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Observation in Foreign Language Pedagogy Research



The paper deals with the method of observation theoretically and also analyses published studies, which used the observation method in their research. The first half of the paper introduces the method of observation, analyses different types of observation, and the roles of the observers. Qualitative (unstructured observation) and quantitative (structured observation) types of research are discussed including the ways of collecting data, and the various advantages and disadvantages. Triangulation of methods is also considered, as it is often used in studies with the observation method. Triangulation is used to improve the quality of research, especially the validity and reliability of unstructured observation. The second part of the paper deals with the particular research studies, where the method of observation was used. The studies were gathered from three journals on English language teaching: Cizí jazyky Journal, The Asian EFL Journal and Oxford ELT Journal. The aim was to map the occurrence of and types of observation methods used in the published research within the chosen journals, and to find connections between the selected studies.
... 9 A similar, although not outwardly stated, approach can be observed in Feuerstein, when he formulates the three basic principles of a good lesson: lesson significance for a learner; learnerassessed future lesson relevance; as well as teacher's and learner's shared intention in respect to the lesson just delivered (see: R. Feuerstein, Y. Rand. M. Hoffman & R. Miller, (1980), Instrumental Enrichment, Glenview, Ill : Scott Foresman; M. Williams & R. Burden (2005), Psychology for Language Teachers, Cambridge : Cambridge University Press)10 An interesting opinion on the topic can be found in the analysis of the experiment carried out byReid (2012) in:(Pokrivčakova, 2012) ...
The paper is basically a meta-analysis of the topic indicated in the title. It expounds the notion of context as an integral component in the process of teaching communication. In making an attempt to comprehend and subsequently produce a message, inevitably, it is the cohesive grasp of context that determines the rate of success in attempts to organize and sketch the process of communication one is about to take part in. Taking into account the theories offered by Cummins (1984b/2008), as well as the critical analysis offered by Baker (1996) and Song (2010), this paper indicates both the function context performs in the process of interaction organization and the position it is usually ascribed in FL education. Finally, an attempt to analyse, explain and briefly summarize the importance of appropriate FL teaching methods and presentation of context to foreign language learners is discussed.
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