Abstract
Dick Allwright’s reflections (2006, Chapter 1 in this volume) on the history of Applied Linguistics ties in with the work of many through the years who have tried to understand language learning and teaching from the perspective of the participants. In order to obtain student perspectives on classroom interaction, much recent research has been carried out using diary and journal studies (Gebhard and Oprandy, 1999; Jarvis, 1992; Numrich, 1996; Richards and Ho, 1998; Wiener and Rosenwald, 1993); peer observation (Crookes, 2003; Richards, 1998; Tsui, 2003); stimulated recall (Burns, 1996; Calderhead et al., 1981; Gass and Mackey, 2000); and private speech (Barnard, 2003; Broner and Tarone, 2001; De Guerrerro, 1994, 1999; Lantolf, 1997; Saville-Troike, 1988).
We should like to thank Margaret Franken and Steven Donald for their useful input in the development our thinking for this chapter.
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© 2006 John F. Fanselow and Roger Barnard
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Fanselow, J.F., Barnard, R. (2006). Take 1, Take 2, Take 3: A Suggested Three-Stage Approach to Exploratory Practice. In: Gieve, S., Miller, I.K. (eds) Understanding the Language Classroom. Palgrave Macmillan, London. https://doi.org/10.1057/9780230523166_10
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