LEADER 03763nam 22005415 450 001 9910254961203321 005 20200705140232.0 010 $a3-319-30373-2 024 7 $a10.1007/978-3-319-30373-4 035 $a(CKB)3710000000651845 035 $a(EBL)4517702 035 $a(DE-He213)978-3-319-30373-4 035 $a(MiAaPQ)EBC4517702 035 $a(EXLCZ)993710000000651845 100 $a20160430d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aClassroom-Oriented Research $eReconciling Theory and Practice /$fedited by Miros?aw Pawlak 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (290 p.) 225 1 $aSecond Language Learning and Teaching,$x2193-7648 300 $aDescription based upon print version of record. 311 $a3-319-30371-6 320 $aIncludes bibliographical references at the end of each chapters. 327 $aHanna Komorowska Quantitative and qualitative classroom research ? friendship or war? -- Dorota Werbi?ska Learning from retired language teachers? biographies: A research proposal -- Anna Mystkowska-Wiertelak and Miros?aw Pawlak Designing a tool for measuring the interrelationships between l2 WTC and confidence, beliefs, motivation, and context -- Melanie Ellis Capturing effective teaching: The construct of an observation scheme -- Emilie Martinez Methodological and ethical issues in research interviewing with a multicultural group of university students: Are there ?dos? and ?don'ts?? -- Ma?gorzata Baran-?ucarz First attempts at conceptualizing and measuring the construct of pronunciation anxiety. 330 $aThis collection gathers contributions from scholars from Poland and abroad addressing different facets of research into the processes of foreign-language and second-language learning and teaching as they transpire in a typical language classroom. The book is divided into three parts, which address in turn: research directions and methodology, the findings of empirical research, and links between theoretical considerations and classroom practice. Accordingly, the first part includes papers that examine the role of different research paradigms, put forward concrete research proposals, present innovative data gathering tools or assess the role of such instruments in language teaching. The second part includes reports on original research studies focusing e.g. on teachers? beliefs, the role of lexis and pragmatics, the application of modern technologies, the teaching and assessment of primary school children, and the development of social skills from a cross-cultural perspective. Finally, the third part of the book demonstrates how theory-driven approaches can enhance the effectiveness of instructed second language acquisition. 410 0$aSecond Language Learning and Teaching,$x2193-7648 606 $aLanguage and education 606 $aApplied linguistics 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000 606 $aApplied Linguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N13000 615 0$aLanguage and education. 615 0$aApplied linguistics. 615 14$aLanguage Education. 615 24$aApplied Linguistics. 676 $a401.93072 702 $aPawlak$b Miros?aw$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910254961203321 996 $aClassroom-Oriented Research$92511376 997 $aUNINA