iReasearch学术科研网

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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：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：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.]

摘要：This review covers recent applied linguistic research in Finland and Sweden during the years 2006-2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have attracted a lot of interest in the area: language immersion schools and CLIL, cross-linguistic influence, corpus linguistics (English as a lingua franca) and language use in multilingual urban settings. Adapted from the source document

摘要：This paper reviews 25 doctoral dissertations on second language acquisition (SLA), English language learning and teaching submitted in Poland in the years 2006-2010. The theses were selected for review on the basis of the recommendations of Ph.D. supervisors from leading Polish universities and they are divided into six groups: learner autonomy, individual differences, language subsystems and skills, culture, assessment and miscellaneous. The dissertations are discussed with respect to their main findings as well as their strengths and weaknesses, and the paper concludes with an overall evaluation of the research in terms of its dominant themes and methodology. Adapted from the source document