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'The language classroom as a focus for research' Brumfit, C. & Mitchell, R. (pp.3-15)
• It is important for research to be public and shared with others to make sure it is
contrasted and not subjective.
• It is also very important to state clearly why this research will be useful. Why we have
chosen this topic and not another. It must clearly have some useful poin to it.
• Action research is especially useful for teachers because it is especially useful for
understanding particular situations. It aims at education teachers on their processes of
teaching. The real point of action research is that it is closely tied to the particular
interests and needs of particular teachers.
• Quantitative and qualitative cannot really be opposed to to each other. Any measurement
must be clearly relevant to the question being asked.
• Educational research is different from many other areas of research because education is
essentially practical rather than a theoretical activity.
• Classroom research can provide a great deal of useful information about how classes are
taught. As opposed to ideas of how they should be taught or how people imagine they
are taught.
1. psychometric
- typical issues: language gain from different methods, materials and treatments.
- methods: experimental method, pre and post tests with experimental and
control groups)
2. interaction analysis
- typical issues: extend to which learner behaviour is a function of teacher
determined interaction
- methods: coding classroom interactions in terms of various observation
systems and schedules
3. discourse analysis
- typical issues: analysis of classroom discourse in linguistic terms
- methods: study classroom transcripts and assign utterances to predetermined
categories
4. ethnographic
- typical issues: obtain insights into the classroom as a 'cultural' system
- methods: naturalistic 'uncontrolled' observation and description.