Studying for a Masters in TESOL or Applied Linguistics

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.

• AcknowledgementsWhy this Book?1 Being an Effective Student in the Context of MA TESOL/Applied Linguistics Introduction1.1 What should I expect? What will others expect of me? 1.2 Developing Effective Reading Strategies1.3 Planning Your Time1.4 Accessing Resources and Learning to Work Smart 1.5 Identifying Sources of SupportAdditional Resources for Further ReadingChapter References2 Academic Speaking and ListeningIntroduction2.1 Contexts Involving Academic Speaking2.1.1 Academic Speaking in Groups and Seminars2.1.2 Academic Speaking in Oral Presentations2.2 Contexts Involving Academic ListeningSuggested Answers to Independent TasksResources for Further Reading3 Using Academic SourcesIntroduction3.1 Why Do I Need Academic Sources?3.2 Plagiarism and How to Avoid It3.3 Avoiding Other Common Forms of Academic Misconduct3.4 Paraphrasing3.5 Making Citations3.6 Direct Quotations3.6.1 A Few More Things to Be Aware Of and Pay Particular Attention To 3.7 Bringing It All Together3.8 Compiling A Reference List or Bibliography3.9 Different Academic Style ConventionsSuggested Answers to Independent TasksResources for Further Reading4 Becoming A More Confident and Proficient Academic WriterIntroduction4.1 Fundamental Features of Effective Academic Writing4.1.1 The Importance of Clear Structuring4.1.2 Use of the First Person4.1.3 Hedging and the Avoidance of Sweeping Generalisations4.1.4 Use of Appropriate Academic Lexis4.1.5 Supporting All Claims with Evidence4.2 Building A Coherent Academic ArgumentSuggested Answers to Independent TasksResources for Further Reading5 Dealing with Different Types of Written Coursework AssignmentsIntroduction5.1 Dealing with Academic Essays5.1.1 ‘Compare and Contrast’ Type Essays5.1.2 ‘Discussing a Quotation’ Type Essays5.1.3 ‘Critically Evaluate’ Type Essays5.2 Dealing with Linguistic Analysis Tasks5.2.1 Which Dimensions of a Task Should I Analyze?5.2.2 What Form Should a Textual Analysis Take?5.3 Dealing with Reflective Writing Tasks5.3.1 The Difference Between Description and Critical Reflection5.4 Marking CriteriaSuggested Answers to Independent TasksResources for Further Reading6 Teaching Observation and PracticeIntroduction 6.1 The Relationship Between Theory and Practice6.2 Teaching Observation6.2.1 Observation Tools and Mechanisms6.2.2 The Observation Cycle6.3 Lesson Planning6.3.1 Different Conceptualizations of Lessons6.3.2 Different ‘Ingredients’ in Lessons6.3.3 Approaches to Writing Lesson Plans6.4 Teaching Practice6.4.1 Peer Micro-Teaching6.4.2 Team Teaching/Teaching Your Own Class6.5 The Importance of Critical ReflectionSuggested Answers to Independent TasksResources for Further Reading7 Planning Your DissertationIntroduction7.1 Choosing A Suitable Topic7.1.1 Where Do I Begin?7.1.2 How Should I Manage My Time?7.2 Deciding on an Appropriate Research Paradigm7.2.1 Understanding Ontology and Epistomology7.2.2 Quantitative or Qualitative?7.2.3 Mixed Methods7.3 Completing a Formal Proposal7.4 What to Expect from your Supervisor7.4.1 Some Tips for Getting the Most out of the Supervisor-Supervisee RelationshipSuggested Answers to Independent TasksResources for Further Reading8 Writing Up Your Dissertation Part IIntroduction8.1 Dissertation Structure and Length8.1.1 Rhetorical Purpose8.1.2 The Importance of Effective Signposting8.2 Writing Chapter 1: The Introduction8.3 Writing Chapter 2: The Literature Review8.4 Writing Chapter 3: The Methodology8.4.1 Quantitative Forms of Research Methodology8.4.2 Qualitative Forms of Research Methodology8.4.3 Approaches to Data Coding8.4.4 Ethical Considerations8.4.5 Reflexivity8.4.6 Some Closing RemindersSuggested Answers to Independent TasksResources for Further Reading9 Writing Up Your Dissertation Part IIIntroduction9.1 Writing Chapter 4: Results9.1.1 Presenting Quantitative Results9.1.2 Presenting Qualitative Results9.2 Writing Chapter 5: Discussion9.3 Writing Chapter 6: Conclusion9.3.1 A Note on Summarising9.3.2 Acknowledging Strengths and Limitations9.3.3 Recommendations for Future Action9.4 Beginnings: Acknowledgements and Abstracts9.5 Endings: Appendices9.6 Final Considerations9.7 ProofreadingSuggested Answers to Independent TasksResources for Further Reading10 Life Beyond Your MastersIntroduction 10.1 Going on to Further Study10.1.1 Doing a PhD or an EdD10.1.2 Doing Other Qualifications10.2 Going Back to Work10.2.1 Updating Your CV10.2.2 Jobs Using TESOL and Applied Linguistics10.2.3 The Traditional Job Search vs The Creative Job Search10.2.4 Working in the Higher Education Sector10.3 Continuing Professional Development10.3.1 Publishing Your Dissertation10.3.2 Presenting at Conferences10.3.3 Finding Your Professional Niche10.4 Closing ThoughtsSuggested Answers to Independent TasksResources for Further ReadingA List of Common Journals for TESOL and Applied LinguisticsA List of Useful OrganisationsIndex

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