TY  - BOOK
AU  - Allwright,Dick
AU  - Bailey,Kathleen M.
ED  - Lancaster University
ED  - Monterey Institute of International Studies
TI  - Focus on the Language Classroom: an Introduction to Classroom Research for Language Teachers 
SN  - 0521269091 ([pbk)
AV  - P53 .A475 1991
PY  - 1991///
CY  - New York
PB  - Cambridge University Press
KW  - Language and languages
KW  - Study and teaching
KW  - Classroom environment
N1  - Includes bibliographical references (p. 224-239) and indexes; "Focus on the Language Classroom is an introduction to classroom research for language teachers. This book makes accessible to teachers and teacher trainees a research area that has largely been the province of academicsL the systematic study of what really happens in language classrooms. Classroom research is an important area for all those involved in education because there is still so much that we do not understand about how classroom language lessons work; In this book the authors define the aims and principles of classroom research, present some of the findings in key areas and guide the reader through the practicalities of setting up and carrying out investigative projects; Focus on the Language Classroom
; describes classroom research
; examines the principles behind conducting effective research
; reviews research on error treatment, classroom interaction and receptivity
; provides discussion and reading suggestions to follow up each chapter
; includes ideas and guidance for minor and major research projects." (Book Cover); CONTENTS; Part 1: Classroom research: what it is and why it is important; 1. The development of classroom research
; 1.1. What is classroom research?
; 1.2. How is it done?
; 1.3. Where did classroom research come from?
; 1.4. How has it developed?
; 1.5. What has happened to the early concerns?
; 1.6. What has happened to the basic tools?; Mini-project: Sizing up the instruments; 2. Why focus on the classroom?
; 2.1. The classroom is the crucible
; 2.2. The management of interaction in the classroom
; 2.3. The management of learning in the classroom; Mini-project: Planned aspects and co-produced outcomes; Part 2: Classroom research: principles and procedures; 3. Getting started -- the question of approach
; 3.1. How do you decide what to investigate?
; 3.2. The problem of approach
; 3.3. Reliability, validity, and generalisability
; 3.4. Generalisability and the different approaches to classroom research; Mini-project: A data-driven analysis; 4. Issues in data collection and analysis
; 4.1. Discourse analysis and transcription
; 4.2. Objectivity and subjectivity
; 4.3. Quantitative versus qualitative issues
; 4.4. Combined approaches to data collection and analysis
; 4.5. Dealing with teachers and learners
; 4.6. The role of learners in classroom research
; 4.7. Triangulation: the value of multiple perspectives
; 4.8. Getting baseline data; Mini-project: Analysing classroom discourse; Part 3: The treatment of oral errors in language classrooms; 5. Oral errors: the general picture
; 5.1. Problems in defining 'error'
; 5.2. 'Errors' in first language acquisition
; 5.3. 'Errors' in native language conversations
; 5.4. Developmental stages in second language learning
; 5.5. Hypothesis testing and fossilization; Mini-project: Initiation and repair; Part 4: Input and interaction in language classrooms; 7. Input and interaction in second language classrooms
; 7.1. Comprehensible input
; 7.2. Interaction
; 7.3. Turn distribution and turn taking
; 7.4. Some quantitative studies of classroom interaction; Mini-project: Using analytic categories; 8. Wider perspectives on classroom interaction
; 8.1. Teacher talk
; 8.2. Learning strategies
; 8.3. Forced participation
; 8.4. Classrooms and group work
; Mini-project: Analysing interaction in transcripts
; Major-project: Recording classroom interaction
; Part 5: Receptivity in language classrooms
; 9. Receptivity: the issues involved
; 9.1. Openness to what?
; 9.2. Receptivity to the teacher as a person
; 9.3. Receptivity to the fellow learners
; 9.4. Receptivity to the teacher's way of teaching
; 9.5. Receptivity to course content
; 9.6. Receptivity to teaching materials
; 9.7. Receptivity to being a successful language learner
; 9.8. Receptivity to the idea of communicating with others
; Mini-project: types of receptivity
; Major project: Autobiography of a language learner; 10. Receptivity: some relevant research
; 10.1. Receptivity as attention
; 10.2. Anxiety in language learning
; 10.4. Competitiveness in classroom language learning
; 10.5. Self-esteem in language learning
; 10.6. Parent/child/adult roles in language classrooms
; 10.7. Motivation, reinforcement and receptivity
; Mini-project: Attention
; Major project: Diary study
; Part 6: Epilogue; 11. Towards exploratory teaching
; 11.1. The story so far
; 11.2. Helping teachers cope with immediate classroom problems
; 11.3. The concept of 'exploratory teaching'
; 11.4. The role of the professional researcher
; 11.5. The role of fellow teachers
; 11.6. The role of the learners
; 11.7. Making exploratory teaching a reality
; Appendix A Interaction Analysis
; Appendix B Foreign Language interaction analysis (FLint) system
; Appendix C Foci for Observing Communications Used in Settings (FOCUS)
; Appendix D The Embryonic Category System
; Appendix E Summary of Sinclair and Coulthard's system of analysis
; Appendix F COLT (Communicative Orientation of Language Teaching) category definitions
; Appendix G Chaudron's Features and Types of Corrective Reactions in the Model of Discourse
; Appendix H Transcription conventions for classroom discourse
; Bibliography; Index
UR  - http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/focus-language-classroom/
ER  -