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The International Research Foundation for English Language Education LANGUAGE CLASSROOM RESEARCH: SELECTED REFERENCES (last updated 25 July 2011) Allen, P. J., Fröhlich, M., & Spada, N. (1984). The communicative orientation of second language teaching. In J. Handscombe, R. Orem, & B. Taylor (Eds.), On TESOL ’83: The question of control (pp. 231–252). Washington, DC: TESOL. Allwright, D. (1983). Classroom-centered research on language teaching and learning: A brief historical overview. TESOL Quarterly, 17 (2), 191-204. Allwright, D. (1988). Observation in the language classroom . New York: Longman. Allwright, D. (1997). Quality and sustainability in teacher-research. TESOL Quarterly , 31 (2), 368-370. Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7, 113–141. Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal , 89 (3), 353–363. Allwright, D., & Bailey, K.M. (1991). Focus on the classroom: An introduction to classroom research for language teachers . Cambridge: Cambridge University Press. Allwright, D., & Lenzuen, R. (1997). Exploring practice: Work at the Cultura Inglesa, Rio de Janeiro, Brazil. Language Teaching Research , 1 (1), 71-79. Allwright, R. L. (1980). Turns, topics, and tasks: Patterns of participation in language learning and teaching. In D. Larsen-Freeman (Ed.), Discourse analyses in second language research (pp. 165–187). Rowley, MA: Newbury House. Appel, J. (1995). Diary of a language teacher. Oxford: Heinemann English Language Teaching. Bailey, K.M. (1983). Some illustrations of Murphy's Law from classroom centered research on language use. TESOL Newsletter , 17 (4), August. Reprinted in J.F. Haskell (Ed.), Selected articles from the TESOL Newsletter, 1966-1983 (81- 85).Washington, DC: TESOL. Bailey, K.M. (1998). Approaches to empirical research in instructional language settings. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 75-104). New York: Modern Language Association of America. 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: / Email: [email protected] 1
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The International Research Foundation for English Language Education Bailey, K.M. (2001). Action research, teacher research, and classroom research in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3 rd ed.) (pp. 489-498). Boston: Heinle and Heinle. Bailey, K.M. (2005). Looking back down the road: A recent history of language classroom research. Review of Applied Linguistics in China: Issues in Language Learning and Teaching , 1 , 6-47. Bailey, K.M., & Nunan, D. (Eds.). (1996). Voices from the language classroom: Qualitative research on language education . New York: Cambridge University Press. Bailey, K.M., Omaggio-Hadley, A., Magnan, S.S., & Swaffer, J. (1991). Research in the 1990’s: Focus on theory building, instructional innovation, and collaboration . Foreign Language Annals, 24 (2), 89-100.
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  • Winter '18
  • English, The Land, Language education, Second language acquisition, Teaching English as a foreign language, English Language Education

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