LEADER 04650nam 2200613 450 001 9910153066403321 005 20230803220427.0 010 $a1-292-05449-2 035 $a(CKB)2550000001160254 035 $a(SSID)ssj0001215283 035 $a(PQKBManifestationID)12505392 035 $a(PQKBTitleCode)TC0001215283 035 $a(PQKBWorkID)11176987 035 $a(PQKB)10174319 035 $a(MiAaPQ)EBC5174626 035 $a(MiAaPQ)EBC5176672 035 $a(MiAaPQ)EBC5833953 035 $a(MiAaPQ)EBC5138434 035 $a(MiAaPQ)EBC6399576 035 $a(Au-PeEL)EBL5138434 035 $a(CaONFJC)MIL543459 035 $a(OCoLC)1015878998 035 $a(EXLCZ)992550000001160254 100 $a20210317d2014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAction research $ea guide for the teacher researcher /$fGeoffrey E. Mills 205 $aFifth edition, Pearson new international edition. 210 1$aHarlow, Essex :$cPearson Educaion Limited,$d[2014] 210 4$d©2014 215 $a1 online resource (198 pages) $cillustrations (some color) 225 1 $aAlways learning 300 $aIncludes index. 311 $a1-292-04187-0 311 $a1-306-12208-2 320 $aIncludes bibliographical references and indexes. 327 $aCover -- Table of Contents -- 1. Understanding Action Research -- 2. Deciding on an Area of Focus -- 3. Data Collection Techniques -- 4. Data Collection Considerations: Validity, Reliability and Generalizability -- 5. Writing Up Action Research -- 6. Evaluating Action Research -- Action Research in Action -- Standard Deviation and Action Research -- Displaying Data Visually -- Index. 330 $aA main text for courses in action research or a supplement to courses in research methods in education   A step-by-step guide to action research with a balanced coverage of qualitative and quantitative methods.  Known for its practical, step-by-step guidance for teachers on how to do research in classrooms, Action Research: a Guide for the Teacher Researcher was born from the author's own experience working with teachers and principals. The author guides future educators through the action research process via numerous concrete illustrations; positioning it as a fundamental component of teaching, alongside curriculum development, assessment, and classroom management.    From reviews of the book: "Mills' writing style is informative, direct, and personalized and his expertise as a researcher is evident throughout the textbook.  He fully understands the uniqueness of teacher-centered research. . . .  The language and the illustration cater to the classroom research contexts and it is easy to understand and apply." -Adel Al-Bataineh,  Illinois State University    "The book emphasizes the importance of reflection and creating an action plan. . . . Examples of action research papers are included.  There are study sites, videos, slides and other supplemental materials available for the students to consult for ancillary learning.  The writing style is clear, interesting and engaging.  Throughout the text, Mills offers the reader a research scenario that helps to position him or her around the theme of the chapter and context of the research phase. This helps to alleviate some of the anxiety students of action research may experience as they begin each aspect of the action research process." -Beverly Melenyzer, California University of Pennsylvania   "[T]he 330 8 $asurvey examples, SurveyMonkey, and direct observation examples are very good, as well as the informal interview, making records, [and] data collection techniques. . . .  [T]he section on re-aligning the focus and action research plan is very good. I find my students doing this as they are doing their literature review and understanding that they need to narrow the scope of their research.  I like the example of doing AR in Ch. 6. . . .  I like the inclusion of the data analysis, sample interview and other models of how to analyze data. . . . The key strengths of the project are the authentic examples of AR." -Mary Frances Agnello, Texas Tech University. 410 0$aAlways learning. 606 $aAction research in education$vHandbooks, manuals, etc 615 0$aAction research in education 676 $a370.72 700 $aMills$b Geoffrey E.