LANGUAGE AND SOCIETY-SEMINAR QUESTIONS-SEMINAR SIX ASSIGNED READING: McDonough, J and McDonough, S.

(1997) Research Methods for English Language Teachers. London: Arnold, pp. 203-218 1. What is a case study? (introduction + p. 204)

2.
3. 4. 5. 6.

On pp. 204-205 McDonough and McDonough discuss several definitions of case studies. They make five important points here. What are these points? (pp. 204-206) On p. 206 the authors state that cases can be defined in terms of what they are not. How do they do this? Describe the classifications of cases mentioned by the authors on pp. 206-207 What research instruments used in case studies are discussed on pp. 207-208? How can data collected for case studies be analysed? (pp. 208-209) How do researchers from the field of Second Language Acquisition (SLA) approach the investigation of a learner as a case? (pp. 209-210) How do the authors discuss the involvement of teachers in case study research? (pp. 211-212) Describe the Case of Q. (p. 213) Describe the Case of Marcos. (p. 214) Besides studying themselves and/or their peers, what other categories of case studies do the authors think teachers could investigate? (pp. 214-216) What are the two major limitations of case study research and what counter-arguments do the authors bring in favour of such research? (pp. 216-217) What do the authors state in the conclusion of the chapter?

7.
8. 9. 10. 11. 12. 14.

13. What are the advantages of case study research proposed by Adelman et al (1980)? (p. 217)

LANGUAGE AND SOCIETY-SEMINAR QUESTIONS-SEMINAR SIX ASSIGNED READING: McDonough, J and McDonough, S. (1997) Research Methods for English Language Teachers. London: Arnold, pp. 203-218 1. What is a case study? (introduction + p. 204) 2. On pp. 204-205 McDonough and McDonough discuss several definitions of case studies. They make five important points here. What are these points? (pp. 204-206) 3. On p. 206 the authors state that cases can be defined in terms of what they are not. How do they do this? 4. Describe the classifications of cases mentioned by the authors on pp. 206-207 5. What research instruments used in case studies are discussed on pp. 207-208? 6. How can data collected for case studies be analysed? (pp. 208-209) 7. How do researchers from the field of Second Language Acquisition (SLA) approach the investigation of a learner as a case? (pp. 209-210) 8. How do the authors discuss the involvement of teachers in case study research? (pp. 211-212) 9. Describe the Case of Q. (p. 213) 10. Describe the Case of Marcos. (p. 214) 11. Besides studying themselves and/or their peers, what other categories of case studies do the authors think teachers could investigate? (pp. 214-216) 12. What are the two major limitations of case study research and what counter-arguments do the authors bring in favour of such research? (pp. 216-217)

13. What are the advantages of case study research proposed by Adelman et al (1980)? (p. 217)
14. What do the authors state in the conclusion of the chapter?

LANGUAGE AND SOCIETY-SEMINAR QUESTIONS-SEMINAR SIX ASSIGNED READING: McDonough, J and McDonough, S. (1997) Research Methods for English Language Teachers. London: Arnold, pp. 203-218 1. What is a case study? (introduction + p. 204) 2. On pp. 204-205 McDonough and McDonough discuss several definitions of case studies. They make five important points here. What are these points? (pp. 204-206) 3. On p. 206 the authors state that cases can be defined in terms of what they are not. How do they do this? 4. Describe the classifications of cases mentioned by the authors on pp. 206-207 5. What research instruments used in case studies are discussed on pp. 207-208? 6. How can data collected for case studies be analysed? (pp. 208-209) 7. How do researchers from the field of Second Language Acquisition (SLA) approach the investigation of a learner as a case? (pp. 209-210) 8. How do the authors discuss the involvement of teachers in case study research? (pp. 211-212) 9. Describe the Case of Q. (p. 213) 10. Describe the Case of Marcos. (p. 214) 11. Besides studying themselves and/or their peers, what other categories of case studies do the authors think teachers could investigate? (pp. 214-216) 12. What are the two major limitations of case study research and what counter-arguments do the authors bring in favour of such research? (pp. 216-217)

13. What are the advantages of case study research proposed by Adelman et al (1980)? (p. 217)
14. What do the authors state in the conclusion of the chapter?

LANGUAGE AND SOCIETY-SEMINAR QUESTIONS-SEMINAR SIX ASSIGNED READING: McDonough, J and McDonough, S. (1997) Research Methods for English Language Teachers. London: Arnold, pp. 203-218 1. What is a case study? (introduction + p. 204) 2. On pp. 204-205 McDonough and McDonough discuss several definitions of case studies. They make five important points here. What are these points? (pp. 204-206) 3. On p. 206 the authors state that cases can be defined in terms of what they are not. How do they do this? 4. Describe the classifications of cases mentioned by the authors on pp. 206-207 5. What research instruments used in case studies are discussed on pp. 207-208? 6. How can data collected for case studies be analysed? (pp. 208-209) 7. How do researchers from the field of Second Language Acquisition (SLA) approach the investigation of a learner as a case? (pp. 209-210) 8. How do the authors discuss the involvement of teachers in case study research? (pp. 211-212) 9. Describe the Case of Q. (p. 213) 10. Describe the Case of Marcos. (p. 214) 11. Besides studying themselves and/or their peers, what other categories of case studies do the authors think teachers could investigate? (pp. 214-216) 12. What are the two major limitations of case study research and what counter-arguments do the authors bring in favour of such research? (pp. 216-217)

13. What are the advantages of case study research proposed by Adelman et al (1980)? (p. 217)
14. What do the authors state in the conclusion of the chapter?