Vol. 5:1 (2019) ► pp.1–12
Teaching-oriented research
This paper examines some of the factors that make for a good teaching-oriented paper, in which research and practice are most clearly connected. Such papers have clear research questions, explicit and systematic approaches to teaching and learning for experimental and control groups, improvement measured by pre and posttests, and well-developed teaching implications. Various papers from different journals are used to illustrate the characteristics of successful teaching-oriented papers.
Article outline
- Teaching-oriented research: What is it?
- What is included in a good teaching-oriented paper?
- Summary of key components of teaching-oriented papers
- Training / Duration
- This issue
- Full-length articles
- Learning Korean pronunciation: Effects of instruction, proficiency, and L1 (Isbell, Park, and Lee)
- Correction timing: Does it affect teacher oral feedback? (Saeli)
- The effectiveness of real-time ultrasound visual feedback on tongue movements in L2 pronunciation training: Japanese learners’ progress on the French vowel contrast /y/-/u/ (Antolík, Pillot-Loiseau, and Kamiyama)
- ASR-based dictation practice for second language pronunciation improvement (McCrocklin)
- The accommodation of intelligible segmental pronunciation: Segmental repairs and adjustments in English as a Lingua Franca interactions (O’Neal)
- ESL learners’ intra-subject acoustic variability in producing American English tense and lax vowels (Smith, Johnson, and Hayes-Harb)
- Reviews
- Full-length articles
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References
This article is available free of charge.
https://doi.org/10.1075/jslp.18043.lev
References
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