| List of Boxes, Extracts, Figures and Tables | p. xii |
| List of Tasks and Study Strategies | p. xvi |
| Acknowledgements | p. xvii |
| Introduction | p. xix |
| Research and Teachers of English to Speakers of Other Languages (TESOL) | p. xix |
| Structure | p. xxi |
| Approach | p. xxii |
| Three points of orientation | p. xxiv |
| A note on personal pronouns and terminology used | p. xxiv |
| An outline of topics, chapters and levels | p. xxv |
| The Nature of Qualitative Inquiry | p. 1 |
| Preview | p. 1 |
| The Inquiring Mind | p. 2 |
| What is research? | p. 2 |
| Qualitative research | p. 6 |
| Working within a Tradition | p. 12 |
| Seven core traditions | p. 13 |
| Ethnography | p. 14 |
| Grounded theory | p. 16 |
| Phenomenology | p. 18 |
| Case study | p. 20 |
| Life history | p. 22 |
| Action research | p. 24 |
| Conversation analysis | p. 26 |
| Conclusion | p. 28 |
| Paradigmatic Choices | p. 28 |
| Getting below the surface | p. 29 |
| Paradigms | p. 32 |
| Ontology and epistemology | p. 33 |
| Qualitative paradigms | p. 36 |
| Different plots | p. 40 |
| Reading Guide | p. 41 |
| Interviewing | p. 47 |
| Preview | p. 47 |
| Learning How to Listen | p. 48 |
| Introduction | p. 48 |
| The qualitative interview | p. 50 |
| Interview types | p. 51 |
| Interview techniques | p. 53 |
| Evaluating the interview | p. 58 |
| Conclusion | p. 61 |
| The missing dimension | p. 62 |
| Issues of Structure | p. 64 |
| Structure or straitjacket? | p. 64 |
| Setting up and conducting the interview | p. 65 |
| Developing an interview guide | p. 69 |
| Elicitation techniques | p. 71 |
| Conclusion | p. 74 |
| Well if you'd told me it was an interview... | p. 74 |
| Aspects of Analysis | p. 79 |
| Interviews and representation | p. 79 |
| Analysis in talk | p. 80 |
| Analysis of talk: transcription | p. 81 |
| Analysis of talk: technique | p. 84 |
| Analysis of talk: relationships and accounts | p. 86 |
| Outcomes of talk: analysis and interpretation | p. 90 |
| You can tell me...(I'm a researcher) | p. 93 |
| Skills Development | p. 97 |
| Reading Guide | p. 101 |
| Observation | p. 104 |
| Preview | p. 104 |
| Learning to See | p. 105 |
| Access and ethics | p. 107 |
| Just looking | p. 109 |
| A sense of place | p. 111 |
| The inhabitants | p. 113 |
| Note taking | p. 115 |
| Whose topic? | p. 117 |
| Participant Observation | p. 119 |
| Access and entry | p. 120 |
| A structure for observations | p. 129 |
| Strategies for observing | p. 133 |
| Note taking | p. 135 |
| Ethics | p. 139 |
| Conclusion | p. 141 |
| Adequate description | p. 141 |
| Structured Observation | p. 144 |
| The hidden dangers of closed observation | p. 145 |
| Standard observation schedules | p. 149 |
| Deciding whether to use structured observation | p. 150 |
| Working up a schedule | p. 150 |
| Some practical problems | p. 156 |
| Calculating inter-observer agreement | p. 157 |
| Describing activities | p. 160 |
| Skills Development | p. 166 |
| Reading Guide | p. 169 |
| Collecting and Analysing Spoken Interaction | p. 172 |
| Preview | p. 172 |
| Getting Started | p. 174 |
| How to make successful recordings | p. 175 |
| Listening to find a focus | p. 180 |
| Basic transcription | p. 181 |
| An introduction to analysis | p. 184 |
| Giving instructions | p. 188 |
| Developing an Analysis | p. 191 |
| Approaches to analysis | p. 191 |
| Dealing with sequences | p. 192 |
| Looking for patterns | p. 195 |
| Producing an adequate transcription | p. 198 |
| Questions and answers | p. 205 |
| Different Approaches to Analysis | p. 208 |
| Introduction | p. 208 |
| Introducing a complaint | p. 209 |
| Conversation analysis | p. 212 |
| Interactional sociolinguistics | p. 213 |
| Critical discourse analysis | p. 216 |
| The discourse palette | p. 220 |
| Transcription Conventions | p. 224 |
| Skills Development | p. 224 |
| Reading Guide | p. 227 |
| Planning a Project | p. 231 |
| Preview | p. 231 |
| The Personal Project | p. 232 |
| Reflecting on practice | p. 232 |
| Formulating a question | p. 233 |
| Deciding on a response | p. 235 |
| Making a plan | p. 235 |
| Making it happen | p. 236 |
| An action research project | p. 236 |
| Resources for Project Planning | p. 239 |
| Fixing a topic | p. 239 |
| From research topic to research question | p. 242 |
| Dealing with the literature: getting to know a tradition | p. 245 |
| Design issues | p. 249 |
| Forms of writing | p. 251 |
| Wider Engagement | p. 255 |
| Responding to complexity | p. 255 |
| Participatory dimensions | p. 256 |
| Providing leadership | p. 258 |
| Connecting with theory | p. 259 |
| Reading Guide | p. 260 |
| Analysis and Representation | p. 263 |
| Preview | p. 263 |
| Discovery | p. 264 |
| What counts as evidence? | p. 264 |
| General and particular | p. 265 |
| Resonance | p. 265 |
| Going public | p. 266 |
| Evaluating contributions | p. 267 |
| Analysis | p. 268 |
| Data and analysis | p. 268 |
| Categorisation and coding | p. 273 |
| Techniques for seeing and representing | p. 277 |
| Building a picture | p. 279 |
| Assessing claims | p. 282 |
| Interpretation | p. 284 |
| Reliability and validity | p. 284 |
| Developing the model | p. 285 |
| Alternative formulations | p. 286 |
| Validity checks | p. 287 |
| Generalisability | p. 287 |
| Connecting with theory | p. 290 |
| Writing and representation | p. 291 |
| Judging qualitative inquiry | p. 292 |
| Reading Guide | p. 295 |
| Epilogue: Qualitative Inquiry and Teaching | p. 297 |
| Recognition of complexity | p. 297 |
| Respect for difference | p. 298 |
| References | p. 301 |
| Index | p. 317 |
| Table of Contents provided by Ingram. All Rights Reserved. |
