An investigation of the introduction of action research in English language classrooms and the barriers to its use
Başlık çevirisi mevcut değil.
- Tez No: 400783
- Danışmanlar: DR. ROB MCBRIDE, PROF. MAGGIE MACLURE
- Tez Türü: Doktora
- Konular: Dilbilim, İngiliz Dili ve Edebiyatı, Linguistics, English Linguistics and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2001
- Dil: İngilizce
- Üniversite: University of East Anglia
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 365
Özet
Özet yok.
Özet (Çeviri)
The thesis explores the possibilities and problems of introducing action research within the context of English Language teaching in Turkey. It critically reviews the literature on theory and practice in action research, and attempts to answer the question of how such an approach might be implemented in Turkey, given that action research originated in countries and context with very different educational and political cultures. At the heart of the thesis is small-scale action research which involved seven English lAnguage teachers in three schools in Ordu, Turkey. In collobaration with the author, as `external? researcher/facilitator, these teachers attempted to introduce innovations in one aspect of their practice - ie vocabulary teaching. While this clasroom study is of some interest in its own right, the thesis focuses on the insights which it offers into the possibilities and barriers to the implementation of action research in the Turkish context. The thesis therefore contains one action research project `embedded? in another. Following the distinction made in the action research literature, it can be considered as an instance both of `first order action research? (FOAR), and `second order action research? (SOAR). It is a first order study in that I was a reflective researcher-practitioner, working through the cycles of an action model in order to address general questions concerning the possibilities of introducing action research in Turkey. Thus I progressed through the stages of an action cycle - formulating problems, trying out solutions, evaluating outcomes etc. However, since one of my solutions was itself an action research study - ie the classroom study of vocabulary teaching - this latter study can be considered an instance of second order research (SOAR), since I analyse and comment upon the innovations carried out by other practioners. The thesis is organised into four major parts. Part One is introductory and introduces the study, its objectives, the rationale and the self-reflection of myself as author. Part Two is primarily theoretical. It provides a critical review and comparison of different models of action research, and attempts to reconcile these with contemporary theories of language teaching. The cultural and contextual conditions of education in Turkey are also discussed. Part Three is implementational and illustrates the procedures and strategies involved in implementing the classroom study, involving the action cycles and action plans followed by the teachers. Part Four is analytical. It provides an analysis of the empirical data collected during the classroom study and a discussion of the issues which emerged. The final part of Part Four discusses the general implications of the study for the future develepment of action research in Turkey.
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