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Second language writing / Barbara Kroll
Titre : Second language writing : research insights for the classroom Type de document : texte imprimé Auteurs : Barbara Kroll, Auteur Editeur : Cambridge [England] ; New York : Cambridge University Press Année de publication : 1990 Importance : (IX-246 p.) Présentation : ill. Format : 24 cm ISBN/ISSN/EAN : 978-0-521-38778-1 Note générale : Notes bibliogr. Index Langues : Anglais (eng) Mots-clés : English language Study and teaching Foreign speakers Composition and exercises Research Report writing Study and teaching. Résumé : The teaching of writing has become an area of increased interest and importance for teachers of second and foreign languages as well as educational researchers. This comprehensive collection covers the major issues writing teachers face in setting agendas for teaching writing to non-native speakers. The thirteen original articles, written by recognized scholars in the field, present original research studies, both qualitative and quantitative, and practical applications for the classroom teacher. The topics covered include the composing process of second language writers, variables in second language writing performance, teacher response to student writing and student processing of feedback, writing assessment, and the reading/writing connection. The book further provides a historical view of the evolution in approaches to the teaching of second language writing and a coherent view of current approaches and issues. Second Language Writing is addressed to second and foreign language teachers, teachers in training, graduate students in education and applied linguistics, educational researchers, and other educators concerned with the teaching of writing. Second language writing : research insights for the classroom [texte imprimé] / Barbara Kroll, Auteur . - [S.l.] : Cambridge [England] ; New York : Cambridge University Press, 1990 . - (IX-246 p.) : ill. ; 24 cm.
ISBN : 978-0-521-38778-1
Notes bibliogr. Index
Langues : Anglais (eng)
Mots-clés : English language Study and teaching Foreign speakers Composition and exercises Research Report writing Study and teaching. Résumé : The teaching of writing has become an area of increased interest and importance for teachers of second and foreign languages as well as educational researchers. This comprehensive collection covers the major issues writing teachers face in setting agendas for teaching writing to non-native speakers. The thirteen original articles, written by recognized scholars in the field, present original research studies, both qualitative and quantitative, and practical applications for the classroom teacher. The topics covered include the composing process of second language writers, variables in second language writing performance, teacher response to student writing and student processing of feedback, writing assessment, and the reading/writing connection. The book further provides a historical view of the evolution in approaches to the teaching of second language writing and a coherent view of current approaches and issues. Second Language Writing is addressed to second and foreign language teachers, teachers in training, graduate students in education and applied linguistics, educational researchers, and other educators concerned with the teaching of writing. Réservation
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Code-barres Cote Support Localisation Section Disponibilité FLE-18152 428-44.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible How to do your research project / Gary Thomas
Titre : How to do your research project : a guide for students in education and applied social sciences Type de document : texte imprimé Auteurs : Gary Thomas, Auteur Mention d'édition : 2ème édition Année de publication : 2013 Importance : (XIX-307 p.) Présentation : ill. Format : 25 cm ISBN/ISSN/EAN : 978-1-4462-5887-3 Note générale : Notes bibliogr. Bibliogr. p. [297]-301. Index Langues : Anglais (eng) Mots-clés : Education Research Methodology Social sciences Research. Résumé : Direct, informative and accessible the new edition of Gary Thomas's bestselling title is essential reading for anyone doing a research project.
Packed full of relevant advice and real world examples the book guides you through the complete research process. Using refreshingly jargon-free language and anecdotal evidence it is a witty, easy to follow introduction that will answer your questions, set out best practice and walk you through every stage of your project step-by-step.
It covers:
- How to choose your research question
- Project management and study skills
- Doing an effective literature review
- Methodology, theory and research design
- Design frames
- Ethics and access
- Tools for data collection
- Effective data analysis
- Discussing findings, concluding and writing up
The expanded, insightfully redesigned second edition has a fully integrated companion website including student worksheets, annotated examples and links to SAGE Journals.
Gary Thomas also has an exciting new video in which he explains what’s new to this Second Edition.
This popular book is ideal for anyone undertaking a research project in the applied social sciences.How to do your research project : a guide for students in education and applied social sciences [texte imprimé] / Gary Thomas, Auteur . - 2ème édition . - 2013 . - (XIX-307 p.) : ill. ; 25 cm.
ISBN : 978-1-4462-5887-3
Notes bibliogr. Bibliogr. p. [297]-301. Index
Langues : Anglais (eng)
Mots-clés : Education Research Methodology Social sciences Research. Résumé : Direct, informative and accessible the new edition of Gary Thomas's bestselling title is essential reading for anyone doing a research project.