$0451760 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910153066403321 996 $aAction research$9157358 997 $aUNINA LEADER 09619nam 2200733Ia 450 001 9910966221303321 005 20240513084946.0 010 $a9786613773487 010 $a9781281042491 010 $a1281042498 010 $a9789027288103 010 $a9027288100 024 7 $a10.1075/ds.7 035 $a(CKB)2670000000028696 035 $a(SSID)ssj0000483856 035 $a(PQKBManifestationID)11284729 035 $a(PQKBTitleCode)TC0000483856 035 $a(PQKBWorkID)10573089 035 $a(PQKB)11748585 035 $a(MiAaPQ)EBC623341 035 $a(Au-PeEL)EBL623341 035 $a(CaPaEBR)ebr10395897 035 $a(CaONFJC)MIL377348 035 $a(OCoLC)705533485 035 $a(DE-B1597)720948 035 $a(DE-B1597)9789027288103 035 $a(EXLCZ)992670000000028696 100 $a20100311d2010 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDialogue in Spanish $estudies in functions and contexts /$fedited by Dale April Koike, Lidia Rodriguez-Alfano 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins$d2010 215 $axiii, 324 p 225 1 $aDialogue studies ;$v7 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027210241 311 08$a9027210241 320 $aIncludes bibliographical references and index. 327 $aDialogue in Spanish -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Part I: Dialogue in interpersonal contexts of informal conversation -- Part 2: Dialogue in public, professional, and educational interactions -- Conclusions and implications of studies that approach dialogue in its complexity -- 1. A continuum of approaches to dialogue -- 1. Introduction -- 2. Review of conceptions of dialogue -- 2.1 Bakhtin's approach to dialogue -- 2.2 Halliday's approach: Dialogue and interaction -- 2.3 Linell's approach: Dialogue and interaction -- 2.4 Other conceptions of 'dialogue' -- 3. The construction of a continuum -- 3.1. High end of the continuum: Maximum relevance of the epistemological function of dialogue -- 3.2 Second point of the continuum: Some relevance assigned to the epistemological function of dialogue -- 3.3 Third point of the continuum: Less relevance of the epistemological function of dialogue -- 3.4. Low end of the continuum: Minimum relevance of the epistemological function of dialogue -- 4. Toward a definition of dialogue -- 5. Final considerations -- Part I. Dialogue in interpersonal contexts of informal conversation -- 2. Dialogues within oral narratives -- 1. Introduction -- 2. Oral conversational narratives -- 3. Reconstructed dialogue in oral narratives -- 3.1 Turns in reconstructed dialogue: Direct quotations and indirect quotations -- 3.2 The internal structure of reconstructed dialogue -- 4. The relationship of reconstructed dialogues with social and stylistic variables -- 5. Conclusions -- 3. Being polite through irony -- 1. Introduction -- 2. Irony -- 3. Politeness -- 4. The function of politeness in irony -- 5. Our proposal -- 6. Analysis of examples -- 6.1 Examples of irony with a negative effect -- 6.2 Examples of irony of positive effect -- 7. An overview of the two groups of examples. 327 $a8. Conclusions -- 4. Humor in verbal irony -- 1. Introduction -- 2. Linguistic theories of verbal humor -- 3. Humorous texts -- 4. Verbal irony -- 5. Conclusions -- 5. Evaluation, interpersonal meaning and co-construction in oral narratives by Mexican adolescents -- 1. Introduct -- 2. The present study -- 3. Phonetic evaluation -- 4. Lexico-grammatical resources -- 5. The distribution of evaluation -- 6. The phenomenon of rhythm -- 7. Conclusion -- Appendix A. Narrative texts studied -- Appendix B. Glossary of colloquial terms -- 6. The truth about verdad -- 1. Introduction -- 2. Data -- 3. Degrees of assertiveness and lexical expression -- 4. Discourse markers -- 5. Coherence and discursive implications -- 6. Propositional presupposition: The corroborative use of verdad -- 7. Propositional strengthening: The assertive use of verdad -- 8. What is shared and what is not shared -- 9. Verdad in judgments and opinions -- 10. Verdad and personal information -- 11. Conclusion -- 7. Backchannels as a realization of interaction -- 1. Introduction -- 2. Background -- 3. Methodology -- 4. Quantitative data on the use of Mm and Mhm in the dialogues -- 5. Functions of Mm and Mhm -- 5.1 Function as a conversational continuer -- 5.2 Mm at the beginning of an intervention -- 5.3 Mm at the end of an intervention by the same speaker -- 5.4 Function as acknowledgment of comprehension -- 5.5 Mm in answers to questions or exhortations -- 6. Conclusions -- Part II. Dialogue in public, professional, and educational contexts -- 8. Dialogue in the dynamics of political practice -- 1. Introduction -- 2. An analytical frame -- 2.1 Dialogue in political practice -- 2.2 Dialogue and dialogicity -- 2.3 Dialogue and grammar -- 2.4 Dialogue and context -- 2.5 Dialogue and interaction -- 2.6 The initial categories of discourse -- 2.7 Evaluation as a central notion. 