Book contents
- Frontmatter
- Contents
- List of tables and figures
- Series editors' preface
- Preface
- 1 Major issues in second language classroom research
- 2 Classroom research methods
- 3 Teacher talk in second language classrooms
- 4 Learner behavior in second language classrooms
- 5 Teacher and student interaction in second language classrooms
- 6 Learning outcomes
- 7 Directions for research and teaching
- References
- Index
Series editors' preface
Published online by Cambridge University Press: 05 October 2012
- Frontmatter
- Contents
- List of tables and figures
- Series editors' preface
- Preface
- 1 Major issues in second language classroom research
- 2 Classroom research methods
- 3 Teacher talk in second language classrooms
- 4 Learner behavior in second language classrooms
- 5 Teacher and student interaction in second language classrooms
- 6 Learning outcomes
- 7 Directions for research and teaching
- References
- Index
Summary
The Gambridge Applied Linguistics Series (CALS) provides a forum for the best new work in applied linguistics by those in the field who are able to relate theory, research, and teaching practice. Craig Chaudron's book fulfills this criterion admirably.
Classroom-centered research has already contributed a great deal to our understanding of what actually goes on in second language classrooms, as opposed to what we sometimes think goes on or are told should go on. In Second Language Classrooms: Research on Teaching and Learning, Chaudron offers a comprehensive overview and synthesis of theory and research on foreign and second language classroom processes. He summarizes the results of numerous studies of teacher and student classroom behaviors and teacher-student interaction, and looks at how such behavior affects language learning. Also included are conclusions drawn from his own work on teacher speech, error correction, and classroom discourse.
Many gaps remain in our knowledge of the relationship between language learning and what goes on in the classroom, and Chaudron therefore offers methodological suggestions for future studies. We hope that readers of this book will be inspired to initiate research that will fill in these gaps and enhance our knowledge of how language is learned.
- Type
- Chapter
- Information
- Second Language ClassroomsResearch on Teaching and Learning, pp. xiii - xivPublisher: Cambridge University PressPrint publication year: 1988