Telling a Research Story: Writing a Literature Review is concerned with the writing of a literature review and is not designed to address any of the preliminary processes leading up to the actual writing of the literature review. This volume represents a revision and expansion of the material on writing literature reviews that appeared in English in Today's Research World. This volume progresses from general to specific issues in the writing of literature reviews. It opens with some orientations that raise awareness of the issues that surround the telling of a research story. Issues of structure and matters of language, style, and rhetoric are then discussed. Sections on metadiscourse, citation, and paraphrasing and summarizing are included.

The current thrust in the field of education is to improve teachers’ understanding of how research on best practices can improve student learning. The field of world language education introduces a double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns with national expectations for developing students’ language and intercultural abilities for success in the global workplace, yet in schools across America, all K-12 students do not have the opportunity to study languages, even though research supports their astonishing facility for acquisition. Schools and teachers without resources, including time to investigate and implement evidence-based best practices, are ultimately held accountable for student performance. If world language teachers are to advocate for languages, they must use their expertise and share evidence of their students’ progress. The American Council on the Teaching of Foreign Languages (ACTFL) recently began development of a national research priorities agenda for grades preK-16. Action research, which is classroom-centered and inquiry-based, can contribute to our profession’s efforts, as it helps us to increase awareness of the critical need for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering deeply meaningful insights into their students’ progress that they can share with others. Teacher-researchers investigate innovative approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies. Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as evidence of what all kinds of students can do in languages. At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to contribute, particularly for preservice teachers who are shaping their views and understanding about world language instruction and the connections between research and best practices. The book includes four studies conducted by preservice teachers during their student teaching internships in North Carolina public schools. The editor hopes that their work and observations will inspire and assist world language educators at all stages of their careers.

Written in a detailed and fascinating manner, this book is ideal for general readers interested in the English language.

An encyclopedia designed especially to meet the needs of elementary, junior high, and senior high school students.

This volume of specially commissioned articles examines theory and practice in EAP.

"Volume 3 of the revised and expanded edition of English in today's research world"--T.p.

The pressure on graduate students and new PhDs to publish their work continues to grow with writing and publishing considered an important measure of career success within the academy. There is, however, more to the process of getting published than those who are new to the process initially realize. The aim of this guide is to clarify the process and offer advice. Getting Published in Academic Journals is written for graduate students and newly graduated PhDs who want to publish their research in peer-reviewed academic journals. Getting Published in Academic Journals draws on the experiences of the authors as editors of peer-reviewed journals, as teachers of writing-for-publication courses and workshops, as researchers of the scholarly publication process, as reviewers of hundreds of articles, and as published authors. The book is written to be used in courses and workshops on publishing, as a supplement to the books in the revised and updated English in Today's Research World (Swales & Feak) series, and as a stand-alone guide for academic writers working independently. Book jacket.

Social Research Methods by Example sharpens students understanding of the research process and the essential research methods and tools that researchers use to perform their work on the cutting edge of the social sciences. The text is broken up into three major sections; the first provides a foundation for conducting research and forming a research question, executing an ethical approach, and drawing upon relevant theories and literature. The second provides a fully illustrated overview of different research methods including qualitative and quantitative design, constructing and administering surveys, and carrying out experiments. The authors conclude the text by considering notable current controversies and methodological changes that are impacting the discipline. The new edition offers expanded content on key statistical packages for conducting social research and takes readers behind-the-scenes of writing and presenting a research paper with annotated examples and step-by-step guidance. Far more than an introduction to the principles of social science research, this book leaves students with the skills and the applied know-how to carry out their own. It is an excellent resource for methods courses across the social sciences.

Routledge English Language Introductions cover core areas of language study and are one-stop resources for students. Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings – all in the same volume. The innovative and flexible ‘two-dimensional’ structure is built around four sections – introduction, development, exploration and extension – which offer self-contained stages for study. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained. Introducing English Language: is the foundational book in the Routledge English Language Introductions series, providing an accessible introduction to the English language contains newly expanded coverage of morphology, updated and revised exercises, and an extended Further Reading section comprehensively covers key disciplines of linguistics such as historical linguistics, sociolinguistics and psycholinguistics, as well as core areas in language study including acquisition, standardisation and the globalisation of English uses a wide variety of real texts and images from around the world, including a Monty Python sketch, excerpts from novels such as Virginia Woolf’s To the Lighthouse, and news items from Metro and the BBC provides updated classic readings by the key names in the discipline, including Guy Cook, Andy Kirkpatrick and Zoltán Dörnyei is accompanied by a website with extra activities, project ideas for each unit, suggestions for further reading, links to essential English language resources, and course templates for lecturers. Written by two experienced teachers and authors, this accessible textbook is an essential resource for all students of the English language and linguistics.