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List of Boxes, Extracts, Figures and Tables | p. xii |
List of Tasks and Study Strategies | p. xvi |
Acknowledgements | p. xvii |
Introduction | p. xix |
Research and Teachers of English to Speakers of Other Languages (TESOL) | p. xix |
Structure | p. xxi |
Approach | p. xxii |
Three points of orientation | p. xxiv |
A note on personal pronouns and terminology used | p. xxiv |
An outline of topics, chapters and levels | p. xxv |
The Nature of Qualitative Inquiry | p. 1 |
Preview | p. 1 |
The Inquiring Mind | p. 2 |
What is research? | p. 2 |
Qualitative research | p. 6 |
Working within a Tradition | p. 12 |
Seven core traditions | p. 13 |
Ethnography | p. 14 |
Grounded theory | p. 16 |
Phenomenology | p. 18 |
Case study | p. 20 |
Life history | p. 22 |
Action research | p. 24 |
Conversation analysis | p. 26 |
Conclusion | p. 28 |
Paradigmatic Choices | p. 28 |
Getting below the surface | p. 29 |
Paradigms | p. 32 |
Ontology and epistemology | p. 33 |
Qualitative paradigms | p. 36 |
Different plots | p. 40 |
Reading Guide | p. 41 |
Interviewing | p. 47 |
Preview | p. 47 |
Learning How to Listen | p. 48 |
Introduction | p. 48 |
The qualitative interview | p. 50 |
Interview types | p. 51 |
Interview techniques | p. 53 |
Evaluating the interview | p. 58 |
Conclusion | p. 61 |
The missing dimension | p. 62 |
Issues of Structure | p. 64 |
Structure or straitjacket? | p. 64 |
Setting up and conducting the interview | p. 65 |
Developing an interview guide | p. 69 |
Elicitation techniques | p. 71 |
Conclusion | p. 74 |
Well if you'd told me it was an interview... | p. 74 |
Aspects of Analysis | p. 79 |
Interviews and representation | p. 79 |
Analysis in talk | p. 80 |
Analysis of talk: transcription | p. 81 |
Analysis of talk: technique | p. 84 |
Analysis of talk: relationships and accounts | p. 86 |
Outcomes of talk: analysis and interpretation | p. 90 |
You can tell me...(I'm a researcher) | p. 93 |
Skills Development | p. 97 |
Reading Guide | p. 101 |
Observation | p. 104 |
Preview | p. 104 |
Learning to See | p. 105 |
Access and ethics | p. 107 |
Just looking | p. 109 |
A sense of place | p. 111 |
The inhabitants | p. 113 |
Note taking | p. 115 |
Whose topic? | p. 117 |
Participant Observation | p. 119 |
Access and entry | p. 120 |
A structure for observations | p. 129 |
Strategies for observing | p. 133 |
Note taking | p. 135 |
Ethics | p. 139 |
Conclusion | p. 141 |
Adequate description | p. 141 |
Structured Observation | p. 144 |
The hidden dangers of closed observation | p. 145 |
Standard observation schedules | p. 149 |
Deciding whether to use structured observation | p. 150 |
Working up a schedule | p. 150 |
Some practical problems | p. 156 |
Calculating inter-observer agreement | p. 157 |
Describing activities | p. 160 |
Skills Development | p. 166 |
Reading Guide | p. 169 |
Collecting and Analysing Spoken Interaction | p. 172 |
Preview | p. 172 |
Getting Started | p. 174 |
How to make successful recordings | p. 175 |
Listening to find a focus | p. 180 |
Basic transcription | p. 181 |
An introduction to analysis | p. 184 |
Giving instructions | p. 188 |
Developing an Analysis | p. 191 |
Approaches to analysis | p. 191 |
Dealing with sequences | p. 192 |
Looking for patterns | p. 195 |
Producing an adequate transcription | p. 198 |
Questions and answers | p. 205 |
Different Approaches to Analysis | p. 208 |
Introduction | p. 208 |
Introducing a complaint | p. 209 |
Conversation analysis | p. 212 |
Interactional sociolinguistics | p. 213 |
Critical discourse analysis | p. 216 |
The discourse palette | p. 220 |
Transcription Conventions | p. 224 |
Skills Development | p. 224 |
Reading Guide | p. 227 |
Planning a Project | p. 231 |
Preview | p. 231 |
The Personal Project | p. 232 |
Reflecting on practice | p. 232 |
Formulating a question | p. 233 |
Deciding on a response | p. 235 |
Making a plan | p. 235 |
Making it happen | p. 236 |
An action research project | p. 236 |
Resources for Project Planning | p. 239 |
Fixing a topic | p. 239 |
From research topic to research question | p. 242 |
Dealing with the literature: getting to know a tradition | p. 245 |
Design issues | p. 249 |
Forms of writing | p. 251 |
Wider Engagement | p. 255 |
Responding to complexity | p. 255 |
Participatory dimensions | p. 256 |
Providing leadership | p. 258 |
Connecting with theory | p. 259 |
Reading Guide | p. 260 |
Analysis and Representation | p. 263 |
Preview | p. 263 |
Discovery | p. 264 |
What counts as evidence? | p. 264 |
General and particular | p. 265 |
Resonance | p. 265 |
Going public | p. 266 |
Evaluating contributions | p. 267 |
Analysis | p. 268 |
Data and analysis | p. 268 |
Categorisation and coding | p. 273 |
Techniques for seeing and representing | p. 277 |
Building a picture | p. 279 |
Assessing claims | p. 282 |
Interpretation | p. 284 |
Reliability and validity | p. 284 |
Developing the model | p. 285 |
Alternative formulations | p. 286 |
Validity checks | p. 287 |
Generalisability | p. 287 |
Connecting with theory | p. 290 |
Writing and representation | p. 291 |
Judging qualitative inquiry | p. 292 |
Reading Guide | p. 295 |
Epilogue: Qualitative Inquiry and Teaching | p. 297 |
Recognition of complexity | p. 297 |
Respect for difference | p. 298 |
References | p. 301 |
Index | p. 317 |
Table of Contents provided by Ingram. All Rights Reserved. |
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Graduate and professional TESOL students will welcome this research methods textbook for undertaking qualitative, naturalistic and action research projects. Uniquely, the book offers a three-level structured progression, suited both to novice and intermediate students with a focus on development as classroom teachers of English, and to advanced students engaged in academic research work in applied linguistics. Every chapter is structured to develop the important skills for undertaking QI in a rigorous and serious way, at whatever level is appropriate for the reader's purpose. The book is both scholarly in approach and written in an engagingly direct and clear style.
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