Accessibility navigation


Research-led teaching in phonetics: an exercise in research literacy

Setter, J. (2017) Research-led teaching in phonetics: an exercise in research literacy. In: Phonetics Teaching and Learning Conference, 9-11 August 2017, University College London, pp. 94-98.

[img]
Preview
Text - Accepted Version
· Please see our End User Agreement before downloading.

293kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

Abstract/Summary

Research-led teaching can take a number of different forms, including training students in research methods, exposing students to research, and engaging students in it as participants. This paper reports on an exercise to engage university students in phonetic research as part of a credit-bearing module by involving them in the research as participants and using an assessed reflective exercise to improve students’ understanding of aspects of phonetic research, i.e., research design and data collection. This enabled students to evaluate not only the research methodology, but also their roles as participants and as prospective researchers, thus improving their research literacy.

Item Type:Conference or Workshop Item (Paper)
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Centre for Literacy and Multilingualism
Faculty of Arts, Humanities and Social Science > School of Literature and Languages > English Language and Applied Linguistics
ID Code:74656

Downloads

Downloads per month over past year

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation