Kathleen M. Bailey

Foreign Teaching Assistants at U.S. Universities: Problems in Interaction and Communication

occurred) and a for item two (indicating that they believed that it had). However, several of the students found the first sentence to be ambiguous and interpreted it in a way different from what had been anticipated. In the class discussion following the test, they explained that they had inferred that Mary was dead-killed by someone, but not by Tom. That is, by placing contrastive stress on Tom in their reading, rather than reading it as unmarked, they identified an interpretation that had not been previously considered. As this example illustrates, there are advantages to be found in using testing techniques for instructional purposes. Requiring students to make conscious choices, as they had to in this testing format, made it possible to discover and identify problems, ambiguities, and alternative interpretations which might otherwise have gone undetected.

GENRE IN THE CLASSROOM: MULTIPLE PERSPECTIVES

GENRE IN THE CLASSROOM: MULTIPLE PERSPECTIVES. Ann M. Johns (Ed.) . Mahwah, NJ: Erlbaum, 2002. Pp. ii + 350.

STIMULATED RECALL METHODOLOGY IN SECOND LANGUAGE RESEARCH . Susan M. Gass and Alison Mackey . Mahwah, NJ: Erlbaum, 2000. Pp. xiii + 177.

32.50 paper. This book provides an excellent introduction to recent developments in genre analysis and related pedagogies. Although it assumes some background knowledge of applied linguistics and genre studies, the volume should be of interest to writing researchers as well as professors who teach the teaching of writing and other courses dealing with genre-related issues. The book is also suitable for any serious Masters or doctoral student with an interest in genre issues, whether for the purposes of scholarly investigation, teaching, or both.

39.95 cloth,

Stimulated recall is an introspective data-collection procedure in which some “tangible . . . reminder of an event [stimulates] recall of the mental processes in operation during the event itself” (p. 17). The reminders may consist of audio or video recordings, transcriptions, an observers fieldnotes about the event, and so on.

18.50 paper.

Introduction The Substance of the Study Framing the Research Question How To Conduct the Study Designing the Research Data Collection Methods Recording, Managing, and Analyzing Data Managing Time and Resources Defending the Value and Logic of Qualitative Research

Designing Qualitative Research

Considerable research has gone on in recent years into exactly what happens in the language classroom - what and how learners learn, what teachers actually do, and what kind of events take place. Sometimes the findings show that what happens is not what is expected when lessons are being prepared and taught. Allwright and Bailey set out to define the aims, principles, and objectives of classroom research, to describe the findings and relate these to teaching practice. All teachers will find much that they can relate to their classrooms. It contains points to discuss, suggestions for further reading, and mini-projects, all of which can either be carried out by the individual reader or by teachers working in groups.