MET Unit 1 Part 1.doc - MethodologyModule Unit1 Unit2 Unit3...

Info icon This preview shows pages 1–4. Sign up to view the full content.

View Full Document Right Arrow Icon
Methodology Module Unit 1 Methodology and Action Research Unit 2 Communicative Language Teaching Unit 3 Grammar Teaching in the Classroom Unit 4 Phonology and Discourse Intonation Unit 5 Task-based learning, Interaction and Integration Unit 6 Readers Unit 7 Listeners Unit 8 Speakers Unit 9 Writers Unit 10 ESP Applications  
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Unit 1   Methodology and Action Research Goals By the end of this unit you should be able to: Establish a link between your personal methodology and action research possibilities. Differentiate between key terms, especially  method  and  methodology . compare different models of Action Research and have a clear idea of possible steps and stages. Core Reading Burns,   A.   2009.   Doing   Action   Research   in   English   Language   Teaching.   New York:Routledge. Kumaravadivelu, B. 2001. Toward a Postmethod Pedagogy.  TESOL Quarterly 35(4) 537 - 560 Prabhu, N.  1990.  There is no best method - Why?  TESOL Quarterly,            24/2:161-176.  McKay,   S.L.   2002.   Teaching   English   as   an   International   Language.   Oxford University Press Recommended Reading Allwright, D. and Bailey, K. 1991.  Focus on the language classroom: an   introduction to classroom research for language teachers . Cambridge: Cambridge University Press. Altrichter, H., Posch, P. and Somekh, B. (1993)  Teachers investigate their work: an introduction to the methods of action research.  London: Routledge. Bell, D. M. 2003.  Method and Postmethod: Are They Really So Incompatible ? TESOL Quarterly, 37/2:325-336 Bailey,   K.   and   Nunan,   D.   (eds.)   (1996)   Voices   from   the   language   classroom: Qualitative   research   in   second   language   education .   Cambridge:   Cambridge University Press.
Image of page 2
Brown, H. D. 2000.  Principles of Language Learning and Teaching.  White Plains, N.Y.: Addison Wesley Longman. Burns,   A.   1999.   Collaborative   action   research   for   English   language   teachers . Cambridge: Cambridge University Press. Burns, A. 2005. Action Research: an evolving paradigm?  Language Teaching 38: 57-78 Cohen, L. and Manion, L. 1985.  Research methods in education . London: Croom Helm. Crookes,   G.   1993.   Action   research   for   second   language   teachers.   Applied Linguistics,  14 (2): 130-144  Edge,   J.   and   Richards,   K.   1993.   Teachers   Develop   Teachers   Research .   Oxford: Heinemann (esp. Somekh, Nunan & Allwright). (available on Blackboard). Edge, J. (ed.) (2001 ) Action research: case studies in TESOL practice . Alexandria, VA: TESOL Inc.
Image of page 3

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 4
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern