教育学assignment代写_硕博代写团队

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教育学assignment代写_硕博代写团队

发布时间：2021-03-23 热度：

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行为研究在英语教学教育中的好处及其挑战

在20世纪80年代末90年代初，英语语言教学中的行为主义相对来说已经在文学界中占据了主导位置。本文所要探讨的定义是有关文学以及行为研究作为教师教育和教师发展的一种研究办法的好处和挑战。它的结论是来源于研究方法对教学中的应用性及其持续性的评估。

1. 前言

事实上，现在有很多对行为研究的不同定义，也有很多学者在不同领域所研究出来的文献著作。伯恩斯（2005）在她的一篇关于行为主义的研究论文中探讨了关于行为研究的定义，她收集了大量的具有突出教育经验的工作者的观点，例如，登青林肯（1998），罗杰斯（1961），格罗蒂扬（1987），弗莱雷（1970），舒茨（1967）等。她总结出行为研究是一个“静态方法论革命”对定性研究方法的一部分，它会对社会科学产生一定影响，同时也会出现在科学、实验以及一些定量模式的反应中。在现在人们不断探索的基础上，它鼓励人们积极参与活动以及参与关于自然的调查（伯恩斯，2005：57）。自20世纪40年代以来，行为研究，以及与其先关的一些分支科学，例如行为科学，行为学习，医生研究，参与研究和协作/合作探究，所有的这些都参与了这场与人类社会和经济情况变化有关的新革命。伯恩斯对此还进行了进一步的解释与说明，她认为行为研究是一项非常普遍的运动，她试图在现在的社会形势下创造一个新的社会意义与理解，同时在这些情况下提高人类相互作用和实践的质量。

行为研究在英语教学教育中的好处及其挑战---ACTION RESEARCH, ITS BENEFITS AND CHALLENGES IN ENGLISH LANGUAGE TEACHER EDUCATION
Action research in English Language Teaching is relatively a recent development which has been predominant in the literature in late 1980s and early 1990s. This essay explores the definitions, literature, benefits and challenges of action research as a method of teacher research in teacher education and development. It concludes by a critical assessment of the application of this research methodology and its sustainability in ELT.

1. 前言---INTRODUCTION
There is a plethora of definitions of action research just as there is myriad literature on the subject by many scholars in many fields of human endeavour. Burns (2005) in her seminal paper on action research has explored definitions of action research by extensively highlighting the views of educators such as Denzin & Lincoln (1998), Rogers (1961), Grotjahn (1987), Freire (1970), Schutz (1967) among others. She sums up that action research is a "part of 'a quiet methodological revolution' towards qualitative research approaches" which impacted on the social sciences and emerged in reaction to scientific, experimental and quantitative paradigms. It encourages "participative, 'naturalistic' enquiry with its exploratory-interpretive underpinnings" (Burns, 2005:57). Action research, since 1940s, and its related branches such as action science, action learning, practitioner research, participatory research, and collaborative/cooperative enquiry have been part of the new revolution towards change in human social and economic situations. Burns further explains that action research is a general movement that attempts to create meaning and understanding in a problematic social situations and improving the quality of human interactions and practices within those situations.
The relevance of action research to English Language Teaching and teacher education, as we can deduce from the foregoing, is that it cuts across many disciplinary fields which include the field of applied linguistics. It is seen as a flexible research methodology suitable for research that supports change. According to Hopkins (1985: 32) and Ebbut (1985:156) the combination of action and research presupposes action as a form of disciplined inquiry in which personal attempt is made to understand, improve and reform practice. Cohen & Marion (1994:186) see action research as "small-scale intervention in the functioning of real world" thus a closer examination of the effects of change of such intervention integrates social research with exploratory action topromote development. Lisa (2008:4) states "action research involves fluid and overlapping cycles of investigation, action planning, piloting of new practices and evaluation of outcomes incorporating at all stages the collection and analysis of data and generation of knowledge. She maintains "that the outcomes of action research are both practical and theoretical. The knowledge it generates has a direct and ongoing impact on changing practice for participants and on a wider audience through its publications", and application.

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