Читать книгу Research Methods in Language Teaching and Learning - Группа авторов - Страница 42

1 1 Although diary-based research into language teaching and learning can be traced back to the early 1980s (e.g., Bailey, 1981 study of an individual’s language learning experience, and her 1983 examination of competitiveness and anxiety among adult learners; Brown’s, 1985 exploration of the differences between adult and young learners), more recent diary studies remain relatively uncommon. Published studies include Yi’s (2008) investigation into teachers’ perceptions and use of rating schemes, Lopera Medina’s (2013) study of the teaching of reading, and Farrell’s (2013) account of teachers’ own professional development through diary-writing. Meanwhile, learners’ experiences and concerns have occasionally been uncovered through diary approaches, including fluctuations in the motivation of an individual learner (Casanave, 2012), the language anxiety experienced by students in a specific class (Gkonou, 2012), and more general difficulties and constraints on learning English experienced by students within an institution (Huang, 2005).