|Credit: TESOL Press, |
Most importantly, however, I think it makes another point, albeit indirectly, that research studies and practice paradigms from other fields should be seen as potentially valid and credible evidence to support teaching practice in this field.
That was, understandably, more in vogue a couple of decades ago, before more empirical studies (in the area of pronunciation, for example) began to appear. Like all developing fields, we borrowed heavily from models of related disciplines--until our "native" research base and identity emerged. A sign of the recent maturation of the field is appearance of the new Journal of Second Language Pronunciation.
Lately the pendulum has also begun to swing back in the other direction, however, a trend evident in the social sciences in general: the territorial, professional, "pedagogically correct" (PC) imperative: (For at least some theorists today) only research done in the classroom or the laboratory of language teaching by language professionals/researchers can be considered as adequate or sufficient support for classroom practice.
This book provides some welcome perspective on that issue.