Titlebook: Classroom-Oriented Research; Reconciling Theory a Miros?aw Pawlak Book 2016 Springer International Publishing Switzerland 2016 Classroom-or

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Methodological and Ethical Issues in Research Interviewing with a Multicultural Group of University . The paper will throw light on how to minimize the effects of language barriers on interview reliability, how to encourage students to express not only positive, but also negative opinions, and how to deal with cultural specificities, such as the Chinese emphasis on extreme politeness. This paper a

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Reconciling SLA Theories with Classroom Practice: Designing a Principled Eclectic Bridgeaxis and . axis—encouraging theoretical pluralism, yet preventing its unconstrained growth and potential incoherence. The theoretical discussion is related to the hands-on experience of designing activities for a content and language integrated learning (CLIL) course, where an attempt has been made

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Walid EL Ahmar,Jean-Fran?ois Jullienve methodologies, the birth of the grounded theory and the conflict between paradigms up to the present paradigm shift. In the second part, research paradigms in applied linguistics and language teaching are discussed with emphasis on examples of early qualitative and mixed research types. In the fi

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X-Ray Methods for Measuring Residual StressTC in English and a number of individual and contextual variables which can be seen as its antecedents, such as communication confidence, learner beliefs, classroom environment, international posture, ideal L2 self, and ought-to L2 self. More specifically, it sought to establish the psychometric pro

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Residual Stress and Stress Relaxationignon, .; Skehan, .) and that pronunciation anxiety (PA) appears to be significantly related to students’ willingness to communicate in the FL classroom (Baran-?ucarz, .). The present paper has three major aims. First of all, it presents a working model of PA, whose underlying subcomponents are pron

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https://doi.org/10.1007/978-94-011-1787-6. The paper will throw light on how to minimize the effects of language barriers on interview reliability, how to encourage students to express not only positive, but also negative opinions, and how to deal with cultural specificities, such as the Chinese emphasis on extreme politeness. This paper a