Unit I
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Contents
| Thread title | Replies | Last modified |
|---|---|---|
| Getting started | 2 | 03:06, 22 September 2010 |
| Examples of qualitative research | 1 | 03:00, 18 September 2010 |
| Examples of qualitative research | 0 | 02:58, 18 August 2010 |
| How will you determine your audience? | 0 | 01:52, 9 August 2010 |
| How would you define a complete idea, thought, or opinion? | 0 | 01:16, 9 August 2010 |
| What do you know and how do you know it? | 0 | 01:15, 9 August 2010 |
- Once you have created an account in WE add a user page boilerplate to your user page. Include a section that includes the following:
- List at least 10 research questions related to applied linguistics
- My idea job would be...
- As an English language learner, my greatest challenges when conducting qualitative research are...
- Add your name to the main page.
- Click the discussion tab above and answer the discussion question.
1.What kind of methods exist in language teaching? 2.Is a university teacher uses methods? 3.What methods a university teacher uses in a classroom? 4.Are traditional methods still used by a university teacher? 5.Which is the best method to teach, modern or traditional? 6.Is the student able to recognize if the teacher is usin a traditional or a modern method in the learning process? 7.Which methodology has more impact in the student? 8.How the teacher implements the different methods? 9.Is there a method that involves both methodologies? 10.How the teacher considers himself, modern or traditional? --Marco gallegos 20:29, 17 September 2010 (UTC)
How do students communicate with teachers in ways that impact a change in teaching and learning methodology and/or techniques?
What changes in teaching techniques occur after students communicate a need for a different teaching approach?
How do teacher and student perspectives relate to the change in teaching approach?
Case study reference: Flessa Joseph, Gallager-Mackay K., Ciufetelli Parker Darlene. (2010). “Good steady process” success stories from Ontario elementary schools in challenging circumstances. Canadian journal of educational administration and policy. 101.
Ethnography reference: Caskey M. Micky, Brinegar Kathleen. (2010). “I’m feel like I’m safe again:” a discussion of middle grades organizational structures from the perspective of immigrant youth and their teachers. RMLE Online. 33.
Grounded Theory reference: Ottarsdottir Unnur, Reykjavik, Iceland. (2010). Writing-images. Art therapy: Journal of the American art therapy association. 21 (1). 32-39.
Narrative reference: Parry Becky. (2010). Moving stories: exploring children’s uses of media in their story telling and the implications for teaching about narrative in schools. English teaching: practice and critique. 9 (1). 58-72.
Phenomenology reference: Beebe Ronald, Vonderwell Selma, Boboc Marius. (2010). Emerging patterns in transferring assessment practices from f2f to online environments. Electronic journal of e-learning. 8 (1). 1-12.
