Researching Language Teacher Cognition and Practice

This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading expert in teacher cognition, as well as eight case studies by new researchers, accompanied by commentaries by internationally known researchers.

This book presents a novel approach to discussing how to research language teacher cognition and practice. An introductory chapter by the editors and an overview of the research field by Simon Borg precede eight case studies written by new researchers, each of which focuses on one approach to collecting data. These approaches range from questionnaires and focus groups to think aloud, stimulated recall, and oral reflective journals. Each case study is commented on by a leading expert in the field - JD Brown, Martin Bygate, Donald Freeman, Alan Maley, Jerry Gebhard, Thomas Farrell, Susan Gass, and Jill Burton. Readers are encouraged to enter the conversation by reflecting on a set of questions and tasks in each chapter.

Foreword - Viv Edwards Introduction - Roger Barnard and Anne Burns Methodological Analysis - Simon Borg Ch 1: Questionnaire Case study: Judy Ng Commentary: J.D. Brown Ch 2: Narrative Frames Case study: Nguyen Gia Viet Commentary: Martin Bygate Ch 3: Focus Groups Case study: Andrew Gladman Commentary: Donald Freeman Ch 4: Interview Case study: Le Van Canh Commentary: Alan Maley Ch 5: Observation Case study: Simon Humphries Commentary: Jerry Gebhard Ch 6: Think Aloud Case study: Jinrui Li Commentary: Thomas Farrell Ch 7: Stimulated Recall Case study: Jonathon Ryan Commentary: Susan Gass Ch 8: Oral Reflective Journals Case study: Jenny Field Commentary: Jill Burton Final Thoughts - Anne Burns and Roger Barnard