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at fast with researchers who have at least some idea of the enormous cornpiexity of everyday classroom life, are hegirming to be morę recept i ve to the whole research

enterprise.....Reing a good classroom teacher mearis being alive to what goes on in the

classroom, alive to the problems of sorting out what matters, moment by moment, from what does not. And that is what classroom research is al! about: gaining a beiter understanding of what good teachers (and learners) do inst1nctiveiy as a matter of course, so that ultimately ali can benefit/{Allwrigh.t and Bailey, 1991}

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References:

Benson, P. 7001. Autonomyin Languoge Learning. Longman: Hartów. P. 176,181-183, 220-223 Ha mer, J. 2007. The Proc 'cc efEngtish Languag Teaching. Hartów: Longman p. 414-417 Nunan, D. 1995. Languoge Teaching Methodo^!ogy. Prenuce Hali: Sydney.p. 13-14 Richarda, J. r, Ch. Lockhart. 1994. Reflective Teaching in Secortd Languoge Classrooms. CUP: Cambridge. P. 12 i/ 2.7-28

Waliace, M. J. 1993. Training Foreign Longin je Teachers. A Reflec a Approach. Cl 1 Cambridge. P. 56-57, 78