Introduction：setting the scene 1
Part 1：principles and perspectives 5
Introduction 15 5
Introduction 7
1．Teachers in action 7
Context and roles 8
Table of contentsPreface by Halliday 9
王宗炎序 10
Instances 10
导读 13
Patterns of research：implications 14
Conclusion 17
Discussion notes 19
2．The teacher researcher in focus 21
Introduction 21
Action and reflection 22
A short educational excursion 25
Teacher research and English language teaching 28
Conclusion 34
Discussion notes 35
Preface 36
3．What is research？ 37
Introduction 37
General views 37
Acknowledgements 37
Common views of what research in language teaching does 41
Basic and applied research 42
Description and intervention 44
Normative and interpretive research 47
Conclusion 54
Discussion notes 55
Features of good research 57
Introduction 57
4．Principles and problems：what makes good research？ 57
Comparison of research traditions on these features 69
Aspects of design of research 70
Conclusion 72
Discussion notes 73
5．Generating research 75
Introduction 75
Beginnings 75
Approaches 78
Content：teachers’choices 81
Research and research：existing work 84
Conclusion 88
Discussion notes 89
Part 2：topics and methods 91
Principles，methods，techniques 93
6．Definitions and overview 93
Introduction to methods and techniques 95
Out there：discovering other people’s work and telling them about one’s own 96
7．Observing language classrooms 101
Introduction 101
Observation：uses and perspectives 101
Systematizing observation 105
Alternatives to coding schemes 111
Naturalistic observation 114
Conclusion 118
Discussion notes 119
8．Diaries and diary studies 121
Introduction 121
Some definitions 121
Diary data 122
Diaries in language learning and language teaching 127
Keeping a diary 134
Conclusion 136
Discussion notes 136
9．Using numbers 137
Introd uction 137
Why count，and what to count 138
Describing the numberswith other numbers 139
Inference from chance-‘significance’ 150
Computational aids 152
Conclusion 153
Discussion notes 153
10．Doing experiments 155
Why experiments？ 155
Causality and the method of detail 157
Experiments and quasi-experiments 158
Some examples 161
Reflections on the experimental approach 165
Conclusion 168
Discussion notes 169
11．Asking questions 171
Introduction 171
Questionnaires 172
Interviews 181
Issues in interviewing 185
Conclusion 187
Discussion notes 188
12．Looking inside：methods for introspection 189
Introduction 189
Introspection 190
Verbal report and think-aloud 191
Research on oneself 194
Rcscarch on lcarncrs 196
Some examples 200
Conclusion 201
Discussion notes 202
13．Studying cases 203
Introduction 203
Whatis a case？ 203
Methods in case study research 207
Case studies in language learning and teaching 209
The controversy of case study 216
Conclusion 218
Discussion notes 218
Introduction 219
Principles in mixing methods 219
14．Mixing research methods 219
Teachers’research：some continuing case studies 225
Conclusion 231
Discussion notes 232
Conclusion 233
The role of research by teachcrs 233
Appropriate methodologies 234
Development of criteria 235
‘Popularity’of various techniq ues 236
Teacher research and higher-degree research 236
Evaluations of teacher research 237
And finally... 239
Appendix 241
References 247
Index 257
文库索引 263