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Dialectical research may be applied to a range of problems. For instance, Eli Berniker and David McNabb (2006) argue for the application of dialectical research for the study of organizational processes, and James Page (2008) has used a dialectical research method to develop a philosophy of peace education.
Educational research refers to the systematic collection and analysis of evidence and data related to the field of education. Research may involve a variety of methods [ 1 ] [ 2 ] [ 3 ] and various aspects of education including student learning, interaction, teaching methods , teacher training, and classroom dynamics.
Dialect awareness is an instructional approach that teaches basic sociolinguistic concepts to students with the purpose of increasing awareness of language variation and improving language attitudes. An example of this approach is the Voices of North Carolina [ 1 ] (VoNC) curriculum developed by Jeffrey Reaser and Walt Wolfram .
Rather it must be seen as its "qualitative definition". [44] Dialectic prominently figured in Bernard Lonergan's philosophy, in his books Insight and Method in Theology. Michael Shute wrote about Lonergan's use of dialectic in The Origins of Lonergan's Notion of the Dialectic of History. For Lonergan, dialectic is both individual and operative ...
Language education refers to the processes and practices of ... A method is a plan for presenting the language material to be learned. It should be based on a ...
The little arrow method is an early method for comparing regional dialects. In the little arrows method, researchers begin with a general map of a region, often with traditional linguistic dialect boundaries indicated for reference. [5] Then, informants from several sites are asked how similar they believe the language of other sites is to ...
Dialectology (from Greek διάλεκτος, dialektos, "talk, dialect"; and -λογία, -logia) is the scientific study of dialects: subsets of languages.Though in the 19th century a branch of historical linguistics, dialectology is often now considered a sub-field of, or subsumed by, sociolinguistics. [1]
However, method is an ambiguous concept in language teaching and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods". [5] The methods of teaching language may be characterized into three principal views: