教学研究方法(何广铿).ppt

Ⅰ. How to Develop a Research Question 1. What is research? 1) Richards et al’s definition: the study of an event, problem or phenomenon using systematic and objective methods, in order to understand it better and to develop principles and theories about it. 2) Nunan’s definition: a systematic process of inquiry consisting of three elements or components: (1) a question, problem, or hypothesis, (2) data, (3) analysis and interpretation of data. 2. Research in FLL and FLT Systematic process of inquiry into the problems of FLT and FLL. It consists 3 components, i.e. problems, questions or hypotheses; data; and analysis and interpretation of data. 3. Sources for general questions 1) From one’s experience and interests (1) Rubin’s and Stern’s Research Certain people appeared to be endowed with abilities to succeed, others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal characteristics, styles, and strategies. Rubin (Rubin and Thompson 1982) later summarized fourteen such characteristics. Good language learners ① find their own way, taking charge of their learning. ② organize information about language. ③ are creative, developing a “feel” for the language by experimenting with its grammar and words. ④ make their own opportunities for practice in using the language inside and outside the classroom. ⑤ learn to live with uncertainty by not getting flustered and by continuing to talk or listen without understanding every word. ⑥ use mnemonics and other memory strategies to recall what has been learned. ⑦ make errors work for them and not against them. ⑧ use linguistic knowledge, including knowledge of their first language, in learning a second language. ⑨ use contextual cues to help them in comprehension. ⑩ learn to make intelligent guesses… (2) Bailey’s Research ( S and S p.47) Bailey (1983) recorded in a diary her own experiences of learning French as a foreign language. She notice