000			01289 a2200265 4500
001			200003165
999			_c200003165 _d43374
003			TR-AnTOB
005			20190408214434.0
008			110318s2010 enk 000 0
020			_a9780521555357
040			_aTR-AnTOB
041			_aeng
050	0	0	_aPE1128.A2 _bW228 2010
090			_aPE1128.A2 W228 2010
100	1		_aWallace, Michael J. _938857
245	1	0	_aAction research for language teachers / _cMichael J. Wallace.
264		1	_aCambridge : _bCambridge University Press , _c2010.
300			_a273 p. ; _c22 cm.
490	0		_aCambridge teacher training and development
504			_aIncludes bibliographical references and index.
505			_a1. Why action research? -- 2. Selecting and developing a topic. -- 3. Collecting the data. -- 4. Field-notes, logs, journals, diaries and personal accounts. -- 5. Verbal reports. -- 6. Observation techniques: recording and analysing classroom skills. -- 7. Questionnaries and interviews. -- 8. The case study approach. -- 9. Evaluation and trialling: teaching materials. -- 10. No teacher is an island: some approaches to sharing ideas.
650		0	_aEnglish language _xStudy and teaching _xForeign speakers _xResearch _973232
650		0	_aLanguage and languages _xStudy and teaching _xResearch _973233
942			_cBK