應(yīng)用語(yǔ)言學(xué)中的個(gè)案研究方法

內(nèi)容概要

個(gè)案研究方法是質(zhì)性研究的重要方法之一，近年來(lái)受到越來(lái)越多研究者的關(guān)注。本書(shū)專門介紹應(yīng)用語(yǔ)言學(xué)領(lǐng)域個(gè)案研究方法的使用。
全書(shū)共六章：第一章介紹了應(yīng)用語(yǔ)言學(xué)領(lǐng)域個(gè)案研究方法的重要性及常見(jiàn)的研究角度。第二章介紹了個(gè)案研究方法的定義、起源、特征及其在應(yīng)用中的優(yōu)勢(shì)和缺陷。第三章通過(guò)實(shí)例展現(xiàn)了近30年來(lái)個(gè)案研究方法的研究主題和趨勢(shì)。第四、五章介紹了個(gè)寨研究方法的具體實(shí)施過(guò)程，包括研究設(shè)計(jì)，數(shù)據(jù)的收集、分析和解讀，以及研究評(píng)價(jià)等。第六章介紹了如何撰寫(xiě)個(gè)案研究報(bào)告。最后，本書(shū)特別增加了一個(gè)中文研究案例，以幫助國(guó)內(nèi)讀者更好地理解本方法的應(yīng)用。
本書(shū)既可作為研究生、高年級(jí)本科生學(xué)習(xí)應(yīng)用語(yǔ)言學(xué)研究方法的教材，又可作為應(yīng)用語(yǔ)言學(xué)研究者重要的參考資料。

書(shū)籍目錄

總序
導(dǎo)讀
Preface
Chapter 1 Case Study Research in Applied Linguistics
Chapter 2 Defining, Describing, and Defending Case Study
Research
Chapter 3 Examples of Case Studies in Applied
Linguistics
Chapter 4 How to Conduct Case Studies (Part 1): Research
Design, Data Collection, and Ethics
Chapter 5 How to Conduct Case Studies (Part 2): Analysis,
Interpretation, and Evaluation
Chapter 6 Writing the Case Study Repor
研究案例：外語(yǔ)教師課堂決策研究
References
Author Index
Subject Index

章節(jié)摘錄

　　but larger macrocontextualsocial，political，and cultural factors were often minimized.My study of Jimfits this characterization，as a functional analysis of his oral production（andinferred development or acquisition）of particular constructions or forms overtime，and the relationship between the elicitation tasks used in the longitudinalstudy and the types of language that were generated.Multiple perspectivesof his language development or of his settlement in Canada（e.g.，mine，histeachers’or children’S，his own，or his government case worker’s），differenttypes of data（e.g.，not only his oral language data but written production orgrammaticality judgment tasks too），and his language use across a variety ofnatural contexts（e.g.，when interacting with newspaper customers，social ser-vice workers，church members，neighbors）were not included.Furthermore，while my original publications provided some information about his historyand current situation as a new Canadian，they did not present his life history infull or his ambivalence about learning English；his shifting identities and rolesin society as a father，spouse，worker，Cambodian-Canadian，refugee，son，warveteran，and student（among others）；his issues of gaining access to Anglo-Canadian social networks and employment；his role within the Cambodian-Canadian community；or the consequences of his language learning and im-migration for his family members，both in Canada and Cambodia.That is，thesocial，cultural，political，and even economic dimensions of his life and hislanguage learning were not fully explored because linguistic issues were ofcentral concern to me and the SLA field（at that time）. 　　……

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