UID:
almahu_9949178824002882
Format:
xiii, 349 p.
Edition:
1st ed.
ISBN:
1-282-15597-0
,
9786612155970
,
90-272-9367-8
Series Statement:
Language learning and language teaching, v. 13
Content:
This volume presents the first collection of work on research synthesis in applied linguistics. It introduces readers to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a "synthetic ethic". The book then features seven empirical syntheses, each modeling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback; Instructed Pragmatics Development; and Reading Strategy Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron.
Note:
Bibliographic Level Mode of Issuance: Monograph
,
Synthesizing Research on Language Learning and Teaching -- Editorial page -- Title page -- LCC data -- In memory of Charlie Sato -- Table of contents -- Contributors -- Preface -- References -- Introduction -- The value and practice of research synthesis for language learning and teaching -- Introduction -- What is research synthesis? -- Initial options and choices in research synthesis -- By the numbers: Synthesizing quantitative research -- Between systematicity and interpretation: Synthesizing qualitative research -- How do we synthesize? The case of meta-analysis -- Sampling of primary studies -- Coding of primary studies -- Analyzing and interpreting effects -- Thinking and acting synthetically: A research ethic -- Problematizing meta-analysis and ``effect'' -- Some implications for ethical practice -- The future of research synthesis in language learning and teaching -- Challenges -- Immediate contributions -- References -- Research syntheses -- Principles, parameters, and SLA -- Introduction -- Principles and parameters illustrated -- The three positions in the UG access problem -- Discovering the operation of UG in L2 acquisition -- Meta-analysis -- The meta-analytical research process -- Research questions -- Method -- Retrieval of relevant studies -- Inclusion criteria for the relevant studies -- Characteristics of the coding sheet -- Reliability of the coding -- Identification of units of analysis -- Method for computing and reporting of overall effect size estimates -- Expected outcomes and contributions of the study -- Results -- Effect size analysis -- Analysis of variance by coding characteristics for the sample unit of analysis -- Hypothesis analysis -- Discussion -- Conclusion -- Notes -- References -- Appendix 1: Bibliography of excluded studies -- Appendix 2: Coding sheet -- Appendix 3: Coding characteristics results.
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Investigating the empirical link between task-based interaction and acquisition -- Introduction -- Method -- The literature search -- Inclusion/exclusion criteria -- Coding procedures and reliability -- Substantive features -- Methodological features -- The quantitative meta-analysis -- Results -- The research synthesis -- Quantitative meta-analysis -- Discussion -- Looking forward: Recommendations for future research -- Acknowledgement -- Notes -- References -- Appendix -- The effectiveness of corrective feedback for the acquisition of L2 grammar -- Introduction -- Feedback on oral production -- Feedback on written production -- Source of corrective feedback -- Explicitness - implicitness -- Summary and research questions -- Data collection -- Analysis and results: Phase 1 -- Analyses and results: Phase 2 -- Discussion and conclusion -- Notes -- References -- Appendix -- Effects of L2 instruction on interlanguage pragmatic development -- Introduction -- L2 pragmatics instruction: Four guiding questions -- Is teaching of L2 pragmatics at all necessary? -- What are effective ways to teach L2 pragmatics? -- What are the outcome measures commonly employed in instructed L2 pragmatics studies, and is there a measurement method effect? -- What is the appropriate length of L2 pragmatics instruction? -- Research questions -- Method -- The literature search -- Study eligibility criteria -- Coding of study reports -- Calculation of effect sizes -- Results -- The research synthesis -- Synthesis of methodological study features -- Synthesis of substantive features: Design of pragmatic instruction -- The quantitative meta-analysis -- Research question 1: How effective is pragmatics instruction overall? -- Research question 2: What is the relative effectiveness of implicit and explicit pragmatics instruction?.
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Research question 3: Does type of outcome measure exhibit any systematic relationship with observed instructional effectiveness? -- Research question 4: What is the relationship between the length of treatment and the effects of instruction? -- Conclusions, limitations, and future research directions -- Notes -- References -- Appendix 1: Journals checked manually -- The effects of Explicit Reading Strategy Training on L2 reading comprehension -- Introduction -- Theoretical motivation for the meta-analysis -- Explicit Reading Strategy Training defined -- The need for the present meta-analysis -- Moderating variables of interest in the meta-analysis of ERST -- Research questions -- Method -- Inclusion and exclusion criteria and literature search -- Calculation of effect sizes -- Coding of primary studies -- Homogeneity tests -- Results -- Type of ERST: Cognitive vs. metacognitive strategy training -- Tests employed to measure reading comprehension -- Length of study and length of treatment -- Proficiency level, age, and learning context -- Overall text length -- Discussion -- Conclusion and future research -- Note -- References -- Appendix A -- Appendix B -- A meta-synthesis of qualitative research on effective teaching practices for English Language Learners -- Introduction -- Focus on effective teaching practices -- ELLs and the importance of context -- Meta-analysis and meta-synthesis in education -- Methodology -- The literature search -- Inclusion and exclusion of studies -- Coding and development of study themes -- Results -- Communitarian teaching practices -- Protracted language events -- Multiple representations designed for understanding target language -- Building on prior knowledge -- Corollary category: Structural obstacles to effective instruction -- Closing remarks -- Acknowledgement -- Notes -- References.
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Research synthesis and historiography -- Introduction -- Assessment of L2 proficiency in second language acquisition research 1988-1992: A liminal work of research synthesis -- Revisiting assessment of L2 proficiency in second language acquisition research twelve years later -- Research synthesis in relation to historiography -- Notes -- References -- Commentaries -- Meta-analysis, human cognition, and language learning -- Meta-analysis, research synthesis, and human cognition -- Meta-analysis in practice: Slips twixt cup and lip -- Meta-synthesis and meta-analyses: The implications of these chapters for language learning -- Meta-synthesis of meta-analyses -- Acknowledgements -- References -- Some reflections on the development of (meta-analytic) synthesis in second language research -- L2 grammatical development -- Instructional effects -- Reading instruction -- Individual differences -- Conclusion -- Notes -- References -- Author index -- Subject index -- The series Language Learning & -- Language Teaching.
,
English
Additional Edition:
ISBN 90-272-1965-6
Language:
English
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