iReasearch学术科研网

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摘要：This paper considers an alternative perspective to complement the existing body of research in child EFL/ESL. This perspective assumes that children's views are different from those of adults, and, since children are 'experts' of their own lives, it is worthwhile for adults to explore innovative ways in which their unique experiences and perspectives can be uncovered. The paper reports on the two authors' joint research projects in which children have been involved in various participatory activities. Using short extracts taken from conversations between an adult researcher and the children, we attempt to illustrate some of the benefits of researching 'with' children. The data indicate that children exercise their agency by shaping the research activities in their own ways, making spontaneous comments, asking unexpected questions, and selecting topics they find relevant. We also consider some of the challenges involved in this type of research, but conclude by recommending that working with children 'collaboratively' in research projects is an excellent learning experience for teachers, researchers, and children alike. Adapted from the source document

摘要：Children's status as research participants in applied linguistics has been largely overlooked even though unique methodological and ethical concerns arise in projects where children, rather than adults, are involved. This article examines the role of children as research participants in applied linguistics and discusses the limitations of traditional research 'on' and 'about' children, using research studies as examples published in mainstream applied linguistics journals. As neighbouring fields have already embraced a new approach to children as 'active participants', it is essential that SLA also widens its research agenda by focussing on children as active social agents who are capable of taking more responsible roles in research that concerns their own language learning. The last section of the article examines studies 'with' and 'by' children outside SLA in some detail and suggests future directions for research within SLA, based on the epistemology of plurality and on developing a dialogic relationship between adult facilitators and children. Adapted from the source document

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摘要：In the last 20 years, technological advancement and increased multidisciplinarity has expanded the range of data regarded as within the scope of languages for specific purposes (LSP) research and the means by which they can be analyzed. As a result, the analytical work of LSP researchers has developed from a narrow focus on specialist terminology coupled with generic discourse analysis to a wide-ranging set of perspectives involving multiple methods and databases. This article aims to explore this 20-year expansion process by examining the development of the domains of LSP research in which certain methods have been particularly productive and by providing an outline of how each method has been applied within LSP research. Among the areas examined are lexical and register analysis, genre analysis, conversation analysis, ethnography, and multimethod approaches. It is argued that developments in LSP analysis have generally been in the direction of greater contextualization of discourse, moving away from a concentration on lexicogrammatical features of text to include analysis of spoken and written discourses of specific domains. The article concludes with some comments on the needs, priorities, and challenges for future research in the analysis of LSP. Adapted from the source document

摘要：A growing number of studies have examined qualitative research interviews in terms of how researchers' own identities and agendas are implicated in the construction of interviewees' responses. Adopting the constructionist conception of research interviews, the current study introduces a comparative analysis of 2 interviews with a multilingual speaker of Korean, English, and Japanese conducted by 2 researchers who come from distinctive cultural, linguistic, and professional backgrounds. Informed by ethnomethodology, conversation analysis, and membership categorization analysis, the current analysis reveals how the interviewee came to co-construct a different set of accounts with each interviewer in comparable segments where the same topics were discussed. The focal segments examined in this study can be seen as an illustration of how this Korean student interacting in her everyday life with others may co-construct her ever-shifting identities vis-a-vis membership categories such as American, Korean, or Korean-American. Adapted from the source document

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摘要：This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings -- not readily accessible outside Taiwan -- are reviewed to reflect current trends in English teaching and learning. The main themes discussed include English-in-education policy and curriculum, research on English-skills development, and assessment. The analysis presented here highlights the fact that research in Taiwan not only follows international trends but also satisfies specific needs in local sociolinguistic contexts. Additionally, this paper sheds light on why the international readership of this locally conducted research remains very limited, and concludes by outlining the challenges that researchers face and the gradually shifting status of English in Taiwan in this increasingly globalized world. Adapted from the source document

摘要：In a recent state-of-the-art (SoA) article (Stoynoff 2009), I reviewed some of the trends in language assessment research and considered them in light of validation activities associated with four widely used international measures of L2 English ability. This Thinking Allowed article presents an opportunity to revisit the four broad areas of L2 assessment research (conceptualizations of the L2 construct, validation theory and practice, the application of technology to language assessment, and the consequences of assessment) discussed in the previous SoA and to propose tasks I believe will promote further advances in L2 assessment. Of course, the research tasks I suggest represent a personal stance and readers are encouraged to consider additional perspectives, including those expressed by Bachman (2000), Chalhoub-Deville & Deville (2005), McNamara & Roever (2006), Shaw & Weir (2007), and Stansfield (2008). Moreover, readers will find useful descriptions of current research approaches to investigating L2 assessments in Lumley & Brown (2005), Weir (2005a), Chapelle, Enright & Jamieson (2008), Lazaraton (2008), and Xi (2008). Adapted from the source document

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摘要：Several authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers' own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers' reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development. Adapted from the source document

摘要：This paper provides a summary of a novel and integrated way to think about the item response models (most often used in measurement applications in social science areas such as psychology, education, and especially testing of various kinds) from the viewpoint of the statistical theory of generalized linear and nonlinear mixed models. In addition, this new approach emphasizes how item response models can be coordinated and broadened to emphasize their explanatory uses beyond their standard descriptive uses. The basic explanatory principle is that item responses can be modeled as a function of qualities and features of various measurement contexts. These qualities and features can be: (a) characteristics of (i) items, (ii) persons, and (iii) combinations of items and persons; (b) observed or latent (of either items or persons); and (c) continuous or categorical. These ideas are exemplified in the context of a reading comprehension test. The paper starts with an introduction to the framework and then provides: (a) a description of the data that will be used to illustrate the new framework; (b) a discussion of data structure; (c) a brief description of the statistical approach we used; (d) a discussion of how the framework helps one to conceptualize existing item response models, linking the formal features of the models to substantive issues in the assessment of reading comprehension, as well as incorporating an example that goes beyond the usual range of item response models; and (e) a brief summary of further expansion. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]