the Areas of Interaction, Feedback, and Task Research Where Replication Studies Would Be Helpful?
52(2)
3 Investigating Individual Differences in Interaction, Feedback, and Task Studies: Aptitude, Working Memory, Cognitive Creativity, and New Findings in L2 Learning
54(17)
3.1 Aptitude
55(3)
3.2 Working Memory
58(6)
3.3 Cognitive Creativity
64(7)
4 Collecting Introspective Data in Interaction, Feedback, and Task Research
71(12)
4.1 Introspections in Interaction, Feedback, and Task Research
71(1)
4.2 Stimulated Recalls in Interaction, Feedback, and Task Research
72(2)
4.3 Think-Aloud Protocols in Interaction, Feedback, and Task Research
74(1)
4.4 Immediate Recalls in Interaction, Feedback, and Task Research
75(2)
4.5 Interviews in Interaction, Feedback, and Task Research
77(2)
4.6 Journals and Blog Entries in Interaction, Feedback, and Task Research
79(1)
4.7 Discourse Completion Tasks in Interaction, Feedback, and Task Research
80(3)
5 Creating and Using Surveys, Interviews, and Mixed Methods for Research into Interaction, Corrective Feedback, Tasks, and L2 Learning
83(23)
5.1 Introduction
83(1)
5.2 How Are Surveys and Questionnaires Denned in Interaction, Feedback, and Task Research?
83(1)
5.3 How Have Questionnaires Been Used in Interaction, Feedback, and Task Research?
84(1)
5.4 Interview Instruments Held in IRIS
85(2)
5.5 How Are Interviews Used in Interaction, Feedback, and Task Research?
87(2)
5.6 Data on Attitudes in Feedback Research Collected Using a Questionnaire (Including New Data)
89(1)
5.7 Writing Questions for Surveys in Interaction, Feedback, and Task Research
90(1)
5.8 What Are the Benefits of Surveys?
91(3)
5.9 Caveats
94(3)
5.10 How to Create and Administer Surveys for Interaction, Feedback, and Task Research
97(4)
5.11 Using Mixed-Methods Approaches to Carrying Out Research in Interaction, Feedback, and Task-Based Learning
101(5)
6 Doing Meta-Analytic and Synthetic Research on Interaction, Feedback, Tasks, and L2 Learning
106(26)
6.1 Introduction
106(1)
6.2 Why Carry Out Meta-Analytic Research into Interaction, Feedback, and Tasks?
106(2)
6.3 What Is a Research Synthesis?
108(2)
6.4 What Is a Scoping Review?
110(2)
6.5 What Is a Meta-Analysis?
112(1)
6.6 Why Do Meta-Analysis?
112(1)
6.7 Meta-Analyses on Oral Corrective Feedback
113(4)
6.8 Meta-Analyses on Task-Based Interaction
117(2)
6.9 Summary of Related Methodological Meta-Analyses
119(1)
6.10 How Do We Do a Synthesis/Meta-Analysis?
120(1)
6.11 Tips for Defining the Research Domain
121(1)
6.12 How Do We Conduct a Thorough Literature Search?
122(2)
6.13 How Do We Come Up with Inclusion and Exclusion Criteria?
124(1)
6.14 How Do We Code the Data?
125(2)
6.15 How Do We Analyze and Interpret Findings?
127(3)
6.16 Are There Any Issues with Meta-Analysis Research?
130(2)
7 Investigating Interaction, Feedback, Tasks, and L2 Learning in Instructional Settings
132(18)
7.1 Instructional Settings for Interaction, Feedback, and Task Research
132(1)
7.2 Using Observations in Interaction, Feedback, and Task Research
133(2)
7.3 Interaction, Feedback, and Tasks in Action Research and Issues of Objectivity
135(2)
7.4 Introspections in Classroom Research on Interaction, Feedback, and Tasks
137(1)
7.5 Uptake Sheets in Classroom Research on Interaction, Feedback, and Tasks
138(1)
7.6 Stimulated Recalls in Classroom Research on Interaction, Feedback, and Tasks
139(1)
7.7 Using Journals in Studies of Interaction, Feedback, and Tasks in L2 Learning
140(2)
7.8 Group Assignments in Quasi-experimental Classroom Research on Interaction, Feedback, and Tasks
142(2)
7.9 Interaction, Tasks, and Feedback in Action Research
144(3)
7.10 Practical and Logistical Considerations in Classroom Research on Interaction, Feedback, and Tasks
147(3)
8 Choosing and Using Eye-Tracking, Imaging, and Prompted Production Measures to Investigate Interaction, Feedback, and Tasks in L2 Learning
150(20)
8.1 Eye-Tracking in Interaction, Feedback, and Task Research
151(3)
8.2 Pupillometry Measures
154(1)
8.3 Electroencephalogram (EEG) Tests
154(3)
8.4 Functional Magnetic Resonance Imaging (fMRI) Tests
157(3)
8.5 Research Using fMRI Techniques
160(2)
8.6 Ultrasounds
162(2)
8.7 Psycholinguistic Techniques: Reaction Time, Word Association, and Priming
164(6)
9 Working with Data in Interaction, Feedback, and Task Research
170(25)
9.1 Transcribing Interaction, Feedback, and Task Data
170(2)
9.2 Describing Interaction, Feedback, and Task Data
172(2)
9.3 How to Code Interaction, Feedback, and Task Data
174(2)
9.4 Examples of Ways to Code Interaction, Feedback, and Task Data
176(5)
9.5 Coding Qualitative and/or Interpretive Data in Interaction, Feedback, and Task Research
181(1)
9.6 Mixed-Methods Data in Interaction, Feedback, and Task Research
181(1)
9.7 Coding Mechanics in Interaction, Feedback, and Task Data
182(1)
9.8 Ensuring Reliability in Interaction, Feedback, and Task Data
183(1)
9.9 Simple Percentages and Cohen's Kappa for Reliability in Interaction, Feedback, and Task Research
184(2)
9.10 Using Reliable Instruments in Interaction, Feedback, and Task Research
186(1)
9.11 Different Types of Validity in Interaction, Feedback, and Task Research
187(2)
9.12 WEIRD Participants and Representation in Interaction, Feedback, and Task Research
189(2)
9.13 Collecting Biodata in Interaction, Feedback, and Task Research
191(1)
9.14 Outliers in Interaction, Feedback, and Task Data
192(1)
9.15 The Importance of Triangulation in Interaction, Feedback, and Task Data
193(2)
10 Common Problems, Pitfalls, and How to Address Them in Research on Interaction, Corrective Feedback, and Tasks in L2 Learning
195(11)
10.1 What Can Go Wrong When We Are Designing Studies?
195(6)
10.2 What Can Go Wrong While We Are Collecting Data?
201(3)
10.3 What Can Go Wrong When We Are Analyzing Data?
204(1)
10.4 Summary
205(1)
Glossary 206(8)
References 214(26)
Index 240
Alison Mackey is a leading international expert in input, interaction and feedback in L2 learning, and in L2 research methodology. She has published 16 books (one of which won the MLA's Mildenburger prize) and 100+ articles in these areas. At Georgetown University, where she is Professor of Linguistics, she has received both The President's Award for Distinguished Scholar Teachers and The Provost's Career Research Award.