第二语言课堂研究

作者简介

《第二语言课堂研究:综合指导(2009)》主要内容简介：The book has two overriding objectives. The first is to provide an overviewof and introduction to language classroom research. To this end, we look at bothsubstantive issues （that is, the topics and questions that have been investigated byclassroom researchers） and methodologica！

书籍目录

Preface《第二语言课堂研究：综合指导》导读PART I  SECOND LANGUAGE CLASSROOM RESEARCH: AN OVERVIEW  Chapter 1  Introducing Second Language Classroom Research  Chapter 2  Getting Started on Classroom Research  Chapter 3  Key Concepts in Planning Classroom ResearchPART II  RESEARCH DESIGN ISSUES: APPROACHES TO PLANNING AND IMPLEMENTING CLASSROOM RESEARCH  Chapter 4  The Experimental Method  Chapter 5  Surveys  Chapter 6  Case Study Research  Chapter 7  Ethnography  Chapter 8  Action ResearchPART III  DATA COLLECTION ISSUES: GETTING THE INFORMATION YOU NEED  Chapter 9  Classroom Observation  Chapter 10  Introspective Methods of Data Collection  Chapter 11  Elicitation ProceduresPART IV  DATA ANALYSIS AND INTERPRETATION ISSUES: FIGURING OUT WHAT THE INFORMATION MEANS  Chapter 12  Analyzing Classroom Interaction  Chapter 13  Quantitative Data Analysis  Chapter 14  Qualitative Data Analysis  Chapter 15  Putting It All TogetherReferencesIndexText Credits

前言

　　We wrote this book with the intention of providing an introduction toresearch in second and foreign language classrooms. It grew out ofcourses and workshops on classroom research that we have devel-oped and taught for teachers conferences and graduate programs in applied lin-guistics. We aim to provide an introduction to language classroom research thatis accessible to readers who do not necessarily have specialist training in researchmethods.　　The book has two overriding objectives. The first is to provide an overviewof and introduction to language classroom research. To this end， we look at bothsubstantive issues （that is， the topics and questions that have been investigated byclassroom researchers） and methodologica！ issues （the techniques and methodsthat researchers have employed for collecting data， interpreting the data， andpresenting the results）. The second obieetive is to help readers devdop practicalskills for carrying out original empirical investigations. Although the context ofthe book is the second language classroom， our intention has been to cover con-cepts and techniques that will be broadly applicable to a wide range of appliedlinguistics contexts.

章节摘录

　　最早采用心理测量法进行的语言课堂研究是由Scherei&Wertheimer（1964）开展的。这是一项典型的“教法比较”研究，旨在比较“语法一翻译法”和当时兴盛的“听说法”。研究问题是：用“听说法”教授外语是否比“语法一翻译法”更加有效。但两年的实验未能证明其中一种教学法优于另一种，因为“语法一翻译法”组的学生阅读和翻译成绩明显好于“听说法”组的学生，而“听说法”组的学生在听力和口语测试中则表现更加出色。　　该研究受到的批评之一是没有调查语言课堂上真正发生了什么。他们仅仅假定教师按照某种方法去教，但没有收集相关的数据；关于教师对所用方法的理解也缺乏数据。这种做法被认为是对“黑匣子”研究的缺失，即人们无法知道课堂过程内部发生的实际情况，因此被称为“结果研究”（侧重考试成绩）。　　与此相对应的是基于课堂的“过程研究”，其侧重点是教与学的课堂过程，而不试图用任何方法去测量学习结果。这种研究意在了解课堂（“黑匣子”）中发生了什么，而不是证明某种教法或课程比另一种的教学效果更好。　　Swaffar,Arens&：Morgan（1982）开展的一项教法对比研究真正包含了对“黑匣子”的研究。研究旨在对比两种教学方法——“听说法”和“认知法”对德语学习者的有效性，但在研究设计上，Swaffar等坚信从课堂收集的“过程”数据和以考试成绩显示的“结果”数据同样重要。因此，他们的研究报告后来被称为“过程一结果研究”的范例（Long，1984）。　　对“结果研究”、“过程研究”和“过程一结果研究”的讨论确实带来了课堂实证研究的发展；越来越多的人意识到将过程数据和结果数据融合在课堂研究设计中是很有价值的。

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