By James F. Adomanis
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Extra info for A Teacher's Guide to Colonial America: A History in Documents (Pages from History)
Indeed, many researchers have been or remain language teachers who find themselves attracted to SLA research as a source of insight into the teaching/learning process. As Corder (1981, p. ' This can happen best when we know what those natural processes are. Indeed, we have found it helpful to depict the central players, processes and content in the language teaching field as a triangle. e. the target language and culture) and by knowledge of the unique group of learners with whom they are working and of the language-learning process.
There also were introspective comments since Bailey scrutinized her own experience as well. The positive qualities and the limitations of this type of study will be discussed below. 3 Non-participant observation As with its participant counterpart, researchers engaged in non-participant observation do not entertain any hypotheses at the outset of a study. As the name implies, the researchers observe activities without engaging in them directly. This 60 leaves them free to take notes and/or make tape recordings during the observation itself.
University of Illinois Press, Urbana, 111. Strevens, P (1980) Teaching English as an international language. Pergamon Press For information on national language policy, see: Olshtain, E 1985 Language policy and the classroom teacher. ) Beyond basics: issues and research in TESOL. , Rowley, Mass. ) 1980 Language planning and language teaching: essays in honor of Clifford H. Prator. English Language Services, Culver City, Calif. 48 For a discussion of the interaction between language acquisition research and populations with specific language learning needs, see: Cummins, J 1984 Bilingualism and special education: issues on assessment and pedagogy.
A Teacher's Guide to Colonial America: A History in Documents (Pages from History) by James F. Adomanis