Synthesizing research on language learning and teaching / edited by John M. Norris, Lourdes Ortega.

Format:

Book

Contributor:

Norris, John M., 1967-

Ortega, Lourdes.

Series:

Language learning and language teaching ; v. 13.

Language learning and language teaching, 1569-9471 ; v. 13

Language:

English

Subjects (All):

Second language acquisition--Research--History.

Second language acquisition.

Language and languages--Study and teaching--Research--History.

Language and languages.

Physical Description:

xiii, 349 p.

Edition:

1st ed.

Place of Publication:

Philadelphia, PA : John Benjamins, 2006.

Language Note:

English

Summary:

This volume presents the first collection of work on research synthesis in applied linguistics. It introduces readers­ ­to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a "synthetic ethic". The book then features seven empirical syntheses, each modeling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback; Instructed Pragmatics Development; and Reading Strategy Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron.

Contents:

Synthesizing Research on Language Learning and Teaching

Editorial page

Title page

LCC data

In memory of Charlie Sato

Table of contents

Contributors

Preface

References

Introduction

The value and practice of research synthesis for language learning and teaching

What is research synthesis?

Initial options and choices in research synthesis

By the numbers: Synthesizing quantitative research

Between systematicity and interpretation: Synthesizing qualitative research

How do we synthesize? The case of meta-analysis

Sampling of primary studies

Coding of primary studies

Analyzing and interpreting effects

Thinking and acting synthetically: A research ethic

Problematizing meta-analysis and ``effect''

Some implications for ethical practice

The future of research synthesis in language learning and teaching

Challenges

Immediate contributions

Research syntheses

Principles, parameters, and SLA

Principles and parameters illustrated

The three positions in the UG access problem

Discovering the operation of UG in L2 acquisition

Meta-analysis

The meta-analytical research process

Research questions

Method

Retrieval of relevant studies

Inclusion criteria for the relevant studies

Characteristics of the coding sheet

Reliability of the coding

Identification of units of analysis

Method for computing and reporting of overall effect size estimates

Expected outcomes and contributions of the study

Results

Effect size analysis

Analysis of variance by coding characteristics for the sample unit of analysis

Hypothesis analysis

Discussion

Conclusion

Notes

Appendix 1: Bibliography of excluded studies

Appendix 2: Coding sheet

Appendix 3: Coding characteristics results.

Investigating the empirical link between task-based interaction and acquisition

The literature search

Inclusion/exclusion criteria

Coding procedures and reliability

Substantive features

Methodological features

The quantitative meta-analysis

The research synthesis

Quantitative meta-analysis

Looking forward: Recommendations for future research

Acknowledgement

Appendix

The effectiveness of corrective feedback for the acquisition of L2 grammar

Feedback on oral production

Feedback on written production

Source of corrective feedback

Explicitness - implicitness

Summary and research questions

Data collection

Analysis and results: Phase 1

Analyses and results: Phase 2

Discussion and conclusion

Effects of L2 instruction on interlanguage pragmatic development

L2 pragmatics instruction: Four guiding questions

Is teaching of L2 pragmatics at all necessary?

What are effective ways to teach L2 pragmatics?

What are the outcome measures commonly employed in instructed L2 pragmatics studies, and is there a measurement method effect?

What is the appropriate length of L2 pragmatics instruction?

Study eligibility criteria

Coding of study reports

Calculation of effect sizes

Synthesis of methodological study features

Synthesis of substantive features: Design of pragmatic instruction

Research question 1: How effective is pragmatics instruction overall?

Research question 2: What is the relative effectiveness of implicit and explicit pragmatics instruction?.

Research question 3: Does type of outcome measure exhibit any systematic relationship with observed instructional effectiveness?

Research question 4: What is the relationship between the length of treatment and the effects of instruction?

Conclusions, limitations, and future research directions

Appendix 1: Journals checked manually

The effects of Explicit Reading Strategy Training on L2 reading comprehension

Theoretical motivation for the meta-analysis

Explicit Reading Strategy Training defined

The need for the present meta-analysis

Moderating variables of interest in the meta-analysis of ERST

Inclusion and exclusion criteria and literature search

Homogeneity tests

Type of ERST: Cognitive vs. metacognitive strategy training

Tests employed to measure reading comprehension

Length of study and length of treatment

Proficiency level, age, and learning context

Overall text length

Conclusion and future research

Note

Appendix A

Appendix B

A meta-synthesis of qualitative research on effective teaching practices for English Language Learners

Focus on effective teaching practices

ELLs and the importance of context

Meta-analysis and meta-synthesis in education

Methodology

Inclusion and exclusion of studies

Coding and development of study themes

Communitarian teaching practices

Protracted language events

Multiple representations designed for understanding target language

Building on prior knowledge

Corollary category: Structural obstacles to effective instruction

Closing remarks

References.

Research synthesis and historiography

Assessment of L2 proficiency in second language acquisition research 1988-1992: A liminal work of research synthesis

Revisiting assessment of L2 proficiency in second language acquisition research twelve years later

Research synthesis in relation to historiography

Commentaries

Meta-analysis, human cognition, and language learning

Meta-analysis, research synthesis, and human cognition

Meta-analysis in practice: Slips twixt cup and lip

Meta-synthesis and meta-analyses: The implications of these chapters for language learning

Meta-synthesis of meta-analyses

Acknowledgements

Some reflections on the development of (meta-analytic) synthesis in second language research

L2 grammatical development

Instructional effects

Reading instruction

Individual differences

Author index

Subject index

The series Language Learning &amp

Language Teaching.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9786612155970

9781282155978

1282155970

9789027293671

9027293678

OCLC:

237787444