327 $a2.8 The critical analysis of dialogue -- 3. The data and procedures -- 3.1 Changes in the dialogue and the focus of the studies -- 4. Changes in the dynamics of discourse -- 4.1 The discourse of Venezuelan presidents -- 4.2 Insult as a political strategy -- 4.3 The polarization of the press -- 4.4 The militarization of dialogue -- 4.5 The effects of polarization -- 4.6 Insults across national boundaries -- 5. Conclusions -- 9. Conflict resolution -- 1. Introduction -- 2. Theoretical framework -- 2.1 Politeness theory and socioculturally-specific politeness -- 2.2 Spanish and Mexican politeness tendencies -- 2.3 Comparative politeness studies -- 2.4 Linguistic strategies, face threatening acts, and social influences on linguistic politeness -- 2.5 Face-threatening acts -- 2.6 Social influences -- 3. Research questions -- 4. Methods -- 4.1 Participants -- 4.2 Dialogue situations -- 4.3 Procedure -- 4.4 Data analysis -- 5. Results -- 5.1 Linguistic repair strategies: Total quantitative results -- 5.2 Influence of monetary amount: Quantitative results -- 5.3 Linguistic strategies: Qualitative results -- 5.4 Findings -- 5.5 Discussion -- 6. Conclusions -- Appendix 1. Dialogue situations -- Appendix 2. Visual stimuli examples -- Appendix 3. Select examples of Spanish and Mexican data by situation -- 10. A discourse analysis of Alzheimer-type dementia in personal conversations -- 1. Introduction -- 2. Text and context: Fundamental elements of conversation -- 3. The study of language disorders in people with Alzheimer-type dementia -- 4. Conversational repair -- 5. Conversational repair in the discourse of people with Alzheimer-type dementia -- 6. Discussion of results -- 7. Conclusions -- 11. Triadic discourse -- 1. Introduction -- 2. Models of interpretation -- 3. Problems in triadic roles and relationships -- 4. A reformulation of Wadensjö's model. 327 $a5. Interpreter do's and don'ts -- 6. Application to data from court interpretation -- 7. Application to healthcare interpreting -- 8. Procedural roles by interpreters -- 9. The participatory status of the interpreter -- 10. Conclusions -- 12. Behind L2 pragmatics -- 1. Introduction -- 2. Studies on expectations and language -- 2.1 Expectations in pragmatic expression and interpretation -- 2.2 Expectations and second language learning -- 3. Research questions -- 4. Methodology of data collection -- 4.1 Participants -- 4.2 Procedures -- 5. Analysis of the results -- 5.1 Conversation 1: Amy and Paco -- 5.2 Conversation 2: Mary and Paco -- 5.3 Paco's discourse -- 6. Summary -- 7. Conclusions -- Appendix -- Conclusions and implications of studies that approach dialogue in its complexity -- 1. The studies and their placement in the continuum of dialogue -- 2. Conclusions drawn from these studies -- 3. Implications and general remarks -- References -- General index -- List of contributors -- The series Dialogue Studies. 330 $aThis study argues for expectations as a basis for L2 production/interpretation of speech acts and implicatures in talk. It examines the role of expectations in pragmatic expression/interpretation in NS-learner dialogue, and whether expectations can be used to approach L2 study. Two Spanish learners were recorded in individual interactions with an unfamiliar NS while abroad. Analysis reveals that expectations by all participants guided pragmatic expressions/interpretation. The NS was able to adjust expectations to the reality of the talk quickly while the learners delayed but did change to achieve greater communicative efficiency, including variation of speech acts, implicatures and use of pragmatic markers. These observations suggest benefits from examining various expectations to frame pragmatics use/interpretation in natural dialogue. 410 0$aDialogue studies ;$v7. 606 $aSpanish language$xDiscourse analysis 606 $aDialogue analysis 606 $aInterdisciplinary approach in education 615 0$aSpanish language$xDiscourse analysis. 615 0$aDialogue analysis. 615 0$aInterdisciplinary approach in education. 676 $a460.1/41 701 $aKoike$b Dale April$01801350 701 $aRodri?guez$b Lidia$f1941-$01801390 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966221303321 996 $aDialogue in Spanish$94346577 997 $aUNINA