Packed full of relevant advice and real world examples the book guides you through the complete research process. Using refreshingly jargon-free language and anecdotal evidence it is a witty, easy to follow introduction that will answer your questions, set out best practice and walk you through every stage of your project step-by-step.
It covers:
- How to choose your research question
- Project management and study skills
- Doing an effective literature review
- Methodology, theory and research design
- Design frames
- Ethics and access
- Tools for data collection
- Effective data analysis
- Discussing findings, concluding and writing up
The expanded, insightfully redesigned second edition has a fully integrated companion website including student worksheets, annotated examples and links to SAGE Journals.
Gary Thomas also has an exciting new video in which he explains what’s new to this Second Edition.
This popular book is ideal for anyone undertaking a research project in the applied social sciences.Réservation
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Code-barres Cote Support Localisation Section Disponibilité FLE-18628 428-186.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18629 428-186.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Applied cognitive research in K-3 classrooms / S. Kenneth Thurman
Titre : Applied cognitive research in K-3 classrooms Type de document : texte imprimé Auteurs : S. Kenneth Thurman, Auteur ; Catherine A. Fiorello, Auteur Editeur : New York ; London : Routledge Année de publication : 2008 Importance : 308 p. Format : 24 cm ISBN/ISSN/EAN : 978-0-8058-5822-8 Note générale : Notes bibliogr. Index Langues : Anglais (eng) Mots-clés : Early childhood education Research Cognition in children. Résumé : This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning.
The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites: researchers must attend to the ecological validity of their studies, universities must incorporate the results of research into their pre-professional training programs, and schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-3 Classrooms contributes strongly to these goals, not only by providing researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.Applied cognitive research in K-3 classrooms [texte imprimé] / S. Kenneth Thurman, Auteur ; Catherine A. Fiorello, Auteur . - [S.l.] : New York ; London : Routledge, 2008 . - 308 p. ; 24 cm.
ISBN : 978-0-8058-5822-8
Notes bibliogr. Index
Langues : Anglais (eng)
Mots-clés : Early childhood education Research Cognition in children. Résumé : This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning.
The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites: researchers must attend to the ecological validity of their studies, universities must incorporate the results of research into their pre-professional training programs, and schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-3 Classrooms contributes strongly to these goals, not only by providing researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.Réservation
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Code-barres Cote Support Localisation Section Disponibilité FLE-18267 428-85.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18268 428-85.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Teacher research in language teaching / Simon Borg
Titre : Teacher research in language teaching : a critical analysis Type de document : texte imprimé Auteurs : Simon Borg, Auteur Editeur : Cambridge ; New York ; Melbourne [etc.] : Cambridge University Press Année de publication : 2013 Importance : (253 p.) Format : 23 cm ISBN/ISSN/EAN : 978-0-521-15263-1 Note générale : Bibliographie, 18 p. Index.
Langues : Anglais (eng) Mots-clés : English teachers Training of Research Methodology English language Study and teaching (Higher) Foreign speakers Methods. Résumé : Based on original research, this book explores the fundamental relationship between research and practice in English language teaching. Teacher Research in Language Teaching uses empirical evidence taken from an international survey of over 1,700 teachers and educational managers, over a period of six years. It examines their views of research, whether they read ELT research, and whether they do their own research. The author goes on to explore the process which teachers go through in learning to do research, and the research cultures within teaching institutions. The book concludes with a review of the key findings to emerge from the research and a discussion of strategies through which language teacher research engagement can be promoted more productively.
Teacher research in language teaching : a critical analysis [texte imprimé] / Simon Borg, Auteur . - [S.l.] : Cambridge ; New York ; Melbourne [etc.] : Cambridge University Press, 2013 . - (253 p.) ; 23 cm.
ISBN : 978-0-521-15263-1
Bibliographie, 18 p. Index.
Langues : Anglais (eng)
Mots-clés : English teachers Training of Research Methodology English language Study and teaching (Higher) Foreign speakers Methods. Résumé : Based on original research, this book explores the fundamental relationship between research and practice in English language teaching. Teacher Research in Language Teaching uses empirical evidence taken from an international survey of over 1,700 teachers and educational managers, over a period of six years. It examines their views of research, whether they read ELT research, and whether they do their own research. The author goes on to explore the process which teachers go through in learning to do research, and the research cultures within teaching institutions. The book concludes with a review of the key findings to emerge from the research and a discussion of strategies through which language teacher research engagement can be promoted more productively.
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Code-barres Cote Support Localisation Section Disponibilité FLE-18716 428-224.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18717 428-224.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible