1st Edition
Studying for a Masters in TESOL or Applied Linguistics A Student Reference and Practical Guide
Acknowledgements
Why this Book?
1 Being an Effective Student in the Context of MA TESOL/Applied Linguistics
Introduction
1.1 What should I expect? What will others expect of me?
1.2 Developing Effective Reading Strategies
1.3 Planning Your Time
1.4 Accessing Resources and Learning to Work Smart
1.5 Identifying Sources of Support
Additional Resources for Further Reading
Chapter References
2 Academic Speaking and Listening
Introduction
2.1 Contexts Involving Academic Speaking
2.1.1 Academic Speaking in Groups and Seminars
2.1.2 Academic Speaking in Oral Presentations
2.2 Contexts Involving Academic Listening
Suggested Answers to Independent Tasks
Resources for Further Reading
3 Using Academic Sources
Introduction
3.1 Why Do I Need Academic Sources?
3.2 Plagiarism and How to Avoid It
3.3 Avoiding Other Common Forms of Academic Misconduct
3.4 Paraphrasing
3.5 Making Citations
3.6 Direct Quotations
3.6.1 A Few More Things to Be Aware Of and Pay Particular Attention To
3.7 Bringing It All Together
3.8 Compiling A Reference List or Bibliography
3.9 Different Academic Style Conventions
Suggested Answers to Independent Tasks
Resources for Further Reading
4 Becoming A More Confident and Proficient Academic Writer
Introduction
4.1 Fundamental Features of Effective Academic Writing
4.1.1 The Importance of Clear Structuring
4.1.2 Use of the First Person
4.1.3 Hedging and the Avoidance of Sweeping Generalisations
4.1.4 Use of Appropriate Academic Lexis
4.1.5 Supporting All Claims with Evidence
4.2 Building A Coherent Academic Argument
Suggested Answers to Independent Tasks
Resources for Further Reading
5 Dealing with Different Types of Written Coursework Assignments
Introduction
5.1 Dealing with Academic Essays
5.1.1 ‘Compare and Contrast’ Type Essays
5.1.2 ‘Discussing a Quotation’ Type Essays
5.1.3 ‘Critically Evaluate’ Type Essays
5.2 Dealing with Linguistic Analysis Tasks
5.2.1 Which Dimensions of a Task Should I Analyze?
5.2.2 What Form Should a Textual Analysis Take?
5.3 Dealing with Reflective Writing Tasks
5.3.1 The Difference Between Description and Critical Reflection
5.4 Marking Criteria
Suggested Answers to Independent Tasks
Resources for Further Reading
6 Teaching Observation and Practice
Introduction
6.1 The Relationship Between Theory and Practice6.2 Teaching Observation
6.2.1 Observation Tools and Mechanisms
6.2.2 The Observation Cycle
6.3 Lesson Planning
6.3.1 Different Conceptualizations of Lessons
6.3.2 Different ‘Ingredients’ in Lessons
6.3.3 Approaches to Writing Lesson Plans
6.4 Teaching Practice
6.4.1 Peer Micro-Teaching
6.4.2 Team Teaching/Teaching Your Own Class
6.5 The Importance of Critical Reflection
Suggested Answers to Independent Tasks
Resources for Further Reading
7 Planning Your Dissertation
Introduction
7.1 Choosing A Suitable Topic
7.1.1 Where Do I Begin?
7.1.2 How Should I Manage My Time?
7.2 Deciding on an Appropriate Research Paradigm
7.2.1 Understanding Ontology and Epistomology
7.2.2 Quantitative or Qualitative?
7.2.3 Mixed Methods
7.3 Completing a Formal Proposal
7.4 What to Expect from your Supervisor
7.4.1 Some Tips for Getting the Most out of the Supervisor-Supervisee Relationship
Suggested Answers to Independent Tasks
Resources for Further Reading
8 Writing Up Your Dissertation Part I
Introduction
8.1 Dissertation Structure and Length
8.1.1 Rhetorical Purpose
8.1.2 The Importance of Effective Signposting
8.2 Writing Chapter 1: The Introduction
8.3 Writing Chapter 2: The Literature Review
8.4 Writing Chapter 3: The Methodology
8.4.1 Quantitative Forms of Research Methodology
8.4.2 Qualitative Forms of Research Methodology
8.4.3 Approaches to Data Coding
8.4.4 Ethical Considerations
8.4.5 Reflexivity
8.4.6 Some Closing Reminders
Suggested Answers to Independent Tasks
Resources for Further Reading
9 Writing Up Your Dissertation Part II
Introduction
9.1 Writing Chapter 4: Results
9.1.1 Presenting Quantitative Results
9.1.2 Presenting Qualitative Results
9.2 Writing Chapter 5: Discussion
9.3 Writing Chapter 6: Conclusion
9.3.1 A Note on Summarising
9.3.2 Acknowledging Strengths and Limitations
9.3.3 Recommendations for Future Action
9.4 Beginnings: Acknowledgements and Abstracts
9.5 Endings: Appendices
9.6 Final Considerations
9.7 Proofreading
Suggested Answers to Independent Tasks
Resources for Further Reading
10 Life Beyond Your Masters
Introduction
10.1 Going on to Further Study10.1.1 Doing a PhD or an EdD
10.1.2 Doing Other Qualifications
10.2 Going Back to Work
10.2.1 Updating Your CV
10.2.2 Jobs Using TESOL and Applied Linguistics
10.2.3 The Traditional Job Search vs The Creative Job Search
10.2.4 Working in the Higher Education Sector
10.3 Continuing Professional Development
10.3.1 Publishing Your Dissertation
10.3.2 Presenting at Conferences
10.3.3 Finding Your Professional Niche
10.4 Closing Thoughts
Suggested Answers to Independent Tasks
Resources for Further Reading
A List of Common Journals for TESOL and Applied Linguistics
A List of Useful Organisations
Index
Biography
Douglas E. Bell is currently Professor of Education at the University of Nottingham Ningbo China (UNNC) where he also directs and teaches on the MA TESOL. He has been involved in English and Modern Foreign Language teaching since the late 1980s and has a particular professional interest in TESOL, ESP and EAP.
This book will be extremely useful for students embarking on a TESOL or Applied Linguistics master’s degree. It discusses areas and expectations which new students may not be familiar with and, importantly, gives sound advice on how to deal with them. I will be recommending it to my students!
Brian Paltridge, Professor of TESOL, University of Sydney, Australia
